Marshall Memo 895
A Weekly Round-up of Important Ideas and Research in K-12 Education
July 12, 2021
1. Can deadlines spur better work?
2. Helping students feel valued and respected in the classroom
3. What to say when students shine
4. The role of gossip among students – and adults
5. A different structure for Socratic seminars
7. Texting preschool parents: what is the Goldilocks frequency?
8. Reflections on teaching U.S. history
9. Recommended children’s books related to the Tokyo Olympics
11. Short item: Media bias chart
“My relationship to deadlines, like that of almost everyone I know, is full of contradictions. I crave them and avoid them, depend on them and resent them.”
Rachel Syme (see item #1)
“This is a fight over how to explain American history, society, and culture to all our children, whom we are counting on to be morally committed to protecting, defending, and perfecting it as adults.”
Robert Pondiscio in “No, School Choice Is Not the Answer to Critical Race Theory”
in American Enterprise Institute Ideas, July 2, 2021 and Education Gadfly, July 8, 2021
“In middle school I learned how to solve for the hypotenuse and identify properties of an atom, but the most enduring skill I picked up was how to gossip.”
Kristen Radtke (see item #2)
“Social media platforms reward our meanest, least empathetic selves and push us toward extreme positions.”
Kristen Radtke (ibid.)
“One giant step to building esteem in our learning spaces would be to reduce the emphasis we place on right answers. When students feel they should know the answers from the onset of a lesson, they engage in efforts that do not promote building their knowledge (an esteem booster) but rather, reinforce a feeling of incompetence (an esteem buster).”
Connie Hamilton (see item #2)
“Clock’s Ticking” by Rachel Syme in The New Yorker, July 5, 2021, reviewing The Deadline Effect by Christopher Cox.
In this Cult of Pedagogy article, instructional coach/author Connie Hamilton says that early in her teaching career, she had an “amateur diagnosis” of her students’ attention-seeking behaviors. She was correct that students’ ridiculous, disruptive actions showed a need for affirmation and prestige with peers. “However,” she says, “what I missed completely is how and why esteem needs cause students to act in ways that defy what they know is right, to ignore their own strengths and accomplishments, and to restrict their success as a learner.” In the fourth level of Maslow’s hierarchy – esteem – she’s found what she was missing. “If we can better understand how this tier works,” says Hamilton, “we can help our students satisfy their esteem needs in healthy and beneficial ways.”
Esteem is in the first four tiers of Maslow’s hierarchy – physiological, safety, love/belonging, and esteem – all of which are deficiency needs: that is, when people are deprived of them, they can’t concentrate or function at higher levels.
In this Edutopia article, teacher/author Tarn Wilson says she began having second thoughts about saying “I’m proud of you” when her high-school students shared a personal triumph – making a team, doing well on a test, getting their driver’s license. Why not express pride? Because it shifts attention from what the student did to the teacher’s approval – and also tends to truncate the interaction. “I wanted my students to spend more time basking in their accomplishments and taking ownership for their successes,” says Wilson. Over time, she developed these different reactions:
• I’m so happy for you. Tell me more. “This strategy allows students to relive the moment and magnify their happiness through sharing,” says Wilson. It also lets them decide which details to share.
• Wow, you must feel so proud. “Although naming students’ emotions sounds as if it might shut down conversations, it generally has the opposite effect,” says Wilson. “…Offering them some language can be a powerful opening.” Then it’s important to pause and give the student time to confirm, elaborate, modify, or correct the teacher’s surmise.
• Fantastic! What did you do to make that happen? This prompts students to articulate the choices and behaviors that led to a success. Students who are not self-aware may need some prompting to name the study habits, collaboration with peers, and other factors that worked for them.
• I appreciate… I admire… Following this lead-off phrase with specific actions the student has taken is different from saying I’m proud of you; it conveys the message that pleasing the teacher is not the name of the game; it’s all about the student’s growth and development.
Wilson says there are moments when she can’t resist saying she’s proud of what a class has achieved, and there are students whose self-esteem is so low that hearing teachers express pride can make them feel “seen, valued, and supported.” But most of the time, she believes the teacher should not become the center of attention – the one bestowing approval. “Instead,” she concludes, “our feedback should be used as a tool to cultivate in our students a healthy self-awareness and self-trust.”
In this New York Times Magazine article, author Kristen Radtke says that in her Catholic middle school, “I learned how to solve for the hypotenuse and identify properties of an atom, but the most enduring skill I picked up was how to gossip.” One of her eighth-grade teachers had no tolerance for the chit-chat and quoted Proverbs: “A whisperer separates close friends.” As a result, Radtke “burned with shame over my recess gossip, fearing that eternal flames awaited me if I didn’t stop.”
Nevertheless, she and her friends continued, and looking back, she understands why: “We were trying to understand things about ourselves, and the tiny world we inhabited, the only way we knew how: by observing one another and making sense of those observations together.” Students found another passage in Proverbs that seemed more relevant: “The words of a whisperer are delicious morsels.”
Radtke has concluded that gossip is simultaneously petty, enjoyable, and an important bond among friends. During her adolescence, it was about “currying favor, remaining on the inside of a group as a pimply teen terrified of being pushed outside.” As a young professional in New York City, there was a similar dynamic. She and her best friend texted each other with tidbits about their colleagues. Her friend felt guilty, saying, “It’s like candy. If you eat too much, you feel a little gross.” But they continued to be fascinated with details of other people’s lives, rationalizing that their chatter wasn’t the same as indiscriminately passing along important secrets. “That doesn’t mean gossip is ever moral or fair or even true,” says Radtke; “it’s just that it can also be an enormous amount of fun.”
The Internet has complicated things, she continues, making it easy to communicate to a wider audience with fewer filters. “Social media platforms reward our meanest, least empathetic selves and push us toward extreme positions,” says Radtke. “In this context, the benign exaggerations of gossip can morph into catastrophic untruths. The Internet also obliterates the privacy of a personal network, undermining in-person gossip’s primary pleasure: in disclosing something to someone one on one, you’re also saying that you trust them.”
(Originally titled “Socratics, Remixed”)
In this article in Educational Leadership, veteran high-school teacher Henry Seton says that Socratic seminars “frequently fall flat.” Among the reasons: students don’t prepare; discussions lack rigor, go off on tangents, or end in awkward silences; teachers do too much talking; and complex protocols over-manage discussions or don’t provide enough scaffolding. Seton has developed a “remix” of the Socratic seminar that he believes provides the right balance of structure, rigor, skill-building, and joy. He usually uses it in the second half of the year, after students have been schooled in close reading and discussion skills. He departs from it if students are “infectiously and insatiably engaged by a text.” Here’s Seton’s revised Socratic model for a one-hour class:
“Socratics, Remixed” by Henry Seton in Educational Leadership, July 2021 (Vol. 78, #9, pp. 50-54); Seton can be reached at [email protected].
(Originally titled “Planning for Fair Group Work”)
In this article in Educational Leadership, Amir Rasooli (Queen’s University, Canada) and Susan Brookhart (Duquesne University) say that getting students working in groups can be a positive classroom strategy, but it’s often implemented in unproductive ways. To avoid this, Rasooli and Brookhart suggest the following principles:
• Be clear about why students are working in groups. There are four ways that collaborative work can contribute to positive academic and social-emotional outcomes:
These can be assessed at the individual and group level (more on that below).
• Group students heterogeneously, with choice if possible. Rasooli and Brookhart say it’s important for collaborative student groups to have a mix of achievement levels and backgrounds. But there’s something to be said for students having input on which group they join and the role they’ll play in the group’s work; these increase student ownership and may result in better group dynamics and learning results.
• Establish norms to ensure equitable participation. If some group members are slacking off, others will bear an unfair burden and might refuse to apply themselves. Rasooli and Brookhart suggest establishing several understandings up front.
In this Education Gadfly article, Georgia teacher José Gregory (who participated in the Thomas B. Fordham Institute’s analysis of state standards for U.S. history) shares his takeaways from almost two decades teaching high-school history:
• Students need more time on task. Gregory advocates a foundational survey year at the elementary level, followed by a high-school course more focused on conceptual understandings and sophisticated historical thinking.
• Chronological reasoning and thematic connections can co-exist. Students must know the sequence of events and basic cause-and-effect relationships, but teachers should also make connections across and within periods – for example, the changing role of government in society.
• Breadth and depth aren’t mutually exclusive. In too many classrooms the curriculum is a mile wide and an inch deep. Solid content standards are important, and Gregory suggests going deeper on a few well-chosen turning points – for example, the Civil War.
• Content and thinking skills are two sides of the coin. “In fact,” says Gregory, “I’m not sure it’s possible to have a good lesson plan if both of these things aren’t included.”
• Students need to be exposed to diverse perspectives, but… “By definition, the past is what happened,” says Gregory, “while history is our interpretation.” The standard for inclusion in the curriculum is solid historical evidence.
This School Library Journal feature suggests books for students who will be following the Summer Olympics:
Nonfiction:
Media Bias Chart – In this article in School Library Journal, Texas educator Maggie Knapp gives a very positive review of the Ad Fontes Media Bias Chart, highlighting the features of the free and professional versions. The SUMMA curriculum allows teachers to adjust lessons on media sources to students’ levels and the time available, focusing on news sources’ language, political position, headlines, and graphics.
© Copyright 2021 Marshall Memo LLC, all rights reserved; permission is granted to clip and share individual article summaries with colleagues for educational purposes, being sure to include the author/publication citation and mention that it’s a Marshall Memo summary.
About the Marshall Memo
Mission and focus:
This weekly memo is designed to keep principals, teachers, superintendents, and other educators very well-informed on current research and effective practices in K-12 education. Kim Marshall, drawing on 50 years’ experience as a teacher, principal, central office administrator, writer, and consultant lightens the load of busy educators by serving as their “designated reader.”
To produce the Marshall Memo, Kim subscribes to 60 carefully-chosen publications (see list to the right), sifts through more than a hundred articles each week, and selects 5-10 that have the greatest potential to improve teaching, leadership, and learning. He then writes a brief summary of each article, pulls out several striking quotes, provides e-links to full articles when available, and e-mails the Memo to subscribers every Monday evening (with occasional breaks; there are 50 issues a year). Every week there’s a podcast and HTML version as well.
Individual subscriptions are $50 for a year. Rates decline steeply for multiple readers within the same organization. See the website for these rates and how to pay by check, credit card, or purchase order.
Website:
If you go to http://www.marshallmemo.com you will find detailed information on:
• How to subscribe or renew
• A detailed rationale for the Marshall Memo
• Publications (with a count of articles from each)
• Article selection criteria
• Topics (with a running count of articles)
• Headlines for all issues
• Reader opinions
• About Kim Marshall (bio, writings, consulting)
• A free sample issue
Subscribers have access to the Members’ Area of the website, which has:
• The current issue (in Word and PDF)
• All back issues (Word and PDF) and podcasts
• An easily searchable archive of all articles so far
• The “classic” articles from all 16+ years
Core list of publications covered
Those read this week are underlined.
All Things PLC
American Educational Research Journal
American Educator
American Journal of Education
AMLE Magazine
ASCA School Counselor
Cult of Pedagogy
District Management Journal
Ed. Magazine
Educational Evaluation and Policy Analysis
Educational Horizons
Educational Leadership
Elementary School Journal
English Journal
Exceptional Children
Harvard Business Review
Harvard Educational Review
Independent School
Journal of Adolescent and Adult Literacy
Journal of Education for Students Placed At Risk (JESPAR)
Kappa Delta Pi Record
Knowledge Quest
Language Arts
Literacy Today (formerly Reading Today)
Mathematics Teacher: Learning & Teaching PK-12
Middle School Journal
Peabody Journal of Education
Phi Delta Kappan
Principal
Principal Leadership
Psychology Today
Reading Research Quarterly
Rethinking Schools
Review of Educational Research
School Administrator
School Library Journal
Social Education
Social Studies and the Young Learner
Teaching Exceptional Children
Teaching Tolerance
The Atlantic
The Chronicle of Higher Education
The Journal of the Learning Sciences
The Language Educator
The Learning Professional (formerly Journal of Staff Development)
The Reading Teacher
Theory Into Practice
Time
Urban Education