I
was reading the headlines on the front page of my web browser and they
were alternating between tragedy, calamity and sadness to just plain
goofiness. The scrolling headlines covered the gamut from the downed
plane in the Ukraine to the fires in Washington to the death of James
Garner (one of the all time greats) to pets that live better than most
people. Usually the headlines are either the ones that make you cringe
because it is a reminder of how unstable this world truly is, or they
make you cringe because you realize how unstable so many people in the
world truly are.
But
there was a headline today that that really made me smile. It was
“George H.W. Bush’s Big Yearâ€. Before there is any descent into
politics, the story actually had nothing to do with political beliefs,
ideology, or any mention of red versus blue. Instead, it was a story
about him skydiving for his 85th birthday.
It was a story about how a man– who spends much of his time in a
wheelchair– jumped from a plane tethered to an instructor, and
completed a promise he had made to celebrate this birthday with one more
jump. That is a good story. That story made me smile.
Why
would the story of an 85-year-old man jumping from a plane to mark his
ongoing time on earth make me smile? Because it was a great story about a
man being a man. It was a great story about a man doing something that
might seem a little crazy, it might seem dangerous, and it might even
seem to be not so smart. But he did it. He said he was going to do it and he did it.
He flew. He jumped. He landed. This man was a president so he did many
headline-worthy things, but I think this is my favorite. He wasn’t
scared. He didn’t let his health stop him. He just did it because he
said he would and because he wanted to. That’s a cool story.
Reading
the story of the jump made me think back to my days as a young boy. It
was so much fun to jump and run and play. My friends and I would chase
each other playing full contact tag, and then we would throw the
football in the air and whoever caught it was dog-piled. We would play
hide and seek at night hiding on rooftops and up in trees. I am not saying any of this was smart, but we were boys being boys and we had fun. We never broke any laws, other than the laws of common sense, but we had fun.
I
sometimes worry that the fun of being a kid is being tempered, and even
dampened, by our efforts to make everything so safe that we shut out
adventure and play. Play is one of the best tools a child has to learn
from. Boys need to rough house and tackle and throw things and be boys.
Yes, most girls like to dress up and play with dolls, but a lot of girls
like to run and play and even rough house a little. Kids like to be kids, and they need to be kids– and kids need to play.
You
might think that it is strange that I would write about something as
simple as playing, but developmentally, playing is crucial. The process
of imagination coupled with physical interaction, coupled with the
necessary socialization for play, makes it an invaluable teacher. Play lets kids create boundaries of social hierarchy and responsibilities within the context of their imagination.
It lets them create social structures for interactions, communications,
and purpose. What might seem like random play to an adult is actually a
world that a child is constructing to fit his or her view within that
moment.
This leads me to my next point: we do need to be guardians of our kids’ safety, but we can’t put bumper-guards on their lives.
We can’t sterilize our kids’ world nor can we remove everything that
might be dangerous. We can and should put kiddy locks on the pantry with
the cleaners, and we should teach them to wash before eating or after
they sneeze. We should tell them to stay off the roof (an admonition I
ignored as a kid). But kids need to go outside; they need to run, they
need to get dirty and they need to play.
Moms
and Dads, no one want to see their kids get hurt. But sometimes kids
need to fall and scrape their knee. Sometimes kids need to step on a
sticker. Sometimes kids need to get a bloody lip running and playing.
Life will put stickers and stumbling block and even pain in their way.
Let them begin learning how to cope with these things while in play and
while they are masters of their imagination so that they can begin
learning how to deal with and overcome these things.
Now
for a really important point– video games can teach great dexterity
and problem solving. I happen to like a lot of video games and think
there is some real benefit to many of them. However, video games are
neither a replacement nor even a good surrogate for real playing. Real playing requires imagination and personal interaction and communication. Real playing
requires physical exertion and mental investment. It isn’t playing
within a virtual world; it is creating an imaginary world. My kids play
video games as a reward, but we make sure they have had time outside and
with friends and with a book and even alone time. The more time they
spend exploring with their imagination the more questions they will
develop, and the more they will learn to love to explore. Even silly
little kid’s games are first steps towards feeding an imagination that
will be a key component to later learning.
So, why am I talking about playing? Because playing, real playing, is a young child’s best opportunity to unlock and grow their imagination.
Playing imagination games makes little ones think, problem solve and
construct realities. Even when these realities are goofy, they are
theirs. And that matters.
Kids
who have outgrown imagination games need play in order to develop and
learn social constructs. Both organized and unorganized sports and arts,
and other events that are defined as “funâ€, are actually great tools
for learning social structure and context. They are great mechanisms for
building confidence when excelling and teaching perseverance when
failing. They are great avenues for learning how to be a part of a team
and how to be accountable individually.
For our oldest of kids, those who are preparing for adulthood, they still need their imagination. Kids are never too old to play.
Whether playing sand volleyball with friends or paintball with buddies,
kids need to play. They need to cut loose, laugh and to exert
themselves and to have fun. They need to try to win, and try and lose,
and to learn how to be gracious in both instances.
Finally,
we adults need to play as well. We need to remember how to do things
that aren’t always life and death or bills and obligations. I play
badminton with my kids all the time, and even though none of us are very
good, we always laugh. In fact, learning to laugh at others and have others laugh at you– and then laughing with them– has been a great lesson that driveway badminton has taught us all.
Summer is quickly winding down. A lot of schools are counting down the weeks, not the months, until school begins. Give yourself and your kids a great gift for the rest of the summer. Make time for playing. Make and then take time to play with them. Laugh and run and win and lose, and do it together. Play imagination games with little ones and yard and board games with older ones. Just let them play. It might just be the best lesson your kids’ learn this summer.
It’s the Most Wonderful…ly Stressful… Time of the Year!
There are few things I love more than
watching my kids get excited about Christmas. They love the cold weather
(relatively cold – I live in Texas). They love the time off and
sleeping in and bright lights and family getting together and special
services at church and yes, they love presents! My kids are very lucky.
They have a mom and dad at home who are employed and committed to their
family. They have sense of security that a lot of kids don’t have this
holiday season.
What about other kids?
Think about this for a minute, the average size of a classroom is around 25 kids…
That means that if the statistics hold 12 of your students are from homes broken by divorce and 8 of those 12 are from homes that have had multiple splits.*
According to the 2010 census nearly a third of all kids live in a one parent home (15 million kids)**. This means that 8 kids in your class are likely to spend the holidays without either their mom or their dadthere (most likely their dad is missing).
2 of your kids are living in a home where either mom or dad are abusing drugs.
*** 6 of your kids are living in poverty and are not likely to see many gifts or special treats this holiday season.****
The holidays are a wonderful time for
many but they can also be a time of tremendous stress for adults and
kids alike. The problem with us adults is that we tend to get so caught up in our stresses
of buying gifts and planning parties and making travel arrangements and
putting up decorations that we don’t realize that this season of joy
can also be a time of pain for those who are most vulnerable.
This holiday season take a few minutes
and really look at your students and try to see who is hurting. Look for
the students whose self esteem seems even lower than normal. Look for
the kids who are having sudden mood swings. Take time to notice sudden
drops in grades and increases in complaints about not feeling well.
Really take a moment to think about the student who is withdrawing even
more than normal. That kid you just noticed may be really hurting this holiday season.
That child may be preparing to spend their first holiday without dad or
they may be realizing that while their friends will be having fun they
will be going home to very little.
Now that you have noticed these kids, what can you do about it?
Obviously you can’t change their home or financial situation but you
can do some things in the classroom to give them a lift and a mental
break from the strain of the season. Here are some quick tips:
Take the time to watch our timeless 16 minute webinar aimed at helping you and your classroom get through the season titled, “Sometimes the Holidays Hurt“ (YouTube)
I love the holidays. I wish
everyone could have a Christmas day like my family. So I need to be very
grateful for what I have but I am also duty bound to make sure I can
help some child have a better holiday than he would have if I had not
gotten involved. Each year I take my children to a shelter to hand out
gifts. Each year we deliver gifts to the children of inmates through a
program called Angel Tree. Each year we give a gift under the tree to a
family that might not have one. You know the best thing about every one
of these things? When my kids talk about their best holiday memories
these are the things they talk about. They don’t remember what they got last year but they remember handing a gift to a child and seeing his eyes light up. They
remember walking away from a home that was so happy to have a holiday
meal given to them. They remembered the greatest gift of all….giving.
This holiday season remember
that when someone is hurting, a little kindness can go a long way to
making it the most wonderful time of the year.
Jay
50% of all the children born to married parents today, will experience the divorce of their parents before they are 18 years old. (Fagan, Fitzgerald, Rector, -The Effects of Divorce On America-)
It is so hard to believe that Thanksgiving is upon us. Even though the weather turned cold and the days have definitely gotten shorter, it just hasn’t quite felt like the holiday season yet. But I am not worried. Between long-basting a ham and the smell of stuffing and turkey and pies and the sound of football and family – the holidays are almost here.
It would be very easy to spend my time today writing about all that I have to be thankful for. After all, I am married to a wonderful woman, we have 3 healthy kids who are the center of our world and who we adore (because they are all very adorable). We live in Austin, which is one of the best cities in the greatest nation on this planet. We have a faith that gives us hope and a love that sustains when times seem difficult. I have MUCH to be thankful for. But I want to think about something a little different that deserves our thanks.
With each year that passes, I am seeing more and more clearly that the things in this life that really matter are not measured in dollar signs or in social standing. The accomplishments that make me smile have nothing to do with fiscal attainment or back-pats from other people. In fact, the things that really make me smile don’t even belong to me.
I actually challenged myself to keep track of things that made me happy this past week and to make a Top 10 list of those things that made me smile or laugh. I challenged myself to really pay attention to the things that made me truly happy. Here’s my top 10 list:
My oldest daughter sank 2 free throws with 3 seconds left to ice the game last night. It could have been the MVP of the Superbowl, World Series, and NBA Finals all in the same year and I could not have been happier than I was at the end of that preseason girls basketball game in the BCS gymnasium played in front of about 100 people.
My youngest daughter met Jon Godwin from Duck Dynasty and got his autograph. Watching her light up and smile and act shy and then talk to him really made me smile.
During church on Sunday we sang “How Great Thou Art†and it was one of those moments when I was singing and I closed my eyes and I felt true peace. It wasn’t the quality of the singing or any new revelations from an old song. It was just a moment when I felt complete in my faith and it mattered to me.
I laughed out loud during last week’s 200th episode of “Supernaturalâ€. It was silly. It was goofy. And I laughed. Is there anything better then a surprise laugh?
Saturday my wife and I were getting ready for a fundraiser for our school and she told me that she was proud of me. Just a few simple words and I was walking on air.
My son aced his English test. He had been struggling for a few weeks and he really studied and he did it. He had a look and tone of pride that was exceeded only by mine.
My 4 year old nephew stays with us most weekends and he demonstrated his version of “twerking†for us. I thought I was going to hurt myself I laughed so hard. Good grief, is there anything funnier than a child?
I received an e-mail from a lady who likes my company’s offerings and she was so complimentary and so genuinely nice in her e-mail that it made me feel proud.
I went to lunch with a friend last week and we tried Korean food. I ordered a pot of spicy seafood and it was unbelievable. I ate every bite and I did not offer to share. My afternoon that day was a little lazy but there was a smile on my face!
It turned cold here this past week and I went out on the porch at 4:00 in the morning and sat and just watched the leaves blowing off the trees and listened to the wind and sat in silence for about an hour. Moments of silence, moments of contemplation, moments of discernment are moments of gold.
So there you have it. A Top 10 list that was kept with the intent of finding those moments and those people and those things that bring about happiness that make me want to give thanks. What I found were people and thoughts and emotions and contentment. Oddly, none of my moments brought me wealth or furthered my popularity. None of my moments padded my portfolio or gave me anything tangible beyond memories and recollections.
Yet as I looked back on my list, and there were lots of other things that happened that made my list, what I realized is that I would not trade one of these moments or words or feelings or thoughts for anything. I would not trade the pride I felt for my daughter for a new car. I would not trade the kind words from my wife for cash. I would not trade a moment of spiritual clarity for any level of popularity. These moments were free of charge and free to be replicated, but none can ever be replaced.
So this year, I am thankful that I have the opportunity to love and be loved. I am thankful that I can be proud of others and honestly want more for them than I do myself. I am thankful that laughing for a moment can ease the worry of a day. I am thankful that quiet still exists. I am thankful for not being alone. I am thankful because I should be.
We have a week until Thanksgiving. Challenge yourself to make a list of the things that really make you happy this week. See how many are tied to material versus emotional. I am guessing your smiles will be tied to the things in life that are free.
Now that I have taken the challenge and figured out the things that are making me happy I am going to take the next step and go back to those things and, whenever possible, I am going to make sure they know they made me happy. Just think, I might end up on their list of things that made them happy!
How do we combat a pop-culture that is predicated on an immediacy of gratification and an assignment of self-worth that is based more on style than substance? How do we make sure our kids are developing in a way that gives them an opportunity to relate to more than a screen? How do we make sure our kids are growing and developing socially with the ability to gain both a sense of self-worth and community accountability and responsibility? How do we make sure our kids are developing emotionally so that they understand that work and failure, then overcoming failure to eventually succeed are much more likely in life than quick and immediate success? How do we insure our kids are truly developing? We do it purposefully.
Social and emotional education is in many ways very natural. Teachers are constantly redirecting inappropriate behaviors while teaching actions and words that are classroom acceptable. But these incidental and incremental social and emotional trainings are no longer enough. Think about the barrage of information on our kids that is constantly streaming redefined values and words and deeds that run contrary to who they should grow to become. Incidental and incremental social and emotional training will not counter these social influencers. They will also not be enough to insure your classrooms are rightfully defined from a social expectation and therefore behavioral standpoint. These incremental and incidental trainings will not be enough to make sure your students are emotionally growing and coping with the stressors of friends, media, family, and school.
It is time to reclaim classrooms and develop the core social and emotional skills necessary to make our kids teachable students and capable classmates. It is time to intentionally and purposefully teach, measure and report the social and emotional development of our students.
For some reason when people talk about behaviors and behavior programming at school, there is an automatic default to exceptional and alternative education. It is as if the word behavior is a pejorative that means “anywhere but the classroomâ€. But what is really interesting is that, while behavior solutions, behavior programming and behavior modification are getting relegated to the specialties within the educational array, we are seeing a mainstreaming of social and emotional learning (SEL).
SEL is becoming much more common, and in fact, with the advent of RTI (Response to Intervention) and MTSS (Multi-Tiered Systems of Support), SEL is becoming more and more common in vernacular, planning, and the implementation of core educational tenets. This is a great thing.
But here is the conundrum:
Social education is fantastic and is necessary. If we cannot help our students understand social responsibility and social inclusion and social normalization, then how are they going to function in our high socialized world? The same is true for emotional education. How are we going to help our kids work within the stress and structure of school and someday a job and family if they do not understand and have an ability to identify, control, and maintain their emotions? It makes all the sense in the world to teach social and emotional education!
But guess what? When there is a social deficit, we call it a behavior! When there is an emotional deficit we call it a be
havior! We teach social and emotional learning because we realize that kids do not come pre-equipped with a mastery of all necessary social and emotional skills. In other words, they have behaviors.
There are folks reading this right now ready to argue, but let me illustrate my point. We have diagnostics for mild emotional involvement all the way to extreme mental illness. Let’s go straight to an extreme for the first example. Have you ever met or been around someone with a diagnosis of schizophrenia? How was that diagnosis confirmed? Schizophrenia is after all the presence of hallucinations and/or delusions. Since we cannot see what that person is seeing or hear what that person is hearing, how do we know they are hallucinating? How do we know they have delusions? We know because we can hear them and see them and rate them contextually with our scale of normalcy (see Axis V DSM). In other words, they act different, and those actions allow us to classify them based upon what they are saying and doing. In other words, their behaviors bely their diagnosis.
Now let’s go a little less extreme. Little Suzy is a light bulb she is so bright. She is smart and sassy and self-centered. She does great academically but she can’t get along with her classmates because everything has to be her way. She has some social learning to do and some emotional education that needs to take place. But guess what? The manifestation of her social and emotional deficits are realized in her behaviors. Are her behaviors as extreme as the schizophrenic? No. But the social liability can be just as damaging if not corrected. So why would we cast behavior programming aside when the behaviors must be dealt with in order to help little Suzy fully achieve social and emotional learning capability?
Think about this a moment. How do you teach kids math when you can’t get them to sit down and be quiet? How do you teach them to diagram a sentence when they are throwing their books around class? Now, on another level: How do you teach them social and emotional learning when you can’t get them to pay attention and participate and cooperate?
We need to apply some common sense to the conundrum.
The advent of social and emotional learning is a wonderful and necessary thing. But we still have to deal with behaviors in order to get the students in a place where they are prepared to learn. Teaching an SEL lesson to kids who aren’t prepared to learn is no different than teaching algebra to kids who can’t yet count.
So what is the solution? It is difficultly simple. Go back to the roots of behavior change and take good old Skinner’s “cattle prod and M&M†approach and roll it together with Piaget’s concept of staged cognitive learning, and you end up with a cognitive-behavioral plan that teaches social and emotional learning while realizing the very deficits you are ameliorating can block actual learning– so they need to be dealt out programmatically through education and reinforcement. How do you do this? You assess need areas based on the student’s social, emotional, daily living, communications, and clinical skills capacity and create a plan to address needs in a hierarchy. Then, you provide teachers with a lesson plan that both teaches the social aspect of the skill as well as the emotional aspect of the skill and then couples both with the accountability and responsibility of the skill. Then, you measure as you teach to make sure that acclimation and assimilation are occurring. Then, you can compare the increase in social and emotional development, represented numerically, against the frequency, type, intensity, and duration of recorded behaviors. Then you can see that something interesting is occurring.Behaviors go down as SEL goes up.
How do you do all of this? How do you accomplish this difficultly simple solution? www.selforschools.comÂ