The real problem is not whether machines think but whether men do. ~B.F. Skinner

When the time comes to choose between the Internet and a book for a research project, I usually choose a book. Between skyping with a friend and talking with them in person, I choose the latter. However, I will be the first to admit that when it is late at night and the library is closed or when a good friend is away at college, technology is a fabulous tool. With the information revolution raging on in full force, I thought I would use this post to illustrate how technology has impacted my family….

I have a younger sister, Elizabeth. She is 10 years old, and a genius (at least I think so). Technology is becoming a huge part of her life. She makes imovies when we go on vacation, arranges her own songs in garage band, writes poetry on her laptop, and downloads all the latest apps for her itouch. She knows how to use almost every form of technology, and she is creative with it, for example, she does not have a cell phone but she was able to figure out how to text her friends, FOR FREE, through her itouch. She also figured out how to set up her own skype account, which she uses to talk to her cousins who recently moved far away. I consider myself “tech savvy” but Elizabeth is on her way to becoming the most wired kid I know.

Although I know that Elizabeth is gaining skills and experience for her future with all of this exposure to technology, sometimes I can’t help but worry about her and her friend’s idea of a good time. They spend it playing computer or itouch games, surfing the web, or playing Wii. After school, when she is done with homework, she gchats her friends or skypes with them. Don’t get me wrong, it is amazing to see her taking advantage of such technology, but after reading reports from social scientists and child psychologists, I worry that all of this technology is preventing her from developing strong bonds with friends and inhibiting her from gaining important social skills.

“For one thing, text messages are not capable of revealing facial expressions and body languages, which makes a substantial impact in communication. Empathy is not a product of text messages but more of a reaction to the emotional expressions of the receiver in communication. I doubt whether all advancements in the visual and video technology can substitute for the observation, feel and touch factors of communication of interpersonal communication. The big question is whether true friendship and social interaction can be possible without empathy.”

To read more go here

Technology is taking us to places that we have never gone before. Social Networking tools like Facebook is acting as the catalyst for the protests in the Middle East, blogging and twitter are allowing people to leave a digital footprint, and our smart phones help us stay more connected than ever.

Is this fabulous, is this bad?

I would love to hear your reactions to this technology takeover J

Until next time…

Ali

Lady GaGa, a Possible Role Model to Teachers Everywhere?

As another year’s Grammy Awards come and go, Lady GaGa is still one of the top people to watch in the music industry. So the question is, what sets GaGa apart from her counterparts? I made a list J

1. Her ability to consistently

create exciting, iconic, and memorable songs and performances for her audience

2. The public only knows her as Lady GaGa. Not a lot is known about her private life except the fact that her real name is Stefani Joanne Angelina Germanotta

3. Her outfits and costumes are always the most anticipated part of the Red Carpet. At last year’s Grammy’s, she showed up in an outfit made of meat, this year, she showed up in an egg-like capsule, with an entourage carrying her.

4. She keeps people guessing.

5. Even if someone doesn’t like her, they can’t help but follow what she is up to. She is so over the top that people can’t help but pay attention to her.

People’s infatuation to Lady GaGa’s made me think about a teachers appeal to his or her students. What could teachers do to capture the excitement and interest of their students in the same way that GaGa captures the attention of her audience? Think about it, what if students were always excited to learn from their teachers? Always looking forward to what the teacher would do next? With GaGa, even the people that don’t like her can’t help but watch and follow what she does. I am not suggesting that it is easy or a practical request of the teachers, but I found a few teachers that are trying to make their students go GaGa for learning and school.

One teacher recommends creating a theme for your classroom.

“When walking into a classroom, first impressions can set the tone of what is being taught and how. Classroom themes have long been used by elementary teachers as a way to capture a student's attention, reinforce teaching, scaffold learning from one area to another and create a cheerful environment for study. However, they are also an invaluable tool for upper grades.”

Read more here

Other teachers put themselves in vulnerable situations to encourage their students to not fear stepping out of their comfort zones. Lady GaGa pushes the boundaries just enough to make her fans interested and inspired by her work; teachers can do the same by putting themselves in the hot seat on occasion to show their students that taking risks and opening their mind to new experiences can be thrilling. Here is a blog post about a teacher who challenged his students to give him a random topic to write a Haiku poem about. His response to the experiment was,

“I've found that if I get excited, perplexed or nervous about the process myself, the students get more involved and I become more empathetic.”

I found this last article to be most inspiring. The article was based around teachers that were nominated for American Teacher Awards. The article has different tactics and teaching technics that these phenomenal teachers use in their classes. Like Lady GaGa, these teachers think outside of the box, they take risks, and they don’t always follow the lesson plan. Out of all the things that these top-tier teachers said, this quote from Myra Dietz is most impactful,

“It's important to challenge students to have their own points of view, to not just accept something because an adult told them it was so."

GaGa is extreme, and although she may not be the perfect role model outside of her music career, there are some interesting parallels between her music career and a successful teacher’s teaching strategy. I would love to hear your reaction to this connection or any stories you may have about a great ‘GaGa’ teacher.

Thanks for reading J

Until next time,

Ali

I know not what the future holds, but I know who holds the future. ~Author Unknown

I never thought this day would come, when the homework load finally lighted, the stress of getting into college is no more, and my fellow seniors are all finally enjoying themselves after 7 semesters of hard work. As happy and rewarding as being a second semester senior is though, I can’t help but think of how sad I will be when high school comes to an end.

Looking Ahead…

There are many things that will change in a few short months from now. First of all, I will be a freshman at a University, getting an incredible education and playing basketball. With this change in location I expect to grow a lot as a young adult both academically and socially. For one, there is a certain comfort level that I have in my high school; knowing where everything is, knowing the majority of my peers and teachers, and knowing what classes to take, make for a relatively stress free experience. This sense of security will not exist at my new school. As a freshman in high school I had the guiding help of my junior sister, but my coming time as a freshman won’t be as nurturing. I will be sad to abandon my status as senior in a few months, but I feel ready to accept my title as a college student, even if it is as a freshman. Another big change in my life will be the absence of parents. I am used to having my parents present in all aspects of my life, and it will be odd to not be living with them. As I think about the responsibility that comes with being a college student, I am glad I have had so many positive role models in my life and have been exposed to experiences where I have had to be accountable and think for myself. College will be the beginning of a new chapter in my life, and I am interested to see how I will change and grow once I start classes next August.

Will I be Prepared?

All my thoughts about college have reminded me of one of my first posts, The Other Side of Learning. In this post I talked about how learning math, science, reading and writing are just half of the curriculum you learn throughout your time in school. Some of the things I mentioned learning were, communication skills (with peers and adults), problem solving, study skills, listening, articulating ideas, time management, and creative thinking. (To see the full list, follow this link). More than ever, I think these skills that I have developed since preschool will be ever necessary in the college environment. If an incoming college student is lacking in any of these areas, their transition into college will not be smooth, and they will be less likely to succeed.

I wonder what my life will be like in college. I am looking forward to being a member of the basketball team, and I hope to rush a sorority. I can’t wait to meet people from all around the world, and look forward to sitting in my first college class.

To my readers…

How was the transition from high school to college for you? What was the least expected thing that happened to you? What was the scariest part of the transition? What would you recommend doing in order to make the transition as seamless as possible? If you are in my position and are still a high school student, what are you feeling as the Fall is rapidly approaching? I would love to hear your opinions about this topic!

Until next time…

Ali

Learning From the Past and Connecting to the Future

The State of the Union address was held on January 25,2011. While watching the televised address I kept thinking about the first televised debate between Robert Kennedy and Richard Nixon. I watched this debate in U.S. history last year, and was shocked by how put together and attractive Robert Kennedy looked compared to how uncomfortable Richard Nixon appeared. It has been said that those watching the debate on TV were convinced Kennedy was the winner, but those who listened to the debate thought Nixon was the winner. Just goes to show how important appearance and presences can be.

I realized while watching President Obama give the State of the Union address that seeing the speaker is much more impactful than just hearing or reading their speech. President Obama had a lot of expression in his face while he spoke, he made eye contact with his audience during important moments, and I could see he really cared about what he was addressing. All of these things would go virtually unnoticed to anyone listening or reading the address.

Learning from the PAST…

Similar to Kennedy, Obama wore a navy suit during his TV time. Navy is not as harsh as black, it looks professional, and it doesn’t wash you out like grey does (Richard Nixon made that mistake during his debate against Kennedy). Nixon was also criticized for being sweaty and having a 5-O-clock shadow, making viewers assume he was nervous, sloppy, and uncomfortable. During the debate Kennedy’s skin was glowing with a tan and he was conscience to keep the sweat from his face. Obama looked healthy, fresh-faced, strong, and confident in front of the millions of viewers who tuned in Tuesday night. That is just the way American’s want their leader to be perceived.

So…does presentation matter?

One can argue that it is not about how you present the information but, the information. I am not saying that the information does not matter, but presentation is KEY. You can have the best ideas, but if you don’t present it in the right light, no one will listen. Obama made sure that his presentation was top of the line. Besides the measure he took to make his appearance as appealing as possible, he had speechwriters help him construct the best possible sentences to convey his message in an impactful way. He consulted his advisors about the content in the address, making sure it would be understood and well received by the masses, and he added anecdotes and comedic elements to make the address more entertaining.

All the effort that went into this address made me think about the ways teachers present information. I cannot count the number of times I have zoned out in class because the teacher was just talking at the class. The information was important, but the presentation was dull. Luckily, sometimes there is some effort and creativity put into the presentation, and the results are always positive! I will use Spanish vocabulary as an example. There are some days when my teacher just shows us a PowerPoint with all of the words and translations. However, on certain occasions we will play a vocab game instead, Jeopardy, the fly swatter game, and charades are some of the favorites. It takes a little bit of planning, but the effort is worth it. My history teacher also had a way of making his lectures more entertaining by incorporating in personal anecdotes. While learning about the Soviet Union, he told us about his time in East Germany driving on the highways and getting his car searched by police at the border. It was engaging, funny, and memorable.

Obama’s State of the Union address is being talked about, the U.S. is more informed and more interested about the State of the Union, and he represented America well. President Obama’s extensive preparation is expected, however, there are opportunities in all of our lives where we can take the extra step (even when it is not required); make something more interesting, more exciting, more relevant. It will make a difference, and your efforts will be remembered.

Thanks for reading and I would love to hear your reaction to President Obama’s address and to my post!

Until next time…

Ali

Knots in my Yo-Yo String

While on vacation, in the beautiful Cayman Islands (my beach view), I read Jerry Spinelli’s Knots in My Yo-Yo String: The Autobiography of a Kid. My little sister, Elizabeth came prepared with plenty of books, one of them being Knots in my Yo-Yo String. I started the book thinking it would be interesting to see the kinds of books my younger sister was reading. I don’t know what I expected, but after I read the 148-page book in a couple of hours I realized that the book was not shallow and flowery as I had expected, but deep and reflective.

To be honest, I think this book is better suited for young adults and adults than it is for my 5^th grade sister. The story is the retelling of Jerry Spinelli’s childhood and teenage years. Of course I can see how my sister could enjoy the short descriptive sentences and humorous anecdotes, but I don’t think she could grasp the importance of the things Spinelli remembers and the feelings he had growing up. While reading this book, the three things that stuck out to me the most were, 1. He does not have memories of actually learning. Any mention of school is directly connected to an event like a spelling bee, prom, or playing on the playground during lunch. 2. His relationship with his younger brother. 3. His “List of 16 Things I Wished I Could Do”

Similarly to Spinelli, I took a few moments to reflect on my time in school. Below are the first memories that popped into my head from each grade. 1^st grade I think of the reading loft my classroom had (the only one in the building) and that my teacher was also named Alison. 2^nd grade I remember talking about the election between Bush, Clinton, and Nader. In our mock election, we chose Nader, probably because we liked saying his name. 3^rd grade I learned how to read a chapter book. 4^th grade I remember a clean up game we played, “Magic Garbage” the teacher picked a piece of garbage that was on the ground and the student who picked it up would get a prize (an eraser, pencil, McDonald’s toy, etc.) 5^th grade I remember my amazing teacher Mrs. Beck. She gave us an assignment to make an “All About Me Book” it was the first time I could really be creative on an assignment and I remember being so proud at how neat and well executed it was. From middle school I remember the basketball games, my teachers, and memories with friends. High school I remember my Academy class, mostly my classmates and the feeling that I get when I am surrounded by their incredible minds. I will also remember the packed gyms at basketball games, and going to prom my junior year. Reading Spinelli’s book helped me reflect on what stands out in the 12 or so years of schooling. I can see why some memories stick, but I wonder why out of all the things I could remember, I remember “Magic Garbage” and that my teachers name was also Alison.

In the book Jerry Spinelli admits to not having a great memory of his relationship with his younger brother. I have an abundance of memories with my 14 month older sister, Emily, but when it comes to my 8 year younger sister, Elizabeth, I feel the way Spinelli did. Spinelli, however, enlisted the help of his younger brother while writing his autobiography and asked him what he remembered of their childhood. Much to Spinelli’s surprise, his brother produced beautiful memories of him and Jerry such as Jerry letting him ride on his handlebars. This makes me wonder if our bike rides to the Dairy Bar or picking her up from soccer practice will be things my sister Elizabeth remembers. Jerry’s lack of memories he has with his younger brother also makes me cautious not to miss out on the memories I can still have with Elizabeth.

The 16 things on Spinelli’s list were as childish as “Spit between my front teeth” to as profound as “understand eternity” So, to my readers I ask what was on your list of things you wished you could do when you were 10 years old? I know some of mine were to be as fast and athletic as my sister Emily and to be as adventurous as my little brother, Bobby. Please comment on my post or simply state what was on your list as a 10 year old or what is on your list now. Is there a trend? Is there a big difference?

It is a new year; reflect on yourself, your life, and your memories.

Until next time…

Ali

You can’t get ahead when you are trying to get even.

I go to school every weekday. I wake up early, I arrive on time, I pay attention, and I ask questions. After a full day of school I go to basketball practice for 2 hours. But then I get home and it is back to school work for the rest of the night. I enjoy learning and I like going to school, but as a hard working student, I am confused and intimidated by the notion that “America is in danger of falling behind.” Although I have heard of America’s seemingly lacking education, this article from the New York Times finally provides some facts. According to the PISA Standardized test, students in Shanghai scored the highest out of the 65 countries tested in math, science, and English. Disappointingly, the United States did not even make the top 10, or the top 20. According to this exam American students ranked 23^rd.

Initially, I took these results too seriously, thinking that if the rigor with which I am studying is only earning my country 23^rd place globally, I must be doing something wrong, right? Everyone must be doing something wrong. But then I thought why does my mentality have to be “us” against “them?” In English class we have been discussing the “other.” The “other” refers to those who are not considered the “norm” in their society. My class created a list of the accepted norms in the America society:

· White

· Christian

· Middle class

· Heterosexual

· English speaking

· A businessman

We had an honest discussion about what it is like to be on the outside of this preconceived “norm.” And we discovered that even lacking one of these qualities automatically puts you at risk of becoming an “other.” Labeling a group as the “other” has become a problem in the past years. For example, after 9/11 most people thought all Muslims were terrorists. Because there is not a lot of media around the Islamic culture, people start to believe this notion. Similarly, most people assume Asians are naturally smart. While it does seem that the Asian population takes education more seriously than other cultures, they are not smart merely because they are Asian. They are smart because they have worked hard to become so. I fear that we have already turned Asians into an “other” in terms of education. Instead of striving for perfection in our own school systems, we seem to keep creating excuses as to why places like China and Japan are better equipped for educational success. The same article as above provides some reasons as to why China scored so high on recent exams, “Chinese students spend less time than American students on athletics, music and other activities not geared toward success on exams in core subjects. Also, in recent years, teaching has rapidly climbed up the ladder of preferred occupations in China, and salaries have risen. In Shanghai, the authorities have undertaken important curricular reforms, and educators have been given more freedom to experiment.”

My proposal is to try and combat thinking of things as “us” vs. “them.” Instead of fretting about the successes of the Chinese for their stellar test results, why not congratulate them? If the world truly is becoming extremely globalized, why not celebrate each other’s successes and learn from one and other. The article said that the Chinese are raising the teachers’ salaries and reforming teaching styles, why not try that here? We don’t have to make the same types of reforms as the Chinese, but we should make changes that will benefit us. I think we would like to believe that even though we are not as “smart” as the Chinese, we are better athletes or more well-rounded than our Asian counterparts, but that again creates the “us” vs. “them” mentality. If we dig a little deeper and try to learn more about the students who are scoring higher on their exams, we would probably learn that they are not that different than us. They probably have a favorite class, a favorite teacher, a teacher they don’t like, a crush that sits next to them in class. They probably get nervous before a big test and they probably are just as sleep deprived as us. In order to combat this “us” vs. “Them” thought, we need to start identifying what makes us similar. China is far away from the US, it is easy to create falsities about the country and its people, but what is the point in that?

Please leave your comments, questions, and insights. I am very interested in this topic and would love to hear your opinions as well!

Until next time…

Ali

What’s Your Literary Diet?

Just as I am what I eat, I am what I read. Books fuel my mind and soul. When I finish reading a book, I usually feel satisfied, but in some cases I'm still hungry, and occasionally a book just doesn't sit well in my stomach. Although I don't follow any set literary diet, I have reaped the greatest benefits by reading extensively from a wide variety of materials. Every book I read is essential in its own way, and without the balance provided by each of their nutritional values, I think I would be malnourished. Of course, I can always eat better, but given the number of hours in my day, I strive to maintain a healthy intake and my soul seems to crave that which it needs. So, just as the food pyramid encourages robust physical health, perhaps there is a similar model for books — one that fosters optimal intellectual health.

Grains sit at the base of the pyramid. Most grains are filling and are a necessary staple to any diet. Books at the base of the reading pyramid are no different. I have read many staple books. The works of Dan Brown and Philippa Gregory come to mind; The Da Vinci Code and The Other Boleyn Girl are riveting and masterfully crafted. I admire "grain" books for their intricate story lines, well developed characters, and ability to connect me to the characters and feel everything that they experience. My Sister's Keeper is a perfect example of this. Picoult tied my heart to that book, making it a much more powerful read. Grain books are amazing pieces of literature, but they leave social, political, and racial injustices largely unexplored. So, just like the bread you get at a restaurant before the main course is meant to spark your appetite, reading grain books has encouraged me to find more detailed texts for deeper reading on subjects. For example, Philippa Gregory's stories about rags-to-riches monarchies were so fascinating that they ignited my interest in medieval history and royal lineage, and I have borrowed countless histories from the library trying to set the complex stories straight in my own mind.

Fruits and vegetables are just above grains in the food pyramid. I love fruits. The colors, textures, and tastes make each fruit unique. Each time I read a "fruit" book, I feel as if I have learned something from one of its qualities, be it the book's colorful language or characters, the sweetness or sourness of its message, or the intricate layers the author has crafted to create texture. I always finish a fruit book satisfied. My favorite such book is The Poisonwood Bible, by Barbara Kingsolver; I loved the author's use of multiple narrators to tell the story from varying perspectives. I also marveled at the extended metaphors that were developed throughout the text. Another favorite fruit book is The Red Tent, by Anita Diamant, a wonderfully crafted narrative of a group of women and the bond they share. The allusions and imagery Diamant uses add another level to this epic novel from a unique point of view.

"Vegetable" books are the ones you don't always want to read, but you have to anyway. For me, vegetable books are the books about something that does not interest me. For example, Sophie's World, by Jostein Gaarder, was a thick text about philosophers. It took time to get used the style of writing, long chapters, and dull story line, but after I finished it, I could feel the vegetable-like benefits. I felt healthier for having read a book so far outside my usual diet. The Life of Pi, by Yann Martel, was initially a vegetable book for me, as well. I didn't like the beginning of the book, had a very hard time believing the middle of the book, and was mad when the final plot twist happened and everything I had been told to believe was reversed. I didn't realize how powerful and engaging the writing had been until the book made this unexpected turn. I felt sympathy for the main character and finished the book with a much more open mind. The thing about vegetables – and vegetable books – is that they are rarely as bad as you initially make them out to be. Once you get used to their taste and experience their nutritional value, eating them doesn't seem like such a pain.

"Protein" books are deeply motivating stories, autobiographies about success and perseverance, or the books that make you think. They are meaty, dense with meaningful content that sticks with you. The first protein book I remember reading was Lance Armstrong's autobiography, It's Not About the Bike. Lance's vulnerable and honest voice inspired me to reevaluate the way I lived my life and the things I deemed important. The Post-American World, by Fareed Zakaria, was full of ideas about American culture and "the rise of the rest." It was an enlightening book about the changing of power globally. Protein books give you the power to question the world around you and insight into things that might need to be changed.

Dairy products come next as we move up the pyramid. Not all readers can tolerate "dairy" books. These stories tell the sad or unsettling tales of loss, loneliness, injustice, or desperation. Ceremony was hard to digest, but this beautifully crafted story by Leslie Marmon Silko opened my eyes to how cruel the United States has been to its minority veterans. It also shed light on the reasons behind Native American alcohol abuse and poverty. Toni Morrison's Beloved was similar, in that it highlighted a minority — African Americans — and provided new insight into the struggles they experienced. Although not everyone can tolerate these books, reading them helps us grow, overcome barriers, and stop perpetuating injustices.

At the tip of the pyramid are the fats. These delicious indulgences can be hard to avoid. My favorite "fat" novels are the books in Stephenie Meyer's Twilight series; the quick, shallow text provides a necessary break after a stressful day. I don't advocate reading mass quantities of these books, but I think they are necessary in balancing one's reading diet.

My English class is reading, Reading Lolita in Tehran. When the government starts to ban certain books, in this novel, I couldn't help but think about how my "literary" diet would be affected if the United States censored what I read. Most of the books I mentioned above could be banned for a number of reasons: abuse of alcohol, polygamy, adultery, cheating, and premarital sex. My argument to those in favor of censoring literature is that they should keep in mind their literary diet. Just because the words on the list above are "immoral," does not make the reader immoral. In fact, I have gained much insight and perspective from "immoral" characters than from the model citizens. In order to be a healthy person, you need to nourish yourself with all the food groups. In order to nourish your mind, you need to read from all the different groups.

Until Next time,

Ali

Be the CHANGE you wish to see in the world

"We must become the change we want to see in the world," these powerful words were spoken by Mahatma Gandhi. I have heard this quote countless times (as I am sure you have too). It is to-the-point, powerful, and easy to remember. But when was the last time you really thought about being the change you wish to see in the world?

…I worry about the depletion of water, but besides turning off my faucet when I brush my teeth, I haven't altered my water usage to being more efficient. I worry about global warming, but I still drive my car places that I could walk to….

The list could continue, but this past week I experienced how empowering it can be to be the change you wish to see in the world. My class is vying to win the Can Food Drive contest at our school (this is done by bringing in the most cans). In years past, all of my classmates, like me, had participated in the Can Food Drive, but on an uncommitted level. This year is different. Our class is committed to collecting cans in our houses, buying cans at the store with any extra money we have, and asking for the help of our families and neighbors. My class has brought in hundreds of cans, all of which will be donated to the local food pantry providing for the needy families in our neighborhood.

Hunger is a problem that many wish to eliminate, but like conserving water or saving the planet, it is never on the forefront of our minds. I always thought that bringing in a few token cans for the food drive was doing my part in the fight against hunger, but if I don't go out of my way to bring in as many cans as possible, then who will? That is the mindset that we need to have while resolving issues…me/you/we need to be the first to change in order for others to follow.

Think about this:

"The quality of a person's life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor."

~Vince Lombardi

Take a moment to think about something you have been fully committed too. Think about the effects of the commitment…

Now think about a time when you half-heartedly did something. Think about the effects of the lack of commitment….

(Please comment about either a time when you were committed or when you were not!)

Being committed to the Can Food Drive has made me happy. Sure, winning the contest would be nice, but the process of buying into an idea, or in this case event, has magnified the implications of how fulfilled I feel for contributing to the best of my abilities.

On a similar note…

My class had the honor of meeting Carl Wilkens a few weeks ago. Mr. Wilkens was the only American to stay in Rwanda during the Rwandan genocide. He came to my school and talked to us about his time in Rwanda. Mr. Wilkens saved many lives while in Rwanda by helping many people get food and providing a safe place to live. He was faced with adversity, loss, and obstacles. It would have been easy to move out of Rwanda, but he was committed to helping, and the best way he knew how to do that was to stay. His actions are honorable, heroic, and inspiring.

As a student who is always looking for a way to help better the world…but never really knowing how to make a big impact… hearing Mr. Wilkens's story and participating in the Can Food Drive have been outlets to think about how I can, "be the change I wish to see in the world." I believe that quote is a big part of education. Yes, we go to school to learn about reading, writing, math, and science, but like I said in my older post, that is only half of it. School teaches us how to communicate, problem solve, time manage, work with others, respect others opinions and defend our own opinions. Mr. Wilkens optimizes the things one can accomplish with a good head on their shoulders. Likewise, the Can Food Drive is proving to be something that has expanded the boundaries of our classroom. We are working together to optimize our can buying power, we are communicating by sending buyers to Costco with everyone's money, and we have been problem solving by trying to find sponsors.

The Can Food Drive and Carl Wilkens changed the way I think and have opened my eyes to the impact one can have if they are committed. You don't have to commit to a lot of things, but find something that makes you happy, and pursue that to the best of your abilities.

"Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful"

~Herman Cain

Comparing Apples and Oranges

In the novel Poisonwood Bible, by Barbara Kingsolver, the reader gets to experience two separate cultures, American and Congolese, simultaneously. Many large cultural clashes take place, from religious views to clothing choice.

My Perspective…As a teenager growing up in Illinois, it is interesting to see how the American missionary family, the Prices, is adapting to the very foreign Congolese culture. There are many opportunities as a reader to ask how I would respond in certain situations. One large difference was the clear distinction between the way the Prices raise their kids and the way that the children in the Congo are raised.

My friend Jenna posted a blog about this quote from the novel: “It struck me what a wide world of difference there was between our sort of games… and [a native boy‘s]… I could see that the whole idea and business of Childhood was nothing guaranteed… [It is] invented by white people and stuck onto the front end of a grown-up life like a frill on a dress” (Kingsolver 114). I think the discrepancies in the definition of childhood should be explored, and I think Poisonwood Bible provides the perfect context.

SPOILER ALERT:

The Prices have 4 girls when they venture to Africa and one of them dies while they are there. Kingsolver spent a lot of time throughout the book developing the differences in the Price children compared to those of the Congolese; the games the kid’s play, the chores they do, and the clothes they wear. Also, every few chapters, there was the telling of another Congolese funeral (if you could call it that) for their children. Kingsolver uses very descriptive and sensory rich language to describe the mourning. Until the point when one of the Price daughters dies, this American family had seemed immune to the dark side of Africa. However, once she dies, the mother mourns in a similar way as the Congo women, and although it is a very sad part, it exemplifies the vulnerability of ALL children. It finally brings the Price children onto the same level as the Congo children.

So What?

This made me question, which cultures method for raising children is correct?

In America, by the time a child is 17 parents have spent about $200,000 on them. Factor in college tuition, and the cost of a child is astronomical. Here is a link to an article that talks more about the cost of raising a kid. In Western society, childhood is a time to be innocent, to be worry free, go to school, explore hobbies, and to think that you have all the opportunities in the world ahead of you. Although very different, the Congolese childhood promotes responsibility, independence, and resourcefulness. Is one better than the other?

Because the Congo is very different than America, comparing the childhoods is like comparing apples and oranges. However, the Poisonwood highlights some chilling differences that no child should have to experience. In one passage, a young Congolese girl says she is leaving school. When asked why she says to work at night with Mother. It is then stated that that entails being a prostitute. She is about ten.

The only similarity that these two cultures seem to share is the fact that both childhoods try to prepare the kids for adulthood. It is a vicious cycle for the Congolese, because although these children are taught to survive, they are not taught how to thrive and how to make a better life for themselves. Girls often get pregnant young; miss out on an education, and then get married (usually before they are eighteen.) The society does not know how to function outside of those parameters and that is why education is vital in areas like these. Here is one telling example of the impact of education:

“Women with primary education are significantly less likely to be married/in union as children than those who received no education. In Zimbabwe, 48 per cent of women who had attended primary school had been married by the age of 18, compared to 87 per cent of those who had not attended school (UNICEF estimates based on DHS 1999).” (For more interesting facts from UNICEF, go here!)

This is a very telling fact, and it leads me back to education and its importance. Education fosters excitement, exploration, questioning, and discovery. Can anyone argue the benefits that that would bring to a society? Imagine how much third world countries would prosper if education was accessible and promoted to all.

“Next to a sincere compliment, I think I like a well-deserved and honest rebuke.” ~William Feather

William Feather was successful editor in Cleveland, Ohio. His quote, "Next to a sincere compliment, I think I like a well-deserved and honest rebuke" is one that I think should be explored by people who have the power to influence others. I cannot count the number of times that a teacher has graded my work without sharing with me the reasons behind their opinions. In certain cases, I have received the top grade. Although that is always exciting, sometimes I make comments or connections that I hope the teacher sees as insightful or at least note worthy. On the other hand, there have been times when I have received a failing score with no explanation.

Memory…

I still remember a 5^th grade assignment where my class was required to make an "All About Me Book," consisting of information about our favorite hobbies, vacations, memories, etc. I don't remember what I talked about, but I remember my teacher praising my creativity, I think she even used my book as an example to my classmates. I remember feeling motivated to continue to do the best work I was capable of, because I enjoyed the way my hard work was received by my teacher. Similarly, I remember writing a short story for my sophomore English teacher. I turned in the first draft, confident that it was a quality short story. It was not. Luckily, it was graded only for completion, but more importantly, my teacher took time to give me criticism and compliments to aid in the process of rewriting. He told me to elaborate on imagery, develop the characters, and leave the reader with strong emotions. I remember being frustrated because I couldn't imagine fitting all of those elements into a SHORT story. His constructive criticism showed me HE had faith in my story and that with some reworking it could be something great. This motivated me. Instead of requiring one rewrite, he required many and only graded it when he thought it was our best work. I looked through my records and found the final version of this assignment and one of the first drafts. Even to this day, I smile at the final draft because I was able to learn a lot and submit a final product that I was proud of.

Both of these teachers had something in common: Interest. Interest in communicating with their students, interest in helping students understand the difference between good work and great work, interest in connecting with the student, interest is caring about the student's success. In a large class, I am always motivated by my teachers interest, be it in my assignments, my well-being, or my extracurricular activities, I like knowing that my teacher cares about me, and finds me interesting enough to get to know.

One definition of interest is, to cause a personal concern; induce to participate. Ways that people can show interest are, like William Feather stated, through a sincere compliment or through criticism. If neither of the two is given, what will motivate the student to continue to work hard? For some students, good grades are enough incentive to keep trying hard, but some students need someone to show interest in their work in order to be interested in it themselves.

Personal Story….

When I started my blog, I was excited that people would read my thoughts. However, after posting my second post all I could think of was who will want to read this? What makes my thoughts so important? I am grateful for all of the comments that I got on my blog about The Other Side of Learning; they have motivated me to write each post with care and consideration. Also, knowing that someone is reading what I am writing and more importantly, they care enough to comment on my opinions tells me that what I am writing is worthwhile.

For most students, criticism = mad grade. This article examines the difference between teachers nurturing their students and babying them with too many meaningless compliments. The happy medium for me is my story from above about my sophomore English teacher. When I wasn't afraid of failure or a bad grade, I was more receptive to constructive criticism. I knew that he had my best interest in mind throughout the assignment. I knew that he was interested in helping me understanding how to succeed rather than pointing out all the flaws in my writing. In a world where students are more concerned with grades and teachers are critical of the work their students are submitting, everyone needs to remember where their interests should lie. Teachers should be interested in motivating their students to succeed and they should be interested in finding ways to relate to each and every student (this means they have to show interest in each and every student). Students need to be interested in learning, not the final grade. If both parties stay true to their end of the deal, both sides should walk away feeling accomplished.

Here are some quotes to consider…

"He has a right to criticize, who has a heart to help"~Abraham Lincoln

"Before you go and criticize the younger generation, just remember who raised them."~Unknown

Until next time…

Ali

Recurring Themes

“Change must always be balanced with some degree of consistency” ~Ron D. Burton. The Poisonwood Bible, the book I am currently reading in my English class is a perfect example of the importance of keeping certain things consistent while changing others; I will refer to these consistent things as recurring themes. For example, the author, Barbara Kingsolver, describes many things as either black or white. White represents cleanliness, purity, western thinking etc. Black represents dirtiness, primitiveness, Congolese people etc. Stylistically, she tells the story through different narrators, but manages to give each narrator a unique voice and personality. She alludes to the differences between Western culture and Congolese culture. Besides these main themes, Christianity, patriarchy, justice, independence, and growing up are all recurring themes in this novel. In a nutshell, even with all the variety in Kingsolver’s writing, she maintains certain themes not only to further her story, but to make it better. People learn to understand concepts, ideologies, perspectives, and attitudes when they are exposed to them more than once. This idea is successful in novels, but it also holds true in the real world.

Last week’s post and the wonderful comments I received in response to my post made me realize that not everyone has the same “recurring themes” in their lives that I do. This would cause us to have differing “most important things I have learned in school” lists. The characteristics that you develop at home correlate directly to your approach on education. That is why, like in literature, recurring themes at home are important factors in constructing an excited, curious, and open-minded mindset towards school. If you have not already guessed, my family has had a very positive impact on my outlook towards education.

Growing up, my parents asked me what my homework was, they helped me with some math problems, and they quizzed me Thursday nights for Friday’s spelling test. I know that already the tasks listed above exceed things that some peoples’ parents do, but for me, the activities above just scratched the surface. I didn’t realize it at the time, but my parents were very sneaky in the ways that they fostered my passion for learning and my ability to excel in school. For example, they asked questions that made me think comprehensively about what I was learning which in turn taught me how to respond to their questions concisely and thoroughly. As a result, I grew comfortable communicating with my parents. The confidence I gained from explaining things to my parents, in the comfort of my home, translated to explaining those same ideas to my teachers and classmates at school.

My mom made sure my siblings and I were always reading. We went to the library and she let us check out whatever books interested us. Yet, she also encouraged us to talk to the librarians when we needed help finding a book (again with the communication skills) and to use librarians as resources for suggesting books as well as accessing research material found in the library. My love of reading strengthened my vocabulary, and the more I read the more advanced information I understood. In an article about early childhood education, this fact is stated, “By the 1st grade, children from "linguistically advantaged" homes have four times as many vocabulary words as youngsters from disadvantaged homes do.” Reading is SO important on SO many levels, such as acquiring knowledge about the world around us and also the fact that reading other people’s ideas and stories helps you to discover a lot about yourself as well.

Another skill I learned early on was listening to directions and explanations. My parents, for example, showed me how to tie my shoes. They gave me riddles to remember and explained any questions I had, but they made sure I was the one who taught myself in the end. In this essay about education, “kindergarten teachers reported that about half of their children are unable to follow or understand directions and show a lack of required skills.” Teaching kids how to listen and complete a task is vital to learn at home, because the teacher will have a hard time teaching something if the kid has not been disciplined to listen and accomplish tasks given.

The last thing that I discovered before going to school was cooperation. Having 3 other siblings, I had to learn how to play with them nicely, I had to learn to compromise, and I had to learn to stand up for myself when I thought my brother or sisters were being unfair to me. My parents taught us to solve our problems with words, and for the most part, my parents stay out of sibling fighting and interactions because they want us to problem solve without their help. In homes that don’t have these communication lines open for problem solving, the stronger kids usually result to violence and the quieter kids usually become introverted and shy away from sharing or defending their ideas.

My examples could go on and on. I am so lucky to be growing up in such a nurturing environment, but it should be stated that the kids that don’t have a home where they can learn these things, are not lost causes by any means. Once a student knows that they have someone counting on them, cheering for them, helping them, and watching them, they are more likely to put forth an effort. Even if it is not a parent, teachers, coaches, advisors, and friends can fill the void. Like literature, life is better when there are recurring themes. So make it your goal to be there for someone else and reinforce a theme, be it communicating, listening, reading, asking questions, or problem solving.

Until next time…

Ali

The Other Side of Learning

Education is important. As an adolescent going through the school system, I can honestly say that school is preparing me to become a contributing member of society not just a knowledgeable person. Many people think that the point of going to school is to learn math, science, reading, and writing, but that is only half of the truth. The famous quote, “Life is a journey, not a destination” can be applied to the idea of education; education is a journey, not a destination.

The most important things I have learned in school are as follows (in no particular order):

1. I learned how to listen
2. I learned how to work with my peers (both smarter and less smart than myself)
3. I learned how to communicate with adults
4. I learned how to articulate my ideas
5. I learned how to ask questions
6. I learned how to ask for help
7. I learned how to manage my time
8. I learned the importance of integrity
9. I learned how to defend my opinions
10. I learned how to respect other people’s opinions
11. I learned how to be social
12. I learned how to study
13. I learned how to solve problems
14. I learned to think creatively

The process of learning things has taught me more about the world, people, and myself than any lecture has ever done. A population without this rite is at a great disservice, because if the youth don’t learn about these important aspects of their lives before they are brainwashed by the thinking’s of their society then when will they learn?

In English class we have been reading The Poisonwood Bible, by Barbara Kingsolver. I came across this passage and I was saddened by its implications, “crowds of boys from our village and the next one over come straggling in for their education. It’s only the boys, and not all of them either, since most of the parents don’t approve of learning French or the other foreign element in general” ( 126). One thing that strikes me in this passage is that all of the boys don’t go to school. Later on in the passage Rachel (the speaker) says, “by the time they are twelve or so, their education is over and out.” I understand that boys and girls are expected to help keep the village functioning, but if a little more time and effort were invested into education then the village could greatly benefit from increased efficiency and higher technology. Another thing I noticed was the parent’s rejection of education. They are stuck in a vicious cycle. The parents are only repeating what they did as children, but societies like these need education. The amounts of good that a sound education could provide for places like this are endless. The most disheartening thing about this passage was the fact that girls are neglected an education. I know how different their lives could be if they were educated. I draw a lot of my confidence from the knowledge and schooling that I have. I am able to talk to anyone, man or women, professor or waiter because I have confidence in my ability to articulate my ideas, confidence to defend my ideas, and the confidence that I deserve their time. People believe what they are taught, and if you are taught that your role in the family is to cook, clean, and bear children, then that becomes your personal narrative. However, if you are able to go to school and be exposed to different cultures, ideologies, and experiences or if you are able to be taught by someone who harnesses your potential then the course of your life could be incredibly altered. For me, my mind has been opened by studying the craft behind language and I have been empowered by teachers who have pushed me to my intellectual limits.

The oppression of girls around the world is scary, as I was reading about women in Saudi Arabia, I found this bit of information from A Human Rights Watch report (July 8, 2009). Saudi law “requires Saudi women to obtain permission from male guardians (fathers, husbands, brothers, or male children) before they can carry out a host of day-to-day activities, such as education, employment, travel, opening a bank account, or receiving medical care.” Imagine if your life was manipulated by someone else, someone who might not always have your best interests in mind? The scarier thought though, is that these women might not realize the injustices that they are living in. Because it is the norm in Saudi Arabia to be subordinate to males how could women know to expect more? Education is the answer to that question, and the opportunity for both boys and girls to be educated would make the world a better place, I guarantee it.