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Posts Tagged ‘homeschool’

Seven Quick Takes

— 1 —

A bit of a week, here. Nothing dramatic, just getting into the groove of this weird new life – of just me and one kid. Described a bit here in this post. 

You also might want to check out the essay I had published in Notre Dame’s Church Life Journal.  I’m going to come right out and say that the final line of the piece is not mine. It was added – I ended with the quote. Which I still prefer. But I’m still grateful for the publication and the wider reach it afforded me, and will be following up with More Thoughts.

While we’re at it – Son #4 on Ingmar Bergman – a retrospective and overview – and then his ranking of Bergman’s best films. 

— 2 —

 

Related to my essay. I thought this was  good – from an evangelical perspective, a reflection on a few prominent defections from faith.  It’s based on a FB post, so it has that “tossed off” effect (which you see, er, here all the time, of course) – but it’s worth a look:

 

My conclusion for the church(all of us Christians): We must STOP making worship leaders and thought leaders or influencers or cool people or “relevant” people the most influential people in Christendom. (And yes that includes people like me!) I’ve been saying for 20 years(and seemed probably quite judgmental to some of my peers) that we are in a dangerous place when the church is looking to 20 year old worship singers as our source of truth. We now have a church culture that learns who God is from singing modern praise songs rather than from the teachings of the Word. I’m not being rude to my worship leader friends (many who would agree with me) in saying that singers and musicians are good at communicating emotion and feeling. We create a moment and a vehicle for God to speak. However, singers are not always the best people to write solid bible truth and doctrine. Sometimes we are too young, too ignorant of scripture, too unaware, or too unconcerned about the purity of scripture and the holiness of the God we are singing to. Have you ever considered the disrespect of singing songs to God that are untrue of His character?

I have a few specific thoughts and rebuttals to statements made by recently disavowed church influencers…first of all, I am stunned that the seemingly most important thing for these leaders who have lost their faith is to make such a bold new stance. Basically saying, “I’ve been living and preaching boldly something for 20 years and led generations of people with my teachings and now I no longer believe it..therefore I’m going to boldly and loudly tell people it was all wrong while I boldly and loudly lead people in to my next truth.” I’m perplexed why they aren’t embarrassed? Humbled? Ashamed, fearful, confused? Why be so eager to continue leading people when you clearly don’t know where you are headed?

 

— 3 —

School is proceeding apace. This week has seen:

  • Latin – reviewing a chapter, preparing for a test that he’ll take Friday
  • Math – working through chapters 3 and 4 of Counting and Probability. Permutations and Combinations. I will throw in Khan Academy on the same subject tomorrow, to give a slightly different take.
  • Hamlet – reading aloud Acts 1 and 2, watching the Great Courses lecture by Professor Marc C. Conner – accessed through the pay-monthly Great Courses Plus. It’s a decent take – not deep, but good enough for us right now. We’ll be seeing the production of the Bedlam Theater of the play that is in residence at Alabama Shakespeare this month – I’m intrigued by the conceit – four actors playing all the roles. Watched snippets of the Yorick speech – the David Tennant, Branagh and Mel Gibson versions. I think David Tennant won.
  • Iliad  – listening to the Derek Jacobi audiobook reading. Not sure where we’re at. After listening to chunks on the trip, we’re on smaller snippets on shorter car trips to here and there. I’ll probably say, “Just read the next four books without listening” so we can get it all done by the time the Audible free trial ends.
  • Spanish – he’s doing on his own with a few resources. I’m not involved at this point.
  • Daily religion of Mass readings/saints – also started introducing the Old Testament using this book. 
  • Biology: Homeschool class taught by Ph.d. from a local college began this week.
  • He’s been grabbing the computer and writing something – short story or novel, I don’t know.
  • He’s still reading The Lord of the Rings
  • Regular piano lesson & jazz lesson. Organ will probably start back up next week.

Weekend:  High school football game; service project; serve Mass. Etc.

 — 4 —

Homeschoolers are forever talking about “spines.” Not – as in – you’ve got to have a strong spine for this line of work– but more in terms of a central organizing resource. What spine are you using for World History? That sort of thing.

Last night, M and I stopped by a local brewery to check out the Office trivia event they were having. It was rather a letdown. I told him we wouldn’t participate because I by no means thought we’d know enough to compete against people who’ve watched the whole series through ten times – as I know some people have. But, as it turned out – the questions were pretty simple (M knew all the answers, and he hasn’t watched it through ten times…I don’t think), and perhaps we should have entered. But then – the thing was so inefficiently run, during the 45 minutes we were there, all of six questions were asked. So…it’s good, in the end, we didn’t bother.

But then I thought – hey! There’s trivia almost every night somewhere in this town. How about using bar trivia nights as a homeschooling spine? 

Well?

Who’s in?

 

— 5 

Speaking of homeschooling – this was a link I used to post all the time when homeschooling younger fellows. A very nice monthly collection of quotes and poems related to that particular month and season. I like it – good for reading, sharing, copywork if you still do that. 

6–

More education rants. I do my share of griping about technology and education, but do you want a more succinct, knowledgeable treatment, one that you can easily pass on to your school administrators? Yeah, here you go:

But the technology pushed into schools today is a threat to child development and an unredeemable waste. In the first place, technology exacerbates the greatest problem of all in schools: confusion about their purpose. Education is the cultivation of a person, not the manufacture of a worker. But in many public school districts we have already traded our collective birthright, the promise of human flourishing, for a mess of utilitarian pottage called “job skills.” The more recent, panicked, money-lobbing fetish for STEM is a late realization that even those dim promises will go unmet.

Second, it harms students even in the narrow sense of training workers: the use of technology in schools actually lowers test scores in reading, math, and science, damages long-term memory, and induces addiction. Both advanced hardware and the latest software have proven counterproductive. The only app or device found to meaningfully improve results with any consistency is an overhead projector in the hands of a competent human teacher.

Finally, educational technology is a regressive political weapon, never just a neutral tool: it increases economic inequality, decreases school accountability, takes control away from teachers, and makes poorer students more vulnerable to threats from automation and globalization…

….

Yet, after decades of trying, it is clear that injecting more tech­nology into education turns out to be a massive waste of time and resources, even according to its proponents’ own criteria. The massively subsidized rush to convert schools into Apple stores only diminishes students’ capacity for “creativity” and “innovation.” Technology, even in the narrowest commercial sense, depends on the liberal arts—pursuits that are subject neither to the practical demands of society nor to its untrained desires—to provide the higher ends that technology serves, as well as the new thinking on which it is based. The blatant commercial wastefulness and impracticality of number theory, not to mention literature or playing the violin, offers hints that those pursuits are priceless rather than worthless.

The sciences and mathematics have a historic place in the cur­riculum, and technology does not, for the simple reason that the latter is not inherently “about” anything. Absent human contributions on specific topics, cut off from the subject matter of academic work, technology is nothing—an electron microscope without any samples, darkened VR goggles, an empty spreadsheet. Specializing in techne as such means trying to teach people to be good at “making” without having any idea of what to make, or why to make it.

How did we get here? The American public education system, a rusted-out 1976 mustard sedan whose “check engine” light is always on, is driven by a psychopath who wants, by turns, to crash it for the insurance, to insist that cars can be submarines, and to spend hilarious sums on unnecessary parts

— 7 —

Zillions of words uttered, gallons of ink spilled, all to try to explain Christianity and distinguish it from other belief systems – or even to declare that it perhaps isn’t so different after all. Shrug. 

These very few words from Scottish composer James McMillan answer both the seeker and the doubter, it seems to me.  What is the human person? Who are we and what are we about and what are we to make of this life on earth, strange, beautiful and suffering? McMillan and his family found the answer embodied in the brief life of his disabled granddaughter,

…the important things in human existence are not the money you make or the power you accrue, or the influence you bear — it is something which is embodied in a little [pause], in a little broken child, like Sara…

…And that’s the kind of revelation of sorts that comes through a knowledge of what the Catholic Church teaches. And a teaching that is made incarnate in a very damaged wee girl.

 

 

For more Quick Takes, visit This Ain’t the Lyceum!

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Written Thursday night, not quite finished…might as well post it, since I took the time to write it.

Not me, not really. It’s what’s blasting from the other room, because Someone is watching ..what’s the third one called? The Two Towers? No. Return of the King. And Someone Else is out gallavanting around. He’s been driving for over three years now, and this particular car (manual) for over one, so I don’t really get nervous any more. But then I start thinking about it, and…I get nervous.

So, no – I’m not up for focusing on Trollope right now, and I just did my 7 Quick Takes, and I can’t focus on writing anything substantive, so…I’ll blog some more. About school. How about that.

I’ll make this my first official Homeschooling High School post. For real.

Long-time readers know about our dipping in and out of homeschooling. (Link up there for some of the more substantive posts – more by just clicking through these. Although I probably didn’t correctly label everything, so there’s undoubtedly more ramblings and bullet points out there somewhere.)

We’re on Kid #5. His history: PK-1: school  2-5: homeschool 6: school (different than the first time) 7: homeschool 8: school (same school as 6th, different administration, better experience.)

High school, at this point: homeschool.

Why? He’s intelligent and self-motivated, he spends a lot of time on music (although he still maintains he doesn’t want to pursue it professionally – his teachers and I just keep our fingers crossed…), he has zero interest in the high school scene right now, he wants to travel, and – on my part – he’s the last one, I’m edging close to 60, my conscience won’t let me rest easy on this matter. I’m an introvert and relish my time alone, but also honestly? My oldest is almost 37 years old, I know time flies like the wind, and there is really no reason not to homeschool. In good conscience, I have to put my own “needs” (which are not really needs) aside…for just a few more years. You can talk all you want about glorying in your own individual career path or perceived calling, but bottom line: when you accept children into your life – they come first. And you have to try to not be a jerk and a martyr about it either. That second part is usually the hard part for most of us, including me.

(Also – if there were slightly different options for secondary school around here, we’d be looking at those. But without going into details – the options don’t fit, for different reasons. Our public school that we’re zoned for is lousy, while I’ve had two kids go the IB route, and this one would be a natural for it in some respects, I just don’t believe in that intense level of study in a curriculum established by others at a secondary level any more – as if I ever really did – and the private school options are either too elitist and secular (I’m not going to pay thousands of dollars to plop my kid in proudly pagan cultures, you know?) or just mediocre (at this point – we’re keeping our options open for the future though) Let’s just say that I have friends who live in parts of the country where they have hybrid charter classical schools and such. *Jealous*)

Also, even though he maintains resistance to pursuing music professionally, he does like it, does spend a lot of time on it, and if he were in a high-level school all day with a few hours of homework at night? Good-bye to that. No way could he do it, mentally or even just practically –  especially the organ – because of the limits on practice times, mostly.

We can do this. 

So here’s where we stand in terms of subject matter and structure:

  • Classical piano study w/teacher, mostly long-distance, as teacher is a graduate student in a doctoral program out of state. Current rep: Brahms Scherzo, Prokofiev Diabolical Suggestion and (as of this week) Hayden, Sonata 52, mvt 1.
  • Jazz piano study w/local teacher, once a week.
  • Pipe organ study w/local teacher, every other week. Lots of Bach right now, but once fall starts, that will probably expand a bit.
  • I’m going to have to figure out opportunities for him to perform. The “classical” instruction is no longer associated with an academy or larger group, so it’s up to us to find places to play. He may do some competitions, but we are being casual about that. I’m looking into assisted living facilities, first..then we’ll see. He has occasional opportunities to play a song or two with his jazz teacher in his gigs around town.

You might wonder about practicing the organ. It’s a challenge. We have permission from a few local churches to use their organs, but there’s one in particular that we’ve settled on. It’s fairly close to our house, the church is open all day, the calendar is posted online and actually kept current so I can make sure we don’t bump into a funeral or something, and the organ, while mostly electric and not a true pipe (they call it a “toaster”) is serviceable. I often post his practices to Instagram stories, so if you want to hear, check in there. Hopefully in a few months, he’ll be filling in during church services once in a while. That’s the goal.

  • Science: Biology class with other homeschoolers, taught by a local Ph.D from a local university faculty. Once a week.
  • Math: Algebra II, taught by a retired math teacher with many degrees, and experience that includes teaching in the local International Baccalaureate program (she taught my daughter Pre-Calculus, I think). Once a week. Given his interests, I think I’ve decided that what I want for math for him is two years of studies that will get him ready to take pre-college standardized tests (Algebra II, Geometry, Trig), plus a good dose of statistics and probability. I am, of course, fairly anti-standardized testing, but I think in this case, we’ll have PSAT/SAT/ACT and even GED prep books on hand to provide benchmarks and guidelines. Basically: learn this stuff, get it done, and move on.
  • Latin: He began Latin I this summer, and he’s on track to finish it by the end of October, then start prepping for the National Latin Exam and start Latin II. Meet with tutor, probably every couple of weeks, maybe more to prep for the NLE. He wants to do Greek also, but the Latin tutor has recommended a solid trip through Latin I-II before tackling that.
  • Spanish: He did Spanish I last year in school, and has kept up with Spanish informally all summer. Spanish II will probably happen via a recorded course with Homeschool Connections as well as a couple of week-long language school sessions in Mexico or Central America. (told you – travel’s a part of this deal.)
  • Writing: Going to use this and work through it.
  • Literature: Sort of ad hoc. He wants to do Greek things, so we’ll start with the Iliad and the Odyssey this fall. Use various recorded lectures (Hillsdale, Great Courses) as intro and framework. Latin tutor will be involved in this as well.
  • We’ll always have a Shakespeare play going, related to local performances. This fall, the Atlanta Shakespeare Tavern will be doing Julius Caesar and King Lear, so we will revisit the first and dig into the second.
  • Most other studies of the humanities will be ad hoc, related to travel or local performances and events. I’ve told him that I always want him to have some sort of serious, adult history book going, on whatever topic he’s interested in. I’ll always be checking on that Big Picture, making sure he’s got the framework and flow, but he has a good sense of that, and so I’m not too worried.
  • We’re already looking at summer programs. Most of the summer programs at the good Catholic colleges are for older kids – rising juniors and seniors. There are a couple he’s pretty interested in. There are a couple that are open to the age he’ll be next summer, so we’re looking into those.
  • I have a growing list of competitions – mostly writing – open to high school students. In the next couple of weeks, I’ll take a closer look at those. I’m thinking that besides the Norton book, we might use competitions as a framework for working on writing.

At this point, the weeks already look busy. Thursday will be the fullest day: two classes, and probably two music lessons. Wednesday night: Catholic guys’ group. Saturday morning: service work with a local Catholic ministry to the disabled. Meetings with Latin tutor and long-distance music lessons every ten days to two weeks.  And even though the classes only meet once a week – well, that’s just the classes. He’ll have to give a lot of time to studying those subjects in between classes.

So when is this vaunted travel going to happen, you ask? Some long weekends probably this fall, but the “classes” are scheduled to end in early November and not begin again until, I don’t think late January. Plenty of time…..But honestly? These first few months need to be a little more…schoolish, I think. For both our sakes – self-discipline, and then, my peace of mind (as in what are we doing what is he missing out on are we getting everything in panic)

We will probably squeeze something in in late August, after Brother gets deposited at college and before the homeschool classes start up here.

Alabama has very relaxed homeschool rules. They don’t require you to submit anything besides attendance. But of course, we’re talking high school now, and we need to have good records. So that will be the emphasis: not necessarily planning, but meticulous record keeping: daily, which is then collated to weekly, which then, on a monthly basis, is collated thematically: Books read/topics covered, etc. Writing samples preserved.

Goal? Finish the basics of high school in a couple of years and then start in on community college classes. He has a particular Catholic college in mind for “real” college already, and it does seem like a perfect fit, so all of this will be happening with that goal in mind.

We’ll see. I’m definitely in the mode of Okay. Just stop. That’s enough. You can’t do everything . Just Do These Things and get some sleep. 

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amy_welborn

What’s your history of classroom tech?

The racket of IBM Selectrics in typing class? The square holes of data cards? (I can’t even type phrase that without hearing it in my Indian college professor’s voice.) Did you – or if you’re old enough, your parents – collect grocery receipts for Apple IIe computers? Mario Typing? Channel One?

It’s a history of promises and utopia, isn’t it? Promises of:

  • Individualized, self-paced learning
  • Global connections and awareness
  • Classroom and system efficiency
  • Parent-school cooperation
  • Financial savings
  • Preparedness for the workplace and the modern world in general.

How much has been written on these issues? Millions of words. I don’t want to add too much to that. What I have to say is particularly directed at Catholic education, which, in this country, has – not surprisingly – jumped right on the Tech Train, seeking, as it does it so much else, to do nothing more than ape public education.

The lack of critical, counter-cultural thinking in Catholic education is not surprising, but still continually disappointing nonetheless.

What I have to say today is pretty simple, and I’m going to say it mostly by quoting from others. I’d encourage you to follow the links and read more.

Bottom line:

The push for screens and internet-based learning to replace books and paper is sold to us as an inevitability that is, of course, best for students.

I invite you to never, ever, accept that premise, and to question it, from top to bottom every time it’s presented to you. 

Because the push for screens and internet-based learning is not about students. It’s about profit and data. 

Let’s go back to the dark ages – the 1990’s, when Channel One entered classrooms. It’s an instructive example because it was so controversial at the time, and what’s happening now with computer-based learning, particularly Google Classroom, raises similar issues, but does not seem to be raising the same kinds of questions.

The deal was this: Whittle Communications provided classroom televisions and satellite receivers to schools in exchange for schools having their students watch a daily news show provided by the company – called Channel One.  I taught in a school that took this deal, and yes, every day after opening prayer and the Pledge of Allegiance, we had to watch this – what, maybe 10-15 minute news show with advertisements (that was the controversial part).

As I said – it was controversial – accusations of schools selling out students, forcing them to watch advertisements and whatever editorial slant Channel One offered in its programming.

And those are questions that should have been raised. It was certainly problematic – not to speak of being a pain and an intrusion. But hey! We got free televisions!

What’s happening now is no different – well, it is different – because it’s worse. What’s happening now in so many systems is an unquestioning, eager acceptance of faulty premises about what’s best for students, allowing tech companies to simply take over education, set the standards, and dominate every aspect of the process from pre-assessment, to instruction, to testing to information infrastructure.

And all the while scraping your kids’ lives for data.

Tomorrow I’m going to take the issue on from a more personal perspective, ranting about sharing various experiences my own kids have had with this in their classrooms – amy-welbornsince I haven’t taught myself since the advent of intensive, intrusive classroom tech – in my day  – it was a big deal to get one classroom computer, period.

Today, I’m just going to leave you with some citations from other writers. I don’t agree with everything every one of these writers have to say about every issue – some of them tend to tilt definitely more leftward than I do, and many are hard-core opposed to charter and private schools – but on these matters, I’m indebted to their passion.

Here’s where I stand – before I get to the links:

  • Education – even up through high school – should be as screen-free as possible. I really don’t see any reason at all for elementary students to use computers or screens. Their brains need the holistic connection between mental and physical activity that comes with reading real books and writing on paper and using concrete manipulatives.
  • Everything I have read indicates that reading retention is stronger from reading from printed paper pages than it is reading from a screen. There is an aspect to spatial awareness that assists in retention. I know this is true for me because I can often, when trying to remember something I read, can retrieve it by thinking about where I read it on the page – top, bottom, middle. I don’t have that with a screen, which is why the only books I read on an e-reader are out-of-print books I can’t find anywhere else, for the most part. For sure, if I am reading non-fiction – serious history or theology – I must read a book – I must be able to have that experience of holding something physical in my hands, flipping back and forth, physically highlighting.
  • Anecdotal evidence suggests that students tend to prefer printed material, as well: “real books.” There are serious questions, as well, about the physical impact of all-day screen immersion, not only on brain chemistry and attention, but on other aspects of our physical health.
  • As the links below will emphasize, this is mostly about perceived financial savings (by schools and systems) and financial gain (by corporations). It is disappointing, as I said, to see Catholic schools buy into this.
  • Classroom tech does not improve efficiency. At all. It takes time to learn, there are bugs and disruptions, the Internet goes out, the power goes out, it presents distractions.
  • While there are great teachers out there, teachers as a group are not noble saints immune from human weakness. As I said, great teachers still work out there – my children are sitting in the classrooms of some excellent teachers as I write this. But – again – teachers are not saints or superhuman or uniformly excellent. There are lazy, inefficient, ignorant teachers whose worst habits are encouraged by classroom tech. I mean – who among us hasn’t encountered the teacher who does nothing more than hand out worksheets? Now he/she has a classroom full of kids who can be told to work in their Chromebooks and call it a day.

So yeah – basically, for me, it comes down to : The tech needed in a classroom is going to vary: kids studying AP Physics might need to use it more than they do in English class (or maybe not – I sort of have my doubts on that score, too). But the presumption should be: less tech is better. 

Now for the links:

Dear teachers: Don’t be good soldiers for the tech industry

There is an entire parasitic industry making billions of dollars selling us things we don’t need – standardized testsCommon Core workbook drivel, software test prep THIS, and computer test crap THAT.

We didn’t decide to use it. We didn’t buy it. But who is it who actually introduces most of this garbage in the classroom?

That’s right. US.

We do it. Often willingly.

We need to stop.

And before someone calls me a luddite, let me explain. I’m not saying technology is bad. It’s a tool like anything else. There are plenty of ways to use it to advance student learning. But the things we’re being asked to do… You know in your heart that they aren’t in the best interests of children.

I know. Some of you have no choice. You live in a state or district where teacher autonomy is a pathetic joke. There are ways to fight that, but they’re probably not in the classroom.

It’s not you who I’m talking to. I’m addressing everyone else. I’m talking to all the teachers out there who DO have some modicum of control over their own classrooms and who are told by their administrators to do things that they honestly disagree with – but they do it anyway.

We’ve got to stop doing it.

Corporations want to replace us with software packages. They want to create a world where kids sit in front of computers or iPads or some other devices for hours at a time doing endless test prep. You know it’s true because your administrator probably is telling you to proctor such rubbish in your own classroom so many hours a week. I know MINE is.

….

The EdTech shell game is not about improving student learning. It’s a commercial coup, not a progressive renaissance.

Think about it.

They call this trash “personalized learning.” How can it really be personalized if kids do the same exercises just at different rates? How is it personalized if it’s standardized? How is it personalized if it omits the presence of actual people in the education process?

It’s teach-by-numbers, correspondence school guano with graphics and a high speed Internet connection.

Personalized Learning Without People – An Education Scam from the 1980s Returns

This is seen as a way to save money by teaching without teachers. Sure, you still need a certified educator in the class room (for now) but you can stuff even more children into the seats when the teacher is only a proctor and not responsible for actually presenting the material.

The teacher becomes more of a policeman. It’s his job to make sure students are dutifully pressing buttons, paying attention and not falling asleep.

Moreover, this is sold as a way to boost test scores and meet the requirements of the Common Core. You can easily point to exactly which standards are being assessed on a given day and then extrapolate to how much that will increase struggling students’ scores on the federally mandated standardized test when they take it later in the year.

In fact, students’ answers on these programs are kept and recorded. They are, in effect, stealth assessments that can be used to judge and sort students into remediation classes or academic tracks.

Co-opting the Language of Authentic Education: The Competency Based Education Cuckoo

That’s what the whole program consists of – forcing children to sit in front of computers all day at school to take unending high stakes mini-tests. And somehow this is being sold as a reduction in testing when it’s exactly the opposite.

This new initiative is seen by many corporate school reformers as the brave new world of education policy. The public has soundly rejected standardized tests and Common Core. So this is the corporate response, a scheme they privately call stealth assessments. Students will take high stakes tests without even knowing they are doing it. They’ll be asked the same kinds of multiple-choice nonsense you’d find on state mandated standardized assessments but programmers will make it look like a game. The results will still be used to label schools “failing” regardless of how under-resourced they are or how students are suffering the effects of poverty. Mountains of data will still be collected on your children and sold to commercial interests to better market their products.

On “Competency-Based Education” ….and B.F. Skinner:

Parents, here’s the moral of the story: if you want your child “constantly interacting” with whatever corporate testing company your state has contracted with, and if you trust that company to be your child’s teacher, then by all means, CBE is for you.

And then a general rant from a couple of years ago – with good links. 

Dr. Kentaro Toyama, an associate professor at the University of Michigan’s School of Information, once believed that technology in the classroom could solve the problems of modern urban education. No Luddite, he had received his Ph.D. in computer science from Yale and had moved to India in 2004 to help found a new research lab for Microsoft; while there, he became interested in how computers, mobile phones and other technologies could help educate India’s billion-plus population.

Rather than finding a digital educational cure, he came to understand what he calls technology’s “Law of Amplification”: technology could help education where it’s already doing well, but it does little for mediocre educational systems. Worse, in dysfunctional schools, it “can cause outright harm.” He added: “Unfortunately, there is no technological fix…more technology only magnifies socioeconomic disparities, and the only way to avoid that is non-technological.”

From Ed Week:

What this discussion boils down to is a concern about student learning and a skepticism regarding the idea that technology is always necessary or appropriate. New tech tools might promote engagement, but students might also enjoy colorful pens and giant pieces of chart paper as a change of pace in environments that are proudly, and rigidly, paperless. Virtual discussion boards might be crucial for drawing out introverted students; they might also give students permission to sit back and type canned responses.

In his 2003 book The Flickering Mind, author Todd Oppenheimer argued that education technology had failed in its promise to transform education and that it may paradoxically impede learning. Oppenheimer, a journalist who visited a range of schools and institutions in the United States to examine how technology was shaping education, found that educators often conflated sleek but content-thin presentations with evidence of deep learning.

Educators also erroneously assumed that the use of tools like PowerPoint counted as relevant skill-building for the workplace. Oppenheimer suggests in the book that students are more likely to prosper if they develop “strong values and work habits,” and master “the art of discussion.”

 

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First day, last day, another day.

The first day of school: one a senior, the other in eighth grade.

Keep in mind that there are three others out there, doing their own thing. One film editing in New York City, the other analyzing data, writing, being married and caring for his own schoolboy in South Carolina, and another getting ready to begin her third year of law school. Having them out there impacts a parent’s perspective.

Every day is a first day, a last day, another day.

Here in this place, the senior drove off around seven in his Miata, the car he bought last spring with his own money that he’d earned at his own job bagging groceries. It’s been a nerve-wracking few months for me, because the Miata is a manual transmission. I first had to teach him how to drive it, and then I had to wait every time he drove off in it, praying that he would be able to navigate the dreaded hills without stalling and causing havoc. Waiting until the time I’d estimate it would take him to reach his destination, assuming that if the phone had not rung yet, it was fine, and just to be sure, checking online traffic maps for red spots and other signs of crashes.

After some months of this, I was not as nervous as I was this time last year, when he drove off to school (in another car) for the very first time – in a driving rain, as I recall. But I still couldn’t relax for those first twenty minutes or so and I still checked the online maps.

And here it is, 10:24 am – I think it’s okay to let down my guard now. Until, of course, from about 3:15-4.

But there he is, I’m assuming, beginning that senior year of high school. There have been big changes in his Catholic high school this year, and I am hoping they are for the better. It’s been an okay experience – not great, by any means, but the faculty line-up for his senior year classes looks good, and is, surprisingly, mostly male. Which is good for a kid who’s basically grown up without a dad on this earth.

(And for college? We’re not uptight about it. He’s got a path mapped out and is ready to take it. It’s his, and not for me writing about.)

The eighth grader was mostly ready to return to the school in which he attended 6th grade. (To quickly review for newcomers: Catholic school, PK-1st grade. Homeschool 2nd-5th grade. Different Catholic school 6th grade. Homeschool 7th grade. Reasons? Discussed in many places on this blog before but essentially: a smart kid who has been capable of so much more than the typical worksheet (and now Chromebook) routine of most schools, and a mom with the means and freedom to facilitate that. For the latest iteration, starting in 6th grade? Sort of the same. A desire to go to school, but a disappointing experience. We’re confident, or at least very hopeful, that things have turned around, discipline issues have been resolved and holistic, undistracted learning is going to be the focus.)

I’m sitting here – relieved. For the moment, relieved to have the burden of anyone’s learning on my shoulders.

As I have written before, the discernment framework that helped me make the decision to homeschool a few years ago was this: Every choice entails some type of aggravation and stress. What aggravation do you choose?

It’s probably backwards from the process others employ, which undoubtedly focuses on the positive: What’s best? What’s going to bring the most happiness? What’s going to be the least stressful?

If that’s your angle, go for it. I’ve just found it to be more helpful and realistic to admit the reality of difficulty and challenges. Basically: every element of life involves some pain – which can you accept? Which kind of stress, pain and aggravation is going to stand in the way of growth less than other limitations?

So, in deciding to homeschool, I basically decided that the stress of guiding my kids’ learning and feeling more or less constantly inadequate to the task was more acceptable – at that moment – than being constantly enraged and frustrated about what was going on – or not going on – in the classroom.

So now, where are we? This wasn’t a problematic decision. High school has been fine, and just what that kid needed on a number of levels. He doesn’t need high-stress super accelerated learning. He needs mostly what he’s experienced. And there’s no reason to change that, not least because…it’s good to have someone else teach you calculus.

The eighth grader is ready to return to school for a year. (At this point, we are planning on road/homeschooling high school) He’s maintained friendships with the boys in the class (thanks, Fortnite!) and I do think the administration of this school is focused and realistic about what middle school kids need now in a way that wasn’t the case before. We’ll see. Between that and his music – three types of keyboard lessons (regular piano, jazz and pipe organ) – he’ll be busy.

And me?

I’m mostly sitting here kind of in shock. I’m already regretting some of the daytrips we’ve not been able to work in, even after years of me saying, this month, we’re going to…., I’m irritated that the senior English curriculum doesn’t seem to have a Shakespeare play in it (yet – I hope that will change), I’m looking at the clock wondering when to start worrying about the drive back from school, I’m waiting for the dryer to stop, waiting for Law School daughter to drop by, and mostly looking at a very, very, very blank page.

A first day, a last day, another day.

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By far the dumbest thing in my life this past year – in a life full of fairly dumb things – has been my aggravation about  stupid Trini Salgado and her stupid camiseta. 

(Waits for readers to do a search….and return, scratching heads.)

As you might remember, I have a 13-year old who homeschools off and on, and if we were going to pin him down to a grade, we’d say he’s in 7th grade. He’s very interested in Central and South American history and culture, so this year, we’ve gotten more intentional about Spanish.

I spent some time last summer searching for a curriculum. I knew he would probably be going back to brick and mortar school for 8th grade, and I knew that the school he’d be going to teaches high school Spanish 1 over the course of 7th and 8th grade – so if we got through half of a Spanish I curriculum, we’d be good.

But what to pick? I do not, for the life of me, know why I didn’t just wait for the Spanish avencemos4teacher to tell me what she would be doing for the year (I knew they were changing) and then track with that. But I didn’t. I went ahead and splurged for a curriculum that is school-oriented, but used by homeschoolers as well. It’s called Avencamos! (Let’s keep going!) and it’s published by Holt.

Tomorrow I’ll be posting  about the curriculum itself and thoughts prompted by it as well as some other recent curriculum adventures, but even without that, this post will make some sense.

One of the many, many many elements of this curriculum are videos. Each unit is centered on a particular Spanish-speaking area – it begins with Miami, then moves to Puerto Rico, Mexico (Puebla! – where we just were!), Spain (Madrid! Where we’ve been!) , Ecuador, etc.

Each video features a different teenaged boy and girl, going about their community, using the unit’s vocabulary and grammar lessons. They are what you expect – mostly wooden acting and a little weirdness that can be, at times, highly entertaining. Mi mochila! And ¿DONDE ESTA MI CUADERNO? have already become standard elements of household conversation.  Oh, as well as a harsh, “No. Gracias,” uttered through gritted teeth which the very rude girl in the Madrid saga says repeatedly to a shopkeeper who’s only trying to show her las ropas, for pete’s sake! That’s my favorite. Maribel = me.

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Some verge on the surreal. Come to think of it, wouldn’t that be a good idea? To produce totally surreal, bizarre language instructional videos?

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Okay. So here’s the dumb, ingenious thread that runs through all of these videos that has obsessed me these past months – for some reason, all of these kids in these different countries around the globe are trying to see or get an autograph from a female soccer player named Trini Salgado. Some of them are connected – I think they’re trying to get Trini’s autograph for Alicia, who lives in Miami. I think. But they’re always thwarted in the quest – they get the wrong time that Trini’s appearing, they lose the jersey they want autographed, they get the autograph and Papa throws it in the laundry and it washes off.

The weirdest thing about it to me is that each little unit of videos ends in a absolutely unresolved way. In the Mexican set, the boy and girl go to his cousin’s house to retrieve the damn jersey and they’re scared off by a perro grande. They run off – and let’s go to Puerto Rico now!

What? Are you kidding me? You’re really going to leave me hanging like this?

You’d think – you’d think – that the whole situation would eventually get resolved. I thought they’d have some big global gathering feting Trini, everyone speaking Spanish in their various dialects and eating their varied foods.

But no.

Spoiler alert (I checked) – the last unit ends in just as unsatisfying a way as the others.

No one ever gets Trini’s autograph!

Those are some dark-hearted textbook writers there.

If you poke around, you find that kids have had some fun with this – there are a couple of Trini Salgado Twitter accounts, an Avencemos Memes account,  many mentions of are you kidding me, do they ever meet Trini – wait is Trini Salgado not a real person? and some class-made videos that play with eternally-frustrated yearning to get Trini’s autograph.

But here’s why I’m writing about this:

Once more, we run into the power of the story. Each set of videos runs about 6 minutes total, the acting is mostly terrible, and they’re mostly silly, but dang it if they didn’t leave me mad as heck that I wasn’t going to see what happened??

What is it? Isn’t it one of the most fascinating aspects of human life – that we can get so caught up in the the travails of imaginary characters, of situations that aren’t really happening in the real world? We can be wrecked by Lost, so content to settle into the world of Mad Men once a week, root for someone in the world of The Sopranos or Breaking Bad to follow the moral compass we know is buried deep inside there.

These aren’t real people. This is not really happening. I should not care. 

But I do.

It’s a promise of something good and true – and a warning. First the warning, which is about how easily it is for us to be caught up and manipulated simply by an engaging, compelling narrative. Authoritarians and abusers sense this and use it in varied ways: by constructing an epic narrative of identity, revolution, progress or restoration that flatters us, engages us and pulls us in or by simply weaving a tale that justifies and excuses and sounds good but is really just a lie. Marketers – whether they’re marketing products or themselves as personalities – know this and work hard to try to make us feel connected to their personal stories and daily adventures. Another self-serving lie.

Now the good part: The power of the story – even the insanely dumb story – tells us that our lives have a structure, meaning, purpose and direction. We’re pulled into the story because we know we are in the midst of a story ourselves. The challenge is to find and live in the true story – which, by the way – actually has an ending. And, I’m told, a pretty good one.

The only reason i took spanish 2 was to find out if they ever get the jersey signed by Trini Salgado

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A very, very smooth trip. I am not in anyone’s fan club, least of all an airline, but I have to say that this Southwest flight from Birmingham to Houston to Mexico was one of the better flights I’ve had lately. First, there were no lame Southwest flight attendant hijinks, which I was dreading. Secondly – when the plane pulled away from the gate…it kept going. And going. Faster and faster until it was in the air! Fancy that…no ten minute waits on the runway followed by another ten minute wait, then followed by a thirty minute wait in which we are told, “Looks like we’re almost maybe perhaps next in line for takeoff.”

Airport moment:

Older (I can still say that! Sometimes!) woman sits down next to me at the gate. Gets out her phone. Starts talking. Loudly. This is what she says, no lie: Oh, she has no class. She speak so loudly all the time. Just no class. Well, yes, I hope they’re happy, but I doubt it will last. You know how it started right? They had an affair? He was married and left his wife for her?

Too bad she’s not as classy as the dame loudly gossiping about her in the airport!

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One of the very tense moments in any transition from airplane to vacation stay in any city is the issue of actually getting there. Airport taxi rip-offs are everywhere, from Paris to Rome to most other places I’ve never been. Mexico City actually has an excellent system for minimizing the chances of being overcharged or taken to parts unknown.

The taxi companies all have booths in the actual airport. You go up to a booth, and tell them the address of your destination. If you don’t have a lot of people with you, be sure to specify sedan or they will stick you in a van and it will be a hundred pesos more. (Not a lot but still). You pay the booth attendant, he or she prints out a ticket, and then you take it outside to the outside attendant and he or she hooks you up with a taxi. You’ve already paid, they know where you’re going – almost like Uber!

So that’s what we did – taking then about a thirty minute ride through a very busy city to our apartment. There was one stretch of road which was lined with market stalls, thronged with people, and with even more people darting towards cars stopped at intersections with toys, ice cream, and water for sale, and bottles of sudsy water ready to wash windshields.

***

The apartment’s good. The only negative (which I’ll mention to the owner and in the review) is that there’s no “guide to the area” – I’ve rented a lot of vacation apartments before and leaving a guide with directions for transportation (here’s the nearest subway stop, this bus line runs near the apartment, and so on) and favorite local restaurants and grocery stores is absolutely standard. It certainly makes life easier. But other than that, it’s good – two bedrooms, a large living room/dining room.

After a bit of a rest, we set out walking. I hadn’t intended walking all the way to the Zocalo, but that’s what we did, taking a break along the way for Mass. It was a long way (almost 3 miles) and (spoiler alert) we cabbed it back (I couldn’t get Uber to load properly at the moment).

We walked along the Reforma, the main central drag through Mexico City – lots of higher end hotels are located here, there’s a central walking and biking path lined with trees and benches almost the whole way, and I understand on Sunday mornings, they make the road pedestrian-only, which must be lovely.

It was busy, and the closer we got to the center, the busier it got  – it wasn’t unruly or crazy – mostly families of one size or another – but it was certainly a surging river of folks. In a way it was just like any other similar scene in any other city: lots of characters, from Iron Man to Mickey Mouse and street performers – the street performers were, however, in three categories and three categories alone: Hurdy-Gurdy organs, then a man playing an accordion while a woman holding a baby stands with a cup, and little children – no older than seven or eight years old – playing beaten guitars.  Those in the second category reminded me of the beggars in Rome, and I wondered if, as it the case with the Roma and their babies, the children are sedated. As for the little boys banging on their guitars? You might think it’s cute, but it’s really not. You can’t help but wonder what’s going on, and the little boys are clearly tired and even a little angry.

Our primary goal was Mass, which we hit about halfway through at a church I thought had something to do with St. Francis, but which I cannot for the life of me locate on the map right now. We’ll pass it again at some point – I want to go in and look at the décor more carefully, and take phots with my real camera. Some interesting points:

Those of you familiar with Catholicism in Latin countries probably already know this, but it was new to me. And I don’t know if this is standard practice everywhere, but at this parish in Mexico City, it was. In the US, we have our palms  given to us at the beginning of Mass. Regular old strips of palm leaves. We process, have Mass, and that’s it.

It’s different here. Outside of the church are crafters and vendors of artifacts made of palms – the intricately woven standards you might have seen, but even very elaborate figures, such as the crucifixes you see in the photo. People buy those before (and after) Mass, and bring them into church.

Now, we were not there at the beginning, so I don’t know if there was a procession, but it was the end of Mass that intrigued me.

After Mass, everyone who has something – either purchased that day or from home – brings it up to the front for a blessing (It’s like what I’ve seen at the Hispanic community’s Our Lady of Guadalupe Masses in Birmingham – everyone brings up their religious objects, no matter how big, at the end for blessing.)

What was thought-provoking to me was that while, as is normally the case, perhaps ten percent of the congregation received Communion, almost everyone had a sacramental to be blessed and take home. I need to think about it more and work it out, but the dynamic seems to be that Mass is the locus of blessing, the presence of Jesus. From the Mass, we can take the sacred back into the world, into our homes.

Those of us who are frequent Communion-receivers frame that dynamic in terms of the presence of Christ within us in Eucharist – but those who don’t receive the Eucharist frequently still find a way. A powerful way, it seems to me.

 

 

One of the reasons I want to go back to this church is to take a closer look and better photos of the medallions of the evangelists in the sanctuary – you can barely see them running across the center above. What was great about them (again, maybe this is a common motif – I’ve just never run across it before) is that each of the evangelists is, as usual, paired with his symbol – ox, eagle, man, lion – but here they are riding them. It’s fantastic.

After Mass, we just made our way over to the Zocola, which is massive. The added treat was that there was obviously something going on – we could see a crowd gathered, attention directed towards a covered concert area. It was to be a symphony performance – Beethoven’s Ninth.

If it hadn’t been the end of a long travel day with two boys who’s only consumed donuts in the morning for their daily sustenance, I would have stayed for the whole thing. But as it was, I could sense the mood in my crew, which was a hungry one, and there were no food vendors of any sort around, so we took a turn around the square and peaked into the Cathedral (Mass going on in two places within – we’ll go back later in the week for a closer look during the day), all with the first movement resounding in the air. It was a lovely, stirring welcome to Mexico City, and a reminder of the contrasts so much a part of this culture: Beethoven in the square, with impoverished little boys banging on beaten-up guitars four blocks away.

 

We took a cab back to the area of our apartment, and started looking for food. The restaurant at the end of the block I’d been thinking of was closed. We walked around a bit, almost decided to do just sandwiches from the 7-11, but then I said, no, we’ll go back to the Argentinian restaurant not far from the apartment, and that was a good decision. The food was great – excellent fresh empanadas, two huge hamburgers and a fabulous skirt steak for me. It was a fairly casual restaurant, but the service was so old-school and so many levels above the Hey guys, how’s everyone doing style of American eating, the boys were intrigued.

So there you go. I’m writing this Monday morning, and we have a long day of Teotihuacan – the main attraction – ahead. We are knocking it off today because museums are closed on Mondays, so we might as well….

Video at Instagram. 

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In New Orleans, studying Mayans. 

Today was a full day of glyph-chasing at the New Orleans Museum of Art.

And the 13-year old wasn’t even completely out of place today, since there was a high school group present for the morning session.

The workshop began with 2 hours of presentation on Mayan glyphs. Then in the

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afternoon, the workshop leaders facilitated some large-group translation.

Turns out that you can’t rest on your laurels of knowing the Mayan number system and month glyphs when playing this game….

#humilityonaLentenFriday

During lunch, we walked around City Park a bit.

We’d been there before – a couple of years ago, both boys and I came down to New Orleans for a couple of days – recounted here – and one of our favorite things was renting bikes and riding through the park.

No bikes today, but we did see a sweet little turtle in the reeds…

and a snake….

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always a good day when you see a snake. Mayans and snakes in a single day? Choice!

What we later identified as apple snail eggs.

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We wandered back inside and took in some art.

 

Here’s a Madonna and Child and Goldfinch painting. The goldfinch is often present with Madonna and Child because of its association with the Passion. The legend was that as Christ suffered with his crown of thorns, a goldfinch came and attempted to ease his suffering by plucking thorns from his brow – hence the touch of red in the bird’s plumage.

What interests me in this painting is that the goldfinch is not in the Child’s hands or even that nearby – it’s flying away.

(You probably can’t even see it – it’s on the upper left.)

I was also intrigued by this 17th century painting by one van Schreick. Called Serpents and Insects, the artist painted from his own collection of living creatures. It has a rather contemporary sensibility about it.


(My main memory of a former visit to the museum – two trips ago – was leaving my camera there. Somehow. And somehow, it was retrieved.)

The day ended with a close look at the some of the museum’s Mayan holdings, and then a not-very-penitential Lenten meal of a shrimp po-boy at the Parkway Bakery and Tavern. 

For more, and to keep up, check out Instagram

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See what I meant when I described this as a rather crazy learner-led unschooling activity?

To be honest, it’s not as if he himself did a search for “MesoAmerican history and archaeology conferences Near Me.” No, I did that part – last fall some time, not knowing until that search that Tulane has this well-established institute and a long-running conference, and that the theme of this year’s conference would be Mayan warfare (bonus points).

I presented it to him, we looked through the program and he agreed, that yes, he’d like to go.

My justification has (not surprisingly) several parts.

(Not that you are arguing with me, necessarily. Rather, I’m arguing with myself, as I always do.)

  • Parents take their kids on multi-day soccer/volleyball/baseball/gymnastics trips. They accompany their kids on the traveling sports teams journeys. This is our version of that.
  • He’s really, really interested in this stuff. This gives him exposure to the actual academic world of this discipline, and he can get a better grasp on whether or not this is something he actually wants to pursue as part of a career.
  • He’s going back to school for the 8th grade year. We must do many, many homeschooly-things before this year ends! They must be spectacularly home-schooly!
  • He probably won’t go to traditional high school. This is a trial run for that kind of life.

And now you’re thinking…what about you, Amy? What about your interests? 

Well, no I don’t have a deep interest in ancient Meso-American history. Here’s what I do have though:

  • An interest in history in general. Actually, I have such a wide net of a brain that I can manage to find something of interest and a way to connect with almost any subject matter (within reason). And if I can’t find compelling points of interest in the subject, you know, there’s always people-watching which never fails.
  • (And do remember that having a wide net of a brain means that the same brain that enjoys taking in a lot from every direction as it sweeps through the Ocean of Life also has …holes. Lots of them. As the Flannery O’Connor quote I have framed says: Total non-retention has kept my education from being a burden to me. 
  • Even more than historical events and narrative, I’m intrigued by the fashioning of historical narrative and historiography. The Mayans are okay and all that, but what really interests me and what I have actually purchased books about of my own free will are accounts of the “rediscovery” of ancient MesoAmerican cultures, their structures and past. That whole journey of the decline of Mayan civilizations (intriguing in and of itself), the encroachment of the jungle and the the rediscoveries that began in the 19th century and continue today is just fascinating to me.
  • That thread is reflected in this conference (at least from the abstracts…we’ll see), mostly because there are constant new discoveries and the accepted wisdom of the past is being continually reevaluated. Everything you thought was true was wrong is always  going to get my attention, and there’s a lot of that in this field.

And then on a more personal level, there’s: I’m 57. He’s 13. This is what I can give him now.

Yes, my eyes glazed over at certain points today and my attention wandered and  I checked the time but it’s no different than you waiting outside of softball practice or dance lessons or taking on that extra project that you’re not crazy about so you can pay their tuition. It’s what you do, it’s what you can give now, and so, trying to balance your interests and theirs, your resources and their dreams and the good of the family, you do what you do and pray it’s the right thing for everyone, and if you discern it’s too much, you put on the brakes, you say no,  and everyone learns another kind of lesson.

Who knows what I’ll be able to give him in 5 or 10 years? But here we are now, kid. Go for it. And sure, I’ll come along. Well, I guess I have to. I am the driver, after all. 

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