Great students make great teachers

Posted on October 24, 2013 by Charlie Margolis

“Opportunity looks a lot like hard work” – Ashton Kutcher, American actor

At all levels of education, the interaction between the student and teacher is perhaps the most influential actor in a student’s academic success. Research shows that exposure to effective teachers, over several years, makes a tangible difference in achievement. Alone, this may be enough to significantly narrow the achievement gap. Those gifted educators who can motivate the unmotivated, inspire the uninspired, and engage passive learners are treasures worth more than all the boy bands, athletes and Wall Street moguls in the world. Indeed, great teachers can and do make great students. However, there is another side to this story.

Since retiring from education, I have pursued my avocation as an interview coach. It is my passion and I have accrued a specialized skill set as the result of more than 20 years experience. I often coach women who compete in pageants, where they are judged on the basis of a personal interview. It’s much like interviewing for a job, with the contestant as the product. One of my clients, an impressive woman, won a state title and then moved on to the national competition. Think of how difficult it is to distinguish yourself from fifty-one highly accomplished contestants, during a brief interview. It is a high stakes challenge. Together, we worked through the winter, spring and into the summer. Still, there were times when her brain was out of sync with her mouth. Finally, the day for the interview arrived. I think I was more nervous than she. Her call came around 5:00 PM. Her voice foreshadowed what had occurred. She had ‘aced’ her interview, engaging and entertaining the judges. I listened with pleasure as she described each question, her response and the judge’s reaction. Then, she said, “I couldn’t have done it without you.” I replied, “You were a good student.” Indeed, she was open to critical feedback and constantly sought improvement.

Yes, good students DO make good teachers.

Many decades ago, child-centered learning became the norm. No longer could the teacher stand in front of class and recite facts and figures without regard to whether the student was absorbing any knowledge. Instruction became individualized and data began to drive education. Subsequently, standardized testing placed ever greater pressures on teachers, who became increasingly responsible for the student’s progress. A lot of good things came from this re-invention of education and some not so good things as well. Today there is a movement toward including student performance on standardized tests in teacher evaluations. The basic flaw in this thinking lies in the unequivocal fact that no teacher, parent or system can learn for the student.

Relieving students of virtually all responsibility for their learning is like leaving your car in neutral and expecting it to go forward.

The student – and only the student – can put his/her brain in drive. All the motivational techniques, theme based magnet schools and self-esteem inflating rewards are destined for failure, unless the individual student actively participates in the learning process.

Chances are that a student is not going to encounter super teachers in every grade, class or subject. As in life, we have to learn how to deal with divergent personalities, communication styles and temperaments. One size does not fit all. Rather than protest a cruel fate that relegates a pupil to less than his or her preferred choice of instructor, a savvy student can turn any situation into a win-win experience. To my mind, learning to do this is as important as any curriculum content. Engaged, interested, responsive students, no matter what the subject or style of instruction, make a teacher better in so many ways.

Reflections on Summer School

Posted on July 12, 2013 by Charlie Margolis

“Summertime and the living is easy…” – from the folk opera Porky & Bess, George & Ira Gershwin, 1937

Summertime was anything but easy for those students who habitually spent part of their vacation back in school. Now that school has been dismissed for summer vacation, I recall spending many summers, in the stifling heat, making-up for what I hadn’t done during the year. School started promptly at 8:00 AM and was dismissed around noon. Students who attended summer school did so for one of two reasons; either they had failed a subject or they wanted to get ahead by taking a course their schedule was unable to accommodate during the regular year. Summer school was a no frills experience. The teacher talked; students listened and there were regular quizzes and tests. No one cared about self-esteem, motivation or individual learning styles. It was “do or die.”

In the shadow of standardized testing, international performance deficits and the achievement gap, school systems are scrambling to find ways of packing more content into an already full curriculum. Summer school has become both a way engage students in remedial and supplemental programs. Today’s summer school is ‘a far cry’ from the days when those two words were synonymous with failure. There are “Jump Start” programs to prepare kids for kindergarten. Rather than just serving academic failures – rarely is anyone allowed to fail anymore, anyway – summer school is open to and encouraged for all students. Typically it resembles summer camp rather than boot camp. Breakfast and lunch are provided. Following morning classes, the afternoon is dedicated to enrichment activities and field trips. Some programs include after school supervision. This type of program is known as the “extended year. “

Between my freshman and freshman years (not a typo), I changed schools. After an abysmal first year in public school, I was to try my luck at a private institution. A condition of my acceptance was that I take an additional history course. So every morning, my parents drove me across town to the only high school that offered summer classes. Interestingly, I remember the music that was popular at the time, the thickness of the text book , the blue cover and the attractive girl who sat behind me. I can still “hear” the peculiar way the teacher pronounced Modern History; “Welcome to Morn History,” he intoned, as though the letter d was silent. I sort of liked history, so the experience wasn’t all together bad. There was a lot of reading and Friday was test day. The school was not air conditoned. By noon, all of us looked like flowers that needed a good watering. So it went for six weeks. I remember studying hard for the final. When it ended, the teacher handed me my exam and said, “Good Job!” That was as personal it got in those days. Across the top of the page was the letter grade, “B.” The impact of his comment has stayed with me for more than fifty years. I had earned that grade.

When they do not participate in teaching/learning activities over the summer, all children experience some learning loss. This varies depending on grade level, subject matter and socio-economic level. The losses occur in both content and process. According to various research findings, the loss in math is approximately 2.6 months of grade level equivalency. Low income students generally lose about 2 months of reading equivalency, which tends to increase the achievement gap. Standardized test scores are usually lower at the beginning of the school year, leading many systems to request that tests be scheduled later in the year.

The present 9-month school calendar was introduced when 85% of American students were involved in agriculture. I believe the time has come to reexamine the school year in light of what we know about learning, retention and the prodigious amount of material which has to be covered. I fully realize there are impediments to lengthening the school year. Parents object to not having summer vacations with their kids. There is no way that taxpayers can support teacher salaries for an additional 2-3 months. More than students, teachers need a respite from the crushing pressure of performance based evaluation. What is needed is a little creative thinking. Toward that end, I think a rotating trimester may hold a great deal of promise for rewriting the school year. That might be a topic for another discussion. Meanwhile, my best wishes for a restful and enjoyable summer.

Charlie Margolis is a veteran art educator, who taught in Newington’s middle and high schools for 35 years. During his career, he received multiple awards for teaching, community service and leadership; among them were the Celebration of Excellence, Newington Chamber of Commerce Public Service Award and the William P. Ward Award for Educational Development. Presently, Charlie is Chair of the South Windsor Human Relations Commission. He was Poet Laureate of South Windsor and the author of the poetry book, “Class Dismissed: A Teacher Says Goodbye“, published by the Connecticut Education Association. Under Mr. Margolis’ leadership, South Windsor became the first community to publish a book of poetry, called “Voices“, entirely written by residents and former residents of the town. Charlie is Executive Director of Interview Image Associates, LLC. The firm specializes in preparing political candidates, pageant contestants, job aspirants and college applicants for interviews, speeches and presentations.

The Talent Equation

Posted on May 3, 2013 by Charlie Margolis

A post from veteran educator and interview coach Charlie Margolis.

“We are told that talent creates its own opportunities. But it seems that intense desire creates not only its own opportunities, but its own talents.” – Eric Hoffer, (1902-1983) American social philosopher, author

They were the talented kids; the athletes who ran fast and far, seemingly without effort. He was the kid in art class who could draw realistically; the girl who played the violin solo in the school orchestra; the pretty girls and the popular guys. Those of us who struggled in mediocrity wished we were them. Watching our favorite artist, actor or athlete we would think, “I could do that, if only I had his/her talent.” After all, it looks so easy. Well, not so fast. A closer look reveals that raw talent is perhaps the least of those factors that underscore success?

Recently I was listening to a locally produced NPR program. A group of educators were discussing creativity. One of the panelists emphatically stated, “Talent is a myth!” It’s certainly not the first time I have heard this idea expressed. I think it is a kind of magical thinking that just doesn’t correspond with reality. Inferring that anyone can achieve the highest level of performance is unrealistic, at best. You don’t make the Olympics, play in Carnegie Hall or get accepted at MIT without the genetic potential. While inherent talent is part of the equation that determines the ultimate level of performance, it is hardly the only factor. Research scientists, who have investigated this subject, estimate that talent accounts for about 25% of a person’s performance.

“Let me show you my cousin’s drawing. He’s so talented,” she insisted. I’ve seen hundreds – perhaps thousands – of pieces of student artwork. The young man’s portrait was well crafted, though not extraordinary. I politely praised the art and made some encouraging comments meant to be passed on to the burgeoning artist. To the ‘amateur eye,’ realistic drawing is comparable to alchemy. Those of us who have more experience understand that it is more akin to a skill, which can be learned through instruction and practice. Given the same amount of training and practice, will some people be able to draw more expertly than others? Certainly! Then again, being a skilled draftsman does not make a person a great artist. Art is singular because of its originality and interpretative ability. Van Gogh honed his drawing skill, which was anything but good in the beginning, through hours of compulsive practice. Talent is finite; motivation knows no limits.

I attended a seminar presented by one of the world’s leading motivational speakers. Ten thousand middle managers listened to his message that nothing less than being the very best in their chosen field was acceptable. I sat there wondering, is that really possible? UCONN women’s basketball coach Geno Auriemma (Who doesn’t know who he is?) says that his team aims for perfection fully realizing they will never attain it. Is talent important? You can’t play for the Lady Huskies women’s basketball team without a great deal of athletic talent. However, all the talent in the world does not preclude the 500 shots per day many of these women take in practice, every day. When talent, motivation and training meet, there can be a high level of performance. Talent may be the least important factor in the equation. In his book, Blink, Malcolm Gladwell advanced the theory that it takes 10 years and 10,000 hours to develop expertise in any field.

Given the choice between talent and motivation, I would opt for high motivation. I have never known talent – by itself – to make anyone happy. The mentality that says first is the only place is sadly mistaken. Stage mothers, hockey fathers and helicopter parents who push their children to extreme levels of participation may be serving their own needs more than their child’s. Young people need to learn intrinsic motivation, resilience, and tenacity. Those are the characteristics which deserve praise and respect. Praise can motivate, if that message is oriented toward effort rather than innate ability. Research demonstrates that children who are praised for their intelligence do not try as hard as those who are praised for their effort. Since effort is under a person’s control, it can lead to resilience. When praise for being smart does not correspond with performance, it can lead to feelings of helplessness. Children who are praised for their persistence are likely to invest more effort. Praise should be specific and sincere. To the brain, a sincere compliment, for something that has been earned through effort, is like receiving cash. So, admire talent, but praise effort. The capacity to appreciate talent may, itself, be a talent. It certainly makes life more pleasant.

Bursting the Self-Esteem Balloon – Part 1

Posted on January 17, 2013 by Charlie Margolis

Below is the first of two posts from veteran educator and interview coach Charlie Margolis.

“I think high self-esteem is overrated. A little low self esteem is actually quite good. Maybe you’re not the best, so you should work a little harder.” — Jay Leno

Have you seen the State Farm Insurance commercial that features Green Bay Packers quarterback, Aaron Rogers? The setting is an elementary school on Career Day. A group of speakers are describing their jobs to the children. Aaron Rogers says, “I play football,” adding, “I was MVP last year.” One precocious student responds, “Mr. Hubble (teacher) says that trophies are for people with low self-esteem.” Even Madison Avenue recognizes the irony in one of education’s most fundamental practices; inflating the balloon of self-esteem.

I began teaching just as the self-esteem movement was gathering momentum. I confess to having been a “true believer.” I heaped praise on students, repeated affirmations and the papered the walls with inspirational posters. I taught a very popular parenting course which was based around methods of enhancing self-esteem… “You really did a nice job of taking-out the garbage.” For many years, I was immersed in self-esteem books, tapes and seminars. I even attended training workshops presented by Jack Canfield, the renowned author ofChicken Soup for the Soul. His idea was simple; the better children felt about themselves, the more successful they would be as learners. By the mid ‘70’s, the concept of self-esteem had become inculcated into most schools. Any trace of negativity was driven-out of the classroom faster than a kid with the chicken pox. Psychologists advised parents and teachers to never say “no” to a child, as it would impair developing egos. Everything became negotiable. Education evolved from a product to a process. Teachers were expected to inspire, engage and entertain their students. Soon, student centered education eviscerated the teacher’s authority. Everyone, from the stock broker to the plumber, became an “expert” on education.

Not all of this was bad. Certainly, there are individuals who suffer from a lack of self-worth. They feel unworthy and undeserving of anything good or nice. They compare themselves to others and always come-up short, at least in their minds. The root causes of negative self-esteem are neither simple nor entirely understood. No doubt, how a child is spoken to is a strong influence. As I have said in other articles, words do matter. They stick to the wall of our mind like wet cement. Negative comments seem to have an inordinate impact. Yet, the same words that damage one child can impel another to excel, for no other reason than to show the world that it was wrong. This is where resilience comes into play. Learning to persist in the face of adversity, the ability to recover from a setback and the courage to risk failure are learned traits.A consistent diet of praise is like eating nothing but Oreo cookies. It satisfies for a while, but in the long run, has dire consequences.

The discussion continues in Part 2 of “Bursting the Self-Esteem Balloon”.

Bursting the Self-Esteem Balloon – Part 2

Posted on January 17, 2013 by Charlie Margolis

This the second post from Charlie Margolis regarding how overinflated self-esteem and excessive praise affects our children.

Pedagogy today is far superior to what – for those who are old enough to remember – teaching was like when no one cared how we felt. Unlike the “good old days,” stellar students do not receive all the attention while those of less academic achievement are ignored. Learning disabilities are recognized and remediation is provided. Every child is expected to learn. However, this came at a price. Told that virtually everything they did was “good,” students began to believe the hype. Contrary to Galileo’s celestial science, each successive generation of students became more convinced that the sun does, indeed, revolve around them.

Language influences thought in subtle and overt ways. What we used to call self-confidence has been swallowed into the black hole of self-esteem. Defining self-esteem is like trying to hold air. It is supposedly a generalized feeling of self-worth and worthiness. In the early days of the movement, it was characterized by the acronym IALAC – I Am Loveable and Capable. Children were – and still are – told they can be anything they want to be. Unfortunately, that is simply not true. Everyone who shows-up for high school is expected to attend college, whether or not they can read, write and compute. Students are passed on to the next grade even if they have not mastered the material. Tracking was dissolved in favor of homogeneous grouping to preserve self-esteem. Harvard Professor Howard Gardner postulated a well accepted theory of multiple intelligences. The gist of it is that each of us is endowed with different innate abilities. To me, auto mechanics is like “rocket science.” Then again,” rocket science” is like “rocket science.” We need electricians, cooks and roofers just as much – maybe more – than stockbrokers and corporate raiders.

In his column, “I Just Work”, Rex Huppke discussed generational differences among employees. He noted that millennials – a segment of the population born between 1980 & 2000 – entering the work force, seem to have difficulty with personal interactions. A millennial told a story of how her boss had “yelled” at her. She was asked if the boss raised his voice or used profanity. “No,” she answered. When pressed to explain what she mean by “yelling,” she said, “Well, he was really firm and disagreed with me”. This brand of unrealistic thinking and inability to tolerate even the most benign kind of criticism is typical of children educated under the umbrella of self-esteem.

Self-esteem, like everything else is desirable, in moderate doses; too little and an individual is defeated by the slightest resistance. It becomes a self-fulfilling prophecy that he/she will fail. Interestingly, an overabundance of self-esteem has the same effect, for different reasons. It used be that psychologists told students that bullies lacked self esteem. Subsequently, research revealed that bullies hold themselves in high regard. In other words, they feel empowered to do as they please, at the expense of others. High self-esteem is often associated with anti-social behavior. The child who had been showered with praise by parents and teachers is likely to overestimate his/her abilities. Again, research indicates that high self-esteem students tend to underachieve. Their sense of entitlement makes them believe everything they do is worthy of praise. Thus they do not put forth the effort or demonstrate the tenacity necessary to accomplish highly challenging tasks. Self-esteem is often confused with self-confidence which must be earned through practice, failure, trial and error. Generally, successful students are focused on the task at hand, rather than themselves. The traditional ideal of humility has been displaced by a “me first” attitude.

If you want to learn about a child, watch how he/she treats other children. Are they kind or dismissive? Do they share or exclude? Do they defend or attack? Are they humble or do they seek attention? Like a building under construction, a healthy sense of self is built brick-by-brick.

Eventfully, all balloons deflate because they lack substance. Nothing builds confidence like earned accomplishment.

Can creativity be learned?

Posted on August 17, 2012 by Charlie Margolis

This the second post in a series from veteran educator and interview coach Charlie Margolis on creativity, higher order thinking and raising creative children. The first post talked about the process of creative thinking, and how creativity is for everyone. Charlie continues the discussion here …

Why Creativity?

When I coach people who are looking for jobs, I advise them to show they have solved problems. Employers want people who can create new solutions to old problems. Business and industry once sought workers who would conform to the profile of efficiency and productivity. Today and for the foreseeable future, they seek original thinkers. These are individuals who are self-motivated, resourceful and think “outside the box.” Therefore, creative thinking is probably the most valued attribute, whether in an artist, inventor, employee or as a part of everyday living. Whether you are devising the next internet phenomena or cooking without a recipe, everyone needs to be creative.

Can Creativity be learned?

I developed and taught a course called, Exploring Your Creativity. Students were given open-end problems, for which there was no single correct answer. Problems were derived from multiple disciplines. For example, we did the Egg Drop problem, which involves dropping an egg from ceiling to floor. The idea is to protect the egg in a way that will keep it from breaking. They were asked to invent a new game and create an original musical instrument. In between, there were experiences in focused daydreaming, research articles to read and discussions about of the creative process. Exercises challenged their usual way of perceiving the world. Something as routine as brushing your teeth, using your opposite hand, will make you mindful of what is usually done by rote.

At first, the students had no idea what to do when given a problem. They had been taught to look at what had already been done to derive answers. For the first time, they had to look at what could be done. It was frustrating. Gradually, they began to “get it.” Instead of resisting, they learned the phases of the creative process, from inception to production. The transformation was nothing short of astounding. By mid term, they relished each new challenge, begging me to tell them what we would be doing next.

Higher Order Thinking

When I was in 8th grade, I built a science far project about the solar system. There were nine planets in my system. Now, I don’t even know how many planets there are. But, I know how to find-out. Since the days of the one-room school house, the key to academic success has been a good working memory. The ability to retain facts, figures and data pretty much determined how well a student would perform. It was even thought that memorization strengthened the brain, the way exercise strengthens a muscle. Do you remember when the study of US History was confined to a single text book and an occasional film strip? Now, a student can learn more about the Civil War in an evening watching the History Channel than I learned from a year of social studies.

The internet is a never ending source of information – and misinformation – and links. The dusty, old textbook has become obsolete as the Model A Ford. More information than anyone can use is as close as an app on the smart phone. Psychologists call this “transactive memory;” that a great deal of what we know is stored outside our heads. Having information, alone, does not give a person the ability to think. Knowing about the Battle of Gettysburg is not the same as being able to extrapolate the causes and effects of the Civil War. So, how has education adapted? Educators are in the process of finding methods and materials that teach higher level thinking. It’s not enough to know what; students need to know “how, why and what if…”. At the top of the higher order thinking pyramid is creativity.

Schools and Creativity

Schools are based on an academic model. While many creative people are extremely intelligent in the traditional IQ standard, there is a point beyond which that does not apply; in fact, many highly creative individuals are not what you might call “super smart.” The No Child Left Behind mandate – begun in President Bush’s administration – continues to be hotly debated. Proponents of competency based testing applaud the mandate because it identifies those schools and programs which do not measure-up to the standard.

Meanwhile, opponents assert that “teaching for the test” is ruining education, because only a limited portion of a student’s proficiency is being measured. Unquestionably, standardized tests have become the driving force behind classrooms and curriculums. Music, art and other creative/expressive experiences have been reduced or eliminated, to make time for more academic enhancement. It is imperative that teachers have the time and resources to design and implement curriculums that address creative thinking. Practically, the jobs of the future will not be based on the skills of the past.

Share your thoughts below … and then join us for Charlie’s last post in the series titled Raising creative children”!

Raising creative children

Posted on August 17, 2012 by Charlie Margolis

This the third and last post in a series from veteran educator and interview coach Charlie Margolis on creativity, higher order thinking and raising creative children. You can view the first post and second post – and then finish the discussion below!

Whether or not a child fully develops his/her creative potential depends – to a large degree – on the environment. At home and in school, children need to experience activities which are engaging, motivational, open-ended (with no predetermined answer) and – let’s not forget – fun. It is crucial that the creative environment is accepting and supportive. For children, creative experience is play. The make-up games, turn utensils toys, and allow their imaginations to take them to other worlds. Daydreaming, often considered to be a waste of time, is an integral part of the creative process. Children need to feel they can risk trying-out new ideas, materials and methods. Give children permission to take a risk. Ask questions and try not to be judgmental. The very fact that something is creative implies that it represents a new standard. Whether constructing a fort out of cardboard cartons or making-up rhymes (we call it poetry when adults do it), all children are naturally creative and possess an unlimited capacity to learn.

The Characteristics of Creative Thinkers

Creativity can be expressed in every aspect of life. The creative process is associative. It has to do with “seeing” from a new viewpoint and trying novel combinations. The results are new ideas, discoveries and applications. While there is no such thing as a creative personality, creators generally display behaviors which contribute to their process.

Energy – Creativity is like a rechargeable battery; it is a renewable energy source.

Focus – The creative process doesn’t turn-on & off, like a light. Creators are always thinking, about their problem, even when they sleep.

Open Minds – Most people habituate; that is, they do things in the same way, every time. Creators are willing to try things that haven’t been tried before. They challenge habitual ways of thinking.
Creators challenge assumptions and suspend judgment. Creators redefine what is possible.

Explorers – Creators are explorers. Like the early American pioneers, they don’t always know where they are going or what they will find, but they are always looking.

Tenacity – Creative individuals exhibit an unwavering resolve. They are neither discouraged nor defeated by unanticipated events, circumstances or obstacles.

Resilience – When creators fail – which happens often – they recover and rebound, rather than giving-up and placing blame. Creators view every failed attempt as information that will inevitably lead to success.

Play – Pablo Picasso said, “All children are artist. The problem is how to remain an artist once he grows up.” Do you remember what it was like to play? There were no rules, goals or judgments. It was pure fun for its own sake. Play is an integral part of the creative process.

Horizontal Thinking – The term horizontal thinking was introduced by Edward de Bono. Traditional vertical thinking is logical and convergent; step A is followed by step B, and so forth. Creativity is much less linear. It can go from Step C to step W and back to A. Thus, horizontal thinking expands outward, rather than upward.

Discovering Common Characteristics – Creativity people are like anthropologists. Creative people see connections between disparate things. By combining two or more apparently unrelated ideas, objects or functions, they create something new.

Making Metaphors – Metaphors and analogies play an important role in the creative process. T Revealing new relationships can be artistic and insightful.

Reframing – Viewing common things in a novel ways is called reframing. Sometimes creativity involves reconciling ideas which are apparently contradictory. Can poison have medical applications?

Curiosity – Curiosity is the motivating factor for many creative individuals. They want to know, how, when and why something happens. Creative thinkers are compelled to express their vision to find a better way.

Courage – Creativity requires a high degree of courage. Trying anything new involves risking failure. Creators are not discouraged by rejection.

Risk Taking – Perhaps the most distinctive characteristic of the creative thinker is the willingness to take a risk. For the creator, failure provides invaluable information and experience. While the unknown scares most people, creators seek it.

Intrinsic Motivation – While most people work for external rewards – money, grades, fame, etc – creators work from the “inside-out.” This is called intrinsic motivation. These persons are self-starters whose satisfaction comes from the process as much as the outcome.

Obsession – Creativity requires dedication and hard work. Creators are obsessed with what they are doing. Their minds are always “in gear,” even when they are sleeping.

Imagination – Picasso said he would like to draw like a child. Indeed, a child’s imagination a wonderful thing. As we grown older, we seem to lose-touch with the capacity to create fantasy worlds. There are no limits to the imagination. Dreams, fantasizing and imagination are integral parts of the creative process. Allowing the mind to focus inward provides freedom to freely associate.

Collaboration – Until recently, it was assumed that creativity was an isolated activity. Now, it is understood that people can be interactive resources for ideas. Many cutting-edge companies promote interaction among peers as ways of exchanging ideas and promoting creativity.

“Life is pure adventure, and the sooner we realize that, the quicker we will be able to treat life as art.” – Maya Angelou, American poet

More than magic the importance of creative thinking

Posted on August 16, 2012 by Charlie Margolis

“My contention is that creativity now is as important in education as literacy, and we should treat it with same status” – Sir Ken Robinson

This is the first in a series of posts from veteran educator and interview coach Charlie Margolis on creativity, higher order thinking and raising creative children.

A Bucket, Mop and…

For many years, I washed my floors with a rag mop and a bucket. Eventually, I bought a Swiffer. What a difference! In the book, Imagine, John Lehrer describes how the Swiffer was invented. Back in the 1980’s, Proctor and Gamble needed a new type of floor cleaner. They taped hours of monotonous floor cleaning. When the team analyzed the tapes, they found that people spent more time cleaning their mops than the floors. Then, the team observed a woman picking-up coffee grounds. She carefully swept the debris and used a wet paper towel to wipe the linoleum; something I have done, more than once. The idea for a mop with a disposable pad was born. Still, it took a year to convince P&G to test the radical new device that no one wanted. In 1999, the Swiffer entered the market. It generated $550 million in sales the first year. The Swiffer is an example of how an innocuous idea can have a big impact.

Creativity…It’s for everyone

Say the word creativity and most people think of artists and inventors. There is a prevailing assumption that creativity is a talent; either you’re born with it, or not… Certainly, some people are inherently creative. They seem to be driven, curious and have a need to express their internal vision. But, given the opportunity and motivation, everyone is creative. It was once thought that there was a “creative” personality type. Subsequently, this has been shown to be false. Creativity is not some sort of magic. It had been observed, researched and identified. Most importantly, creativity can be learned. All it requires is the right attitude, motivation and commitment.

What is Creative Thinking?

There are many definitions of creativity. But, the basic idea is that creativity is a process for producing original ideas. The old adage, “There’s nothing new under the sun,” contains a nugget of truth. Ideas are built upon ideas, like a house on a foundation. Eventually, from this amalgamation, something new arises. It is this next step that we call the creative leap. The idea of the “Eureka” moment – that original ideas unexpectedly arrive out of “thin air” – is a myth. The insight that is often associated with creativity is always at result of hard work. Creativity is most often applicable to open-ended problems; those which have no finite answer. Our usual way of thinking is convergent thinking, which brings a set of facts to bear on a particular problem. From these, we draw a conclusion. Alternately, divergent thinkers identify characteristics and make unexpected associations. The chess player who has memorized thousands of moves is different from the player who invents an entirely unprecedented combination. This kind of creative problem solving is characterized by divergent thinking.Creativity is a process of thinking that follows a predictable course to an unpredictable outcome.

For more on this topic, read Charlie’s next post on higher order thinking and exploring the question “can creativity be learned?”

Talking Points – communicating with young children

Posted on April 25, 2012 by Charlie Margolis

We have another great series of posts from veteran educator and interview coach Charlie Margolis – this series will provide teachers and parents with tips for effectively communicating with their young children. How we speak to our children is relevant – here are a few “talking points” from Charlie!

My one and only foray into the world of musical performance occurred when I was in third grade. One spring day, my neighbor and I brought our realistic, plastic instruments to school. I played the silver saxophone and he had an equally authentic, golden trumpet. We played a duet; “Twinkle Twinkle Little Star.” I must admit, we were quite good, staying in-time and occasionally achieving harmony. That same “dance card” featured one of our classmates, playing her toy flute. Unfortunately, her performance wasn’t quite as successful. She missed notes, stopped and then started over, more than once. While our teacher heaped praise on us, she mercilessly berated our hapless classmate. “You shouldn’t play until you can be proud of yourself, like the boys.” I can still see her red face and feel the heat of her embarrassment. I have no idea if she even remembers third grade, let alone this minor event, but I still do. Words can leave a lasting impression.

Children learn by modeling what they see and hear. This is especially relevant when it comes to how we speak.

If you yell, your children will learn to yell.

If you speak respectfully, they will learn respect.

If you use proper pronunciation and expressive words, children will be taught to be articulate and develop rich vocabularies.

Of course, exactly how you speak to children depends on their age and maturity level. But, there are some general principles that apply to all kids. Here are some “talking points” that may help you communicate with children.

Your Attention Please!

When I give a speech, I pause for several second before I begin. This allows the audience time to settle-down and turn their attention toward the speaker. In my classroom, if students were talking, texting or eating potato chips, I couldn’t teach them. People are encouraged to do many things at once. Multitasking is a myth. Our brains are not “wired” for doing more than one thing at a time. To communicate with your children, you need to get their undivided attention. Turn-off the television, set the computer on sleep mode and put away the cell phone. Help your children to feel like they can talk to you about anything. Initiate conversation by asking questions and demonstrating interest. Sometimes, just allowing children to express what they are feeling and thinking is enough to enlist their cooperation.

The Value of Listening

Listening is one thing we can all do better. Society tends to reward those people who speak the most and – sometimes – the loudest. Listening is undervalued. Between scouts, sports and activities of all kinds, parents and children have less and less time to communicate. Even when we are listening, our minds are distracted by other things. The ability to listen intently is an integral part of emotional intelligence. Nothing says “I appreciate you” like undivided attention. Listening is a sign of respect. Listen not only to the child’s words, but to the message encoded within them. Oftentimes, listening is more important than speaking.

Drama is for Soap Operas

During breakfast, I knocked over the milk container. It went flying and milk covered the counter, cabinets and stove-top. I didn’t utter a word of blame or self-recrimination. Instead, I immediately got a sponge and went about the task of cleaning-up the mess. Drama is for soap operas. Overreaction and dramatization are not effective ways of communicating with children, or anyone else. Instead, remain calm and in control. Do not exaggerate the importance of inconsequential events. Teach children problem solving skills by thinking-through decisions. Be cool!

Want more “Talking Points”?

Charlie shares more “talking points” in PART 2 and PART 3 of this blog series.

Top photo credit: 2011 Dennis Brunelle

Charlie is Executive Director of Interview Image Associates, LLC. The firm specializes in preparing political candidates, pageant contestants, job aspirants and college applicants for interviews, speeches and presentations.

Talking Points: communicating with kids (part 3)

Posted on April 25, 2012 by Charlie Margolis

Here is the last post in our series from veteran educator and interview coach Charlie Margolis. Charlie has been providing tips for teachers and parents about communicating with children. Here are links to
PART 1 and PART 2 … now onto PART 3!

Say Something Nice

My poetry mentor used to find something nice to say about every poem I wrote. I valued her feedback because it was sincere and always in my best interest. Words really do matter. Children believe what you say. All of us have said things, in the heat of the moment, which we regret. For the parent, it pays to be mindful that the “carrot gets more than the stick.” We have a choice; our words can build-up or tear-down. Acknowledge a job well done. Extraordinary effort deserves recognition and occasionally it’s nice to be valued just because you are you.

A Word about Bullying

Bullying is a fact of life. It occurs, at school, the playground and just about everywhere children congregate. Cyber bullying has become a serious threat. From the relative “safety” of the computer, children will communicate things that they would never say face-to-face. Many parents monitor their children’s computer and cell phone usage. This doesn’t indicate a lack of trust; it is pragmatic. Children are subjected to a lot of influences, not the least of which is peer pressure. They don’t always exercise the best judgment. A prudent parent listens to how children speak to each other.

Teachable Moments

The woman I was preparing for an interview was struggling. Her responses were predictable, and impersonal. As we practiced, I had an “eureka” moment. I told her to remember, it’s all about you. Immediately, everything changed. She spoke fluently about the subject she knew best…herself. It was a teachable moment. In education, we call those unplanned, unexpected events that present an opportunity to point-out something new or insightful, teachable moments. Parents have innumerable chances to interact with children in a positive way. Use those teachable moments to talk to your children about their choices and the consequences of their action.

Charlie’s Helpful Hints:

Children are very clever. They will argue and protest a parent’s decision until the parents capitulate from sheer exhaustion. When I was a teacher, I learned this little trick. If a student ignored my directions, I would calmly repeat my instructions – as many times as necessary – until the child heard the message. It usually didn’t take long. This is a painless way to reinforce a necessary decision.