• 24Sep

    Hello all!

    It’s been a while since you’ve seen an entry by yours truly and there’s a good reason: I’m now working full time as a teacher for students with Attention Deficit Disorder (ADD) and other Learning Disabilities.

    So far, it’s a blast! My class is very manageable, and the staff and parents have been very supportive. My wife has been teaching at a public High School for the last four years, so we are regularly comparing notes to see how our teaching experiences differ.

    First, I have the same fifteen students all day. She has 150 who are with her for about an hour per day.
    Second, my school has a process in place to handle students who have episodes that disrupt the classroom. They can easily be separated until they are classroom ready again. There are solid consequences that are not arbitrary punishments. At my wife’s school, there is little she can do about a student who is chronically disruptive.
    Third, the school’s focus is on input–learning–and the output expected of each child is customized to match their circumstances and ability.

    I could go on but it is gratifying to find a place where their philosophy matches my own. Look for more updates in the future, along with some humorous anecdotes.

    Good luck!
    Allen Dobkin

  • 03Sep

    In work with children a team means everything. Your child’s self esteem and ways of relating are constructed by what they learn from team interaction. Even in graduate school students learn that the key to power for scientists is flexibility and cooperation. Many experiments show success after many well planned failures. Sometimes it takes only a new way of seeing to trigger a break through. We can mourn the past or prepare for the future, we can not do both. Often weakness in one team member will trigger unknown strength in another so it pays to obey the three fs of creativity,. Fun, flexibility and favor.

    Blessed are the flexible, for they shall not be broken

    One day I was trying to find a stick to roast marshmallows on. The old ones were easy to separate from the branch but were dry and brittle. The young ones did not seem that strong but they could not be broken. They were attached to the tree and gained strength and life from it. This is like your family and you. When we are attached and meet needs for each other we are strong but when we allow the stress of life to separate us from kindness and humor our loved ones draw away in pain and begin to dry from the inside out. This applies to older people too. I will use the analogy of a Christmas tree. When I was small and Christmas was over I wanted to replant the Christmas tree. My mother laughed and said it has no roots and it is already dead. I was sure she was wrong and planted it anyway! It was cold so it looked like my mother was wrong and I rejoiced, I did notice it was not growing though….when a warm spell came death became apparent. Our roots are our families and those we work with, we can choose to be roots that help them grow or just leave them planted and alone and see how they do…. It is good to remember that live trees are a source of shade and beauty, dead trees are ugly and take a lot of work.

    To help you with your choice here are two stories

    Many years ago there were two gifted artists. They were poor and scholarships went to the politically astute so they were on their own with talent and no money. They devised a plan. The one brother went into the mines to work and support the other while he went to graduate school. This brother, spurred on by the help of his brother graduated with honors and became widely acclaimed. He went back to his brother with joy and said “I can put you through school with class”. The other brother without bitterness lifted up his hands to show them to his brother, they were broken and crooked from years in the mines. He said “I can not go, the mines have cost me my hands” The artist did a sculpture of his brothers hands, they became his greatest work. Most of us know them as they became the image for the famous serenity prayer. In life sometimes we are the hands and at other times the artist. It is good to consider the cost to our team and provide feedback and favor before hands are destroyed.

    The next story gives a vivid example of how we can color one another’s world

    The Serenity Prayer

    God, give us grace to accept with serenity the things we cannot change,
    The courage to change the things we can that,
    And the wisdom to know the difference.

    -Reverend Reinhold Niebuhr (1930-40)

    The next story gives a vivid example of how we can color one another’s world

    The Window

    It will take just 37 seconds to read this and change your thinking.

    Two men, both seriously ill, occupied the same hospital room.
    One man was allowed to sit up in his bed for an hour each afternoon to help drain the fluid from his lungs.
    His bed was next to the room’s only window. The other man had to spend all his time flat on his back.
    The men talked for hours on end. They spoke of their wives and families, their homes, their jobs, their involvement in the military service, where they had been on vacation.

    Every afternoon, when the man in the bed by the window could sit up, he would pass the time by describing to his roommate all the things he could see outside the window.

    The man in the other bed began to live for those one hour periods where his world would be broadened and enlivened by all the activity and color of the world outside.

    The window overlooked a park with a lovely lake.

    Ducks and swans played on the water while children sailed their model boats. Young lovers walked arm in arm amidst flowers of every color and a fine view of the city skyline could be seen in the distance.

    As the man by the window described all this in exquisite details, the man on the other side of the room would close his eyes and imagine this picturesque scene.

    One warm afternoon, the man by the window described a parade passing by.

    Although the other man could not hear the band – he could see it in his mind’s eye as the gentleman by the window portrayed it with descriptive words.

    Days, weeks and months passed.

    One morning, the day nurse arrived to bring water for their baths only to find the lifeless body of the man by the window, who had died peacefully in his sleep.

    She was saddened and called the hospital attendants to take the body away.

    As soon as it seemed appropriate, the other man asked if he could be moved next to the window. The nurse was happy to make the switch, and after making sure he was comfortable, she left him alone.

    Slowly, painfully, he propped himself up on one elbow to take his first look at the real world outside.
    He strained to slowly turn to look out the window besides the bed.

    It faced a blank wall.

    The man asked the nurse what could have compelled his deceased roommate who had described such wonderful things outside this window.

    The nurse responded that the man was blind and could not even see the wall.

    She said, “Perhaps he just wanted to encourage you.”

    Epilogue:

    There is tremendous happiness in making others happy, despite our own situations.

    Shared grief is half the sorrow, but happiness when shared, is doubled.

    If you want to feel rich, just count all the things you have that money can’t buy.

    “Today is a gift that is why it is called The Present .”


    by Amy Price PhD © 2007

  • 28Aug

    Is my child going to the right school?

    Deciding this seemingly simple question can be agonizing for parents. Not only are some schools “objectively” better (lower teacher student ratios, more enrichment programs, etc) but one kind of child could fail in the same school where a different child would thrive. It happened to Albert Einstein. He hated school in Munich because of its rote memorization and constant drills. He prospered at a Swiss school where they taught visual thinking. The things that he learned there enabled him to be……well, Albert Einstein. Visual thinking enabled him to create experiments in his head. Einstein was probably a visual learner and this school played to his strength, enabling him to develop his spark of genius.

    There are some things to look for when you are school shopping and these criteria can be helpful in assessing whether your child’s needs are being met in his present academic environment.

    First of all, what are the strengths of your child’s school? Do they foster independence or provide adequate structure? In an extreme example, a bright motivated student like Einstein might benefit from a Montessori type open classroom with resources for him to explore his own interests and to progress at his own pace.

    But this type of approach could leave an autistic child staring at the lights. For these children, one of the most successful approaches is called Applied Behavioral Analysis, with constant repetition, positive reinforcement and prompting. Additionally a child with attention issues can be overwhelmed if too much is happening in the classroom.

    It’s also important to assess how much individual instruction is available. An introverted, introspective child who could get lost in the shuffle or for a child with attention problems who needs more redirection can really benefit from customized attention.

    Then you need to know your child’s strengths. Is there a match? Does this school stimulate your child’s spark of genius? It can be helpful to ask the school who would be a successful learner there.

    Of course, your child’s teachers make a difference here too. Sometimes a child will do poorly one year and really come around the next because the teacher understands what the child needs to succeed. Parents and teachers are the most important part of any child’s learning team, and it’s important that they work together. Find out the best way to communicate with your child’s teacher and stay abreast of what’s happening in the classroom.

    Now I am thinking about this at the beginning of school here in Florida and I don’t want parents to second guess themselves and wonder if they made the right school decision. I believe that everything happens for a reason and that we can learn something from every experience. Remember that Einstein was at the “wrong” school in the beginning, but maybe memorizing equations gave him the building blocks he needed for revolutionizing physics.

    Remember that finding the right education for your child is a process. Any steps that you take to ensuring a better fit between your child, the teacher and the school will benefit your child’s sparks of genius.

    By Ninah Kessler, LCSW
    Life Coach

  • 20Aug

    In many counties around the U.S. school districts are offering free breakfasts to students under the theory that if you’re hungry then you aren’t at your best. They’re hoping to see an increase in grades and standardized test scores, especially in poor schools where students are often short on good scores and good meals. Will it work? I am sure it will, to some degree.

    What I find so interesting is the extreme nature of the comments about these programs. Holy cow! People are angry about providing breakfast!

    Here’s a sample (from here).

    “And this is yet ANOTHER reason why I, as a teacher, have just moved to another county!”

    “I, as a taxpayer am fed up with the PBC school board and their reckless squandering of my tax $$. If people want to have kids THEY should be forced to provide for them.” (Ed: There is definitely squandering…but not on this program!)

    “Stop all FREE food programs (maybe we should teach the kids that there is no such thing as a FREE lunch, or anything else)”

    “How scary is is that we allow the same people that bring us the IRS, DMV, and Social Security to TEACH OUR KIDS?!?!?!?” (Ed: Good point…it is scary!)

    “Why should I as a taxpayer subsidize free breakfast for all?”

    “The qualification for free breakfast/lunch is $26k for a family of four. Really, consider living on that w/2 children, or as a single parent w/3 children, and I would assume we have a parent who possibly leaves home before the children have breakfast. Judge not, that ye be not judged. Be grateful these children are being fed a nutritious breakfast, for they are probably in need.”

    What do you think? Leave us a comment!

    -Allen Dobkin

  • 13Aug

    This morning I’m off for my first day as a teacher at an all-ADD private school. Students won’t be arriving until next Wednesday, but I am excited about the opportunity to work with them in a group as large as 15. That is 5-10 times more high-need students than I’m used to. I’m sure it will prove exciting. You can count on me to share my experiences and insights with you as the school year progresses.

    One way this school has impressed me is the way that they handle academic goals as opposed to developing social skills. In my experience, parents will happily spend tens of thousands of dollars (if they can afford it) in order to remodel their kid’s report card, but the moment you tell them that this will help their child build social skills and make friends, the pocketbook goes under lock and key.

    As students are processed for attendance at this school, the administration goes into detail with the parents about what the parents ultimately want for their child. Inevitably, the answer ends up revolving around independence, happiness and friends. This frees us up to work on those vital areas that ultimately decide the child’s fate.

    If you are working with a challenged population of children, remember that a child can flunk out of high school and still become the founder and CEO of a major company. But even with straight A’s, a child with inadequate social skills won’t even be able to work as a janitor. Make sure you teach appropriately.

    Good luck!
    Allen Dobkin

  • 07Aug

    Tell them to Think of Their Brain as a Muscle

    Research shows that students do better in school when they are told they can get smarter by training their brains to get stronger— like a muscle.

    Article here.

    Does your child see intelligence as something fixed or something expandable?

    Students who think intelligence is fixed become preoccupied with whether they look smart or dumb. They also tend to avoid difficult tasks. |Not good!

    But students who believe they can develop and expand intelligence usually like being challenged. They try harder, are more persistent and worry about making mistakes and looking dumb. This is good.

    In one experiment of 12 year old students with similar math achievement scores, those with a fixed mindset did worse in math than those who were taught that the brain is a muscle. And, the gap between the two groups widened over the years.

    Carol Dweck, a psychologist and researcher at Stanford University said:

    “We taught them that the brain forms new connections every time they applied themselves and learned,” she explained. “It gave them a new model of how their minds worked, and how they had control of their brains and could make it work better. The idea is to free them from the tyranny of fear of looking dumb. The name of the game is learning.”

    Students need to understand that their intellectual potential is not fixed. So do parents and educators.

    Some games that exercise the brain to get stronger can be found here.

    Moreover, there are many ways to be smart that are undervalued in school and at home—so-called multiple intelligences.

    Students at Sparks of Genius learn that their brain forms new connections when they work hard to learn and learn. They also learn how to take full responsibility for learning buy controlling their mind and their brain to work better.

    Sparks of Genius personal trainers use a high tech (software) high touch (character development) formula to help students train their brain for success

    We identify, ignite and nurture many intelligences. It’s a great way to increase student achievement.

    To learn more about your child’s learning potential

    fill out the FREE 39-Point Learning Assessment now. http://sparksofgenius.com/screens.html.

    Dr. Rohn Kessler

  • 06Aug

    In my opinion, there is a real problem when the need for teachers to feel like they are the master of their domain is more important than the mission of preparing students for academic and real life. Here is a perfect example.

    Mr. Lampros’s introduction to the high school’s academic standards proved a fitting preamble to a disastrous year. It reached its low point in late June, when Arts and Technology’s principal, Anne Geiger, overruled Mr. Lampros and passed a senior whom he had failed in a required math course.

    That student, Indira Fernandez, had missed dozens of class sessions and failed to turn in numerous homework assignments, according to Mr. Lampros’s meticulous records, which he provided to The New York Times. She had not even shown up to take the final exam. She did, however, attend the senior prom.

    Through the intercession of Ms. Geiger, Miss Fernandez was permitted to retake the final after receiving two days of personal tutoring from another math teacher. Even though her score of 66 still left her with a failing grade for the course as a whole by Mr. Lampros’s calculations, Ms. Geiger gave the student a passing mark, which allowed her to graduate.

    So here we have a student who missed many classes, didn’t do (hardly) any homework, and of course the teacher gave the student a failing grade. The teacher quit because the principal changed the grade to a passing grade, following all the correct procedures, allowing the student to graduate.

    There are three things that stand out to me as a problem:

    First, the student passed the final exam with a 66. Not an academic whiz-kid, certainly, but she demonstrated that she had mastered the material. Or was the final exam a poor measure of mastery? Or are grades less about mastering the material and more about following the rules: completing classwork and homework, obeying school and disciplinary rules? In my view, the grades should reflect the students’ mastery of the material.

    Second, I think the administrator’s priorities were spot-on correct. Protecting the teacher’s ego is nowhere near as important as seeing that the student is graded appropriately. It is a math class. Who cares if homework was completed or that her attendance record was swiss cheese? She demonstrated mastery of the skills required to pass. Failing her in spite of that mastery is unfair and probably reflects a disparity in the backgrounds of teacher (white) and student (latino). In this case, the student would not have graduated without this passing grade. So what is more important: making sure nobody hurts the teacher’s feelings or refusing to graduate a student despite her mastery of the material?

    Third, the attitude of entitlement (“I set the grading policy for this class”) that teachers have is, according to my anecdotal experience, pandemic. Many teachers, probably because of the bureaucratic nature of public schools, have become bureaucrats themselves, more concerned with protecting their work conditions, benefits, power over their classrooms than they are with helping students. I don’t think it is a matter of character: anyone under rotten circumstances will lose their sense of mission, eventually. The sad part is that the teacher in this case is so young (judging by his photo) that it wasn’t a slow ride down.

    I was horrified to hear the story of a student who earned college credit for a high school class that he failed.

    It is easy to forget that the decisions a teacher makes can easily throw a student’s life off course. I am reminded of a recent conversation with a talented, hard-working, intelligent and experienced teacher who happens to be a friend I respect. I was horrified to hear her story of a student in her Advanced Placement (AP) science class who earned an F every quarter because he would not study or complete homework but then scored a 4 on the AP exam. That is sufficient to earn him college credit, but not high school! Do you hear the flushing sound? That’s his scholarship opportunities going down the toilet due to an F on his record and the hit to his GPA. That is so wrong.

    The point here is that parents cannot simply trust teachers and administrators to do the right thing by your child. You have to be involved. You have to watch. You have to look for signs of trouble. And you have to speak loudly, so that you’ll be heard over the whining.

    Good luck!
    Allen Dobkin

  • 24Jul

    There’s good news out there for folks who are looking to increase memory, stave off dementia, reduce the frequency of their “Senior Moments” and have fun doing it. What about training Attention (for Attention Deficit Disorder – ADD)?

    In recent weeks, three new brain training games have arrived on store shelves, each one promising to give us neural networks of steel. There’s “Hot Brain” and “Practical Intelligence Quotient 2,” both playable on Sony’s handheld PSP. And then there’s “Big Brain Academy: Wii Degree” for Nintendo’s new Wii console.

    Full article here.

    But do these games really work?

    Like most things in life, the answer is both yes and no. New and stimulating activities, including these video and puzzle games, can help you “use it” in lieu of “losing it.” So in that regard, yes they can help.

    But once you’ve played a particular game enough times so that the activity is no longer novel, it loses some of its potency. In part this is addressed by offering a variety of games and puzzles. Ultimately, though, these games are not much better than the typical fare you can play online, often for free, at least as far as brain-training is concerned.

    Don’t neglect your 9 IQs

    We all have those 9 IQs: spatial, verbal, math, musical, interpersonal, intrapersonal, kinesthetic, naturalist and spiritual. These types of games typically offer spatial, verbal and math style puzzles. That leaves two-thirds of your intelligence untapped.

    If you really want to help “train your brain”, learn to play a new instrument!

    Make new friends, write an article or life story, take up bird-watching, solve an old-fashioned jigsaw puzzle (or a new-fashioned 3D puzzle), play a sport, read something complicated. To train your brain, you sometimes have to STRAIN your brain. Just like a muscle, you’ve got to push your brain beyond its comfort zone and it will respond by making new connections and strengthening existing neural networks. That’s why most video games, television shows and pulp reading don’t help. Their too easy.

    To train your brain, you sometimes have to STRAIN your brain.

    Training executive function and attention, two vital higher-order skills, is a different story, and the Nintendo Wii doesn’t have anything to genuinely fit the bill. There are some games that we use here at Sparks of Genius in our Electronic Playground that you can use at home. You’ll find them on this page.

    So work your brain hard…and if you’re a teacher or parent, then work your kids’ brains hard, too. They’ll thank you for it later (if they don’t forget)!

    Good luck!
    Allen Dobkin

  • 17Jul

    You probably know how Einstein was a horrible student, was forced to wear a dunce cap, failed at math and was repeatedly told by teachers that he was hopeless.

    All wrong.

    In a new biography, Einstein: His Life and Universe,” Walter Isaacson explains how good a student Einstein actually was. He was a good student, did not fail math and in fact had mastered differential and integral calculus before he was fifteen.

    But he did not like the mechanical regimentation and mechanical learning of the German schools, comparing elementary school teachers to “drill sergeants” and high school teachers to “lieutenants.”

    When he moved from Germany to Switzerland at the age of sixteen, Einstein spent a year at a school that emphasized independent thought, free action and personal responsibility. He thrived in a learning environment without rote drills, memorization and force-fed facts.

    Based on the philosophy of a Swiss educator named Pestalozzi, the school helped students move through a series of steps from hands-on observations to intuition, conceptualization, imagination and visual imagery.

    “Visual understanding is the essential and only true means of teaching how to judge things correctly,” wrote Pestaslozzi, and “the learning of numbers and language must be definitely subordinated.”

    Spatial intelligence has been defined as “the ability to think in pictures and to perceive the visual world.” Dr. Branton Shearer, a member of the Sparks of Genius Community, explains it as using the imagination to think in three-dimensions, transform one’s perceptions and re-create aspects of one’s visual experience.
    One with high spatial awareness can solve problems of spatial orientation and moving objects through space.

    http://miresearch.org/mitheory.php

    Remind you of anyone? It was at this school that Einstein, age sixteen, started picturing what it would be like to ride along a beam of light.

    To learn more about the 9 intelligences in our 5-4-9 formula, visit http://sparksofgenius.com/sparks.html

    -Dr. Rohn Kessler

  • 16Jul

    As a card-carrying nerd, I’ve often heard people talk about the difference between Book Smarts and Street Smarts. Often invoked as a “Sour Grapes” remedy against poor school performance, the idea retains a grain of truth: often those who focus their efforts on mastering intellectual pursuits lose out on common sense savvy. If ever a group was vulnerable to that kind of thinking, its librarians!

    From the NY Times:

    Trying to build popularity, many public libraries across the country have been looking more like big chain bookstores, offering comfortable easy chairs, coffee bars and displays of the latest best sellers.

    But the new library in this growing Phoenix suburb has gone a step further. It is one of the first in the nation to have abandoned the Dewey Decimal System of classifying books, in favor of an approach similar to that at Barnes & Noble, say, where books are shelved in “neighborhoods” based on subject matter.

    So the librarians are learning something new! That’s great and speaks well. Why would bookstores be better at appealing to the public than libraries? A library that fails to appeal wins less work by way of fewer visitors, but a bookstore that fails to appeal goes out of business.

    The Dewey Decimal System served us well as a means of organizing tomes, but is no longer needed thanks to computer search-power. Plus, it’s boring, old-fashioned and doesn’t mesh with the needs and desires of library patrons.

    But the attraction is hardly universal. On Web sites where librarians frequently post, the abandonment of Dewey has not been welcome. One blogger titled her entry “Heresy!” Another called the Perry Branch’s approach “idiotic.”

    So of course set-in-their-ways bureaucrats, who are probably loaded with book-smarts, but a little short on street-smarts, aren’t happy. They’ve spent a good chunk of their lives mastering the Dewey system, and don’t want to lose their advantage. That’s kind of like mastering an abacus…you can do it, but why bother?

    To me, the irony here is that many of these librarians started out as bright, innovative, ambitious and energetic. But stick someone into a hierarchical bureaucracy long enough and even the most individualistic, talented and innovative person can have the soul sucked out of them just as if they’d set the world record for French kissing a Dementor.

    Good luck!
    Allen Dobkin

« Previous Entries   

Recent Comments

  • Hi Mark, I'm forwarding your comment to Amy and Rohn. I too...
  • Hi Amy, You may be interested in having a look at our (re...
  • She has lots more good recipes in her workout journal. ,...
  • This is a great article. I really like how you have given cr...
  • Hi Hassan, Thank you for the interest in this article. Yes, ...