Step Up to the Information Buffet

There are a lot of metaphors for learning and access to information.  When the internet first became a thing in the mid-90s, we called it the Information Superhighway.  When I first began teaching, someone told me that my students would be adrift on a sea of information and that I should be like a lighthouse.  While all the metaphors have some value, there is one I came across recently that rang eerily true.  In her book, None Like Him, Jen Wilkin talks about the world in which we live as having a buffet of information.  This seems the most applicable analogy to what I see in the 21st century.

Too Much.  Just like a buffet allows you to stuff yourself in ways you wouldn't at a normal meal, the plethora of news sources and their 24/7 availability allow us to overconsume under the justification of "staying informed."  I have seen advertisements for apps that allow you to stay "up to the minute."  Is that really a virtue?  I mean, unless you are in a situation like the people of Boston in the days after the marathon bombing, what is the value in being up to the minute?  Is there a correlation between the information being immediate and it being accurate?  I haven't done the research, but I would imagine there is a negative correlation between those things.  Perhaps, taking the time to check sources and verify information would result in better information rather than just more.

Consume What You Like.  Reject What You Don't.  No one eats everything on a buffet.  It just isn't possible.  When I got to Golden Corral, I first walk the entire length of the restaurant to see what they have before putting a fried chicken leg, a cheese biscuit, some scrambled eggs, and six strips of bacon on my plate.  Are there healthy options available to me?  Yes.  Do I eat them when I am at Golden Corral?  Of course not.  When Sweet Tomatoes existed in Raleigh, I ate delicious and healthy salads, but I'm not going to eat salad at a place where I man will make me an omelet while I put a marshmallow under a streaming chocolate fountain.  That's just crazy talk.  The internet has allowed us to do the same thing with information.  Are there good sources out there?  Yes.  Do I take the time to go beyond the first page on a Google search result to find them?  Rarely.  And I know how to recognize it when I see it.  Not everyone was as blessed in training as I was.

Illusion of Satisfaction.  I don't know how many times you have been to a buffet and stuffed yourself to the point where you know if you move, you will either vomit or burst the button right off your jeans.  Because of what you have chosen to eat, it burns pretty fast, and you are at home a couple of hours later, looking for some crackers or something.  I think there is an analogous experience with information consumption.  We listen to so many talks, watch so many videos, and read so many articles (and yes, I'm aware of the irony that you are reading this blog post) that we feel like we are overflowing with information.  However, because of what we have chosen to consume, we aren't actually informed.  If we get into an intelligent discussion, we are hard-pressed to bring out good information from a credible source and find ourselves referencing that well-respected publication called, "somewhere."  You know what I mean - "I saw somewhere.  I read it somewhere."  After consuming all this information, we are not informed.

Poisoning Others.  All analogies break down somewhere, and this may be where the buffet analogy falls apart.  I don't think I influence others too much at a church picnic when I eat strange combinations of foods, other than perhaps recommending those foods to other people.  With bad information, it is different.  When I pass along something false or non-credible on social media, my friends and followers will at least read the headline and draw some kind of conclusion whether they read the article or not, whether they check the source or not, whether they digest the information through a discerning filter or not.  I recently had the experience of a friend (one who use to teach proper research skills to her English students) posting something that was from an obviously sketchy source (It's not always super obvious, which is why you should be careful about just hitting share, but this one was from a conspiracy group, so it was clear).  When I questioned it, she said, "I don't agree with everything I share.  I just passed it on because I think it is interesting."  To beat the food analogy to death, she might as well have said, "I found this food on the ground and I gave it to you because I thought the dirt made a nice pattern."  We are all in positions of some influence, even if it is just on a few people, but teachers need to be extra careful.  There's no such thing as casually sharing an opinion with a student (a lesson I've learned many times when my words were quoted back to me later).  If you share things without checking the source, you teach others to do so as well.  If you pass along inflammatory opinions without regard to their impact, you teach students to do the opposite of what you try to teach them in class.  Do not poison students and hope they can discern the junk food information from the healthy when you haven't.  

When you step up to a food buffet, you experience the consequences of your choices, but because of the way your body is designed, it won't do you too much harm if you only occasionally consume poorly (Birthdays and Thanksgiving won't cause too many long term problems if you don't have them a hundred days a year).  Your brain, however, isn't made that way.  You will suffer the long term consequences of daily exposure to the data buffet, so consume responsibly.

What I Feel vs. What I Know (Returning to School in the Age of Coronavirus)

It's June 21, and in any other year, there would be a few weeks of summer left before I start thinking about what the day to day of school life would be in the next school year.  As we all know, however, 2020 is not like any other year.  Rather than waiting until the middle of July, I have been thinking about it since the third week of May.  In the past two weeks, I have attended four virtual meetings about school, two regarding how to address racial reconciliation in the Christian school environment and two about the impact COVID19 will have on our daily operations next year, from daily temperature checks to how lunch will be distributed.  It's no wonder my heart rate and blood pressure were high when the Red Cross checked it last week.  There's a lot to feel.

I'm having a hard time describing what I feel.  Fear isn't the right word.  I'm not scared.  I've cried a few times, but I'm not sure sadness is what I feel either.  I think about next year a lot, but I don't know if that counts as worry.  Perhaps apprehensive is the right word?  I'm not sure.  

I know this.  Each year that I have taught, I felt strengthened by the years of experience I had behind me.  This year, I don't feel that stability.  I think that's what causes me to think about it so often, trying to visualize something I've never done before.  And, of course, the dark side of edutwitter has reared its ugly head.  Don't get me wrong, Twitter is often a great place of sharing and encouragement for educators, but it is also where some teachers reveal their most cynical sides (and a few who I cannot fathom remaining employed after what they have said about their administrators).  There is no aspect of school operations that isn't touched by the need for social distancing, and planning around that feels more difficult than anything we've ever face (even more than teaching virtually).

But here's the thing about adulting.  We don't have to be ruled by our emotional responses.  We get to recognize that what we feel and what we know are two different things.  We get to pause and reflect rather than just react.  So here are some things that I know.

1.  Teachers know how to teach.  I said earlier that I don't feel like my 21 years of teaching experience are strengthening me in the way they have in the past.  I FEEL that, but I KNOW it isn't true.  I may not know the best way to simultaneously address an iPad and a live group of students yet, but I know how to explain scientific principals and have been growing in that knowledge for over two decades.  I still know how the learning brain works, and I can use practices that support the learning brain, even if those practices play out differently with those at home than it does with those in front of me.  As I go into next year, I am NOT rebuilding teaching practices from scratch; it only feels that way.

2.  I have the best administration in the world.  What Twitter has shown me is the difference administrators make in the attitudes of teachers.  Most of those who have posted negative thoughts have done so because they don't feel supported.  The few I have chosen to engage with have reported constantly changing expectations, lack of compassion from their leaders, and either micromanagement or complete absence of support.  If you are one of those teachers, I'm so sorry.  My administration is the best.  They lead with strength but not with a heavy hand.  They are phenomenal planners and problem solvers, but they also listen and even solicit the input from those of us in the classroom daily.  They encourage us to think of this as a way to innovate our practice, but they know some of those innovations will fall flat and will help us clean up any messes we make in the process.  They are not "figuring things out as we go," but they will respond to unfolding needs.  As I go into next year, these are the stable people I get to lean on.

3.  Growth Mindset matters now more than ever.  As teachers, we encourage our students to do things they do not yet know how to do.  When they say they cannot do something, we often respond that they cannot do that thing yet.  We encourage them to learn and grow.  Since March, we have had unprecedented opportunities to model that.  On March 16, I had never taught a single class period on Google Hangout.  I have now taught around 150 class periods that way.  Did they all go perfectly?  Of course not, but if I'd be kidding myself to think that all of my in-person classes are flawless.  (I say this as a person who is on record as a believer in face-to-face instruction, so please don't think I'm saying they are the same.)  We are showing kids that we can take on new challenges, which may be more important than any part of our curriculum.  I hope that by the time school starts, the man who tweeted this will decide to model learning for his students rather than show them that he won't do anything he doesn't already know how to do.

 

4.  We determine our students' responses.  While this particular time is unprecedented, I have taught through more than one crisis, some on a local level  (like a shooting threat in my building) and others on a massive level (I was teaching high school on 9/11).  I've taught through personal heartache and corporate grief.  Here's what I've learned.  How teachers act influences how students feel.  During my second year, there was a threatening letter found in my school in Oklahoma.  I started each class by telling my students that there was a plan and that they do what I told them to do without arguing.  We then went on to have the class almost normally.  There were teachers that day who started every class in a panic, and their students spent that class period in fear.  At the beginning of virtual teaching, my students did see me cry, but they did not see me panic.  There's a difference between being genuine and putting all your feelings on display.  They saw that I missed them, but they didn't see me doubt whether or not I could meet their needs (because even if I felt that, it would not have helped them to know).  I believe in "being real" with your students, but be professional about how much you share.

5.  Imagination is powerful.  The human mind has an incredible talent.  It can imagine things that have not happened.  It can paint pictures of things that don't exist.  It can project multiple scenarios into the future and predict (although not necessarily accurately) what could occur.  This ability is powerful.  It is how we invented.  It is how we made vaccines.  It is how we put men on the moon.  The mind's ability to imagine is how we created the modern world.  It can be and has been a powerful force for the good of the human race.  It can also be a force that hurts us.  Our imaginations can make us fear change (perhaps the reason people get cold feet before their weddings).  It can make us imagine the worst-case scenario and then dwell on it when it is not yet a reality (and may not become reality).  How many times have we anticipated something terrible and then found it not to be so bad when the thing we feared actually happened.  Because next year is filled with unknowns, our imaginations are filling in the blanks.  There's no way to stop that; it's what the brain naturally does.  While we can't stop it, we can remind ourselves that what we have imagined is not real.  It is likely that some parts of it will happen but it is unlikely that all parts of it will.  Let's thank our brains for preparing us for the worst but also recognize that the worst scenario is rarely the most likely scenario.

I teach my students about neurotransmitters and their role in our emotions.  I take some of the romance out of attraction, but I think it matters to say feelings are temporary responses to stimuli.  Feelings are valid, but they are not a foundation on which to make decisions.  Take them into account, but don't let them overpower what you know.  Remember that God is faithful and trustworthy, and honor him with your actions.

My principal reads this passage to us 5-10 times a year, and it is helpful, so I will end with it.  If you are a person of faith, I hope you find it encouraging.

        Psalm 127:1-2

Unless the Lord builds the house,

    those who build it labor in vain.

Unless the Lord watches over the city,

    the watchman stays awake in vain.

 

It is in vain that you rise up early

    and go late to rest,

eating the bread of anxious toil;

    for he gives to his beloved sleep.

Want to Help? Give Blood

This year, there have been a lot of moments in which people wanted to do something, something to help.  We saw it during the Australian wildfires, when people donated to the efforts to rebuild the overtaxed emergency response system or rescue injured animals.  During the pandemic, people have done whatever they were able, from sewing masks to donating to food ministries.  In the wake of George Floyd, I've seen more people talk about making donations to social justice organizations than I've ever seen before.

All of those things are great, but they all require money.  It may seem like you either have to donate or purchase materials in order to do good.  That is difficult if you are a broke college student or have lost your job.  Yet, the impulse to do something remains.  What can you do to help others if you have no money?  Figure out what you do have.  Perhaps, you have a skill that can be given to others.  Perhaps, you have time to drive food deliveries.  Perhaps, you have the ability to organize others with skills. 

There's one thing we all have to give.  We all have blood, and it costs nothing to give it.  Since today is World Blood Donation Day, I thought it would be a good day to encourage you to give.  

Why is blood donation so important?

No Substitute - There is no such thing as synthetic blood.  When person needs blood, there is no alternative.  You must have blood of the right type (or O negative, which can be universally given to all).

Supply and Demand - The blood supply is almost always right on the margin of the demand.  While people drove less during the stay at home orders, there were also fewer donations.  About one in every seven people that enters a hospital needs blood, and they usually need more than one pint (the average is 3, but a car accident can take as much as 100 pints until their blood loss is stopped.  The need for type O negative is especially high as it is used when the recipient's type is unknown.

Chronic Illnesses - When we think of blood donation, we typically think of trauma, like shootings, car accidents, and major wounds.  However, there are some people who have conditions that create a chronic need for blood.  Sickle cell disease, some types of cancer, aplastic anemia, liver and kidney diseases, and ulcers can all create a need to receive blood regularly.  Burn victims may also need plasma for weeks while their wounds heal.  

There are more facts than I can share here.  Here's a site with some great information.  

When I went this week, I was concerned that it might have become a hassle as most things have in the wake of COVID, but very little had actually changed other than a temperature check at the door and a mask requirement.  If you want to help people in a big way, here are a few things you should know.

Make an Appointment - While some places take walk-ins, it is just easier if you make an appointment.  Especially right now, when social distancing is needed, it helps the organizers plan.  If you are going to give at the Red Cross, you are required to have an appointment right now.

Set Aside an Hour - From beginning to end, the entire process takes about an hour.  It takes a little less time if you do the Red Cross' Rapid Pass, which allows you to answer the screening questions at home and gives you a QR code to take with you.

Hydrate - Your experience with blood donation is affected by your hydration level more than anything else.  It influences your blood pressure, the size of your veins, and whether you will be dizzy after donating.  

Don't Fear the Needle - When I talk to people about donating, I usually hear people discuss their fear of needles.  The anticipation is far worse than the experience itself.  I have had moments when I barely felt the needle, and there have been times when it stung a bit (that's the anticoagulant that keeps your blood from clotting in the tube).  That sting lasts less than one second.  After that, you don't even notice that it is there.  You are in the hands of professionals, so there is no need to fear.

You can make an appointment through your local hospital or by calling the American Red Cross at 1-800-RED-CROSS or use their website at www.redcrossblood.org.  

A Tale of Three Cities: Observations on Protest Through the Lens of Classroom Management

Disclaimer #1:  I am a teacher.  That is the only place my expertise lies.  I have no experience or training in either law enforcement or civil unrest.  The following is based on observations from my sofa, so if I say something incorrect, please know that it is out of ignorance, not a desire to spread false information.

Disclaimer #2: These observations are only based on Saturday and Sunday, May 30 and 31 and only on the state of North Carolina.  There have been many protests since then and many in other places that do not fit these patterns, but these are the ones for which I was able to see wall to wall coverage.  It just took me this long to mull over and write about the events of last weekend.

In college, I took a course called Classroom Management.  While this is a skill that can really only be learned through on the job experience, I appreciated the effort and have found the textbook, The First Days of School, enormously helpful.  There was one thing said in that class that stuck with me more than any other.  My professor said, "Avoid getting in a power struggle with a student whenever possible, but if you do get in one, you have to win it."  

I thought about that statement a lot last week while I watched the WRAL and WTVD coverage of protests in Durham, Raleigh, and Fayetteville, North Carolina.  While I know there are more complex issues of anarchist and agitators from both ends of the political spectrum (members of Antifa and the Proud Boys were present at those which became violent) involved, there also seemed to be a difference in the approach of law enforcement in each of these places.  Yes, I know this is over-simplified, but I still think there is something to be learned from it.

Durham

The city of Durham had the most interesting and peaceful protests of the weekend.  They seemed to never stop moving.  They walked from location to location with different chants at each.  At one point, they stood in front of the jailhouse, shouting, "We see you.  We value you." to the prisoners.  While there were fires being set in other places, this particular demonstration remained peaceful for both days of the weekend.  Is it because the citizens of Durham are inherently less violent than those who live elsewhere.  Of course not.  (One only needs to look at the street after Duke wins a basketball championship to know that.)  What looked different from my television was that the police walked alongside the protestors as they moved from place to place.  They talked with them about their issues and blocked each intersection as they approached to protect the protestors from harm.  It seemed they took the "Avoid a power struggle" approach to the situation.  

Raleigh

It was hard to watch Saturday night's events in downtown Raleigh.  During the day, there had been a perfectly peaceful demonstration.  It lasted several hours, and as the sunset, most of those people went home.  They were replaced by a mix of demonstrators, some of whom were there to speak and others who were there to agitate.  While there was a more tense atmosphere than the one that had permeated during the day (it's always a different feel after dark, even highway driving feels different in the dark), it was still relatively without incident until the march approached the police station.  From my house, that seemed to be the point where the Raleigh demonstration changed.  The police began firing tear gas at that point. (If you are a member of Raleigh law enforcement, and I am speaking inaccurately, please forgive me.  This was my perception from a five miles away, but I know that my view was limited.)  That's when the tense protest became a riot.  Windows were broken.  Fires were set.  Stores were looted.  Reporters retreated into the news station and then had to find another location because they broke in there as well.  It was definitely a power struggle, and that night, the rioters won.

On Sunday morning, many helpful people went to downtown Raleigh to help board up storefront windows and sweep up the glass.  They replaced cement planters that weigh hundreds of pounds that had been knocked down the night before.  That afternoon, there were more peaceful demonstrations on the grounds of the Capitol Building.  And then, once again, as the sun set, things changed.  About fifty policemen in full riot gear flowed into the street in a tight line.  The tone was set.  We are in power.  (After the events of the night before, it was hard to blame them.  I don't know what kind of decision I would have made and am very glad it is not my responsibility to make it.)  It wasn't clear which happened first, the tear gas from the police or the protestors throwing bottles at them; but the power struggle was on, and the police were determined to win it this time.  While Durham had avoided a power struggle, Raleigh engaged in one and felt they had to win.

In my 21 years of teaching, I have found the advice my professor valuable (and have passed it on to many first-year teachers), but I have also found it incomplete.  There is another path when there has been a power struggle - apologizing when I was wrong.  There have been many times when I was in error for the way I spoke to a student, and the ensuing problem was started by me.  I have gone to the lunchroom and sat down with the student to apologize or sent an email, explaining and seeking forgiveness for my role in the problem.  You would be amazed at how quickly the tone changes when a person seeks forgiveness.  (By the way, I have also sometimes apologized on behalf of "teachers" generally when I was not specifically at fault.  I can be sorry for the way a child was treated by his other teachers or teachers in his past without it having been my responsibility.  "I'm sorry teachers have treated you that way" is a helpful statement of sympathy.)  This leads me to the third city in this story.

Fayetteville

Saturday and Sunday night, the demonstrations in Fayetteville followed a fairly similar pattern to Raleigh and involved the attempted destruction of Fayetteville's Market House, a market that, while primarily used for the sale of produce, was sometimes used in the slave trade.  (This, by the way, was not a sudden flash of anger.  It was planned earlier in the day by a man who was dissatisfied by the peaceful protests on Skibo Road, who broadcast his plans on Facebook Live and then brought gasoline with him.)  Two peaceful protestors were tased and arrested on Sunday.  The struggle over the weekend led the Fayetteville mayor to institute a curfew for Monday, but it also apparently led to a different approach from law enforcement than it had in Raleigh (Note: Raleigh has changed its approach in the days since, and this post is only about last weekend).

On Monday evening, just before the time the curfew was to be implemented, the protestors and the police face each other in two lines.  The line of 60 police officers in riot gear took a knee.  Then the protestors

did as well.  After several minutes of kneeling and tears, they all rose.  Some protestors high fived and even hugged the police officers.  Police officers apologized for their own actions and for the actions of their brothers.  I don't know what you see in the photo here, but I see the start of redemption (repentance submitted, forgiveness offered, and the start to reconciliation).  

As protests continue around the country, the classroom management model may be helpful.  If you are dealing with peaceful protestors (not the extremist attempting to create chaos), avoid a power struggle and apologize where appropriate.  And, if you are a peaceful protestor, go home before it gets dark.  As the mom of one of my college friends used to say to us, "Nothing good happens after dark."