A father sent me this email the other day:
Want to be a great parent? Remember these five mantras:
1. Stop Parenting.
Stop using parenting as a verb, as in “How should I be parenting my child?” Those parenting books on your bedside table—put them on a shelf and replace them with a novel.
2. Be a parent.
3. Have a relationship.
The relationship that began at birth—let it build and grow as you interact and learn from each other.
4. Be your dynamic self.
Learn. Listen to your own genius, let it guide you in helping your child learn the requirements of her environment, and let yourself be changed.
5. Have fun.
Notice, delight, respond, conflict, challenge, inquire, define, love, and watch how the child’s unique character reveals itself to you. Notice how that character is driven by some ineffable inner voice, her own unique genius.
Even as she grows increasingly independent of you, she will always be interdependent with you. Allow yourself to be interdependent with her (as in “Hmmmm.”)
In Education failure IS an option, and a pretty good one at that.
Fear of failure is not a big issue for most kids going off to first grade. Their life is not yet framed with questions of success and failure. Even after a year in kindergarten where their mission was to make friends, create, do fun things, and learn as much as they can, the concept of failure isn’t really on the brain, much.
Unfortunately, most schools try to change this. Our culture is obsessed with success and failure in the context of a pyramid model of society, Continue reading
Last week a parent asked, “Can schools teach empathy?” Here’s my answer.
Empathy isn’t taught. The human brain is wired for empathy (mirror neurons). Adults shape an environment; that environment shapes the child’s empathy. So schools can’t not educate a child’s empathy. If they don’t do it well, they do it poorly. Continue reading
On the first day of school Leila’s mother said: “Leila was looking forward to school all summer. Then two nights ago she started getting anxious.”
I know Leila struggles with “giftedness.” Nonetheless, I asked, “What was she anxious about?”
“Will my friends be in my classroom this year?”
All children are completely different, each with their own peculiar set of strengths, weaknesses and things to worry about. However, the number one reason children go to school is to be with other children, and regardless of whether they charge into school on the first day all smiles or cling to their parents’ legs, they are all the same in one major respect: their bottom-line aim is to avoid embarrassment.
And embarrassment is a possibility for each one of them. “Will I say something stupid in opening circle?” “Will I measure up?” “Will anyone like me?” “Am I worthy?”
We humans are social animals. We all want to be worthy and are aware that our weaknesses put us at risk. We are anxious that our vulnerabilities will trip us up. So in most social environments we lead with our strengths, trying to hide our weaknesses. We can expend a great deal of psychic energy trying to hide those weaknesses.
And yet, school is usually designed to make hiding hard. Continue reading
The most important thing we can do to ensure that our children speak mathematics when they are older is to make sure that mathematics is part of their world during their first 10 years of life. Continue reading
Last week Madeleine, one of my virtual friends who writes limericks, asked me if I would be celebrating Tau Day, June 28th. After watching this video, I think you will all agree that Tau Day is worth celebrating if only as a reminder that creativity is an essential element of education. Perhaps creativity is the essential element of education, (Would Sir Ken Robinson agree?), and play is at the heart of creativity.
Sure Pi=3.14159…, and it is useful to know how to calculate the circumference of a circle, but kids learn anything better when they experience it in the context of something real to them. You don’t really know it until you can turn it upside down, reverse it, negate it, and see what happens.
This is what is going on when we play with something. It seems frivolous because it doesn’t seem goal directed, but it is goal directed. The goal is brain development. Continue reading