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Teamwork

My skill started when I first got my Playstation 3 for Christmas two years ago and I played by myself until I played against Travis Hill and got admitted in the 7o6 Playstation Network clan. Although he beat me thirty to twenty-one, he still thought that I was good enough to join. I didn’t always play with Travis on Playstation, it was maybe five months before I started playing with Travis, and I think that I got good enough by playing that time by myself, and I didn’t really know the meaning of teamwork at first and I quickly figured out that the 7o6 clan was a very teamwork-based clan, especially after I got chewed out by all of the other, more experienced members, but then I proved myself to the entire team by winning an important match against one of our rivals with a 4 v. 1 clutch (a clutch is just when a player by themselves beats at least four of the other players on the other team). The only reason that I chose this as the most important skill is because of the things that it taught me by playing with teamwork, which are basic things like

The Power of the Press

The press badges on two junior high reporters caught the president’s eye at the steps of Air Force One. “Oh, I see you’re starting early,” Richard Nixon told the students as he stepped forward to shake their hands. The two student reporters, wearing the same press credentials as the half dozen professional reporters also at the aircraft, were the only ones who got to talk with the president. He was in Rockford, Illinois, to deliver a campaign speech. It was one of countless journalism adventures that tapped the skills and honed the judgments of students from Johnsburg School District 12, which serves a small community in northern Illinois. Two and a half years later, three other reporters for the Johnsburg Journal student newspaper attended a White House press briefing that was dominated by Watergate questions. Afterwards, they saw President Nixon in the Oval Office. In Johnsburg, even junior high students were empowered to practice authentic journalism’without the threat of arbitrary censorship or the practice of prior review by administrators. I taught journalism and advised the newspaper staffs in Johnsburg for 34 years, including my last 25 years advising the Johnsburg Weekly News after we became a high school district. I

William Owings’ Learning Story

The year was 1988 and I was a new high school principal in Franklin County, Virginia. The school had problems – a high drop out rate, low percentage of students going on to higher education, and parent and student apathy to name a few. We did a good job of working with the academically talented students, but not all students. In my five years as principal the faculty (with changes) came around to accept a mission of meeting all students’ needs. We started interdisciplinary teaming in 9th grade to ease the middle school transition, set up a mentoring program for at-risk students, and taught interdisciplinary classes (combining 11th grade American Literature and American History so students studied the Civil War as they read the Red Badge of Courage) to make school more meaningful and relevant for student learning. We also reprised the musicals that the drama and music department put on after 20 years of artistic silence in that arena. I met with all new faculty every Friday over pizza and soda to help them last through the first year and be more effective than they might have been otherwise. At the end of the fifth year our drop out

When did I fall in love with learning?

When did I fall in love with learning? Or, maybe, why was it that I never fell out of love with learning? For me, my most powerful learning experiences have always included people I admired, conversations that mattered, engaging writing, eye-opening films, and most importantly opportunities to put my learning into action. As a high school student, I had two teachers in particular that opened the way for me to learn in real world settings: Jeff DePew and Ted Munnecke. They saw possibilities for me that I had not yet imagined for myself. Through their support and my mom’s persistent phone calls, I spent a summer volunteering for the National Zoo in Washington, DC. Nearly sixteen, I volunteered forty hours per week feeding small mammals and cleaning their cages. While some of the work was repetitive and physically demanding, the real learning for me happened with the zoo keepers who took me seriously and engaged me in aspirational conversations. Through their questions and guidance they helped me see more clearly my next steps. Through their connections and additional support from my biology teachers, I spent the following summer and volunteering for the Marine Systems Laboratory of the Smithsonian’s Natural History

What Trust Can Do

I am an educational consultant and writer, and the most powerful learning experiences I have are when the folks I am consulting with/learning with have chosen to be part of the group, agree on the nature of the problem, and there is a high degree of trust among group members. I’m working now in a troubled middle school that won’t make AYP this year and might be closed due to underperformance. Many of the teachers and all the school leaders got together at the beginning of the year, though, and decided they would work on problems of instruction as a way to deal with their underperformance. Because everyone agreed this would be fruitful, and people have developed a lot of trust with each other about discussing hard things, we are really seeing improvement every day, even in test scores! But all three conditions: trust, agreement on the problem, and choosing to participate are ingredients of making this a powerful learning environment. Thanks for asking!

Creating the DLC

Constructing a narrative about my own learning story has stimulated reflections on my experiences as a teacher for almost fifty years in a variety of contexts and through all sorts of trends and movements. Out of those fifty years, one decade-length experience I now see as pivotal in the development of how I approach schooling. The lessons I learned ranged from affirming, to challenging, to chastening. My career in education began with stints as a social studies teacher in high schools around Atlanta, then as a guest teacher, responding to invitations by secondary social studies teachers to conduct simulations and role-playing activities in their classrooms, presumably modeling these strategies for them. Modeling did not pay off, if measured by the number of teachers who began using simulations and role-playing in their repertoires of instructional practices. However, moving from school to school in virtually every neighborhood in Atlanta provided opportunities to observe teachers in action, as well as the climate and culture in each of those schools. The differences in resources between white and black schools stunned me. The invidious inequities in black and white schools was manifest before me on a daily basis. But it was the failure of all

“John, you are in charge. What do we do now?”

I was 19 and in an instructor training course for Colorado Outward Bound. We had backpacked in to Snowmass Lake, and then, after crossing a steep snowfield (late June) climbed up over beautiful wildflower covered slopes into a high col in the ridge between Snowmass and the next cirque to the north under Capitol Peak. Just as we came into the col, a huge thunderstorm blew in from the north. Lightning was striking the peaks around us, and thunder was echoing back and forth across the cirque. The north slope was covered in avalanche-prone snow, which the booming thunder threatened to shake loose. Our packs began to buzz with electricity, signaling possible lightning strikes. The instructor turned to me, and calmly said, “John, you are in charge. What do we do now?” I had to think of a safe plan and execute it extremely quickly, and I had to manage getting the rest of the group into a safe place and addressing their fears, while organizing how they would move in an orderly and safe way down the snow covered slope to the valley below. We were able to get off the ridge and down the slope safely and quickly,

It had already been a long school year and it wasn’t half over.

Hanna Neuschwander’s Learning Story

I was trained in school and through my early professional career to write and edit, to think and communicate clearly. Along with that training — which came packaged in an excellent, challenging education — I also learned to be a bit of a snob. I read books I was supposed to read, I could define “synecdoche” and follow iambic tetrameter in a poem, and I quietly judged people who didn’t punctuate or capitalize in emails. About two years ago, to escape the loneliness of freelance editing from home, I decided to do some volunteering. I found a group called Write Around Portland that advertised the opportunity to be a volunteer editor. The organization runs writing workshops for people that wouldn’t otherwise have an opportunity to write in a community of other writers. Write Around Portland teams up with social service and education agencies, like residential treatment centers for youth with addiction problems, or shelters for battered women, or the VA, or jails, and they offer 10-week writing courses. Many of the people in these workshops had bad experiences in schools. They had been told, in one way or another, that they weren’t capable or worthy of achieving much in the

Cooper Zale’s Learning Story

JLO. Before Jennifer Lopez’s fans laid claim to this three-letter combo, it was the acronym for the unique youth theater group I participated in from 1970 to 1975, playing a role either backstage or, later, onstage in over twenty musicals, comedies, dramas and children’s theater. During the years I was a member of ‘Junior Light Opera’, it was a group of some seventy youth, ages five to twenty and just two facilitating adults — my speech and stagecraft teacher Michael and a school orchestra teacher named Sue. Michael played a pivotal role in funding the enterprise, picking the plays, pulling the key team members (producer, director, etc.) for each play. Sue, our musical director, would recruit and rehearse a full youth orchestra of maybe twenty kids from her various orchestra classes. Given that, the bulk of the responsibility was distributed to their company of talented youth. Unlike any other youth theater group I have seen where all the key jobs — director, producer, lighting and set design, costumer, choreographer — are performed by adults, a typical JLO musical had teenage youth in these critical roles. For example, we did the musical ‘Oliver’ with a seventeen-year-old director, a thirteen-year-old choreographer, an

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