Having trouble separating from your children on the opening day of school? Separation from our children goes deep.
The sun rose at 6:30 on the morning of August 22 in the hills above Philo, California. I know because I was awake to greet it having risen, myself, at 5:30 like clockwork. You’d think I thought it was my responsibility to make sure the sun got up all right.
And indeed, it did rise beautifully. This Sunday morning the dense fog bank that has plagued northern California for a month seemed to be thinning out over the coastal range to the west. In the east the mists now lay (as they should) like blue-tinted cotton batting in the valleys below me, and they were beginning to rise in fibrous filaments toward the bluing sky.
However, it was much later that day that it finally dawned on me that in five days I would be leaving California. My 28-year-old architect daughter Katie and I had agreed that our goal for the weekend Continue reading →
Many years ago, when I was getting ready to put my six-year-old son Peter to bed, I noticed that there was a two-hour TV show that I wanted to watch, which I would miss because of his bedtime. I irresponsibly said, “Peter, would you like to stay up late and watch TV with me? Or would you like me to read you a story and put you to bed?”
He said, “Dad, what would be the smart thing to do?”
Maximizing free and informed choice has always been top of my list of important variables in creating a learning community both at home and at school. But what choices by whom and when? These are dynamic questions; the answers differ from child to child and change with time. Parents and teachers must be vigilant to make good decisions about when a child is ready to make a decision. And now Sheena Iyengar makes us look at this set of issues in a whole new way.
There is not much disagreement that reading to your children for at least 20 minutes a day is a very good thing–and that’s good. A quick scan of a google search for “read to your children” will give you a pretty good outline of many of those reasons. However, the most important one is underrepresented: Continue reading →
We want our children to grow up to be decision makers. We also want them to make good decisions. How can we get them to do the right thing and treat them as if they know what they are doing at the same time? How can we treat them as if they know what they are doing, when we half know that they don’t?
As I was saying goodbye to early childhood teacher Gretchen Ott on my last day at Children’s Day School, she reminded me of a very important technique. She said: “A long time ago I learned the trick of not saying anything. If a student did something I knew he knew was wrong, I would just give him a look. I’m still perfecting my look, and I wish I did it more.” Continue reading →