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I’m unsure how effective my work at creating a commonplace book has been over the past couple of years, but I’m getting there.
I first spoke about this idea here, inspired by Cory’s work, Austin Kleon’s, Ryan Holiday’s, and a host of others.
My biggest fault is that I don’t post enough stuff. Why?
Because I’m always worried that what I post isn’t “good enough” or planned enough, or whatever. It’s silly, I know, but as a lifelong perfectionist and anxiety sufferer, it’s difficult not to think about those things.
So, I shall make another attempt to share all the awesome things I find, regardless of whether or not they specifically fit into some mold that I feel I must inhabit.
I don’t fit well in any mold. I have too many interests and passions. One day I might talk about rethinking education and the next I’ll talk about picking up a cool comic at my local shop.
Who knows where this journey will go? Not I, said the frog.
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It’s a Friday in mid-January, which means there’s snow on the ground here in Kentucky, and many of our schools are either working remotely or out of session. I’m checking in with my teachers while enjoying cup of coffee number 3, swaddled up in my old man sweater.
Next week, I’m attending FETC and will be presenting on Thursday afternoon. If you’re there and want to chat, hit me up!
One day, I’m going to write a book. It’s an itch I’ve wanted to scratch for a long time, and a number of very kind people have appreciated my writing, offering those supportive words, “You should write a book.” One day. Of course, I’m my biggest obstacle to overcome, thinking I need to have the perfect situation or idea to write about. Apparently, you don’t, at least that’s what Jami Attenberg says (yes, your students probably need to hear those words, too).
A recent professional learning session hosted by Digital Promise’s Powerful Coach Community put a spotlight on cultivating a culture valuing autonomy, connection, inclusivity, and skill development.
Time waster: I signed up for Letterboxd over the holiday break. I love movies and, well, this seemed like a good idea. I did stumble upon a Criterion Collection challenge list and made my own. The goal is to watch 52 Criterion Collection films throughout 2024. So far, I’ve made it through Yojimbo and The Seventh Seal (which gets unbelievably disturbing near the end)… and I love every minute of it. If you love movies like I do, come hang out on Letterboxd. Or, if you’re a reader, join me at GoodReads as I try to read 150 books this year (whew).
The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!
In a profound exploration of the modern societal challenge, Harvard professor Robert Waldinger sheds light on the growing epidemic of loneliness in his recent YouTube lecture. He defines loneliness as a subjective experience where an individual feels less connected to others than desired. This feeling is distinct from isolation, as one can be isolated and content, surrounded by people, yet feel profoundly lonely.
The Rise of Loneliness
Loneliness has been on an upward trend since the 1950s. Factors contributing to this rise include increased societal mobility, the introduction and evolution of television, and the digital revolution. These changes have gradually eroded community engagement and personal interactions.
The Health Impacts
Research by Julianne Holt-Lunstad highlights the severe health implications of loneliness, equating its danger to smoking half a pack of cigarettes a day. Loneliness contributes to physical health deterioration and accelerates brain decline in later life.
The Power of Connections
Waldinger emphasizes the importance of investing in relationships for well-being. It’s not just close relationships that count; even casual interactions with community members, like a mail carrier or a grocery store cashier, can foster a sense of belonging.
400 Pages – 08/16/2022 (Publication Date) – W. W. Norton & Company (Publisher)
Schools’ Role in Building Inclusive Communities
Recognizing Loneliness in Students
Schools must first acknowledge that loneliness can be a significant issue among students. Young adults, in particular, are highly susceptible to loneliness. Educators can play a crucial role in identifying signs of loneliness and providing support.
Promoting Social Skills: Integrating social skill development into the curriculum can help students who feel lonely and are hesitant to reach out. Cognitive behavioral therapy techniques can be adapted for the classroom to help students revise their assumptions about social interactions.
Encouraging Community Engagement: Activities that foster community involvement can help students feel more connected. This might include group projects, community service initiatives, or school clubs that cater to diverse interests.
Building Casual Connections: Schools should create environments where casual, positive interactions are encouraged. This could be in the form of mentorship programs, buddy systems for new students, or structured social time during the school day.
Supporting Emotional Health: Schools can provide resources for emotional support, such as counseling services or workshops on managing feelings of loneliness and building healthy relationships.
Empowering Students
Empowering students to understand and combat loneliness is essential. This involves teaching them that seeking connection is normal and healthy and providing them with the tools and opportunities to build meaningful relationships.
Conclusion
Loneliness is a complex and growing challenge, but schools can play a pivotal role in addressing this epidemic by understanding its dynamics and implementing strategies to promote connection and belonging. It’s about creating a culture where every student feels, as Waldinger concludes, “You belong. You matter. You’re connected.”
The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!
It’s the first newsletter of the new year, and I’ve got several cool things to share with you.
I’m still struggling to adjust back to normal life after the swirling nothingness that is the week between Christmas and New Year’s. We didn’t do much at our house besides reading, listening to new vinyl, and eating way more snacks than we should have.
But, life continues, and we meet a new year with new challenges head-on, no stopping.
I hope this year holds much joy and happiness for you. For now, here’s this week’s “10 things”…
Research geek moment: A new study identifies the core themes of 131 popular songs about school. The authors investigate “how popular music lyrics over the past century have described the nature and dynamics of the Anglo-American student experience in formal schooling contexts,”–an insightful way to learn how many people likely feel about school (including many of our students, if we asked them).
Finally, some very big news in the world of the public domain. On January 1, 2024, a certain cartoon mouse–at least one version of him–became free for anyone to use or adapt in any way they see fit. You can’t tell me that some of your students won’t find some creative way to incorporate said mouse into a project. Here are a few more creative works that entered the public domain this year
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Given the benefits of writing on reading skills, comprehension, information retention, higher-order thinking, and quality of learning, it makes sense for all teachers to focus on increasing the time they dedicate to writing in their classrooms.
She highlights how writing boosts reading skills, comprehension, and higher-order thinking. It underscores the necessity for educators to support students through the writing process, leveraging it for a deeper understanding of material and emotional well-being, regardless of the subject taught
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Wysocki, an English language learner teacher, discusses using ChatGPT to create personalized, culturally relevant learning materials, and adapting lesson plans to student needs. She emphasizes the importance of specificity in prompts and the need for educators to review and adjust AI-generated content. The discussion highlights the potential of ChatGPT to enhance education through tailored learning experiences.
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John Spencer’s enlightening piece on reimagining goal-setting in education. serves up five refreshing strategies like a gourmet meal for the mind: SLIME (a quirky acronym for a robust planning method), differentiating process vs. product goals, nurturing creative momentum, the ‘Snailed It’ approach (slow and steady wins the race), and meaningful mid-year reflections.
These are not your typical classroom goals. They’re innovative, dynamic, and all about growing and adapting in today’s ever-evolving educational landscape.
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As educators, we can choose to ignore this truth or embrace it.
One choice will further alienate our students, leaving them only wanting more from school. The other choice, to embrace, will bring dramatic change and new life to schools.
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In January 2022, a review of 17 research studies showed that young kids can learn from “guided play” as well as if they were being directly instructed by an adult or a teacher. More play in the classroom also addresses issues currently burning precarious holes in the education system. In an email survey conducted by Lego Education in September, 98 percent of 1,000 K-8 teachers indicated that play-based learning “reduces their feelings of burnout.” The same study also captured responses from 1,000 K-8 students, of whom 89 percent said play made them “more excited” to go to school. Lego has used its signature building-block toys as a basis for play-based activity guides for teachers.
Gamification in classrooms has both advocates and critics. Some discourage using external rewards for learning, but others argue that the benefits can be profound when games and rewards tap into a student’s intrinsic motivation to learn. Students can learn to value learning as its own reward and become active, engaged learners over time.
Additionally, a program focused on the social-emotional learning aspects of gaming has shown positive results in student behavior and confidence. Many participants who may not have excelled in traditional classroom settings have become leaders of their gaming teams, showing that games can provide a platform for students to feel successful and express themselves.
Teachers like Philip Baselice and Jonathan Nardolilli use games to teach subjects like history and math, making lessons more engaging. This method, supported by research, helps in enhancing learning and memory. However, teachers face challenges in integrating games with curriculum goals, often leading them to create custom games for effectiveness.
While games increase student engagement and aid long-term learning, they must be thoughtfully incorporated into educational strategies. This innovative approach signifies a shift in traditional teaching methods, embracing interactive and enjoyable learning experiences.
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