Blog Posts

Using your RAM to avoid being rammed!

2/6/2018

This morning, my son Morgan missed the bus for school. My previously calculated plan to see him off, stop at Starbucks, beat the traffic down the Cut and arrive at school were rearranged to include a ten minute drive in the wrong direction, drop him at school, adjust my route to avoid the now-jammed up Cut and arrive at KGMS a little later than I had planned.
Sound like a typical morning at your house? As parents we are often on "auto-pilot" as we manage the routines around work, school, activities and errands. This management skill is called executive functioning. It allows us to set goals, plan, initiate, monitor our progress, review our successes (or failures) and learn from our experiences. In short, executive function is the set of mental processes that helps connect past experience with present action. We use it to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space.

Needless to say, school success is highly dependent upon executive function. It enables students to regulate their behaviour and to perform those tasks that that facilitate learning. EF allows students to plan; keep track of time; multi-task; build on past experience; evaluate and reflect; make mid-course corrections; ask for help; and, exercise self-control.

However, unfortunately, many of our students have challenges that get in the way of their executive functioning skills. These problems manifest themselves in a number of different ways. Students who struggle with executive function have difficulties with initiating projects; predicting how much time a task will take; relating a story in a sequential fashion; planning and prioritizing; adapting to changing conditions; or retaining information from something that they have read while trying to answer questions about it.

Often when educators think about executive function, they focus on organizational skill development such as time management, developing organizational systems or planning and prioritizing. While this works for many students, there are clear barriers that prevent some children from easily mastering these skills. For them, this traditional approach does not work.

A key EF challenge can be a product of working memory, which is the ability to hold information in memory while performing complex tasks. It incorporates the ability to "draw on past learning or experience to apply to the situation at hand or to project it into the future". As an analogy, I recently heard on Quirks and Quarks that while the "hard drives" of long term memory in our brains can store an impressive 100 terabytes of information, our RAM - or working memory - holds very little but that limited data is critically important to the management of our moment to moment operations.

"It’s like mental juggling", says H. Lee Swanson, PhD, a professor of education with the Graduate School of Education at the University of California, Riverside. “As information comes in, you’re processing it at the same time as you store it,” he says. "A child uses this skill when doing math calculations or listening to a story, for example. She has to hold onto the numbers while working with them. Or, she needs to remember the sequence of events and also think of what the story is about" .

Other executive functioning skills include: response inhibition which is the ability to think before you act including the ability to resist the urge to say or do something before you take the time to evaluate what impact your behaviour might have on a given situation; emotional control, that is, the ability to manage emotions, controlling and directing your behaviour in order to achieve goals and complete tasks; and, sustained attention which is the capacity to maintain attention to a situation or task in spite of distractibility, fatigue or boredom.

At our school, every class and tutoring session involves working on developing and enhancing executive functioning skills with our students. Our academic division core teachers work in partnership with our Social Emotional Learning counsellors to support all of our students in this process. It is all part of our universal design approach to learning. Looking around the school you will see all kinds of strategies in action such as:

Working memory supports including cognitive orthotic devices such as written agendas or organizational apps; posting daily schedules, weekly calendars, "to do" lists; giving directions that prompt reference to past experience; breaking tasks into manageable chunks; organizing student workspaces to minimize clutter (at home this could mean having dedicated spaces for certain tasks); and, making sequentially stepped process checklists ("first do this, next do this, etc.").

For response inhibition and emotional control issues we provide distractions; set time limits; model delayed gratification; reduce or eliminate triggers; remove the student from the situation; and, teach and rehearse coping strategies until she or he has internalized them.

To sustain attention we work on reducing distractions; modifying or limiting the time on task; using peer coaching; providing active exercise breaks; and, reinforcing successful focussing.

In the final analysis, success in school, like everyday life, demands that you not only effectively plan and implement tasks in a logical, sequential fashion but also learn how to self-regulate as well. After all, we all know drivers who have their destination, route, and timing all planned out in advance but cannot cope with any variation that might get in their way. So next time you see someone gripped by "road rage", you are undoubtedly witnessing a breakdown in their executive functioning. Probably a good idea to just get out of their way!

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Timing is everything!

1/20/2018

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I never miss an opportunity to read whatever Daniel Pink authors, or give up a chance to hear him speak on podcasts, or interviews, or in person. His books: A Whole New Mind; Drive; and, To Sell is Human are three of my favourites and rarely spend much time on my book shelf, as either I take one down to refresh my memory about an idea, or a staff member drops in to grab one of my copies.

Pink's latest work - When: The Scientific Secrets of Perfect Timing hit the bookstores last week and once again he doesn't disappoint. One of the central themes is his examination of the research studying the correlation between performance and time of day. Scientists have known for a long time that most living organisms have internal clocks or "circadian rhythms". Pink's research takes this one step further as he considers the impact of these rhythms on our day to day performance at work, school, or play.

“For most of us mood follows a common pattern: a peak, a trough, and a recovery.” Most of us seem to peak in the morning, trough at midday, and recover in the later afternoon. But, as he notes, even casual observation reveals that not all of us experience this pattern in the same way, in fact, we’re all different “chromotypes.” About a quarter of us are “larks” that excel in the morning; others are “owls” that hit their peak in the wee hours, and still others — between 60 to 80 per cent of us — are “third birds,” somewhere in between. Knowing your chromotype is critical to avoid making dangerous mistakes or becoming the victim of other people’s time-sensitive errors. Pink points out that although most of us fall into that middle group, this is not a consistent pattern throughout our lives. Young children tend to be "larks", up at 'em at the crack of dawn. After puberty there is a significant shift towards becoming an "owl". Research shows that for most teenagers, 6-7 a.m. is the physical equivalent of the middle of the night. And, anyone who has tried to dynamite a teenager out of bed in the morning, or watched adolescent zombies walk the halls of a high school before lunch will understand that completely. Eventually, most young adults tend to gravitate to the middle ground in their 20s but will eventually become more and more "larkish" in their 60s and beyond.

So, what impact does all of this have on schooling? To begin with, for elementary students, it is a reminder - which all teachers and tutors know from experience - that the most challenging academic tasks are best performed before the early afternoon. Pink identifies the trough period for most people as hitting between 2 and 4 p.m. but for younger "larks" in the early elementary it may come as early as 11 or so. High School students are more productive if, either their day starts a bit later, or begins with less academically demanding courses such as phys-ed or one on one direct instruction, where they can be individually coached and encouraged, scheduled at the beginning of the day.

Can you break this rhythm, or are we doomed to wallow in the afternoon trough with declining focus and productivity? Well, in this case, Pink gives us a little hope to counter our own circadian rhythms. He suggests that the mid-afternoon is a good time to focus on mundane, administrative tasks. If morning is our peak analytical time, and later in the day is our most creative, then the mid-point might just be a time to grind it out! He also points out that research shows that taking a break (not an extended siesta, but rather a deliberate active change of scene) can also be rejuvenating. I heard Pink speak about this on Quirks and Quarks last week. He recommends a brief - 10-15 minutes - brisk walk, outdoors, ideally in the company of a friend or colleague. This tends to clean out the cobwebs, improve mood, and get you back on track. For elementary students this might mean a "body break" on the playground. For high school kids, a 10 minute afternoon opportunity to walk to the corner and grab a snack. These "time wasters" are actually a great investment in productivity.

So next time you have trouble getting your kids up in the morning, or getting them to focus on homework in the evening. Don't blame them, blame it on their chromotype!

Timing is everything.

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From Angst to Thanks

12/19/2017

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There is no job that is more angst-ridden than being a parent. As much as you would like to cocoon your children from the hurts and disappointments and harsh realities of the world – it is simply not possible. Every day we are bombarded by the media with images that reflect all of our worst nightmares. Last week the internet was crowded with remembrances of that horrific day five years ago in Sandy Hook. There are no words that can express the sorrow and the outrage that consumes us all when we allow ourselves to reflect on this kind of violation of what should be one of the safest places on earth for our children.

It is often far too easy to dwell on the dark possibilities of life. But, as parents, we can not, and should not, go there. Quite the contrary, this time of year should be a time of giving thanks. Thanks for our children and all of the joy that they bring to our lives. Thanks too, to all of the amazing people in their lives who care for them and support them; the people who make sure that they don’t “fall between the cracks”.

Many years ago, one of my older sons declared in the middle of Grade 12 that “school is irrelevant” and stopped attending. No amount of begging, lecturing or threatening would make him budge, and if it hadn’t been for a cadre of teachers who were determined to make sure that he didn’t throw everything away in the last weeks of high school, the end of the story might have been quite different. As it was, he graduated, and then took two years off to work as a short-order cook. More angst! Eventually however, he met a girl. She was interested in school and driven to succeed. Fast forward twenty years and they are both university professors in Winnipeg with two lovely daughters and very successful and satisfying personal and professional lives. And his father? I still remain full of angst - transferred quite seamlessly to my two young sons (how will I ever get Morgan to sit down to his math homework rather than gravitating to his iPad? Or get Quinn to realize that there is more to life than watching hockey and baseball?) and to my grandchildren who are too far away for me to micro-manage in the way that I want to. That is the nature of parenthood. We want the best for our children and woe be to anything or anyone that gets in the way of it!

Sometimes however, we get so focused on the perceived barriers to our children’s future successes, that we forget to reflect and appreciate those circumstances and people who are not holding them back, but propelling them forward. As our children get older, and our direct influence wanes, those factors (the values, the work ethic, and strength of character that we have tried to instil in them) and those people (their teachers, coaches, friends and extended family members) play a greater and greater role in the path that they choose to follow.

As the term draws to a close, and we look forward to celebrating a holiday season that is more about family than about turkeys and presents, it is a great time to be thankful for all of those people who are helping our children along their way. No doubt, if we could be in a hundred places at once, we would try to do it all ourselves, but sometimes, we just have to let go, hope for the best, and trust that the foundation that we have built for our daughters and sons will carry them through just fine.

So, from me, this is a letter of thanks to my own children’s teachers, past and present, to their friends (and friends’ parents) and to the hosts of cousins, Aunts and Uncles, and Grandparents who have been such an important part of their lives. You don’t relieve my angst, but somehow you make it all come together for my kids.

Have a wonderful holiday!

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Visual Supports: UDL and the Path to Inclusion

12/3/2017

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Visitors to our school often comment on the number of graphic signs and posters that appear in classrooms and around the building. They tend to be colourful and engaging, and although they appear to be primarily decorative, in actual fact they are highly strategic. There is nothing more fundamental to Universal Design for Learning (UDL) than the provision of visual supports. Quietly present in both teaching and travelling areas around the school, they provide constant and consistent reminders and reinforcements of routines, expectations, and self-regulation strategies.

In KGMS/Maplewood we have a kaleidoscopic array of learning differences. Visual supports are of particular value to students with challenges in executive function; working memory, spatial memory or auditory processing. They are equally useful to those who have an identified strength in visual memory and processing. For everyone else, they provide a constant reinforcement of things that they have heard or have stored in their working memory.

It is a given in UDL that the learning environment needs to reflect the differences among learners. If the school does not respond to learner variability, then curriculum ceases to be accessible to each and every student. Learning is the dynamic interaction of the individual with the environment, and learner success is at the intersection of individual needs with the supports that their learning environment provides. Modifying and customizing visual supports is a critically important way of applying UDL principles to improve educational practice throughout the school, and even a casual stroll through our halls, and a visit to its classrooms, should provide you with ample evidence of both visual supports in place, and universal design for learning in action.

What might you see in one of our classrooms? You should look for a visual schedule with pictures and words that is referred to throughout the day; visual and obvious non-verbal prompts from the teachers (pointing, raised hand, gentle touch) to focus attention or encourage expected behaviours; visual cues or graphics depicting problem solving strategies, zones of regulation or work initiation procedures; visual timers; colour-coded timetables; etc. You should see active use of the SMART-board; instructional and calendar pop-ups on student laptops; and students consulting visual dictionaries and text simplification software to remove visual clutter from their screens.

What might you see in the hallway or other high traffic areas? Look for colour coded doorways; body break symbols; pictorial depictions of room names/functions (open book; saxophone; basketball; test tube; hammer/saw; and so on).
So, do all students need these visual cues? Of course not, but some do. Do all students (and adults) understand what they mean? Of course they do. Universal supports are necessary and essential for some students, and beneficial and informative for all.

So the next time you walk into a classroom make yourself a mental checklist to answer these five questions:

1. Is today's visual schedule posted and accessible to all students in the class?
2. Are there visual reminders for expected classroom norms in terms of how students/teachers act, speak, and interact with other members of the classroom community?
3. Do the adults in the room use consistent visual prompts to help students to keep focussed and on task?
4. Is there effective use of assistive technology (or signage or manual timers, etc.) to reinforce task and time management
expectations and to remind students about upcoming transitions?
5. Is there signage or are there other visual prompts to indicate differentiate parts of the classroom used for self-regulation or
quiet work and reflection?

If you can find most of them, then it is probably a pretty inviting and accessible classroom environment. If more than two are missing, then perhaps it is time for a little coaching about the role of universal design as a strategy for inclusion.
Visual supports are among the most effective strategies for universal access to learning. The bonus is that they are by far the easiest to implement and, for most of us, visual images tend to stick. Just ask anyone who has visited our library, what a dead dinosaur has to do with reading, and you will find out what I mean!

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How could I have forgotten that?

11/13/2017

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As anyone who is familiar with our school is aware, 100% of our K-8 students receive a block of one to one tutoring every day. We see it as part of our commitment to Universal Design for Learning (UDL) and, intuitively, most people believe that daily individualized tutoring is like chicken soup - "it couldn't hurt!" Our gut tells us that it works for kids, and, for a change, research also tells us that we are right to feel that way!

This past weekend I had the privilege to speak in Toronto at the first ever researchED Conference to be held in Canada. My session was about the application of UDL research to the design of our programme at KGMS/Maplewood. The best part for me was having the opportunity to connect and discuss current research and trends with educators from across Canada, the UK, and the United States. In one such conversation we discussed Ebbinghaus's Forgetting Curve. Ironically, although Ebbinghaus's research was something that I had learned about as an education student in the 1970s, I had totally forgotten about it!

In the 1880s, Hermann Ebbinghaus conducted research with respect the factors that could support the strengthening of memory for individuals and his results are widely accepted as a general theory for how we learn and retain information. Graphing his results, he developed a formula for how long items remain in our memory. Some people may remember better than others, but the general trend for how long we retain information is the same. (see chart above)

According to Ebbinghaus, the level at which we retain information depends on a couple of things:
1. The strength of your memory
2. The amount of time that has passed since learning

He went on to theorize that basic training in mnemonic techniques can help overcome those differences in part. He asserted that the best methods for increasing the strength of memory are:

better memory representation (e.g. with mnemonic techniques)
repetition based on active recall - especially spaced repetition

Sound familiar? Ebbinghaus's research was replicated in 2015 with similar results. Both studies agreed that each repetition in learning "increases the optimum interval before the next repetition is needed (for near-perfect retention, initial repetitions may need to be made within days, but later they can be made after years). Later research suggested that, other than the two factors Ebbinghaus proposed, higher original learning would also produce slower forgetting." Spending time each day to remember information, such as our tutors do with repeating and building upon phonemes, basic number facts, and mastered vocabulary, greatly decreases the effects of the forgetting curve. Reviewing material in the first 24 hours after learning information is the optimum time to reinforce memory and to reduce the amount of knowledge forgotten.

In our high school programme we provide time and support each day for students to do this repetition and reflection on their own so that they can individually master and internalize these strategies for information retention. Even for students (and adults) who do not have working memory issues, retention is strengthened and we tend to see students retain at least half of what they learned a month later. This compares to forgetting up to 90% of new material in the same period without systematic review and repetition.

Often repetition is not enough. If there is not a personal connection made with respect to the information that you are learning and its regular application to ongoing tasks or things that you have already learned, then your ability to remember it is bound to decline. It has to become part of your active knowledge base that you use every day. This is why learning to decode, read and comprehend has to be a continuous, systematic process that continually builds on what you already know and understand.

So, when the parents of prospective students tell me that their child is having OG tutoring after school a couple of days a week and ask me if that is "good enough". I tell them that it is "good" but not "enough". Regular repetition and reinforcement of learned information, as a cumulative and sustained process, is essential to cement those skills and knowledge into our students' permanent memories.

Just ask Ebbinghaus!

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Who will you remember on Remembrance Day?

11/4/2017

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No war has been fought in Canada in over 200 years. We have had our share of uprisings, and rebellions, and general strikes and even terrorist attacks but not since 1812 has the population had to rise up to resist a foreign invader. Our country has been a safe haven for centuries. In modern Canada we are surrounded by families who have escaped from brutal conflicts to come to our shores. Their stories have become our stories and are a graphic reminder of the peaceable kingdom that we all tend to take for granted. But it wasn't always that way. In my childhood, the memories of recent wars and the seemingly inevitable threat of nuclear annihilation kept the reality of global conflict in the front of our minds. But those days are long past. So, with Remembrance Day approaching, what do we remember?

Over the past couple of months our family lost both my Mom (she was 94) and my Uncle Dick (92). They had been my closest surviving connections to the World War II era, and their passing has left not only an emotional hole, but has also marked the end of an era for our family. My Uncle went to war as an 18 year old and ended up flying a Lancaster bomber in the Pacific Theatre. He, like my Dad (infantry) and my two other uncles - George (Army Corps of Engineers) and Nicky (a Spitfire pilot who was shot down over the Mediterranean and captured) were central figures in my childhood. But, although I will always think of my Dad and my Uncles who served in World War II, and of the military friends I made during my time posted with the Canadian Forces in West Germany in the 1970s and 80s, my thoughts this year go to my Grandfather who was a veteran of the First World War. His name was James Walter Sharpe.

Just over 100 years ago, on August 5, 1914 my Grandpa Sharpe, received a telegram. He was in Burk's Falls, Ontario visiting his Uncle James, who was his and my namesake. The telegram was short and to the point. I have it in a small frame at home, and it reads like this:

St. Catharines, Ont. AUG. 5/14
Mr. J.W. Sharpe
19th ordered to mobilize at 12 o'clock today. Hurry back.
R.N. Adie, Lieut.

The next day he hopped on the train, made his way home, and reported for duty. He was a corporal and eventually a sergeant in the 19th battalion of the Canadian Expeditionary Force, and after being formally mustered with the rest of the army at the Exhibition Grounds in Toronto, and trained in High Park, he left on May 12, 1915 to set sail for England. (That's him standing in the middle of the picture on his troop ship heading to war.) By September of that same year the 19th had been deployed in Boulogne in France to begin over four years service on the European continent. My grandfather only spoke sparingly to us about his wartime experiences, but places like Passchendaele and Ypres (or "Wipers" as he called it) became part of the family vocabulary. A century ago this month, he was injured in battle and eventually was sent home with shrapnel imbedded in his back that he would carry around for the rest of his life. He married, had children, had many wonderful years with his grandchildren and great-grandchildren and finally died at the age of 96. Our family, unlike so many others, was one of the lucky ones.

But when I think back about the wise and wonderful man that I knew growing up, I try to imagine what it must have been like for him to get that telegram over a century ago. He was 25 years old, the same age as some of the young teachers and tutors in our school. Just a kid, heading off to one of the most brutal conflicts in history. He was a man of the 19th century and here in the 21st, I don’t know what he was thinking on that day, or how he felt during his years in the trenches, because in the 35 years that I knew him as a child and a young adult, he would never talk about it. It was just part of him.

We have been discussing, as a school community, both how to best honour the traditions of Remembrance Day and to keep it relevant and meaningful for our students. That balancing act will see us recognize and thank those who went before us to sacrifice their youth and, for many, their lives so that their families and descendants could live in peace. We will also celebrate and honour those members of our current society who continue to reach out to serve and support people in Canada and around the world who are in danger or great need. For the majority of our students, and even teachers and parents, Remembrance Day has become a little abstract, and is more about history, than personal stories. So I welcome the efforts by our staff to keep the importance of the day fresh and relevant.

As for me, I have lots to remember and a deep personal and family connection to a war that ended 99 years ago this Saturday. Appropriately, this week I ventured into one of our classrooms during a rainy lunch hour and the students were watching “The Book of Life”. The basic message of the film is that as long as we remember someone, they will live forever. So, for me on this Remembrance Day, I will remember my Grandfather and I will make it my job to remind my children and grandchildren about his story so that they will remember him too. It is the least that I can do, because anyone as brave and selfless as he was, deserves to live forever in all of our hearts.

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Universal Design: Mass Customization and Inclusion

10/22/2017

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One fall, before most of the adults in my school were born, I gave up on an undergraduate course in programming at the University of Toronto (involving key punch cards with lines of code and searching reams of paper for error messages). In its place, I transferred into a philosophy half-course taught by Marshall McLuhan. It was a rambling, eclectic mix of communication theory, the impact of hot and cool media, and a critique on how the industrial model of education was designed to stamp out differences in learners in order to make them into conforming members of society as a whole. For McLuhan, classrooms were like a typewritten page with the heading (teacher) at the top and straight lines of words (the students) laid out in neat rows below; schools themselves were little more than assembly lines producing standardized graduates in the same way Henry Ford had churned out Model T's in the 1920s.

More than forty years later, the analogy often still holds true in many of our schools and school systems. They are still primarily built on a mass production, standardization, model. They start with the proscribed curriculum and learners are asked to adapt to it as best they can. Students enter, are delivered a programme designed to meet the learning style of the mainstream, and then exit - more or less successfully - to move on to the next stage in their educational lives. It is an assembly line system, softened only by the professionalism of the people delivering it. Replicated in community after community, it is the McDonalds of education. Now, in fairness, not all schools or even school districts conform to this model. There are lighthouses where flexibility and individual student needs trump the constraints of textbooks and exams. But it takes vision and leadership to break these bonds in a culture that often demands a standardization of approach. These systemic expectations may be driven by rigidly constraining working conditions agreements (think "class size and composition"), by budget priorities, or by public perceptions and political expediencies that are driven by the results on high-stakes tests.

Whatever the reason, what should be a universal design for learning to meet the needs of all learners has been flipped on its head to mean "one size fits all" schooling and equity in educational opportunity, has been replaced by equal access to programmes, but not learning.

We are fortunate as a small, independent option to be free of many of these constraints. By contrast, what we try to offer is based on a mass customization model. This is the essence of creating a path to inclusion through applying the principles of Universal Design for Learning. Although the wide variety of structures, supports, teaching/learning approaches etc. are accessible to all learners, there is no question but that at the end of the day we are delivering individual programmes for each and every student. Our slogan could maybe be taken not from McDonalds, but from Burger King - you know - "Have it your way!" It is our on-going mission to differentiate the learning experience for each individual child and young adult and to help them to find their personal pathways to success.

Last Friday our staff spent the better part of the day working on IEPs. When you apply the principles and best practices of Universal Design to create a welcoming and varied learning environment for everyone, the fine tuning for each individual student becomes just that much easier!

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Are Deadlines Dead?

10/3/2017

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Last Spring, we were advertising for a job opening at the school. The week after the competition closed, a young woman arrived at my office with her resume. I explained to her that the application was too late for the current position (we had filled it that morning), but that I would keep her package on file should something else arise in the future. She was flabbergasted. "How could it be closed?", she demanded, "the deadline was only last Friday!"

When I was growing up, the fear of missing a “deadline” was all consuming. There were deadlines for assignments, deadlines for applications, deadlines for tax returns; you name it, and there was a deadline. Miss that key date and you were dead in the water!

But, to be honest, in the second decade of the twenty-first century, we have become a society of “fudgers”. Everything seems to be up for negotiation. Payment deadlines get routinely missed, airline check-in times are ignored, movies buffer their published start time with a raft of previews and ads; and even the concept of “last call” at the pub seems to have blurred. We are more than willing to pay a little extra, argue a little harder, or lie and obfuscate a little bit more if it means that we don’t have to be held to a hard and fast rule (that, needless to say, should still apply to everyone else!) We live in a society that feels that it always has the right to renegotiate. In fact, every day we are confronted in the media by the "renegotiator in chief" in Washington who proudly proclaims that there isn't a deal that he isn't willing to break!

Is it any wonder that our kids sometimes take the same attitude towards their bedtimes, their computer use, or their homework? At Kenneth Gordon, we work with many students who have challenges with their "executive function" (that is the ability to organize and execute a specific task in a time-effective way). We help them to develop organizational strategies and external, intermediate "deadlines" to pace themselves and to create short-term, attainable goals. It is hard work for them to rewire themselves to think in this fashion especially when all of the empirical evidence from the outside world would seem to indicate to them that it is not that important!

So, the question is, do deadlines really matter? Are we simply more enlightened about things than a generation ago, or have we slowly begun to miss the point?

In his book, Predictably Irrational MIT Prof. Dan Ariely tried an experiment with three classes of undergraduates taking the same course. In Class A he announced three assignments with due dates of: October 15th, November 15th, and December 15th with penalties for lateness. In Class B, he announced the same three assignments, and stated that they could be submitted anytime on or before December 15th. And, in Class C he gave the students a choice, they could opt for the same ground rules as Class A or the same open ended approach as Class B. Class C, split pretty much down the middle.

At the end of the term he had his TAs mark the papers (he was a university prof after all!) and found that the class with the deadlines — who were forced to be organized and systematic - scored the highest, the class with no deadlines (who could procrastinate and then rush at the end) scored the worst, and that the other class split the same way depending upon what option they chose.

So what does this mean for us and our kids? The research is consistent on this point. Deadlines and clear, well-defined goals do work (just ask anyone who has to report weekly to weight watchers!) Secondly, it is our responsibility as parents and educators not to just ensure that our children meet deadlines, but that they learn how to effectively set, and follow them as well. There will come a time when there won’t be a teacher or parent setting and enforcing the rules, and our students have to be prepared and supported, by us, to master that skill for themselves.

In the meantime, it is important that we adults strive to model the attitudes and behaviours that we want children to adopt. If they see that meeting goals and following timelines are important to us, then hopefully they will begin to internalize them as well.

So, don't put this off any longer! Don't you know that you are on a deadline?!

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Disconnecting from our screens

9/24/2017

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We are all guilty. There isn't a day that goes by when, in a moment of inactivity or boredom, I haven't scrolled through my phone to scan my emails, checked twitter on my iPad or updated myself on my laptop about how my favourite sports teams are doing. Technology and online connectivity have become a ubiquitous part of almost all of our lives. A 2012 study that was published in an American Psychological Association Journal on the psychology of popular media culture, shows a bi-directional relationship between TV watching, internet surfing, and video game playing, and impulsivity control and attention span issues. This means, without the jargon, that more time spent scrolling online, playing video games or watching TV is correlated with attention/impulsivity issues, and that those with these issues tend to be more attracted to video games.

The study postulated a number of theories for why this might be the case, but leaned quite heavily in favour of two specific factors. The first they called the “excitement hypothesis”. It notes, quite logically, that video games are exciting and fun, as opposed to many of the more mundane tasks of daily life and especially more engaging than traditional schoolwork, particularly for those students who find it difficult to learn and stay on task. The study states: “the greater the contrast between electronic media content and work or school tasks, the more difficult it could become to focus on work or school”. Now granted you don't need to undertake a formal research study to figure this out - "watching TV is more fun than doing homework!", but it's always nice when research corroborates common sense!

The second theory was categorized as the “displacement hypothesis”. This theorizes that time spent “with TV or video games might simply displace time that would have otherwise been spent on other activities that would have allowed for greater development of impulse control.” In other words, because watching TV or playing a video game does not require excessive self-control, it may actually weaken one’s ability to exert self-control over time. If this is actually the case, then the content of the media shouldn’t make any difference – Sponge Bob or Animal Planet should have the same effect!

Taken to its extreme, there is a growing body of research that would suggest an emergent issue with internet "addiction" among a portion of the population. There is no question that the Internet has made life a lot easier by making information more accessible to all, and creating connections with different people around the world. However, it has also led a lot of people to spend too much time in front of the computer, so much so that it becomes the most important part of their day. The latest edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V, the guidelines that are used to determine a diagnosis on a student's psych-ed) actually includes it as "a disorder that needs further study and research". A recent study in Poland showed that excessive internet use was seen to be so popular and common among young people, that it was possible that one in four children were in danger of becoming addicted to the Internet. In my own experience, over the past few years I have worked with more and more families with children who are resistant to attending school because they prefer to stay at home and pursue their online "lives".

So what does this mean for parents and educators? Should we, as good Luddites, be taking the axe to our television sets, iPads and computers? Not really. The issue is less the technology itself, and more about how it is being used. Reading and writing; research; problem-solving; communication and collaboration can all be enhanced through the effective use of hands-on tech and online resources. The research however is a good reminder that what we might use on occasion as an engaging or distracting strategy with our kids, could be counter-productive in the long run. The secret, as always, is balance and moderation. There is nothing inherently wrong with a student watching television or playing on the computer as long as it is monitored, not so much for content perhaps, as for duration. Other recreational activities requiring more self-control and focus – reading, bike riding, playing ball, etc. can reinforce a child’s self-control mechanisms and make them less distractible.

At our meetings over the past week, the KGMS/Maplewood staff recommitted ourselves to helping students (and adults) cut back on the gratuitous use of technology before school and at recess and lunch. A moment of leisure should not be seen as a window to immediately go online rather than go outside.

My grandmother always used to say that watching too much television was bad for you. Turns out, she was right!

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Off and running!

9/7/2017

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Yesterday was an exciting day at KGMSl. The doors flew open and in surged a sea of faces: some excited, others anxious; some frowning, others with wide, sunny grins; some timid, others bold; some determined, and others reticent – and those were just the parents! Our students came tumbling in the same way – there were the cautious steps of the newly arrived; the relaxed swagger of the old pros; and, everything in between.

No matter how they stepped through the door however, by the time the school day came to an end I think that both our students and their parents made their way home feeling good about their days and their choices.

Kenneth Gordon is a school of second choice. To be honest, there are probably no parents or children who enter the school system with a burning desire to attend KGMS. Some other school had the privilege of being their first choice.

First choice schools are picked for a number of reasons: they are close to home; or they have status or a larger than life reputation in the community; or they are where Mom or Dad or Grandma or Grandpa went to school. Whatever the reason, we parents often select the first choice school for our child with less thought and research than we give to buying a new car!

Students arrive at Kenneth Gordon because those first choices didn’t work. This time, parents have done their homework. They have listened to learning specialists; they have researched their options; and they have made an informed choice that they believe will be a good fit for their child. That is the way that every enrolment decision should be made, and that is why, at KGMS, we are proud to be a school of second choice.

Many of the students that I have worked with over the years have come to me with the same story. They tell me how they just can’t learn. They say that no matter what their teachers taught them, they couldn’t master it. What did that say about them as a learner, or as a person? When I get those kinds of questions, I always think of a quote by the American educational critic Neil Postman who wrote in one of his books: Building a Bridge to the 18th Century that hearing a teacher say to a student, “I taught you that concept, you just didn’t learn it” is as absurd as hearing a car salesperson say to a customer “I sold you that car, you just didn’t buy it!”

Clearly if a customer doesn’t buy the car, than the technique of the salesperson wasn’t up to the task of selling to that particular customer, in other words, they didn’t “sell” it – it is hardly the buyer’s fault if she or he didn’t buy. The same holds true for teachers and students. If the strategies employed by the teacher, fail to meet the needs of the learner, than it is the teacher that needs to go back to the drawing board, not the student. If a student doesn’t learn it, then you didn’t teach it!

As long as first choice schools continue to struggle to meet those needs, there will be an important place for second choice schools like Kenneth Gordon. But, if in some ways we are like no other school, in others, we are exactly the same!

On Wednesday when those floodgates opened and that sea of shining faces streamed in, the energy level was palpable and the excitement – electric! Staff members and students alike were genuinely thrilled to see one another after two long months apart.

It’s a funny thing, as much as I love summer, each fall when I experience first-hand the joy of learning once again, I remember that I love September even more!

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