Think, Care, Act: Teaching for a Peaceful Future: August 2017

By teaching our students to think, care, and act, we empower them to build a peaceful future.

Welcome to Think, Care, Act, where teachers and students can find rationales and resources to infuse required curricula with peace, character, global, and multicultural concepts throughout the year.

To act in a world whose problems seem overwhelming requires being able to use the powers of critical and creative thinking and compassionate and inclusive care. Employing these tools, adults and youth alike can work effectively and conscientiously to solve problems big and small, global and local.

Saturday, August 12, 2017

THE ART OF POSSIBILITY: TRANSFORMING OUR CLASSROOMS

The Art of Possibility: Transforming Professional and Personal Life,
by Rosamund Stone Zander and Benjamin Zander, Penguin Books, 2002

“So the practices presented in this book are not about making incremental changes that lead to new ways of doing things based on old beliefs, and they are not about self-improvement.

They are geared instead toward causing a total shift of posture, perceptions, beliefs, and thought processes. They are about transforming your entire world.
(Rosamund and Benjamin Zander)

The Art of Possibility is a book that has been on my shelf for years, but this was the summer it spoke to me. In it, Rosamund Zander, a family therapist, and her husband Benjamin Zander, an orchestra conductor, offer twelve practices for transforming professional and personal life. They suggest ways to revise the perceived expectations of the world and rewrite one’s life narrative to one of purpose and possibility. Four of their practices struck me as imminently transformative as we approach the new school year. The others are valuable also, and can be found in the book and in the summary links below.

“Giving an A”

Let’s first consider this question the Zanders ask, “What were to happen if one were to hand an A to every student from the start?”

To combat students’ anxiety over grades and performance, Ben Zander made this announcement to his Conservatory students on the first day of class: “Each student in this class will get an A for the course.” There was one requirement. Students had to write him a detailed letter, dated in the spring—months away—in which they detailed “the story of what will have happened to you by next May that is in line with this extraordinary grade….”

I can already hear naysayers offering downsides to this optimistic plan. Yet, I see the wisdom of this transformative offer. Might it allow students and teachers to discover how to work as teammates, rather than perceived adversaries? Could teachers brainstorm with students collectively and individually, inviting them to share strategies for success from past classes? Did they study for assessments? How? Did they do their homework? Where? Did they care about their classes? Why? How did they motivate themselves if they did not find the material interesting? Did they proofread? Did they do more work than was expected? Did they see the teacher for extra help? Did they ask questions? Did they overcome problems at home to succeed at school? How?

Can we teachers start the year by inviting our students to recognize and employ their signature strengths to earn that “A?” Can we help them assess whether they see themselves as being loyal, honest, generous, friendly, determined, creative, detail-oriented, big-picture-oriented, out-going, or introverted? Can we help them see how their perseverance, honesty, loyalty, love of learning, love of people, and other qualities can help them succeed in their school lives?

Is offering the “A” an idea we should try this September?

“Leading from Any Chair”

Here is another practice from the Zanders. “A leader does not need a podium. She can be sitting quietly on the edge of any chair, listening passionately and with commitment, fully prepared to take up the baton….” Ben Zander reflects on members of an orchestra as he wonders, “Who am I being that they are not shining?”

As teachers, we might well ask the same question about our students. Who can we be so that our children are shining? This practice reminds me to pay careful attention to each student in my care—not only the shining academic “stars,” but also the quiet, gritty, “perseverers” and the seemingly disengaged. What are they really engaged in? How can that transform our class experience together? What does each student have to teach their peers and teacher about leadership?

Over the course of the year, I frequently ask my students for feedback in various forms. They know I mean it when I tell them I need their feedback to be a better teacher. In quick classroom discussions, in private conversations, on anonymous 3x5 cards, and via electronic programs, I seek and take to heart their suggestions. Students appreciate being part of the evaluation and learning process and being recognized for the various ways in which they lead.

“It’s all Invented”

The Zanders begin with this premise: Let’s realize “It’s all invented.” Ask yourself this question, the Zanders suggest:

“What assumption am I making,
That I’m not aware I’m making,
That gives me what I see?”

And the next question is:

“What might I now invent,

That I haven’t yet invented,

That would give me other choices?”

Our school worlds and lives are riddled with assumptions about “the way we’ve always done things,” or “the way those students behave,” and on and on. How can we approach this year with new eyes, ready to see the possibility in beginning our classes more mindfully than we have done in the past? Can we invent ways to overcome our biases towards and against students of various backgrounds? See resources below to help in this lifelong process.

“Being a Contribution”

“Throw yourself into life as someone who makes a difference, accepting that you may not understand how or why.” Ben and Roz Zander offer this practice to help us overcome self-judgement and the judgement of others. Rather, they suggest we can see ourselves as contributors who make a difference in the lives of those around us. No matter how small the difference—or how large or long-lasting—we make an impact, and this purposefulness is healthy and growth oriented.

One of my peace education mentors, Irwin Abrams, recharged my batteries when I doubted my ability to make a difference. “What do I answer those who criticize peace education as being too slow to be effective?” I asked. “What do I tell myself?” is what I really wondered.

Swinging his ninety-plus frame swiftly around, Irwin didn't miss a beat, “We work for the unseen harvest. There are consequences” of the work we do.

There are consequences of our every interaction with our students and colleagues. We can make a positive difference for each one of them. September is coming. Let it be a time of transformation and possibility!

Susan Gelber Cannon, August 2017

RESOURCES: