2010 11 Greater TampaSt Petersburg Education Guide 2010 11 Greater TampaSt Petersburg Education Guide : Page 54

2010-11 Greater Tampa / St. Petersburg Education Guide RESOURCES carved in stone and we are inclined to ac-cept who we are and what we are now. Rules and policies limit potential and are often satisfied with minimal expectations. However, the hallmark of a growth mind-set would endorse change that makes ed-ucation a true joy. With a growth-mindset students delve deeply into reaching their potential and fully experience opportuni-ties offered that may even lead to peak ex-periences and new realms of possibilities. Education is always a target for criticism--fixed mindset. If we embraced a growth-mind set where everyone rolls up their sleeves proceeding with passion, toil and training that is founded on the belief that the sky is the limit, perhaps we can then eliminate the ceiling and raise the roof on possibility. As we stated in the introduction, one size never fit all. Teachers empowered with knowledge, continuous training, coaching and positive support can make the difference when given the chance. Independent/private schools have the freedom “to let passionate teachers cre-ate educational experiences that meet children’s needs. They have the freedom to select the academic and extracurricular programs they want to offer…” They offer choice and an investment that lasts a lifetime. To be in existence, their brand-ing needs to wrap around a growth mindset that promotes 21st century knowledge emanating from 21st research findings …growing great brains and great people is their main focus. (See www.nais.org/parents/index.cfm) The ultimate challenge for all schools today is to insure that as we move forward to embrace innovation, we honor the best of the past. During this process, it is good to remember that “Tis far better to light a candle than to curse the darkness.” Prior to becoming Headmaster of Inde-pendent Day School: Corbett Campus, Dr. Swarzman directed the award-winning SunCoast Area Teacher Training Honors Program (SCATT) at the University Of South Florida College Of Education. Well-known for her dynamic and cutting-edge workshops and seminars, Dr. Swarzman has served as a consultant and lecturer for districts and organizations both nationally and internationally. Education Is An Investment In The Future By Dr. Joyce Burick Swarzman Headmaster, Independent Day School: Corbett Campus The concept that “one size fits all” pre-sents an outdated belief about education today. Requiring everyone to excel at the same rate in classrooms defies the way in which people are wired to learn. Would we be so naïve as to expect everyone in a tennis clinic to proceed at the same rate after beginning a series of tennis lessons? Would we expect all students beginning in a group piano class to excel all at the same rate? In addition to practice, practice and more practice, levels of motivation, effort, and talent all play a significant part in the rate and extent of success that one would have learning piano, tennis or any subject areas like reading, writing, and mathematics. In today’s fast-paced global informa-tion age, major breakthroughs in tech-nology and brain research have shed light on what we can be doing in schools dif-ferently to positively impact education and how students learn. The results are endless frameworks that try to capture our differences in a variety of areas in-cluding learning styles, processing infor-mation styles, behavioral styles, multiple intelligences, emotional intelligences, and even moral intelligences. All of our com-monalities and differences are wound up in unique packages that make each child special, full of potential, and gifts that emerge when allowed to develop. If education is really “all about kids,” then schools should be held responsible with finding ways to guide students in ful-filling their potential. It’s very difficult to test potential; it’s much easier to stifle po-tential with marathon bubbling exercises to prepare for paper pencil tests. We live with a dilemma in education due to the critical need to document data on school progress while at the same time providing an environment that challenges, excites and motivates students to reach success that truly defines the culture of a society. Unlike other businesses seeking clients and customers, the business of schooling is founded on a captive audience in an al-ready established infra-structure that meets almost 8 hours a day, for 5 days a week totaling approximately 170-180 days of the year. What takes place in that amount of time should be examined thoroughly if we are to build a future based on a culture 54 In addition to practice, practice and more practice, levels of motivation, effort, and talent all play a significant part in the rate and extent of success that one would have learning piano, tennis or any subject areas like reading, writing, and mathematics. where personal potential is honored and the gifts and talents of every child, as well as the adults working with students, are cultivated, stretched and celebrated. This requires more than lip service and eloquent mission statements. It requires an allocation of beliefs, actions and re-sources that support an environment for learning that literally combines di-chotomies like balancing innovation with traditions, routines and variety, and the “basics” with Fine Arts, technology, and physical well-being. Anyone in education, 10 years or longer, is well aware of the pendulum swinging from one approach to another based on the latest fads. Un-derstanding how the brain learns is the clue to moving forward and accomplish-ing what every parent dreams of for his/her child—a sense of worth and ac-complishment. When contemplating an education for a child, I offer you four sets of additional “di-chotomies” to consider when evaluating a school for exemplary teaching, and when considering the worth of your investment and time on behalf of your child/ren: 1. Teaching and learning combines joy with challenge. 2. Teaching and learning combines excitement and stimulating ideas with results and productivity. 3. Teaching and learning combines both a caring and nurturing context with demands for high expecta-tions and high standards. 4. Teaching and learning is founded on a strong work ethic that pro-motes effort and focus along with ethical conduct that fosters dignity and respect for all. So how is all of that accomplished? That’s where leadership and empower-ment with accountability become essential to the adult environment in schools. The same positive environment we expect for students should also be afforded for teach-ers. Seven components provide a parallel model for both training and updating teachers and teaching and learning for stu-dents: (resource M.O.R.E. –Multiple Op-tions for Results in Education) 1. Appreciating the uniqueness of all learners including how we learn, behave, ways we process informa-tion, and where we fall on the con-tinuum of multiple, emotional and moral intelligences. 2. Utilizing motivational strategies in delivering instruction that model best practices in brain based learn-ing. 3. Creating an environment that pro-motes dignity and respect that is based on positive approaches ver-sus punishments and threats. 4. Developing Teacher and Student Presence that combines verbal and non-verbal skills for effective com-munication. 5. Developing natural leaders who learn comprehensive strategies to work both independently and in-terdependently from practice in honoring ideas generated from in-dividuals and from team work. 6. Focusing equally on curriculum in three areas: a. Content (What and How We Teach); Context (the envi-ronment that makes it safe and se-cure to learn) and Accountability/ Evaluation that puts the emphasis both on the teacher and student re-sponsibility. 7. Creating a child-centered model that honors continuous improve-ment and consistently moves for-ward in the best interests of children (which would require learning extensive information on how the brain learns…actually how different brains function.) Carolyn Dweck, in her book, Mindset, carefully outlines the differences between a “fixed mind” set and a “growth mind-set”. With a fixed-mind set, things are www.americaseducationguide.com

Education Is An Investment In The Future

Dr. Joyce Burick Swarzman

In addition to practice, practice and more practice, levels of motivation, effort, and talent all play a significant part in the rate and extent of success that one would have learning piano, tennis or any subject areas like reading, writing, and mathematics. The concept that “one size fits all” presents an outdated belief about education today. Requiring everyone to excel at the same rate in classrooms defies the way in which people are wired to learn. Would we be so naïve as to expect everyone in a tennis clinic to proceed at the same rate after beginning a series of tennis lessons? Would we expect all students beginning in a group piano class to excel all at the same rate? In addition to practice, practice and more practice, levels of motivation, effort, and talent all play a significant part in the rate and extent of success that one would have learning piano, tennis or any subject areas like reading, writing, and mathematics. In today’s fast-paced global information age, major breakthroughs in technology and brain research have shed light on what we can be doing in schools differently to positively impact education and how students learn. The results are endless frameworks that try to capture our differences in a variety of areas including learning styles, processing information styles, behavioral styles, multiple intelligences, emotional intelligences, and even moral intelligences. All of our commonalities and differences are wound up in unique packages that make each child special, full of potential, and gifts that emerge when allowed to develop. If education is really “all about kids,” then schools should be held responsible with finding ways to guide students in fulfilling their potential. It’s very difficult to test potential; it’s much easier to stifle potential with marathon bubbling exercises to prepare for paper pencil tests. We live with a dilemma in education due to the critical need to document data on school progress while at the same time providing an environment that challenges, excites and motivates students to reach success that truly defines the culture of a society. Unlike other businesses seeking clients and customers, the business of schooling is founded on a captive audience in an already established infra-structure that meets almost 8 hours a day, for 5 days a week totaling approximately 170-180 days of the year. What takes place in that amount of time should be examined thoroughly if we are to build a future based on a culture where personal potential is honored and the gifts and talents of every child, as well as the adults working with students, are cultivated, stretched and celebrated. This requires more than lip service and eloquent mission statements. It requires an allocation of beliefs, actions and resources that support an environment for learning that literally combines dichotomies like balancing innovation with traditions, routines and variety, and the “basics” with Fine Arts, technology, and physical well-being. Anyone in education, 10 years or longer, is well aware of the pendulum swinging from one approach to another based on the latest fads. Understanding how the brain learns is the clue to moving forward and accomplishing what every parent dreams of for his/her child—a sense of worth and accomplishment. When contemplating an education for a child, I offer you four sets of additional “dichotomies” to consider when evaluating a school for exemplary teaching, and when considering the worth of your investment and time on behalf of your child/ren: 1. Teaching and learning combines joy with challenge. 2. Teaching and learning combines excitement and stimulating ideas with results and productivity. 3. Teaching and learning combines both a caring and nurturing context with demands for high expectations and high standards. 4. Teaching and learning is founded on a strong work ethic that promotes effort and focus along with ethical conduct that fosters dignity and respect for all. So how is all of that accomplished? That’s where leadership and empowerment with accountability become essential to the adult environment in schools. The same positive environment we expect for students should also be afforded for teachers. Seven components provide a parallel model for both training and updating teachers and teaching and learning for students: (resource M.O.R.E. –Multiple Options for Results in Education) 1. Appreciating the uniqueness of all learners including how we learn, behave, ways we process information, and where we fall on the continuum of multiple, emotional and moral intelligences. 2. Utilizing motivational strategies in delivering instruction that model best practices in brain based learning. 3. Creating an environment that promotes dignity and respect that is based on positive approaches versus punishments and threats. 4. Developing Teacher and Student Presence that combines verbal and non-verbal skills for effective communication. 5. Developing natural leaders who learn comprehensive strategies to work both independently and interdependently from practice in honoring ideas generated from individuals and from team work. 6. Focusing equally on curriculum in three areas: a. Content (What and How We Teach); Context (the environment that makes it safe and secure to learn) and Accountability/ Evaluation that puts the emphasis both on the teacher and student responsibility. 7. Creating a child-centered model that honors continuous improvement and consistently moves forward in the best interests of children (which would require learning extensive information on how the brain learns…actually how different brains function.) Carolyn Dweck, in her book, Mindset, carefully outlines the differences between a “fixed mind” set and a “growth mindset”. With a fixed-mind set, things are carved in stone and we are inclined to accept who we are and what we are now. Rules and policies limit potential and are often satisfied with minimal expectations. However, the hallmark of a growth mindset would endorse change that makes education a true joy. With a growth-mindset students delve deeply into reaching their potential and fully experience opportunities offered that may even lead to peak experiences and new realms of possibilities. Education is always a target for criticism--fixed mindset. If we embraced a growthmind set where everyone rolls up their sleeves proceeding with passion, toil and training that is founded on the belief that the sky is the limit, perhaps we can then eliminate the ceiling and raise the roof on possibility. As we stated in the introduction, one size never fit all. Teachers empowered with knowledge, continuous training, coaching and positive support can make the difference when given the chance. Independent/private schools have the freedom “to let passionate teachers create educational experiences that meet children’s needs. They have the freedom to select the academic and extracurricular programs they want to offer…” They offer choice and an investment that lasts a lifetime. To be in existence, their branding needs to wrap around a growth mindset that promotes 21st century knowledge emanating from 21st research findings …growing great brains and great people is their main focus. (See www.nais.org/parents/index.cfm) The ultimate challenge for all schools today is to insure that as we move forward to embrace innovation, we honor the best of the past. During this process, it is good to remember that “Tis far better to light a candle than to curse the darkness.” Prior to becoming Headmaster of Independent Day School: Corbett Campus, Dr. Swarzman directed the awardwinning SunCoast Area Teacher Training Honors Program (SCATT) at the University Of South Florida College Of Education. Well-known for her dynamic and cutting-edge workshops and seminars, Dr. Swarzman has served as a consultant and lecturer for districts and organizations both nationally and internationally.

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