Question: My question regarding this chapter is less to do with education and more to do with Ken Robinson as an author: How does Sir Robinson manage to pull from such a vast array of resources and historical knowledge to reinforce his ideas? Most books I've read containing a guiding philosophy or thesis use specific, concentrated resources as evidence but Robinson is included everything from the Suffrage Movement to the Blue Man Group. I'm curious how he managed to compile this rather eclectic body of resources and how long it took him to write this book, which covers such a wide range of topics in supporting Robinson's theories. Connection: I doubt I would have survived my experience in a teaching credential program without the collaboration and assistance of my peers. When Robinson writes, "We depend on the knowledge of other people for much of our own understanding of the world" (211), I know exactly what he means. That describes not only the teacher-student relationship, but also the relationship between students, coworkers, family members, you name it. We're constantly learning from one another and in the credential program, there was too much information at one time for one person to keep track of. As colleagues, we created shared files with pertinent information and sent messages via Google+ Communities in order to help everyone acquire the knowledge they needed to succeed. Epiphany: On this same subject, I was struck by another quote about communication and collaboration that framed things a bit differently: "Google, Twitter, Facebook, Flickr and thousands of other forms of social media are now spreading virally throughout the global culture. These extraordinary movements are being driven by a primal human impulse to connect with each other and share ideas and information" (210). Once again, I absolutely concur with Robinson's statement, and yet I see, far too often, that students aren't given opportunities to connect with one another, to share ideas in a meaningful way in the classroom. This is something I will keep in mind when I have my own classroom because I too believe that it's in our nature to want to connect with others and express ourselves. This should be incorporated into the learning process at school whenever possible. Chapter 9 Quote: "Organizations are not mechanisms and people are not components. People have values and feelings, perceptions, opinions, motivations and biographies, whereas cogs and sprockets do not" (221). I love Robinson's use of metaphor and I think it illustrates his point that we cannot and should not run schools as if they were a machine. There is no "one size fits all" for people and, while it may make teaching a bit more difficult, it's important for teachers to and schools to acknowledge that students learn and think in different ways; they have diverse interests and motivations. Students, like all individuals should not have to conform to unification. Question: This chapter addresses the importance of creativity when it comes to a leadership position. Robinson argues that many schools are still structured to cater to an outdated 20th century economy. He goes on to say that the job market of the 21st century will be looking for innovators, for creative individuals who can use their imagination to solve logical and non-logical problems. Robinsons also mentions in an earlier chapter that the IQ test is an unreliable measure of intelligence and that something such as creativity is difficult to quantify. If this is the case, how do businesses/organizations plan to identify who is creative and who isn't? Connection: A portion of this chapter describes how being in your element is a truly unique experience and how when aptitude and passion intersect, the passing of time seems to change. "An hour can feel like five minutes," Robinson says (227). This has been my experience in clinical practice. On my off days or when I feel that I missed the mark on a lesson, the day seems to drag on. When a lesson goes well and my students are engaged, I feel like I blink and the day is gone. Epiphany: The section of this chapter regarding workspaces grabbed my attention. This wasn't an epiphany but more of an "aha" moment that will stick with me in future years. I know many students who seem to be confined by the standard classroom desk. In fact, I was one of those students when I was in school. I was a kinesthetic learner and I preferred being out of my seat or at least not in an uncomfortable desk that seemed far too small for me. I'm not saying that I want a classroom filled with ban bag chairs or treadmills, but I'm certainly going to be open to the idea of an alternative-style classroom layout.
Question: Robinson makes a valid point when he says, "No one can be made to learn against his or her will. Learning is a personal choice" (251). With this in mind, for those students who, no matter what you say or do as a teacher, refuse to participate or join in on the learning process, what can be done? Should we recommend that the parent/guardian of these students enroll their child in an alternative education program? Is there a practical next step for this rare student who clearly doesn't want to learn in a certain kind of school or class?
Connection: This chapter includes research concluding that a child's circadian rhythms are different than that of an adult's. The conclusion drawn is that it would behoove schools and students to begin school later in the day, when students' brains are more active and ready to learn. I've read research during my credential program that came to a similar conclusion. I'm also aware of the counter argument that pushing back the school day would allow less time for extracurricular activities and time with family and friends, all of which is just as important as school in the minds of some. I haven't yet taken a position on this issue, but it's something that I think is important to consider and I'de be interested in seeing if this "late-start" idea catches on. Epiphany: This book introduced me to the Whole Education organization, a group that is convinced that education should "invest in the intellectual development of the young person as well as the development of social and emotional competencies" (265). This is a significant component of my educational philosophy. Education, in my opinion, needs to be balanced in a way that takes emotional and social intelligence into consideration so that young people can grow up to be confident, well-adjusted individuals. This chapter has inspired me to look into the details of Whole Education and learn more about their organization. Robinson, K. (2001). Out of our minds: Learning to be creative. United Kingdom: Capstone Publishing Ltd.
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AuthorGeorge Porter, English Teacher at Sage Creek Archives
May 2016
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