Monday, October 6, 2014

Carrots and other vegetables



The Finest Fruit and Vegetables On Display At The RHS Harvest Festival Show
(Peter Macdiarmid/Getty Images)

Giving elementary-school students small rewards, such as stickers and toys, helped encourage them to increase fruit and vegetable consumption, according to researchers. A study of students in 31 schools in England found that the incentives led students to consume on average 4.5% more fruits and vegetables than the control group, and even more was consumed when researchers turned the effort into a competition. The Conversation (Australia) (10/6)

Interesting.  Of course it works.  In the short term.  But what are the unintended consequences?

I turned to Dan Pink's 2009 book Drive: the surprising truth about what motivates us. In writing about the problem of parents trying to get their children to empty the garbage, Pink refers to the work of Russian economist Anton Suvorov:

"By offering a reward, the (parent) signals to the (child) that the task is undesirable.  If the task were desirable, the (parent) wouldn't need to prod.  But that initial signal, and the reward that goes with it, forces the (parent) onto a path that's difficult to leave.  Offer too small a reward and the (child) won't comply.  But offer a reward that's enticing enough to get the (child) to act the first time, and the (parent) is doomed to give it again in the second. There's no going back. Pay your son to take out the trash--and you've pretty much guaranteed the kid will never do it again for free.  What's more, once the initial money buzz tapers off, you'll likely have to increase the payment to continue compliance."

How much if I eat this carrot, mom?

Wednesday, October 1, 2014

Excellent Sheep?


Here's a reference from NAIS' "Education in the News:"

Colleges Make It Easier for Students to Show, Not Tell, in Their Applications
By Richard Perez-Pena, The New York Times (from September 27, 2014)

    (TOWSON, MD) – “Under the policy announced this month by Goucher, a 1,400-student liberal arts college near Baltimore, a prospective student may apply by submitting two pieces of work (at least one of them a graded high school writing assignment) and a two-minute video, rather than a high school transcript. José A. Bowen, Goucher’s new president, readily admits that he has no idea how many applicants will go that route, how many will be accepted or whether they will work out.
    Students, parents and academics have long complained that competition for admission to highly selective colleges has become an overwhelming ordeal that favors bright but conventional, privileged worker bees over peers whose trials or quirks have gotten in the way of school. That is one of the criticisms in a much-discussed new book, “Excellent Sheep,” by William Deresiewicz, and a growing number of colleges have tried to address it.”


Googling "Excellent Sheep" led me to Nathan Heller's intelligent rebuttal of Deresiewicz in his New Yorker article "Poison Ivy?"  ("I went to college early in this century when the drug of choice on campus was sleep deprivation.")

This is not the same argument as Denise Pope's 2003 book Doing School, whose subtitle is: How we are creating a generation of stressed out, materialistic and miseducated students., though all three works would be on the syllabus of the same Graduate-level M.Ed. course at a top-tier university. (Pope is a prof at Stanford; Deresiewicz graduated from Columbia and taught at Yale; Heller graduated from Harvard.) 

Connect the dots and their dialog is all about the pressure and the presumed value of entrance to elite colleges in the early 21st century, and the impact that has on individual students and ultimately, our culture.

All of this leaves me looking for an antidote. 

I went first to Parker Palmer's Let Your Life Speak.  Listen to your inner voice, he says, and find your vocation.  I suppose my own elite education in the last century encouraged me to seek meaning in my life; to contribute to the culture, to advance it, and in so doing to be of service.

That is my aspiration for our students at The Post Oak School.

Friday, September 26, 2014

Head Butting

Friday Night Lights author speaks out against youth and high school football.  How do you spell 'concussions'?

Thursday, September 25, 2014

Is the student the builder or the brick?

Parent-teacher conferences.  Where are the students in that picture?  Who owns the learning?  Who owns a student's interests and effort?  Put the student at the table.  And prepare them to lead the conversation about their own school performance.  This builds skill.  It is an important element of 'character education.' Locus of control, responsibility, self-advocacy, planning, communication.  All of these attributes are in play in a student-led conference.  Is the student the builder or the brick?

Monday, July 28, 2014

"This playdate garbage is ruining our kids. I shudder every time someone asks me if our kids can have a playdate together. That word is almost as bad as Mr. Mom. "

thanks to Post Oak parent Richard Yoo for forwarding Chris Bernholdt's great article to me.

non-digital job skills

"5 non-digital job skills."  An article forwarded to me by Mirna Andrade-Salgado, our technology director.  Mirna displays these skills herself, and as a mother of 4 Montessori children, she recognizes this:


"These 5 skills are taught and practiced in a Montessori classroom starting in the infant community."   :)

thanks, Mirna.

Friday, June 27, 2014

World Cup Montessori

We had a World Cup viewing party at Post Oak School yesterday.  Fajita lunch with birthday cake, too, since it is my birthday tomorrow. Red, white and blue balloons.  It was fun to watch the game with lots of people from school and as I read the paper today, to realize what a national celebration it was.


Here's a story by Lisa Falkenberg from this morning's Houston Chronicle.  Lisa usually writes about state and local political issues.
The story gets doubly funny when it goes all Montessori!