Tag: power

The Power of Contrast

You take a photo. They never capture what you see! You want others to identify something in the photo, so you try to edit it. The subject in the photo is dark, so you lighten the image. This makes the whole thing brighter. It is still difficult to make out the significant features that separate your subject from others. 

Contrast 

“Contrast in photography is the visual ratio of different tones in an image. This difference is what creates the textures, highlights, shadows, colors and clarity in a photograph” (Shramenko, 2017). Contrast is what sharpens the features. When you increase the contrast, you make lines darker and lighten the spaces around them. They stand out more. 

Contrast “means more than just a play of light and shadows. It’s the difference between the tones, colors, and textures of a photo. This technique can convey interesting and deep stories in the frame in the best way” (Shramenko, 2017).

Contrast is found in literature, as well. It’s what gives stories their life. It’s the spark that animates Doctor Frankenstein’s assembly of dead flesh, and turns it into a monster. Contrast energizes narrative. The dryness of Oklahoma, contrasted with the imagined juicy grapes of California, spurs the Joads to sell nearly everything and hit the road. Contrast shows action. It identifies what to pay attention to. There are many things happening in any given text, but the friction between two opposites will heat-up a story. The conflict between light and dark, colorful and colorless, strong and weak, dull and exciting, good and evil, rich and poor commands attention! (Literary Devices, 2013)

I’ve been reading a smart and funny book with my fifth grade gifted students; “The Strange Case of Origami Yoda” (Angleberger, 2010). In it, a seemingly half-witted 6th grade boy provides what usually turns out to be incredibly wise advice, albeit through a weird, hand-made finger puppet and silly voice. The boy’s name is Dwight. His finger puppet is Origami Yoda.

5th Graders apply their origami skills to napkin-folding.

In addition to learning some of our own origami, I had my students research the history of the ancient art form. I didn’t know this before, but the art of paper folding used to be limited to the wealthy, due to the high price of washi (origami) paper (Georgia Tech, n.d.). It was used in religious rituals and formal ceremonies. Eventually, as paper became more affordable, origami became an increasingly available activity. Still, people needed the time, intellect, and patience to learn the art. 

This got me thinking about Dwight and his origami finger puppet. At the beginning of the story, it is explained that Dwight made up his Yoda origami on his own. He took one of the most common materials from the school setting and turned it into something extraordinary. No one else in the text produces any artwork, let alone origami! And, Dwight doesn’t stop with a paper figure; He places it on his finger and gives it life. 

Dwight is the opposite of popular, but through Origami Yoda he is extremely influential, and therefore powerful. Many students who wouldn’t give Dwight the time of day want to talk to Origami Yoda. They present questions and respect Yoda’s answers. The same characters look down on Dwight as king dweeb. 

Toward the end of the book, an adversarial character (Harvey) makes his own Origami Yoda. In contrast to Dwight’s, Harvey’s is well-made. That is because Harvey, unlike Dwight, looked up professional directions online. Supposedly, Harvey’s imitation of Yoda’s voice, from the Starwars movies, is a better imitation, too. But, Dwight’s Yoda is truer to the spirit of Yoda. Dwight’s Yoda uses the force… the force of creativity and originality. Harvey’s is more closely related to the clone-like, clean, black and white storm troopers from the movie series than the swampy, wrinkly, green, old creature of the planet Dagobah! 

In addition to this obvious contrast between two characters and their crafts, there lies several more subtle contrasts. Harvey constantly pushes his opinions onto everyone else, whereas Dwight has people approach him, imploring his. Dwight does not seem to try to get others to believe in his Yoda. Harvey needs to kill everyone’s belief in the finger puppet. While Harvey narcissistically uses his Yoda to hurt Dwight, the true Origami Yoda is primarily concerned with helping people. Harvey freely admits to giving his origami voice, but Dwight pretends that it isn’t him talking; Origami Yoda is a separate entity from the person whose finger he rests. The differences go on and on! 

As I reflected on all of the subtle and overt contrasts within the story, the idea of origami being a pastime of the wealthy contrasting with Dwight’s social poverty hit me. I thought about contrasting elements of everyday life. Why are holidays special? They are “holy days,” set apart from others. They are only as special as we make them. For some, all we do is acknowledge that it is a special day; Flag Day. Others demand time off, arts and crafts, and even parades! A meal is made special when we cook food we normally wouldn’t, or too much food, or invite special guests to share it with us. Do you use unique dinnerware to serve the food? (As I write this, Thanksgiving is right around the corner!) 

When I was in college, I worked at a fine-dining restaurant. Among other things, we folded white cloth napkins into fans for every place setting. When patrons left the table, we would replace napkins with folded, clean cloths. It was that kind of establishment. 

I was remembering this art of napkin folding while researching origami. I brought some cloth napkins into the classroom to show students how to fold them into fans, so that they could dress up their next holiday meal. 

As I folded the napkins to display on a cheap, plastic table for my students, it brought to mind a picnic lunch in a park. What makes that kind of activity so romantic? It is the contrast between eating a well-prepared meal, complete with plates, silverware, folded napkins, and drinks on the ground with nothing but a blanket shielding you from dirt, insects, and nature. The meal is out of place. You are bringing two otherwise foreign entities together. That is romantic. The greater the contrast between the elements, the more romantic. 

Explanation

When you are attempting to bond two surfaces together, it is often recommended that you rough up one of or both surfaces before applying adhesive. Why? This is because when you “unsmooth” a surface, you provide more surface space for the adhesive to attach. You may not be able to see them, but tiny ridges are produced all over the surface; microscopic mountains and valleys that almost double how much area there is for the bonding agent to grab onto. 

This is a metaphor for what happens when authors create contrast between their characters, settings, conflicts, eras, etc. By roughing up the character with differing, even exaggerated traits, appearance, name, hobbies/interests, the author helps the character stick in the reader’s mind. It deepens the essence of the character. The more contrast, the more powerful this bond becomes. 

Warning

Of course, you must make sure that there are enough common elements for a reader to cognitively grab onto. If you rough up a surface to the point that the thing you are gluing has been sanded away, there won’t be any point in gluing. Likewise, if you make your character or setting so different that no one can even imagine it; as in it does not have enough things in common with what readers are familiar with; they can’t mentally grab hold of the idea. It will slip through their cognitive fingers and be lost. Provide enough connections to real life; experienced life; but cut deep lines where the character looks different from everyone else in one or two features, walks with a limp, smells like formaldehyde, snaps his fingers constantly, greets every single person with a high five, wears flip flops even in the snow, has an affinity for bugs, and so on. 

The napkin folding that I brought to the classroom was connected to origami in that it was folding, and it produced a work of art. The folded napkin is unnecessary. And, you are more likely to see it in a fancy place. It was different from origami in that the napkins do not hold their shape the way paper does. But, because of this you can easily fold and refold the napkin without a crease affecting it. Paper is plentiful, but a cloth napkin is more rare. There is a balance between contrast and familiarity.

Students ought to remember the napkin-folding experience (it will stick) because it was similar to creating origami, and it will be extra memorable (the bond will be stronger) because folding napkins during school was a weird activity. 

Dear Students,

And now, having read this lengthy explanation for why I brought cloth napkins to school and taught you how to fold them into fancy fans for food decor, I hope I have provided the adhesive that will make this activity not only stick in your mind, but become useful as a tool for teaching the power of contrast. Good luck creating just the right amount of it in your writing.   

Sources

Angleberger, T. (2010). The strange case of Origami Yoda . Amulet Books.

Georgia Tech. (n.d.). Kinetic Joy: Basic Principles of Paper Engineering. Robert C. Williams Museum of Papermaking. https://paper.gatech.edu/kinetic-joy/history-origami  

Literary Devices. (2013). Contrast. Retrieved November 16, 2023, from https://literarydevices.net/contrast/ 

Shramenko, S. (2017, May 29). Understanding Contrast in Photography. Skylum. https://skylum.com/blog/understanding-contrast-in-photography

Influence is Power

My daughter Scarlet is almost 12 years old. She’s a “Tween.” For a while I’ve been wrestling with knowing when to let her make her own decisions, versus my telling her what to do. I’ve noticed that the more Scarlet has a say over what is happening, the more motivated she seems to be when completing a task or participating in an activity. We see this in our classrooms everyday. Teachers give their students tasks to choose from. Our goal is for them to work independently.

Children feel powerless, and this feeling may cause them to act out.

Is independence synonymous with autonomy? Scarlet and I explored the definition of autonomy with sidewalk chalk. It means “Self-governance.” This is quite different from simply “working by yourself,” independently. Do teachers strive to empower students to govern themselves, or are we simply trying to get them to work quietly?

What is power? Are power and control synonymous? 

I’ve been mulling over the idea of power for a long time. I’ve read several books on the subject. I’ve discussed it with Scarlet. We read a book for kids together. Power is a subject that is explored, lost, earned, used and abused in every story, book, movie, play, and poem. I want Scarlet to feel and be independent; I want her to feel powerful. What does that mean? Am I saying that I want her to have a lot of power? What is power?

One of my favorite activities to share with Scarlet is read alouds. My fondest memory with my late mom was her reading to me. She read classics like “A  Wrinkle in Time” during long car rides, and we labored over the vocabulary in “Swiss Family Robinson,” sitting in bed at night. Is this a novel or a botany book? I remember wondering! We gritted through it, and the experience bonded our relationship and a love of reading.

Scarlet is reading on her own now. She is becoming autonomous. Have I lost power over her? Does it just shift?

I’m proud to continue this family tradition with my daughter. The other day Scarlet and I finished reading a book together. If I were to say, “What do you want to read next?” I would be putting power in Scarlet’s hands. I’d be empowering her. She knows that we are not going to read any ole’ book that she suggests, however.

There are limits; Parameters. If she were to say, “Let’s watch Sponge Bob Square Pants,” I could point out the fact that I asked what we were to “read” next, not “watch” next. Her decision must fall within the parameters of text. Am I being controlling by fencing in her choices?

Could she choose a graphic novel? Yes. There is a lot of text in most graphic novels. Some argue that you read the pictures, and illustrations tell their own story. Could she choose a book that was far below her reading level for us to read together? Yes, as long as it contains text, and even some books with only pictures could be considered “readable.” However, just as I would guide Scarlet away from choosing a book that was too difficult to understand or one that had grownup situations in the plot, I’d steer our read-aloud away from texts that were too simple, also. 

The term steering, providing guidance through suggestions, makes me think of the word “influence.” This term originates in medieval latin influentia which means “flow into” (2020). When you are causing thoughts and decisions to flow in a particular direction, you are influencing them; you’re being an influencer. Teachers do this all day long when they get conversations back on track. “Let’s return to the topic at hand…” a teacher suggests. They just put up a barrier, prohibiting the stream of students’ thoughts from meandering in other directions.

The more influential you are, the more powerful you are. Having the ability to move people’s thinking is powerful. I think we can all agree that a  person with the authority to command others to stop an action or require them to do something is a person of power. Can an influential person have more power than a person in a position of authority? On the flip side of that coin, can an authority figure “un-influence”? 

Going back to the concept of influence controlling the flow of water, what is more powerful, a pressure-washer whose motor pushes water at 3,500 pounds per square inch, or gravity? The pressure washer not only creates an astounding force behind the water it pushes, but there is a wand that has a trigger, so the water can be turned on or off. Is the pressure washer influencing the water?

That might sound like a silly question, but when you apply the analogy to “influencers,” and imagine a person wielding information, you can see that influence can be very forceful. Social media companies have built almost literal engines that limit and force users to view information (posts) tailored for them. “On social media platforms, algorithms are mainly designed to amplify information that sustains engagement ” (Brady, 2023).

In the same way water dripping on the same surface over and over for hundreds and thousands of years will affect a hole right through even the hardest rock, people cannot withstand constant influencing on a specific subject forever. And then, put the power of the media and other influential sources behind those ideas, and you’ve got yourself a pressure washer of information!

My fiancee Sonia powerwashes the outside of the “Bookworm,” a used bookstore in Phoenixville, PA that we painted together (1999).
Here’s a photo of me with hair! The year was 1999. I was using a power washer to clean the outside of a building before painting.

A term that has been popularized in recent years is saying an idea has been “weaponized.” This means that someone is using a concept; usually one that would typically be benign; in a negative way against someone else. They have turned what would be a gentle drip of an idea into a harmful stream of thought. “This is sometimes referred to as cognitive hacking” (Wigmore, 2017). You could try to shield yourself from the onslaught of weaponized influence, but you might need to simply remove yourself from the strong stream of information, if it is too overwhelming. If you find yourself drowning in a river of ideas that are too deep and wide to navigate, get yourself a raft, climb out, and find a shore, even a hill to climb up. 

Some people put a lot of effort, money, time, and resources into diverting, changing, and even hiding information, so that their audience does not get influenced by it. These people are wielding power over others’ thoughts in a way that has been termed gaslighting. This nefarious behavior is hard to spot yourself. It usually requires someone observing it happening to a victim. Basically, if someone is trying to convince you of something that you know to be false, or they seem to be working at discrediting your system of judgment, generally, they may be attempting to gaslight you. Get help. Explain to people outside of your situation what is happening. Find people who will support your personal mental autonomy. 

My good friend, the late Julia Dweck, was an extremely influential person in my life. What gave her so much power?

Controlling the thoughts of others, or a more subtle and polite way of putting it might be “influencing others’ opinions,” is only one form of power. This might seem like a dark subject, but if you are not thinking about power, others will lord it over you. Do not be vacuous. Also, water may be clear, but if you get enough of it in the same place, it can block out the sun. Those same ominous rain clouds might save your life if you are a farmer experiencing a drought or firefighter looking for help battling a wildfire. Context matters. Who you allow to influence you, and how much you allow them matters.

A person who influenced my teaching and thinking a lot was Julia Dweck, the gifted teacher from my school. She and I shared opinions, teaching styles, likes and interests. If Julia recommended a book, I would be more likely to read it than if someone else did. One that of the books that Julia suggested I read was “Circus Mirandus” by Cassey Beasley. This book explores the theme of influence as power more clearly than most. It has an illusionist who alters characters’ perceptions. And then, there is another character who is bent on accumulating and abusing immense power over others (birds and people) through both magic and persuasion. Autonomy gone bad. It is very thought-provoking.

I plan to write a few blogs exploring power; What it is, how it is used rightly and wrongly, how to help those around you have it (empower), and how to protect (shield) oneself from those who are using theirs against you. I hope you join me on this journey of thought. 

Sources:

Brady, W. (2023). Social Media Algorithms Warp How People Learn from Each Other. Scientific American . https://www.scientificamerican.com/article/social-media-algorithms-warp-how-people-learn-from-each-other/

influence. Online Etymology Dictionary. (2020, April 2). Retrieved August 12, 2022, from https://www.etymonline.com/word/influence

Wigmore, I. (2017). Weaponized Information. Eye on Tech; Tech Target. https://www.techtarget.com/whatis/definition/weaponized-information  

Empowering Children With Chess

 When you’re a kid, you have very little power. Grown ups make all of the decisions for you, from what you wear, to what you eat, to when you wake up and when you go to sleep. What does a kid have control over? 

Give your students the gift of power.

Sports and games are tools and times for kids to experience power. After teaching a child how to play a game, you let them make their own decisions. They try out different tactics. Sometimes they fail, and it’s your job to make sure that is okay. We work at providing nurturing spaces to practice wielding power. Both successes and failures will help children adapt behaviors and thinking.

During a foot race, maybe a child will sprint the first few meters, only to find out that they ought to have saved a little energy for the end. Another will conserve energy too successfully, allowing all of her opponents to pass and get so far ahead that she will never catch up. A basketball star will learn that his team isn’t going to be as pleased with him taking all of the praise, even if he did score the winning basket. It’s a good idea to share the wealth when it comes to glory. 

There are many life lessons that can be learned and experienced through playing games. One of my favorite games for empowering kids is chess. This is NOT because I am good at it. I’m not. In fact, it is because my students CAN and do beat me at chess, that I have witnessed, first hand the empowerment of the game. 

I teach third grade, which means that my students have not quite developed abstract thinking yet. Chess presents concrete cause and effect relationships, combined with complicated but recognizable patterns that help players predict the future. 

The game involves capturing your opponent’s pieces and ultimately cornering their king. The various pieces have different ways of moving and capturing. The fact that there are so many rules for moving pieces may seem daunting to a novice, but I find that they provide power. Knowledge of how chess works unlocks the mystery of the game for kids. Have you ever seen the gleam on the face of a child who tells an impressed adult, “I know how to play chess”? You might think that they could perform CPR! And, if you run across a student who has checkmated an adult, you’d swear they could fly or jump over entire skyscrapers in a single bound at the very least. 

Immediately after teaching my students how all of the pieces work, I jump right to the very end of the game; checkmate. I show my students how it works and what it looks like. Checkmate happens when you are attacking your opponent’s king, and there isn’t any way for him to get out of being attacked. He is trapped. You possess all of the power of the board. 

This video was made when Scarlet was only 6.

Once you understand what checkmate is, you work toward making it happen. This usually involves capturing your opponent’s defensive pieces. A player will try to trick an opponent into giving up “material,” by creating scenarios that cannot be escaped or avoided. It takes planning ahead to forge tactics like forks, pins, and skewers; chess terms depicting powerful strategies. Likewise, it requires noticing patterns to avoid these pitfalls. 

When a child wins a game, he or she will feel good about him- or her-self. So much more, if the game is complex and difficult. Combine that with the idea of defeating an adult or someone who traditionally signifies power over them (babysitter or older sibling), and the effects are exponential. 

This student is setting up a game for beating me, having done so 5 times, so far.

I have seen this first hand. In order to squeeze more chess into the school day, I sometimes use a chess clock. This is called speed chess. You still try to capture pieces and ultimately checkmate your opponent, but added to the game is “running out of time.” Whoever has their time disappear first loses.

Well, I was playing a wily 3rd grader earlier this year, and he placed me in enough troubling situations that I needed to use more time thinking about getting out of traps than I was allotted. Suffice to say, my clock ran out. As time ticked down to seconds, my opponent’s friends gathered around our game. They couldn’t believe his success. And, when my clock turned red (time’s gone), he jumped up and screamed, “I beat Mr. Weimann!” followed by running around the room, further announcing to classmates, all of whom definitely already heard the news, that he had defeated the giant. 

I’ll be completely transparent and honest with you and myself: It felt humiliating. I was super tempted to sit everyone down and explain the handicap of having to make complicated decisions in a short period of time and how I never would have lost, had we NOT been using a chess clock. 

Somehow, I was able to swallow that shame. Now, I am proud to say that some of my students have grown in their chess playing skills so much that they can beat me, even without using a chess clock. They practically beg to play me in hopes that they will overpower me. Crowds of kids gather around our games. I’ve had to make up rules like, “No helping one another.” I can’t win against the whole class! They LOVE it. 

This final match from a classroom-wide tournament (2018) shows the intensity of the sport.

Would I like to be less beatable at chess? Sure, but having a flicker of hope that they could defeat the teacher has inspired my class to become chess enthusiasts beyond all previous groups. 

I’ll end with this story and lesson. I wanted to teach my daughter how to play chess. She learned how the pieces worked, and she grew to understand the concept of checkmate. When she found no success in winning a game against me, she lost interest. I came up with an idea borrowed from golf; I gave myself handicaps. The first one was playing without a queen. I play just as seriously as I normally would, but an end game of my two rooks versus my daughter’s queen and rook puts her and I on a more even playing field. It equalizes the power-dynamic. 

Another trick I tried was giving my daughter way more time than myself on the chess clock. She now tries to put me into troubling scenarios to run down my time. 

Do students beg me to play them at chess at the end of every day, or are they petitioning an opportunity to defeat their teacher? Either way, I’m happy to oblige!

Perhaps you may be concerned about losing power or respect when a child beats you at chess. It is true that they will no longer think you invincible on the board. Clearly, you can be beat. They just did exactly that! But, this does not change any other part of your relationship. If anything, it makes you appear more human.

I have always been keen to point out mistakes I’ve made in the middle of lessons, and I constantly point out that I struggle spelling certain words. Does this make me a less powerful teacher? It’s all about goals. What do you want to be perceived as? Are you hoping to be viewed as lord over them? Do you want to be seen as one who has all of the answers? My goal is to be my students’ guide. I am bringing them from the beginning of third grade to the beginning of fourth grade. Some students will have growth spurts while others will plug along. There are times and situations where it is most important for a student to simply “get healthy” emotionally, mentally, or intellectually, before growing. I will guide them through this experience. 

Also, I will do my best to help them realize the power within them. I will work at showing them their power. I use chess to empower my students. What do you use? 

A Powerplay of Spontaneity; Is It Classy?

Raise your hand if you’ve ever had something like this happen to you, as a learner.

It’s my freshman year in college. I don’t remember if it was 1st or 2nd semester, but I DO remember that it was 7:30 in the morning, Monday, Wednesday, Friday! [Seriously, who was in charge of that decision: A mandatory, first-year class that early! Clearly, the college was trying to weed out the non-morning-people… with a vengeance.] It was intro to something or other, and I had to take the class as a prerequisite for future necessary courses. So, I’m stuck in this pedagogical prison with what seems to be a brilliant professor who is trying as much as he can to wake us all up with exciting anecdotes. 

The thing is, there is this one rose among us weedy, thorny freshman who has grown beyond the bramble to sing in the early morning sunlight. This student probably already had a higher education, or at the very least was well-read on the topic. I don’t know. I never conversed directly with the guy. He would raise his hand, and the rest of us would lay down our pencils and pens. The lecture was over, as far as the rest of us were concerned. This star student would ask the professor a question. I never even understood the inquiry, let alone the lengthy response the professor clearly loved providing, complete with gigantic vocabulary that drifted like cirrus above our cerebral sleepiness. 

I don’t know how I passed that class. What was I supposed to do in the moment the lecture unexpectedly derailed to plow through the wilderness? Should this naive novice to higher education raise his hand and suggest the conversation steer back toward the original topic, where the rest of us are still stuck in mental mud? …And, while you’re at it, can you use verbiage the rest of us pion-pupils can understand? Should I have left the lecture hall, to go back to the cocoon that was calling me: my bed? It WAS 7:30AM!!! Or, perhaps I should ignore the nonsense (that’s what it was to me), and read the enormous, expensive textbook that I drug around with me, but hadn’t cracked?

That really happened to me. Another thing that happened was my very own participation in derailment, back in highschool. I remember glorying in getting teachers off topic to discuss some random recent event. The class was happy to rest note-taking hands and enjoy some cognitive freetime. 

And, lastly, as a teacher, I have found it fun to discuss something off the cuff that a kid brought up, assuming that he or she was invested in this divergent topic. I’ve thought that the spontaneity of switching gears to something that mattered, personally, to my students would be engaging. It very well could be, for that one student. But, what about the rest!?

IMG_1861
This is a quote of Diana Hess in an Interview with Joan Richardson of Phi Delta Kappan

I’m preparing a collaborative blog post with Mountain Buddha, author of “The Write Inspiration” on the topic of controversy. I was reading an article about using political controversy (oh my!) in a Social Studies classroom, when I came across an idea that stopped me dead in my tracks. 

It may seem classy and fun to allow a spontaneously surfacing idea to infiltrate a lesson, but this can isolate, marginalize, disengage, and feed in to a powergame. 

One of my favorite books is “The 48 Laws of Power” by Robert Greene (2000). Law number 30 (page 245) states “Make Your Accomplishments Seem Effortless”. When a professor or teacher spontaneously expounds on an idea that wasn’t previously advertised, he or she is showing off his or her power. Unbeknownst to the pupils, the teacher has done loads of research, reading, and thinking on the topic. He is older than they and has had some life-experiences that have added to his breadth of knowledge, as well. It may seem like he is speaking off the cuff, but there is a muscular arm of mental muscle under that sleeve. By not explaining how much he prepared for this seemingly surprise question, students are left in awe of his god-like knowledge.

The goal of a classy teacher should be to empower or “put power into” students. 

What would be classier to do, when a student brings up a topic that lies outside the given lesson, is encourage the thoughtfulness by affirming the question; “What a great question. I love how much you are clearly thinking about this topic.”

You could further support her participation in discussion with, “It’s great for you to ask a question that could really further our thinking.”

And, rather than hording the power, share the keys to it by telling the class, “I have read and thought a lot about that, and would be ecstatic to share the information with you. Let’s do that early next week. Why don’t you talk to your parents and peers, and think up some questions that you might have. If you want to really participate, you might want to see if you can find something to read about the topic. Sound like a plan?”

In this way, the classy teacher will pull all of his pupils into the pedagogy, rather than marginalizing most and exclusively speaking to only one or two who share interest and/or experience/knowledge on the spontaneous subject. If there are students who choose to ignore the challenge of preparing for the future discussion, they are electing to disengage from learning. They are rejecting the power of meaningful discussion. For those who are interested, they can fill their coffers with copious particulars for engaging classroom participation. 

This could very well be a controversial subject. I always enjoyed spontaneity in my teaching. I will likely need to work at this classy practice of empowerment. Do you already do this? Do you disagree with my thoughts? Can you suggest an alternative way of handling the questioning student, tempting off-topic discussion? Please share your thoughts.

 

Works Cited: 

Greene, R., & Elffers, J. (2000). The 48 laws of power.

Richardson, J. (2017). Using controversy as a teaching tool: An interview with Diana Hess. Phi Delta Kappan, 99(4), 15-20. Retrieved November, 2017, from https://www.kappanonline.org/richardson-using-controversy-as-a-teaching-tool-an-interview-with-diana-hess/.

 

7 Powerful Ways Classy People “Stand Out”

IMG_9266Page 11 within introduction to “Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today” by Thomas C. Murray and Eric C. Sheninger  (2017) discusses the typical high school diploma’s lessening value. The authors suggest that “the opportunities available for those with only a high school diploma remain in a freefall.”(Italics added IMG_9264for emphasis.) This got me thinking. First, I made a text to film connection. Just recently I had rewatched the movie “21” (Luketic, 2008) starring Jim Sturgess, Laurence Fishburne, Kevin Spacey, and Kate Bosworth, and something that stood out to me more during this second viewing than the first was the premise for the whole movie: It opens with an interviewer asking Jim Sturgess’s character what he has done that stands out. Sturgess is applying for a grant that would fund his education at Harvard Medical School. The interviewer points out all of the impressive credentials that the applicant has earned, along with powerful letters of reference… But… he tells Sturgess that there are thousands of applicants with similar qualifications. He is going to need to “dazzle”.

Then, I got to thinking: What could students do to stand out? How about class? There is no shortage of articles streaming the Internet about declining manners. And, in my own experience, students who behave in an extraordinarily polite manner stand out as noteworthy individuals. 

picked up the most debris
Portrait: Students cleaned up debris after water play.

A year ago I acquired an iPhone 8 Plus. This phone has a dual photo lense. This allows me to use a feature called Portrait. When I activate this, I can focus on something and everything else goes out of focus. My photos have gone from “very nice” to “stunning”. Classy people capture the attention of those around them by displaying behavior that stands out. Capturing the focus of powerful people through being classy is an inexpensive way to add to the high school diploma. Here are six more “P” words that “phoster” class.

  • Say, “Ma’am” and “Sir” when talking to people. Speak, publicly and privately, in a way that distinguishes you from others. Use impressive (but correct) vocabulary. Do not be profane or crass. Crass is the antithesis of class–whole separate blog on this around the corner. Pronunciation.
  • Stand/sit up tall and straight; Posture is a rare and separating phenomenon today. It shows pride and assurance. These are characteristics people gravitate toward–posture could very well be the only thing that puts some in a leadership position. Confidence is a magnet, and posture presumes it.
  • Treat others kindly/be positive. Who is drawn to the Negative Nancy or Debbie Downer? No one. Here is a whole other blog: Find and express something positive about every single thing. The most challenging things to be positive about will cause you to shine as a light in the darkness — Remember, the idea is to stand out.
  • Be polite: Display good manners. In addition to saying “Ma’am” and “Sir”, behave in ways that show “good upbringing”.
    • Put others first; This is more than The Golden Rule.
      • Hold door
      • Offer seat
      • Clean up after yourself
      • Communicate absence: “I’m going to be late.” “Sorry, I was late…” “Excuse me for a moment…”
      • Treat others even better than you would expect to be treated, raising the global politeness factor a fraction of kindness.
        • #manners has stories of guys literally standing up whenever a lady stands. Talk about “standing out”!
        • This kind of thing is chivalrous and archaic, and some women may not like inequality of being treated differently, but in general, showing extreme respect is going to make you memorable, either way. And, that is what you are going for.
        • Look up some outdated polite actions that would make you seem classier than even the classiest to standout that much more.
    • Be helpful
      • You see someone struggling; Offer a hand.
      • Does a peer need some assistance figuring something out; Help. They will remember the action, but they will also remember YOU.
    • Communicate gratitude
      • This could be through, but is not limited to, writing thank you cards.
      • Do something for someone in return.
      • Tell everyone “Thank you” for everything.
        • A week ago I was conducting a professional development course on using iPads in the classroom. At the very beginning I was rushing around trying to get everything working; projector, Apple TV, computer, etc. I bumped into an unoccupied chair and said, “Excuse me”. People laughed and commented on me talking to chairs. I overheard them and, laughing at myself, commented right back  with, “Yeah, that’s right, I apologized to a chair!” It made everything more comfortable and connected me, the frantic facilitator with my waiting audience, breaking the ice. This isn’t gratitude, but it shows behaving in a classy way, ALWAYS, even to chairs. How much more will that type of person show kindness to a peer? Thank “everything”. 
        • Be the kind of person who can’t help but be thankful.
      • When you earn something, be proud, BUT when you get something without earning it, be thankful. It is not classy (Here is a whole other blog in the making.) to act like you deserve things. Do not assume entitlements. Be grateful for everything.
  • ALWAYS be publicly presentable (Here is a bonus “P” word;) This isn’t to say that you should be dressed- or done up at all times. Simply be outwardly and inwardly prepared to speak to important people no matter where you are. If you are working in the garden, you will look messy, but your person, and even your work space, could be neat–a working neatness. If an important person were walking by, would he/she say, “Wow, impressive!” or would they look down on you and your work.

    IMG_9257
    “Capturing the focus of powerful people through being classy is an inexpensive way to add to the high school diploma.”

    • Integrity is classy: Here is an idea for a whole other independent blog! Suffice to say, being the same person all of the time, whether you are building a sunken pirate ship, which I was working on just yesterday, or speaking in front of people, will cause others to view you as someone reliable, dependable, and consistent; someone they can count on.
    • Sometimes you must detour to class. The easiest example of this is my mom answering the phone in the middle of yelling at my sister and me. She could be mid-scream, and when the phone rang, she would instantly smile and sweetly say, “Hello” with a voice devoid of any trace of the hurricane winds blowing around her. Thank goodness for those phone calls. If we had had cell phones back then… Was she displaying integrity? Yes. We will get messy, metaphorically, but must be classy under it all. What would happen if my mom spoke to the person on the phone with the same volume and tone that she had just been using to communicate to my sister and me? Would that be more congruent with integrity?
  • Be productive. I’m not telling you to build furniture or anything. A classy person adds something to society or the world at large. Produce something of value that others can use. This is why I blog. You will have your own way of contributing; make yourself valuable to others. Don’t worry about the numbers. You can influence/do something for one person to create personal worth.
    • This could be as simple as smiling.
    • My daughter (seven years old) has begun saying nice things to service persons: “This food is delicious!” “I really like your hair.” Any person at any age can add value to the world.
    • Be dependable. Being that student in class whom a teacher can count on to do the tasks that require respect and responsibility is very valuable!

“In today’s global economy, a high school diploma is simply not enough for people to succeed” (Murray & Sheninger, 2017, p. 11) (italics added for emphasis). Thomas Murray and Sheninger’s (2017) book is for educators. It outlines things schools and teachers can do to align with the impending revolution of technology taking over the world. These ideas equip educators to provide the “more” that students receiving diplomas need to succeed. I look forward to reading the rest of the book, but I am happy to announce that just the introduction is extremely thought-provoking!

There are many other ways to stand out. You could fly to Vegas on the weekends, count cards, win tons of money, secretly live the highlife, and turn in a corrupt professor (Luketic, 2008). While that sounds exciting, I’ll at least begin with being classy.

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“Portrait” in iPhone camera helps focus on what’s most important. Be an important person.

Sources:

Crouch, M. (2011, November). How to Teach Good Manners: Raising a polite kid in a rude world isn’t as hard as it seems. Retrieved August 21, 2018, from https://www.parents.com/kids/responsibility/manners/teaching-manners-kids/ [This article breaks down what manners are best to learn at different ages.]

Luketic, R. (Director). (2008). 21 [Motion picture on DVD]. United States: Sony Pictures.[inspired by the true story of the MIT Blackjack Team as told in Bringing Down the House, the best-selling book by Ben Mezrich” (Wikipedia)]

Murray, T., & Sheninger, E. (2017). Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today. Alexandria, VA: ASCD.

Pederson, T. (2016, April 25). Survey: Most Americans Think Good Manners are Declining. Retrieved August 21, 2018, from https://psychcentral.com/news/2016/04/25/survey-most-americans-think-good-manners-are-declining/102262.html [This was published before the 2016 presidential election.]

The Value of a High School Diploma. (2016, January 2). The New York Times. Retrieved August 22, 2018, from https://www.nytimes.com/2016/01/03/opinion/sunday/the-value-of-a-high-school-diploma.html

“From Paralyzing Parameters to Powerful Potential; The Classy Pawn”

Being a pawn in someone’s game is not positive, but why? We’ve all heard the analogy used, but what does it mean?IMG_8434

This evening I attended the second of three two-hour training sessions in Philadelphia, preparing me to coach a chess club this coming year. I sat directly across from a manIMG_2885 who could teach a plant to play competitive chess. He cleared the chess board of half its pieces. Yesterday, we learned all about how to help kids comprehend the use of every chess piece, save one. This one covered two entire ranks* of the board before me.

IMG_8777“No other piece has more rules governing it than the pawn,” Steve Shutt told the table of teachers. As people produced parameters for the pawn (we came up with eight), I pondered the symbolism of the weakest piece being the most restricted. My first thought was that the rules protected the pawn. My blog title was going to be, “Protecting the Weak is Classy”. I found it curious that the symbol of something being meaningless enough to thoughtlessly use up without recourse would have the most regulations. A practical parallel might be that a ruler must regard certain stipulations in order to “pawn off” a person, and perhaps these were installed to safeguard the weak. That would be classy.

Alas, although the chess player has laws governing the use of the most prolific piece, IMG_8776these rules do NOT protect the weakest member of the team. On the contrary, it is the rules that make it weak. The pawn is not allowed to retreat; It can’t move backward. While other pieces can simply land on a space, capturing the piece occupying the square, a pawn is not allowed to attack straight on; It must attack diagonally. This restricts its movement, so that the pawn cannot move forward when something is blocking it. Pawns get stuck all over the board, forced to wait for the pieces in front of them to be captured or moved. Ironically, the ONE unique power of the pawn, its ability to move two squares forward for its first move, can even be stripped away through en passant!

There is good news for our symbolic pawn, however. As I mused about the plight of the pawn on the way home from my chess training, I was speaking with a fellow chess enthusiast and new friend, Alex Pappas. He pointed out that the pawn is the only piece that has the power to change. If the pawn reaches the opposite side of the chess board, it can change into any piece it wishes. Most players choose a queen, the most powerful piece, but the pawn is not restricted to changing into a queen. Finally, the pawn is liberated from all restrictions. IMG_8709

In the game of life, a person wielding power would do well to realize the potential of his/her pawns. A hidden talent could be a pawn. Perhaps the career path you have chosen does not permit you to be as artistic as you would like. Your creativity is blocked everywhere you try to use it. Keep pushing forward, and maybe your natural talent or personal passion will be honored in the end, providing you with power and opening exciting doors. IMG_8774

This is one of the most attractive things about America. Someone can grow up surrounded by peers who want to cut you off (diagonally), yet persist to rise above the tide, weaving in and out of adversity, to finally be crowned with riches and power. There are parameters that fence you in, but there isn’t anything tying you down. I’ll leave you with this: While climbing up is classy, holding others back or down is not…