My mother sent me, as something that particularly moved her, this film about a man who seeks to promote pride in traditional Bhutanese dress in Bhutan by taking pictures of people wearing it (which is what they just do in Bhutan) and putting them online. Bhutan Street Fashion
And my question is - what are the applications of the idea for day schools?
The fact that someone comes up to you and takes an interest in some aspect of your life that you take for granted is, I think, the useful point here -- not all the tangents we could go on about what tsnius means.
Oregon's Early Rural Schools Web Exhibit
Oregon's Early Rural Schools Web Exhibit - courtesy of the Oregon Blue Book.
That is, lots of photos of tiny little hand-built school buildings in gigantic sweeping landscapes.
Makes you think about what a school is and what a school might be and what a school ought to be.
That is, lots of photos of tiny little hand-built school buildings in gigantic sweeping landscapes.
Makes you think about what a school is and what a school might be and what a school ought to be.
Irlen Syndrome: my investigation
Someone sent me an article about a girl who ordinarily found reading difficult and fatiguing; but when she tried laying transparent colored plastic over the page or screen, she was able to read normally.
Well, that sounded intriguing; so I started looking up more about Irlen Syndrome...
...and what I read made me suspicious.
If this is a real syndrome, why does it have its own diagnosticians? And what is behind the claim that a high percentage of the population (and the vast majority of the prison population) has a reading problem that I never heard of?
There are a lot of articles online, like this one, quoting parents and teachers who say they've seen colored overlays make a big difference.
And there are a lot of articles written from a scientific perspective, like this one or this one, claiming that Irlen Syndrome doesn't exist and the overlays don't work.
So, I asked around: Who has some insight into this?
The responses that I got from people I know paralleled what I found in the articles: I heard from parents and teachers, telling me about students who found the overlays effective ("when she started wearing glasses with yellow lenses, she suddenly went from a D to an A+ average"); or about some who maybe sort of did but they weren't sure; or about a rare light-sensitive student who actually did among many with reading disabilities who didn't; and I heard from an optometrist who said she thinks it's all a very expensive placebo effect; and my friend the nurse sent me another article....
...and then the reading specialist, who happens to know everything about everything, gave a brief answer that explains everything, including the discrepancy between the scientific findings and the anecdotes.
He wrote:
For reading difficulties: if it works, and in most cases it doesn't, it fixes a symptom, not the source of the problem. Multi sensory reading is the answer.
For light sensitivity or vision loss, it can help.
So, that's my answer.
Here are links about multi-sensory reading:
Multi-Sensory Kriah - he didn't send me this link; I am promoting him; and
Multisensory Structured Language Teaching Fact Sheet
As a side note, one thing all the Irlen pro and con studies seem to agree on is that children enjoy experimenting with reading through colored cellophane.
Well, a novel kriyah activity is also something...
Well, that sounded intriguing; so I started looking up more about Irlen Syndrome...
...and what I read made me suspicious.
If this is a real syndrome, why does it have its own diagnosticians? And what is behind the claim that a high percentage of the population (and the vast majority of the prison population) has a reading problem that I never heard of?
There are a lot of articles online, like this one, quoting parents and teachers who say they've seen colored overlays make a big difference.
And there are a lot of articles written from a scientific perspective, like this one or this one, claiming that Irlen Syndrome doesn't exist and the overlays don't work.
So, I asked around: Who has some insight into this?
The responses that I got from people I know paralleled what I found in the articles: I heard from parents and teachers, telling me about students who found the overlays effective ("when she started wearing glasses with yellow lenses, she suddenly went from a D to an A+ average"); or about some who maybe sort of did but they weren't sure; or about a rare light-sensitive student who actually did among many with reading disabilities who didn't; and I heard from an optometrist who said she thinks it's all a very expensive placebo effect; and my friend the nurse sent me another article....
...and then the reading specialist, who happens to know everything about everything, gave a brief answer that explains everything, including the discrepancy between the scientific findings and the anecdotes.
He wrote:
For reading difficulties: if it works, and in most cases it doesn't, it fixes a symptom, not the source of the problem. Multi sensory reading is the answer.
For light sensitivity or vision loss, it can help.
So, that's my answer.
Here are links about multi-sensory reading:
Multi-Sensory Kriah - he didn't send me this link; I am promoting him; and
Multisensory Structured Language Teaching Fact Sheet
As a side note, one thing all the Irlen pro and con studies seem to agree on is that children enjoy experimenting with reading through colored cellophane.
Well, a novel kriyah activity is also something...
What Size Is Your Canvas?
Today we attended a child's birthday party (great party; thanks!) held at a local museum of modern art.
Participants were handed a canvas, a tray of paints, and some yarn for creating resist-work; and given some basic instructions.
Children were handed a small canvas. Adults were handed a large canvas.
I stared at that canvas and couldn't figure out what to do with it.
Mind you, I am the art teacher and the free spirit and the etc. etc. but before I use up something fancy like a huge stretched canvas I like to have a plan for what to do with it.
I took one of the small canvases, which seemed better proportioned to under an hour of winging it.
I was explaining this to a friend sitting next to me.
"Yes," put in mine host; "my wife asked the museum staff whether the canvases for children weren't rather small; and they said that children tend to be intimidated by larger canvases and would enjoy the small ones better."
...
I would like to see some information on the average age at which children cease to be intimidated by large canvases -- and what causes that transformation.
If, indeed, that particular transformation ever takes place. There were plenty of adults (no children) who declined to paint at all: "I have no artistic talent."
...
I am reminded of a certain historical reenactor who once wrote that whenever she visits a historical site, she instinctively looks for the servants' entrance.
What makes us become the lords and ladies of the manor, and the users of large canvases?
Participants were handed a canvas, a tray of paints, and some yarn for creating resist-work; and given some basic instructions.
Children were handed a small canvas. Adults were handed a large canvas.
I stared at that canvas and couldn't figure out what to do with it.
Mind you, I am the art teacher and the free spirit and the etc. etc. but before I use up something fancy like a huge stretched canvas I like to have a plan for what to do with it.
I took one of the small canvases, which seemed better proportioned to under an hour of winging it.
I was explaining this to a friend sitting next to me.
"Yes," put in mine host; "my wife asked the museum staff whether the canvases for children weren't rather small; and they said that children tend to be intimidated by larger canvases and would enjoy the small ones better."
...
I would like to see some information on the average age at which children cease to be intimidated by large canvases -- and what causes that transformation.
If, indeed, that particular transformation ever takes place. There were plenty of adults (no children) who declined to paint at all: "I have no artistic talent."
...
I am reminded of a certain historical reenactor who once wrote that whenever she visits a historical site, she instinctively looks for the servants' entrance.
What makes us become the lords and ladies of the manor, and the users of large canvases?
Artist: My Right Honourable Mother
Well, this one is self-explanatory.
My mother does not have a website. She knocks these out for her own amusement while she's talking on the phone.
My mother does not have a website. She knocks these out for her own amusement while she's talking on the phone.
 |
| My mother's version on top here is made entirely of fabric scraps. |
 |
| These are bottles of vinegar. |
 |
| The "Liberace Tricycle" was red when she bought it |
 |
| She made these costumes for the shul's Purim shpiel. She also made the house. |
Instructions for the Total Unknown
I've always been charmed by Thomas Jefferson's instructions to Meriwether Lewis in preparation for the Lewis & Clark expedition.
It is such a clear bit of writing, meant to cover every contingency of a totally unknown situation.
You can read the letter here: Jefferson's Instructions to Meriwether Lewis.
I've since read that others have found this letter equally intriguing and it is often held up as an example of good management.
It is such a clear bit of writing, meant to cover every contingency of a totally unknown situation.
You can read the letter here: Jefferson's Instructions to Meriwether Lewis.
I've since read that others have found this letter equally intriguing and it is often held up as an example of good management.
Elokai Neshama
This flew in today on a mailing list for teachers.
The mailer asked me not to share her name, since it's not her original thought. She said she thinks she heard the idea from Chevi Garfinkel.
I once heard someone say so beautifully that the Bracha of “Elokai neshama she’nasata bi...” can also be interpreted not only as our own individual neshama given to us by Hashem but also as the neshama meaning each students neshama that Hashem has placed in our hands for the year is tehora and Hashem formed that student exactly how they should be and Hashem specifically chose me to be the Morah of this student and eventually the student won’t be under my care yet kol zman that the student is with me Modeh ani...etc. it was a beautiful thought and perspective of the zechus, privilege and responsibility it is to be a Morah.
(Here is the text to which this refers, with a translation: Elokai Neshama)
The mailer asked me not to share her name, since it's not her original thought. She said she thinks she heard the idea from Chevi Garfinkel.
I once heard someone say so beautifully that the Bracha of “Elokai neshama she’nasata bi...” can also be interpreted not only as our own individual neshama given to us by Hashem but also as the neshama meaning each students neshama that Hashem has placed in our hands for the year is tehora and Hashem formed that student exactly how they should be and Hashem specifically chose me to be the Morah of this student and eventually the student won’t be under my care yet kol zman that the student is with me Modeh ani...etc. it was a beautiful thought and perspective of the zechus, privilege and responsibility it is to be a Morah.
(Here is the text to which this refers, with a translation: Elokai Neshama)
Hey, look! Andrea has ANOTHER blog!
I couldn't find Andrea Hernandez's current education blog so I searched for it, and found a different one instead.
This one hasn't been updated as recently, but I really like it.
She even analyzes the publicity about Finland.
All kinds of good plums here:
EdTech Workshop
This one hasn't been updated as recently, but I really like it.
She even analyzes the publicity about Finland.
All kinds of good plums here:
EdTech Workshop
A big-picture view of modern hareidi communities
R' Ahron Lopiansky on the growing pains of the American Jewish community at large, and the idea of kehilla:
Are We a Klal?
Are We a Klal?
Many of the writers in this forum (and possibly readers) grew up in the post-war years in America. The Charedi community was miniscule and insignificant, its continuity uncertain. The stature and vision of a handful of great men, the tenacious and heroic efforts of a few capable askanim, and an extraordinary amount of siyata d’shmaya produced in half a century an incredible tzibbur. It would seem to us that we are in for a whopping kal v’chomer: if we could do it when the cards were stacked against us, certainly we can do it today when we have such incredible resources and such a wonderful track record.
But the reasoning is as flawed as that of the fellow who tried to turn his mom and pop outfit into a national corporation....
Thanks, Tiff
This random memory of good teaching just surfaced.
Once when I was in about 4th grade, we were playing baseball, and I became completely overwhelmed because people were stealing bases and I didn't have a clue what was going on. I think I was fielding second base.
The P.E. teacher, Tiffany (but the cool kids called her Tiff), noticed that I was upset, halted the game, came over, asked what was wrong, and explained what it means to steal a base.
"Do you understand?" she asked.
"No," I said.
She repeated her explanation.
"Do you understand?" she asked.
"No," I said.
She repeated her explanation.
"Do you understand?" she asked.
And this time, I did.
Triumph! Relief! Joy! The game went on and now I understood it.
...
...
I once got roundly scolded by an administrator for repeating an explanation to a student. "If she didn't understand, you should explain it a different way," she said.
Which is true; so I try to do that now.
But sometimes all you need is someone who will halt a game for you and say the same thing three times.
I don't know where Tiff is now but I still appreciate that she did that.
Thanks, Tiff.
Thanks, Tiff.
Japonisme
Leaving aside the political and moralistic thrusts of this article, I was intrigued to see someone else voice the idea that American popular culture is becoming increasingly Japanese.
This trend, if it exists, does not explain what the Torah answers will be to the next generation's questions --- but it does provide some interesting food for thought about what those questions might be.
This trend, if it exists, does not explain what the Torah answers will be to the next generation's questions --- but it does provide some interesting food for thought about what those questions might be.
Artist: Dena Ackerman
I keep wanting to link to artists whose work I like, even though their relevance to the rest of the blog is debatable.
Maybe that's because blogs are supposed to be spattered all over with pictures.
Let's call it a feature.
Today's artist is Dena Ackerman. You can find more of her work here and on Facebook.
I like how much she experiments with style and medium. The fact that she still ranges so widely despite being an established talent makes me feel better about still being in an experimental phase with... things.
I also like her work.
Maybe that's because blogs are supposed to be spattered all over with pictures.
Let's call it a feature.
Today's artist is Dena Ackerman. You can find more of her work here and on Facebook.
I like how much she experiments with style and medium. The fact that she still ranges so widely despite being an established talent makes me feel better about still being in an experimental phase with... things.
I also like her work.
 |
| This is an Edward Gorey-style illustration she did for one of Rebbe Nachman's stories. |
A Montessorian on Motivation
"But do you think it can really be done, to have students studying different material simultaneously in one classroom?" the principal asked.
"Absolutely!" I said, and started ticking off - Montessori, and Sudbury, and the local middle school math class, and the entire history (and present) of the one-room schoolhouse in America, and -
"But," she said, cutting into my description of Montessori, "what if you have a student who just doesn't want to learn?"
I have some memories of what I've observed Montessori teachers doing for specific kids, but - does Montessori have a general prescription for this? I was curious.
So, I wrote to one of my Montessori teachers to ask her.
Here's her answer.
Her phone inserted its own line breaks; I've left them in because I like the found-poetry aspect of it.
You asked about discipline at the High School level — this probably will sound elitist but
It all begins with 2 1/2 year olds and builds on what is learned at that level through
Lower Elementary, Upper Elementary and into Jr High.
As you might remember one important aspect at any level of Montessori is learning to make good choices.
At all levels, students make mistakes and
***learn from these mistakes — are encouraged to work through them, talk them out and decide to try again.
Another important aspect is adult guidance to steer EACH INDIVIDUAL toward exactly what s/he needs (academically, socially,
and as an individual).
Montessorians try to instill a love of learning
In each student while guiding each student toward learning the basic skills needed in life.
Learning how to learn is VIP. As well as discovering what turns each person on
— what is their passion? But also realizing
that those disciplines that are not so interesting/more difficult, must be tackled as well.
At all levels our Montessori students are encouraged to pursue their interests;
work hard to overcome their weaker areas;
learn how to work with others in a variety of activities; and really care about the world around them.
My inner mantra was always:
Everything is connected.
We are connected to everything.
Anyway, I found this info from Cleveland
about their High School program and thought it might be of interest.
https://www.
"Absolutely!" I said, and started ticking off - Montessori, and Sudbury, and the local middle school math class, and the entire history (and present) of the one-room schoolhouse in America, and -
"But," she said, cutting into my description of Montessori, "what if you have a student who just doesn't want to learn?"
I have some memories of what I've observed Montessori teachers doing for specific kids, but - does Montessori have a general prescription for this? I was curious.
So, I wrote to one of my Montessori teachers to ask her.
Here's her answer.
Her phone inserted its own line breaks; I've left them in because I like the found-poetry aspect of it.
You asked about discipline at the High School level — this probably will sound elitist but
It all begins with 2 1/2 year olds and builds on what is learned at that level through
Lower Elementary, Upper Elementary and into Jr High.
As you might remember one important aspect at any level of Montessori is learning to make good choices.
At all levels, students make mistakes and
***learn from these mistakes — are encouraged to work through them, talk them out and decide to try again.
Another important aspect is adult guidance to steer EACH INDIVIDUAL toward exactly what s/he needs (academically, socially,
and as an individual).
Montessorians try to instill a love of learning
In each student while guiding each student toward learning the basic skills needed in life.
Learning how to learn is VIP. As well as discovering what turns each person on
— what is their passion? But also realizing
that those disciplines that are not so interesting/more difficult, must be tackled as well.
At all levels our Montessori students are encouraged to pursue their interests;
work hard to overcome their weaker areas;
learn how to work with others in a variety of activities; and really care about the world around them.
My inner mantra was always:
Everything is connected.
We are connected to everything.
Anyway, I found this info from Cleveland
about their High School program and thought it might be of interest.
https://www.
Charlotte Mason on Report Cards
This (Victorian-era) approach to grades makes a lot of sense to me:
"The good marks should be given for conduct rather than for cleverness -- that is, they should be within everybody's reach: for punctuality, order, attention, diligence, obedience, gentleness."
"The good marks should be given for conduct rather than for cleverness -- that is, they should be within everybody's reach: for punctuality, order, attention, diligence, obedience, gentleness."
Telz
Rabbi Y. G. Bechhofer's article on the Telz yeshiva is here:
Telshe: 120 Years Since the Founding of the Yeshiva
"Rabbi Bar Shaul writes that in Telshe there were no mussar shmuessen, rather shiurei da'as. A shmuess is emotional, inspirational, and often informal. It is an experience of the heart. A shiur da'as is intellectual, educational, and covers a topic in a formal and systematic manner. It, too, reaches the heart, but via the mind."
Telshe: 120 Years Since the Founding of the Yeshiva
"Rabbi Bar Shaul writes that in Telshe there were no mussar shmuessen, rather shiurei da'as. A shmuess is emotional, inspirational, and often informal. It is an experience of the heart. A shiur da'as is intellectual, educational, and covers a topic in a formal and systematic manner. It, too, reaches the heart, but via the mind."
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