Learning Mathematics

Erma Anderson’s professional development work with our faculty this week left me with three reflections about the learning of mathematics and the Common Core.

Number Sense

Let us start with a quick math quiz.  Quickly answer the following question relying only on your sense of numbers (i.e. do not calculate the exact value):

If you are “one billion seconds “old, then you have lived for approximately 31 years.  How long have you lived if you are “one million seconds” old?

Many people find the answer to be shocking, highlighting some of the challenges we face associated with number sense.  When we speak of budgets, populations, and exponential growth in the billions, do we really have a sense of what the numbers mean?

To answer the question above, “one million seconds” equates to 11 days, as compared to a billion seconds equating to 31 years.  Extending this example, “one trillion seconds” is approximately equal to 32,000 years!  These numbers hopefully put the concept of a trillion dollar debt into a different perspective.

Students usually do not develop a strong sense of numbers by blindly following algorithmic procedures or memorizing formulas without developing a deeper sense of the numbers they work with during their studies.  While algorithmic procedures the memorization of formulas have their place in mathematics, it is only through a deeper conceptual knowledge of mathematics that an enduring understanding of mathematics will be achieved. If more people learned mathematics this way, perhaps there would be less of a negative stigma highlighted by adults and students and their learning of mathematics.

Ways of Knowing

To achieve enduring understandings, mathematics must be taught in a manner that requires students to interact with concepts in a variety of manners, including visual, contextual, algorithmic, procedural, and theoretical, among others. The common theme, however, is that the learning must ensure a strong conceptual understanding.  By way of example, if you ask adults to state the quadratic formula, few of us will be able to do so correctly.  However, if these same adults understood where the quadratic formula comes from and how to derive it from first principles, then the likelihood of being able to correctly state the quadratic formula is very high.  We must move from memorization, as the focus, to strong conceptual understandings.

Teaching of Mathematics

During a conversation with Erma Anderson, we discovered that we both experienced a similar “learning” moment at the start of our respective teaching careers. We both majored in mathematics at university and graduated as mathematicians before choosing a career in education.  While teaching our first calculus classes, we, like so many other teachers, came to a stark realization. While we could always “do” mathematics very well, our deeper conceptual understanding of the subject was questioned, for the first time in our careers, through the challenge of teaching the conceptual understanding of calculus.  Whether teachers admit it or not, most educators go through a similar experience as it is one thing to be able to “do” mathematics but quite another to be able to explain your understanding of these same concepts. Our responsibility as teachers is to continuously seek ways to better understand our subjects while also finding ways to effectively work with students so that they develop their own deep and meaningful conceptual understandings.

This is an exciting time at EAB as our teachers are dedicating a significant amount of time and energy towards the ongoing development of a strong mathematics curriculum and, in parallel, the ongoing development of our collective teaching practices.

Featured image: cc licensed ( BY NC SA 2.0 ) flickr photo by Tom Magliery: http://www.flickr.com/photos/mag3737/6266477735/

 

Hope Collides

The professional faculty days at the start of this school year included a reflection on key words that would serve to guide us both as an institution and as individuals. Drawing from EAB’s mission statement, words such as innovate, excellence, service, and leadership were identified as guiding ideals. Others added inspiration, community, and relationships as words that also resonated with the work of educators. While I embrace all of these key words, I also spent time during the holiday reflecting on the word hope, both in the context of our work with children and a recent experience shared by my sister.

April is my younger sister, a mother of five-year-old twin boys, a Royal Mounted Canadian Police Officer (RCMP or “Mountie”), and a volunteer working on several service projects. During my visit in June, we reflected on the numerous objectives linking educators and law enforcement officers in terms of their hopes to make a positive and lasting contribution to those who they have the privilege to serve. It is this hope, sometimes latent, sometimes explicit, that is often the driving force that inspires individuals to make a positive difference. When April shared an article she wrote about a personal experience, her focus on hope was a cause for reflection on EAB’s mission. Before reflecting on EAB, however, I would like to share her article, “Hope Collides“ (Dequanne, 2011):

It is Wednesday 7:00 AM and the Sergeant calls the team in for a meeting. “We have a new lead on “Jamal”, but we need to move in quickly.” Jamal was a name I recognized; we have been trying to locate him for weeks with little success. He is wanted on an immigration warrant for removal from Canada for serious criminal offences committed here in Canada. “We have Intel that he is armed and dangerous, and is only visiting his ‘baby mom’ over the next two days,” the sergeant states. “And once we have visual, we’ll get a warrant to gain access to the apartment and arrest him.” The sergeant went on to explain that Jamal is six feet tall, two-hundred and thirty pounds, and has a lengthy criminal record, including drugs and weapons charges – we should be vigilant.

It’s Tuesday, 3:00 PM, I’ve locked my guns and handcuffs away for the day and I’ve removed by soft body armor and replaced it with a T-shirt that says “COACH” across the back. I was on my way to the Running and Reading (R&R) Club at a middle school in Thistle town, a tough neighbourhood in Toronto. Every Tuesday during the school year, I have the privilege of mentoring kids on how to achieve their goals through fitness and literacy. Our hope is to shorten the gap between the “haves” and “have-nots”. It’s a duty I feel just as strongly about as being a member of the RCMP. The kids have come to know me a “Coach April” and do not know that I am a police officer. Police/community relations are not at its best in Thistle town, and I prefer the kids know me as Coach April and not “Police Officer April”.

Wednesday, 8:03 AM, and I’m sitting in my van in the apartment parking lot of our target. I see kids exiting the building by the dozens, some with parents, some without, and some with backpacks and lunch bags, some without. I think to myself, “No way would I let my child walk to and from school alone.” Just last week there was a shooting in the community centre next to the school and a CRIPS versus BLOOD gang war was raging. As kids filed past my van, I slumped low in my seat and gave a silent prayer that the kids would not see me. We were working uncomfortably close my Running and Reading school.

Tuesday, 4:08 PM: “Coach April, can you help me tie my shoes?”, asks Benjamin. “Sure little buddy, then you can show me how fast you can run.” I bent over and tied-up his shoes. Benjamin’s shoes appeared far too big for his feet, and are well worn, with the soles beginning to peel off at the ends, but Benjamin seemed to float effortlessly across the gym floor with them securely tied on.

Wednesday, 8:18 AM: we’re lined up outside the apartment door, weapons drawn, and ready to make our entry. We believed Jamal was inside along with his “baby mom” and whoever else may be inside the apartment. We have been watching the apartment since our early arrival and there seemed to be no movement inside and nobody has come or gone. We approach quietly, I could hear my heart pounding, I could hear the quiet breathes of a teammate behind me. A teammate approaches the front of the door carrying the fifty-pound metal door ram (what we affectionately call the “Master Key to the City”). Our Master Key was poised and ready for use.

Back to Tuesday 4:36 PM: When you’re waiting for something good to happen to you.” That is the definition of “hope” given to us by one of our R&R kids. Each week we introduce a new character building word; you see, the Running and Reading Club is not just about running and reading. We also provide a social-development-rich environment so that when things get tough for kids, they have an arsenal of character attributes to draw from for personal protection and resilience.

Back to Wednesday, 8:23 AM: Like slow motion, I see the door ram swing like a giant wrecking ball on a crane, the door shakes, the door frame cracks, and the deadbolt lock ricochets into the air. “POLICE!” The silence is broken, I no longer heard the pounding of my heart or the breathing. We are all making our presence known, and once inside the apartment quickly realize that there are more people inside than our initial projections.

Tuesday 4:42 PM: I’m reading from the book, Terry Fox, A Story of Hope. Sixty kids who have run out of energy are sitting quietly, hanging on every word I read. Sixty pairs of eyes and ears were looking to hear about “hope” from Coach April.

Wednesday, 8:24 AM: We know who Jamal is and what threat he poses, but we don’t know who the other three adults in the apartment are. Immediately the need to secure everyone is paramount to our safety. Unfortunately the individuals inside the apartment don’t understand and the fight is on.

Tuesday, 4:44 PM: “Coach April, how come Terry never gave up?” A little voice from the back of the room enquires. “Because Terry was very brave,” I respond.

Wednesday, 8:25 AM: I’ve wrestled Jamal to the ground and a teammate is positioned to put the handcuffs on him when I get a tap on the shoulder. I can hear my heart pounding, I hear the breathing and in slow motion, I turn not knowing the threat, ready to strike, and it is like I am hit! A feeling of nausea fills my being; I shake my head as if the blinding will go away.

Tuesday, 4:58 PM: Clean up is done and we’re preparing to send the kids on their way home. “Remember to practice hope this week and be brave like Terry, because sometimes hope is found in the brave things we do.” The kids, tired from the hour of running, their minds filled with a story, and hearts filled with hope, exit in a mad rush.

Wednesday 8:27 AM: “Coach April”…. I’m hit again, blind-sided, not with a fist or some inanimate object, but with a set of big brown eyes, filled with hope. I jump up and grab Benjamin to remove him from the living room, hoping to protect him from seeing what is about to happen to his father, Jamal.

Thursday 7:30 AM, in the office boardroom, I’m quiet in the debriefing of yesterday’s arrest of Jamal. Gripped with the sorrow I felt for Benjamin, I don’t have the energy to add to the conversation. Distracted, I sit silently with hope that Benjamin understood that on Tuesday I’m “Coach April” and Wednesday I was “Police Officer April” and on both days, I’m just trying to provide hope.

Be brave Benjamin, be brave!

April’s real-life story reminded me of the importance of hope in an educational institution. While Benjamin’s day-to-day reality may be foreign to most of us, a child’s hope to be supported, loved, guided, and nurtured is common among all children, irrespective of context. In our data-driven world, we understandably tend to avoid words such as strive and hope but, when dealing with a future we usually have little control over, a deference to hope is, at times, fitting.

While we cannot control the future, we do influence the present through our responsibility to provide the best whole-child educational program possible. In Kahlil Gibran’s poem, “On Children”, he employs a poignant metaphor to describe this relationship between adults and children: “You are the bows from which your children as living arrows are sent forth.”

It is our bows, representing schools and families, that must be strong yet flexible, visionary yet grounded, and steady yet understanding. We can then hope, with confidence, that our work in the present will ensure our “arrows” are guided with speed and accuracy towards their respective potentials.

So, what are my hopes for the year ahead? It is my hope that no one ever gives up on a child. It is my hope that all of our students achieve their whole-child potential. It is my hope that EAB makes a positive difference in the lives of everyone who connects with our community. And, through the further development of meaningful partnerships to support student learning and the relentless pursuit of excellence and continuous improvement, it is my hope that our work in the present will provide the foundation for a lifetime of fulfillment and achievement.

It is through our collective hard work and an unwavering commitment to a shared vision that our hopes are transformed into expectations, our expectations into positive outcomes, and our positive outcomes into a life of realized potentials and fulfilled dreams for our students.

Barry Dequanne
Head of School
American School of Brasilia

Reference: Dequanne, A. (2011). Hope Collides. In: Sheedy, A (Ed.). Red coat diaries: true stories from the Royal Canadian Mounted Police (pp. 142-144). Oakville, ON: Mosaic Press.

Featured image: cc licensed ( BY NC ND 2.0 ) flickr photo by david.ian.roberts: http://www.flickr.com/photos/dirpics/195603091/lightbox/


 

Os dias do nosso corpo docente no início desse ano escolar incluíram uma reflexão de palavras-chave que serviriam para nos guiar como instituição e como indivíduos em toda a escola. Extraidas da missão da EAB, palavras como inovar, excelência, serviço e liderança, foram identificadas como possíveis ideiais de orientação. Outros incluiram inspiração, comunidade e relacionamentos, como palavras que ressoaram com o nosso trabalho como educadores. Ao reunir todas essas palavras-chave, eu também passei algum tempo durante o feriado refletindo sobre a palavra esperança, tanto no contexto do nosso trabalho com as crianças, como também numa experiência recente que a minha irmã teve.

April é minha irmã mais nova, mãe de gêmeos de cinco anos de idade, uma ofical da polícia montada do Canadá (RCMP) e voluntária, onde trabalha com uma variedade de projetos. Durante uma visita, em junho, nós refletimos sobre as inúmeras conexões entre o trabalho de educadores e policiais, referente ao trabalho com a comunidade, com a esperança de fazer uma contribuição positiva e duradoura para os quais educadores e administradores têm o privilégio de servir. E é isso, as vezes latente, essa explícita esperança, que muitas vezes é a força motriz que inspira aqueles que buscam fazer a diferença. Quando April compartilhou comigo um artigo que ela escreveu sobre uma experiência pessoal, seu foco na esperança era um motivo de reflexão sobre o nosso trabalho coletivo na EAB.

Antes de refletir sobre a EAB, porém, eu gostaria de compartilhar seu artigo:

A esperança colide”

Quarta-feira – 7:00 horas: O sargento chama a equipe para uma reunião. “Nós temos uma nova pista sobre “Jamal”, mas precisamos nos mover rapidamente. Jamal é um nome que eu reconheço, temos tentando localizá-lo durante semanas, sem sucesso. Ele é procurado por um mandado de imigração para a sua extradição devido a crimes graves cometidos aqui no Canadá. Temos informações que ele está armado e é perigoso e só veio para visitar a “mãe do seu bebê” , durante os próximos dois dias. O sargento afirma que uma vez tendo contato visual, vamos conseguir um mandato para entrarmos em seu apartamento e prendê-lo. O sargento explicou que Jamal tem 1,82 metros de altura e pesa 104 quilos, e tem uma ficha criminal extensa incluindo drogas e porte de armas, devemos estar vigilantes”.

Terça-feira – 03:00 horas: Eu havia trancado minhas armas e algemas, havia removido minha armadura do corpo e vesti uma camiseta que tinha TREINADOR escrito nas costas. Eu estava no caminho para o Clube de Corrida e Leitura em uma escola na cidade de Thistle. Toda terça-feira, ao longo do ano escolar, eu tenho o privilégio de ensinar crianças sobre como atingir seus objetivos através do fitness e da alfabetização. Nossa esperança é diminuir a distância entre “o ter e o não ter”. É um dever pra mim, eu me sinto tão forte com esse trabalho quanto ao que faço na polícia RCMP. As crianças me conhecem como “Treinadora April” e elas não sabem que eu sou uma policial. A relação Polícia/Comunidade não é das melhores na cidade de Thistle e eu prefiro que as crianças me conheçam como a “Treinadora April” e não como a “Policial April”.

Quarta-feira –  08:03 horas: Eu estou sentada na minha van de vigilância no estacionamento do apartamento do nosso alvo. Eu vejo dúzias de crianças que saem do edifício , alguns com os pais, alguns sem, alguns com mochilas e lancheiras do almoço, alguns sem. Então eu penso comigo mesma, jamais deixaria meu filho andar para a escola sozinho. Na semana passada houve um tiroteio no centro comunitário ao lado da escola e uma guerra entre guangues estava acontecendo. Enquanto as crianças passavam em frente a minha van, eu me abaixei no banco e orei pedindo que as crianças não me vissem. Nós estávamos trabalhando muito perto da minha escola de corrida e leitura.

Terça-feira – 16:08 horas: “Treinadora April, você pode me ajudar a amarrar meus sapatos?” Pede Benjamin. “Claro, amiguinho! Daí você pode me mostrar o quão rápido você pode correr”. Entáo eu me curvei e amarrei seus sapatos. Os sapatos do Benjamin pareciam grande demais para seus pés e bem desgastados ​​com a sola começando a descascar nas pontas, mas Benjamin parecia flutuar sem esforço em todo o piso do ginásio com eles bem amarrados aos seus pés.

Quarta-feira – 08:18 horas: Estamos parados do lado de fora do apartamento e prontos para fazer a nossa entrada. Acreditamos que “Jamal” está dentro, junto com a mãe do seu bebê e quem quer que esteja dentro do apartamento. Estamos observando o apartamento desde cedo quando chegamos e parece não haver nenhum movimento dentro e até o momento, ninguém chegou ou saiu. Nós nos aproximamos calmamente, eu posso ouvir meu coração batendo forte, posso ouvir a silenciosa respiração de um colega de equipe atrás de mim. Um companheiro de equipe se aproxima da porta da frente levando um aríate (carinhosamente chamada de chave mestra da cidade). Nossa chave mestra está preparada e pronta para uso.

Terça-feira – 04:36 horas: “Quando você está esperando algo de bom acontecer com você”. Esta é  a definição de esperança” que nos foi dada por uma das nossas crianças da escola de Corrida e Leitura. Cada semana vamos introduzir a construção de um novo personagem como palavra do dia. Você pode ver que o clube de corrida e leitura não é apenas correr e ler, nós também fornecemos um ambiente rico em desenvolvimento social, de modo que, quando as coisas ficam difíceis para as crianças, eles têm um arsenal de personagens para  extrair para a sua proteção pessoal e resiliência.

Quarta-feira – 08:23 horas: Como em câmera lenta, eu vejo o balanço do aríate como uma bola de demolição gigante em um guindaste. A porta treme, a moldura da porta racha e a trava da porta vai pelos ares. “Polícia”! O silêncio é quebrado, eu já não ouvia as batidas do meu coração ou a minha respiração. Anunciamos a nossa presença e uma vez dentro do apartamento, rapidamente percebemos que haviam mais pessoas no apartamento do que pensamos nas nossas projeções iniciais.

Terça-feira – 04:42 horas: Estou lendo o livro Terry Fox, Uma História de Esperança. Sessenta crianças que ficaram sem energia estão sentadas em silêncio, atentas a cada palavra que eu li. Sessenta pares de olhos e ouvidos estavam olhando para ouvir sobre a “esperança” da Treinadora April.

Quarta-feira – 08:24 horas: Sabemos quem é Jamal e qual ameaça que ele representa, mas não sabemos quem são os outros três adultos no apartamento . Imediatamente a necessidade de garantir a segurança de todos é fundamental para nós. Infelizmente, as pessoas no interior do apartamento não entendem e a luta começa.

Terça-feira – 4:44 horas: “Treinadora Aprill, como é que Terry nunca desistiu?” Perguntou uma voz baixa nos fundos. “Porque Terry foi muito corajoso”, eu respondo.

Quarta-feira – 08: 25 horas: Eu joguei Jamal para o chão e um companheiro está posicionado para colocar as algemas nele quando eu recebo um toque no ombro. Eu posso ouvir meu coração batendo forte, eu ouço a minha respiração em câmera lenta, não me virei sabendo da ameaça, pronta para atacar e sinto como se eu tivesse sido atingida. Uma sensação de náusea tomou conta de mim, eu balancei minha cabeça como se a cegueira que estava sentindo pudesse ir embora.

Terça-feira – 16:58 horas: A limpeza foi feita e nós estávamos nos preparando pra mandar as crianças para casa. “Lembrem-se de praticar a esperança essa semana e sejam corajosos como o Terry, porque ás vezes a esperança é encontrada nas coisas corajosas que fazemos.” As crianças, cansadas ​​de correrem por uma hora, com  a mente preenchida pela história e com seus corações cheios de esperança, partiram correndo.

Quarta-feira – 08:27 horas: “Treinadora Aprill” …. Fui atingida novamente, ofuscada, não com um soco ou algum objeto inanimado, mas com um conjunto de grandes olhos castanhos, cheios de esperança. Eu saltei e agarrei o Benjamim para tirá-lo da sala esperando poder protegê-lo de ver o que estava para acontecer  com seu pai, Jamal.

Quinta-feira –  07:30 horas: Estou tranquila na sala de reuniões do escritório vendo as instruções de prisão de Jamal . Agarrada com a tristeza que eu estava sentindo por Benjamin, eu não tenho a energia para continuar essa conversa. Distraída eu me sento em silêncio com a esperança de que Benjamin entendeu que na terça-feira eu era a “Treinadora April ” e quarta-feira eu era “Policial Aprill” e em ambos os dias, eu só queria dar esperança.

Seja corajoso Benjamin, Seja corajoso!

A história de April me lembrou da importância da Esperança numa instituição educacional.

Enquanto a realidade do dia a dia do Benjamim parece distante da nossa, a esperança de uma criança em ser apoiada, amada, guiada e nutrida é comum entre todas as crianças, independente do contexto. Em nosso mundo, nós temos a tendência de evitar palavras como lutar e esperança, mas quando se lida com um futuro, normalmente temos pouco controle e uma  deferência a esperança é, às vezes, conveniente.

Embora não possamos controlar o futuro, nós podemos influenciar o presente através da nossa responsabilidade em oferecer o melhor programa educacional para todas as crianças possíveis. No poema de Kahlil Gibran, “On Children“, ele emprega uma metáfora pungente para descrever essa relação entre adultos e crianças: “Vós sois os arcos dos quais vossos filhos, como flechas vivas, são enviados.”

São nossos arcos, representando escolas e famílias, que devem ser fortes, porém flexíveis, visionários porém realistas e ainda, compreensíveis. E assim, podemos esperar que com confiança, o nosso trabalho no presente vai garantir que as nossas “flechas” vão ser guiadas com velocidade e precisão em relação aos seus respectivos potenciais.

Então, quais são as minhas esperanças para o próximo ano? A minha esperança é que ninguém nunca desista de uma criança. A minha esperança é que todos os nossos alunos alcançem todo seu  potencial . A minha esperança é que a EAB faça diferença positiva na vida de todos os que se conectam com a nossa comunidade. E, através do desenvolvimento de parcerias significativas para apoiar a aprendizagem dos alunos e a busca incessante da excelência e melhoria contínua, faz parte da minha esperança que o nosso trabalho no presente forneça a base para uma vida de satisfação e realização.

Barry Dequanne

Diretor Geral

Reference: Dequanne, A. (2011). Hope Collides. In: Sheedy, A (Ed.). Red coat diaries: true stories from the Royal Canadian Mounted Police (pp. 142-144). Oakville, ON: Mosaic Press.

Featured image: cc licensed ( BY NC ND 2.0 ) flickr photo by david.ian.roberts: http://www.flickr.com/photos/dirpics/195603091/lightbox/

Escola Americana de Brasília

Celebrating History and Building for the Future

In August of 1961, EAB opened its doors for the first time and offered classes to a small group of students in an apartment in 113 Asa Sul. A few years later, the construction of the school’s first building, located at EAB’s current site, was completed. It was this move, in part, to a permanent facility that provided EAB with the facilities and resources to develop into an internationally recognized American school serving the American, Brazilian, and international communities.

School_1961
EAB 1961

The fact that EAB has been in existence for approximately the same time period as its host city highlights a unique aspect of the relationship EAB has with Brasilia. What also makes EAB special is the large number of families who are enrolling a third generation of their children at the school, demonstrating their long-term commitment to EAB and the deep connection families have with the school. The same can be said of the international communities and the 52-year relationship embassies and institutions have developed with EAB during this time period. It is also striking to note the large number of EAB alumni who return to work at the school and continue as members of this very special community.

Cake
Students celebration EAB’s 52nd Birthday

The long-term relationship between EAB families, alumni and teachers has been fostered, in part, through identification with the school’s mission. During the last 52 years, EAB’s mission has guided our community and provided a framework for the development of the holistic educational program that EAB is known for in international and local school settings. The ideals of the current mission will continue to act as a compass to guide the future development of academic programs, facilities, and hiring processes.

MISSION: The American School of Brasilia serves the International and Brazilian communities by providing a U.S. and Brazilian accredited pre-K through 12th grade program and International Baccalaureate Diploma in a culturally diverse atmosphere. Our English-language school develops and supports the whole child in achieving his or her own potential. Through a differentiated, innovative learning experience, we cultivate responsible and contributing citizens, leaders, and environmental stewards with a strong foundation of academic excellence.

Borrowing a phrase from Isaac Newton, it is only by standing on the shoulders of those who worked so hard before us to establish EAB as a school of distinction that we are able to better foresee the future to ensure EAB is a leader among the best schools. While we will continue to celebrate EAB’s rich history, our school must not only adapt to the ever-accelerating societal changes that will influence the learning process, but also anticipate future societal changes that will impact education such that EAB is at the forefront of the innovation curve. This is certainly easier said than done but it is the only acceptable way forward. It is the very least we must do for the sake of our children and future generations.

Barry Dequanne
Head of School

Celebrando a História e Construindo para o Futuro

Em agosto de 1961, a EAB abriu suas portas pela primeira vez e ofereceu aulas para um pequeno grupo de alunos em um apartamento na quadra 113 da Asa Sul. Alguns anos depois, a construção do primeiro prédio da escola foi concluída no local onde agora fica a EAB. Em parte, foi essa mudança para uma instalação permanente que deu a EAB as instalações e recursos necessários para crescer e se tornar uma escola americana, internacionalmente reconhecida, que atende à comunidade americana, brasileira e internacional.

School_1961
EAB 1961

O fato de que a EAB existe há quase o mesmo número de anos que a cidade onde foi construída, destaca o aspecto único da relação da EAB com Brasília. O que também torna a EAB especial é o grande número de famílias que estão matriculando a terceira geração de suas crianças na escola, demonstrando seu longo compromisso com a EAB e a conexão profunda que essas famílias têm com a escola. O mesmo pode ser dito sobre as comunidades internacionais e a relação de 52 anos com embaixadas e instituições que cresceram com a EAB nesse período de tempo. Também é impressionante notar o grande número de ex-alunos que retornam para trabalhar na escola e continuam como membros dessa comunidade tão especial.

Cake
Alunos Celebrando o 52º Aniversário da EAB

Essa longa relação entre as famílias da EAB, ex-alunos e professores foi estimulada pela identificação que as pessoas têm com a missão da escola. Durante os últimos 52 anos, a missão da EAB guiou nossa comunidade e promoveu a estrutura para o desenvolvimento do programa educacional holístico pelo qual a EAB é reconhecida nas comunidades internacionais e locais. O ideal da missão atual continuará a servir de bússola para nos guiar até o desenvolvimento de futuros programas acadêmicos, instalações e processos de contratação.

MISSÃO: A Escola Americana de Brasília atende às comunidades internacional e brasileira, em um ambiente cultural diverso, oferecendo um programa credenciado de educação dos Estados Unidos e do Brasil, do ensino infantil até o ensino médio, e Diploma de Bacharelado Internacional. Nossa escola de língua inglesa desenvolve e apoia a criança como um todo para que ela possa atingir todo o seu potencial. Através de uma experiência diferenciada e inovadora, nós cultivamos cidadãos responsáveis e contribuintes, líderes e administradores ambientais, com uma base sólida em excelência acadêmica.

Pegando emprestada uma frase de Issac Newton, digo que é somente nos colocando de pé nos ombros daqueles que trabalharam com tanto empenho antes de nós para estabelecer a EAB como uma escola de distinção que poderemos vislumbrar o futuro e assegurar que EAB seja líder entre as melhores escolas. Enquanto continuamos a celebrar a rica história da EAB, nossa escola deve não somente se adaptar às contínuas mudanças sociais que agora acontecem em um ritmo acelerado, mas também deve antecipar futuras mudanças sociais que vão impactar a educação, de tal forma que a EAB continue a frente da curva da inovação. É muito mais fácil falar do que fazer, mas é a única forma aceitável de continuarmos em frente. É o mínimo que podemos fazer pelo o bem das nossas crianças e pelas gerações futuras.

Atenciosamente,
Barry Dequanne
Diretor Geral

Technology’s Impact on Writing

The August 5th edition of Education Week highlights the impact of technology on the development of student writing. The research presented in the article Digital Education: Teachers Say Tech Helps Student Writing, But Encourages Shortcuts indicates that the majority of teachers feel that technology encourages students to share their writing, leads to greater degrees of collaboration, and increases creativity and personal expression. In summary, the use of technology and the internet has clearly led to an increase in student writing, editing and publication. However, teachers did raise concerns that digital tools increase the likelihood of students taking shortcuts and making careless errors, such as poor spelling and incorrect grammar usage.

According to the Pew Research Center’s Internet and American Life Project, the general conclusion is that technology does ultimately contribute to improved student writing, though there are several concerns that need to be carefully addressed by teachers to ensure the quality of student writing is maintained.

Featured image: cc licensed ( CC BY-NC-SA 2.0 ) flickr photo by palo: http://www.flickr.com/photos/paloetic/6381538651/

The Rule of Law and its Enemies

Each year, the British Broadcasting Corporation (BBC) presents the Reith Lectures. The most recent version of these lectures featured the economic historian Professor Niall Ferguson. BBC’s website describes the focus of the lecture on exploring, “the role of man-made institutions on global economic growth and democracy, referencing the global economic crisis and financial regulation, as well as the Arab Spring.” This four-part podcast will appeal to those interested in reflecting on the impact of our institutions. The podcast can be access through the following link: BBC’s Reith Lectures: Niall Ferguson

A note about podcasts: I regularly listen to podcasts when running, walking my dog, cleaning, and during other activities. This blog will periodically highlight podcasts of interest that are connected, on some level, to the academic pillar. It is important to note that am not endorsing any specific view point but rather sharing podcasts that challenge our thinking, hopefully along the lines of the International Baccalaureate’s Theory of Knowledge class.

Featured image: cc licensed ( CC BY 2.0 ) flickr photo by Control Arms: http://www.flickr.com/photos/controlarms/5861481206/

20-Mile March

The word ‘leadership’ is highlighted in both EAB’s mission and vision statements and represents a key element of our school’s educational program.  To implement the leadership component, EAB offers students and teachers a variety of leadership opportunities and learning experiences that foster a culture where community members embrace, excel, and are supported in their leadership roles.

As part of the educational program, students engage in leadership roles through student council positions, enrollment in leadership classes, committees and teams, public speaking and presentation opportunities, the student enrichment program, among many other examples.  The concept of leadership development is also modeled by teachers through, for example, their roles in coordinating student activities, coaching, and serving as the heads of committees and focus groups. To further model development and ensure a greater distribution of leadership at EAB, a Leadership Essentials course is offered to faculty and administrators this year to study the theoretical and practical aspects of leadership.

In summary, the development of strong and effective leadership skills in our community is an essential ability that is highlighted through EAB’s mission, vision, and educational and professional programs.

To conclude, I would like to share a recent article by leadership guru, Jim Collins, who highlights an important aspect of leadership through his article titled, How to Manage Through Chaos, which is derived from his book, “Great by Choice.“ The article uses the metaphor of the “20-mile march” as an approach to steady and effective progress and a critical factor associated with successful leadership.  I hope the article serves as a source of reflection for both your personal context and that of EAB’s ongoing development.


Jim Collins: How to Manage Through Chaos

This article is from the October 17, 2011 issue of Fortune

Perhaps the most influential management thinker alive, Jim Collins addressed the reasons companies succeed and fail in bestselling books like Good to Great and Built to Last. In their new book, Great by Choice: Uncertainty, Chaos and Luck — Why Some Thrive Despite Them All, Collins and co-author Morten T. Hansen studied leadership in turbulent times, a topic they chose in 2002 that could not be more relevant today. Below, an exclusive excerpt:

We cannot predict the future. But we can create it.

Think back to 15 years ago, and consider what’s happened since, the destabilizing events — in the world, in your country, in the markets, in your work, in your life — that defied all expectations. We can be astonished, confounded, shocked, stunned, delighted, or terrified, but rarely prescient. None of us can predict with certainty the twists and turns our lives will take. Life is uncertain, the future unknown.

We began the nine-year research project behind this book in 2002, when America awoke from its false sense of stability, safety, and wealth entitlement. The long-running bull market crashed. The government budget surplus flipped back to deficits. The terrorist attacks of Sept. 11, 2001, horrified and enraged people everywhere, and war followed. Meanwhile, throughout the world, technological change and global competition continued their relentless, disruptive march. It led us to a simple question: Why do some companies thrive in uncertainty, even chaos, and others do not? When buffeted by tumultuous events, when hit by big, fast-moving forces that we can neither predict nor control, what distinguishes those who perform exceptionally well from those who underperform or worse?

We don’t choose study questions. They choose us. Sometimes one of the questions just grabs us around the throat and growls, “I’m not going to release my grip and let you breathe until you answer me!” This study grabbed us because of our own persistent angst and gnawing sense of vulnerability in a world that feels increasingly disordered.

Yet some companies and leaders navigate this type of world exceptionally well. They don’t merely react; they create. They don’t merely survive; they prevail. They don’t merely succeed; they thrive. They build great enterprises that can endure. We do not believe that chaos, uncertainty, and instability are good; companies, leaders, organizations, and societies do not thrive on chaos. But they can thrive in chaos.

To get at the question of how, we embarked upon an ambitious journey to identify and study a select group of companies that had done just that. We set out to find companies that started from a position of vulnerability, rose to become great companies with spectacular performance, and did so in unstable environments characterized by big forces, out of their control, fast-moving, uncertain, and potentially harmful. We then compared these companies to a control group of companies that failed to become great in the same extreme environments, using the contrast between winners and also-rans to uncover the distinguishing factors that allow some to thrive in uncertainty.

From an initial list of 20,400 companies, we sifted through 11 layers of cuts to identify cases that met all our tests (our study era ran through 2002). Only seven did. We labeled our high-performing study cases with the moniker “10X” because they didn’t merely get by or just become successful. They truly thrived. Every 10X case beat its industry index by at least 10 times. Consider one 10X case, Southwest Airlines (LUV). Just think of everything that slammed the airline industry from 1972 to 2002: Fuel shocks. Deregulation. Labor strife. Air-traffic controller strikes. Crippling recessions. Interest rate spikes. Hijackings. Bankruptcy after bankruptcy after bankruptcy. And in 2001, the terrorist attacks of Sept. 11. And yet if you’d invested $10,000 in Southwest Airlines on Dec. 31, 1972 (when it was just a tiny little outfit with three airplanes, barely reaching breakeven and besieged by larger airlines out to kill the fledgling), your $10,000 would have grown to nearly $12 million by the end of 2002, a return 63 times better than the general stock market. These are impressive results by any measure, but they’re astonishing when you take into account the roiling storms, destabilizing shocks, and chronic uncertainty of Southwest’s environment. Meanwhile, Southwest’s direct comparison, Pacific Southwest Airlines (PSA), flailed and was rendered irrelevant, despite having the same business model in the same industry with the same opportunity to become great.

Why did the 10X companies achieve such spectacular results, especially when direct comparisons — companies operating in the same fast-moving, unpredictable, and tumultuous environments — did not? Part of the answer lies in the distinctive behaviors of their leaders.

Are you an Amundsen or a Scott?

In October 1911, two teams of adventurers made their final preparations in their quest to be the first people in modern history to reach the South Pole. For one team, it would be a race to victory and a safe return home. For the second team, it would be a devastating defeat, reaching the Pole only to find the wind-whipped flags of their rivals planted 34 days earlier, followed by a race for their lives — a race that they lost in the end, as the advancing winter swallowed them up. All five members of the second Pole team perished, staggering from exhaustion, suffering the dead-black pain of frostbite, and then freezing to death as some wrote their final journal entries and notes to loved ones back home.

It’s a near-perfect matched pair. Here we have two expedition leaders — Roald Amundsen, the winner, and Robert Falcon Scott, the loser — of similar ages (39 and 43) and with comparable experience. Amundsen and Scott started their respective journeys for the Pole within days of each other, both facing a roundtrip of more than 1,400 miles into an uncertain and unforgiving environment, where temperatures could easily reach 20˚ below zero even during the summer, made worse by gale-force winds. And keep in mind, this was 1911. They had no means of modern communication to call back to base camp — no radio, no cellphones, no satellite links — and a rescue would have been highly improbable at the South Pole if they screwed up. One leader led his team to victory and safety. The other led his team to defeat and death.

What separated these two men? Why did one achieve spectacular success in such an extreme set of conditions, while the other failed even to survive? It’s a fascinating question and a vivid analogy for our overall topic. Here we have two leaders, both on quests for extreme achievement in an extreme environment. And it turns out that the 10X business leaders in our research behaved very much like Amundsen and the comparison leaders behaved much more like Scott.

The Colvin interview: Jim Collins in his own words

Amundsen and Scott achieved dramatically different outcomes not because they faced dramatically different circumstances. In the first 34 days of their respective expeditions, according to Roland Huntford in his superb book The Last Place on Earth, Amundsen and Scott had exactly the same ratio, 56%, of good days to bad days of weather. If they faced the same environment in the same year with the same goal, the causes of their respective success and failure simply cannot be the environment. They had divergent outcomes principally because they displayed very different behaviors.

So, too, with the leaders in our research study. Like Amundsen and Scott, our matched pairs were vulnerable to the same environments at the same time. Yet some leaders proved themselves to be 10Xers while leaders on the other side of the pair did not.

Let’s first look at what we did not find about 10Xers relative to their less successful comparisons: They’re not more creative. They’re not more visionary. They’re not more charismatic. They’re not more ambitious. They’re not more blessed by luck. They’re not more risk-seeking. They’re not more heroic. And they’re not more prone to making big, bold moves. To be clear, we’re not saying that 10Xers lacked creative intensity, ferocious ambition, or the courage to bet big. They displayed all these traits, but so did their less successful comparisons.

So then, how did the 10Xers distinguish themselves? First, they embrace a paradox of control and noncontrol. On the one hand, 10Xers understand that they face continuous uncertainty and that they cannot control, and cannot accurately predict, significant aspects of the world around them. On the other hand, they reject the idea that forces outside their control or chance events will determine their results; they accept full responsibility for their own fate.

10Xers then bring this idea to life by a triad of core behaviors: fanatic discipline, empirical creativity, and productive paranoia. And they all led their teams with a surprising method of self-control in an out-of-control world.

The 20-Mile March

Imagine you’re standing with your feet in the Pacific Ocean in San Diego, looking inland. You’re about to embark on a 3,000-mile walk, from San Diego to the tip of Maine. On the first day you march 20 miles, making it out of town.

On the second day you march 20 miles. And again, on the third day you march 20 miles, heading into the heat of the desert. It’s hot, more than 100˚F, and you want to rest in the cool of your tent. But you don’t. You get up and you march 20 miles.

You keep the pace, 20 miles a day.

Then the weather cools, and you’re in comfortable conditions with the wind at your back, and you could go much farther. But you hold back, modulating your effort. You stick with your 20 miles.

Then you reach the Colorado high mountains and get hit by snow, wind, and temperatures below zero — and all you want to do is stay in your tent. But you get up. You get dressed. You march your 20 miles.

You keep up the effort — 20 miles, 20 miles, 20 miles — then you cross into the plains, and it’s glorious springtime, and you can go 40 or 50 miles in a day. But you don’t. You sustain your pace, marching 20 miles.

And eventually, you get to Maine.

Now, imagine another person who starts out with you on the same day in San Diego. He gets all excited by the journey and logs 40 miles the first day.

Exhausted from his first gigantic day, he wakes up to 100˚ temperatures. He decides to hang out until the weather cools, thinking, “I’ll make it up when conditions improve.” He maintains this pattern — big days with good conditions, whining and waiting in his tent on bad days — as he moves across the western United States.

Just before the Colorado high mountains, he gets a spate of great weather and he goes all out, logging 40- to 50-mile days to make up lost ground. But then he hits a huge winter storm when utterly exhausted. It nearly kills him and he hunkers down in his tent, waiting for spring.

When spring finally comes, he emerges, weakened, and stumbles off toward Maine. By the time he enters Kansas City, you, with your relentless 20-mile march, have already reached the tip of Maine. You win, by a huge margin.

Jim Collins’s Steady Seven

Now, think of medical-equipment maker Stryker as a 20-Mile March company.

When John Brown became CEO of Stryker (SYK) in 1977, he deliberately set a performance benchmark to drive consistent progress: Stryker would achieve 20% net income growth every year. This was more than a mere target, or a wish, or a hope, or a dream, or a vision. It was, to use Brown’s own words, “the law.” He ingrained “the law” into the company’s culture, making it a way of life. (Twenty percent may seem like a high bar, but for a small company in an explosive industry, it was achievable.)

Brown created the “Snorkel Award,” given to those who lagged behind; 20% was the watermark, and if you were below it, you needed a snorkel. Just imagine receiving a mounted snorkel from John Brown to hang on your wall so everyone can see that you’re in danger of drowning. People worked hard to keep the snorkel off their walls.

Stryker’s annual division-review meetings included a chairman’s breakfast. Those who hit their 20-Mile March went to John Brown’s breakfast table. Those who didn’t went to another breakfast. “They are well fed,” said Brown, “but it is not the one where you want to go.”

If your division fell behind for two years in a row, Brown would insert himself to “help,” working around the clock to “help” you get back on track. “We’ll arrive at an agreement as to what has to be done to correct the problem,” said the understated Brown. You get the distinct impression that you really don’t want to need John Brown’s help. According to Investor’s Business Daily, “John Brown doesn’t want to hear excuses. Markets bad? Currency exchange rates are hurting results? Doesn’t matter.” Describing challenges Stryker faced in Europe due partly to currency exchange rates, an analyst noted, “It’s hard to know how much of [the problem] was external. But at Stryker, that’s irrelevant.”

From the time John Brown became CEO in 1977 through 1998 (when its comparison, USSC, disappeared as a public company), and excluding a 1990 extraordinary gain, Stryker hit its 20-Mile March goal more than 90% of the time. Yet for all this self-imposed pressure, Stryker had an equally important self-imposed constraint: to never go too far, to never grow too much in a single year. Just imagine the pressure from Wall Street to increase growth when your direct rival is growing faster than your company. In fact, Stryker grew more slowly than USSC more than half the time. According to the Wall Street Transcript, some observers criticized Brown for not being more aggressive. Brown, however, consciously chose to maintain the 20-Mile March, regardless of criticism urging him to grow Stryker at a faster pace in boom years.

John Brown understood that if you want to achieve consistent performance, you need both parts of a 20-Mile March: a lower bound and an upper bound, a hurdle that you jump over and a ceiling that you will not rise above, the ambition to achieve and the self-control to hold back.

Southwest’s radical restraint

When we began this study, we thought we might see 10X winners respond to a volatile, fast-changing world full of new opportunities by pursuing aggressive growth and making radical, big leaps, catching and riding the Next Big Wave, time and again. And yes, they did grow, and they did pursue spectacular opportunities as they grew. But the less successful comparison cases pursued much more aggressive growth and undertook big-leap, radical-change adventures to a much greater degree than the 10X winners. The 10X cases exemplified what we came to call the 20-Mile March concept, hitting stepwise performance markers with great consistency over a long period of time, and the comparison cases did not.

The 20-Mile March is more than a philosophy. It’s about having concrete, clear, intelligent, and rigorously pursued performance mechanisms that keep you on track. The 20-Mile March creates two types of self-imposed discomfort: (1) the discomfort of unwavering commitment to high performance in difficult conditions, and (2) the discomfort of holding back in good conditions.

Southwest Airlines, for example, demanded of itself a profit every year, even when the entire industry lost money. From 1990 through 2003, the U.S. airline industry as a whole turned a profit in just six of 14 years. In the early 1990s it lost $13 billion and furloughed more than 100,000 employees; Southwest remained profitable and furloughed not a single person. Despite an almost chronic epidemic of airline troubles, including high-profile bankruptcies of some major carriers, Southwest generated a profit every year for 30 consecutive years.

Equally important, Southwest had the discipline to hold back in good times so as not to extend beyond its ability to preserve profitability and the Southwest culture. It didn’t expand outside Texas until nearly eight years after starting service, making a small jump to New Orleans. Southwest moved outward from Texas in deliberate steps — Oklahoma City, Tulsa, Albuquerque, Phoenix, Los Angeles — and didn’t reach the Eastern Seaboard until almost a quarter of a century after its founding. In 1996 more than 100 cities clamored for Southwest service. And how many cities did Southwest open that year? Four.

At first glance, this might not strike you as particularly significant. But stop to think about it. Here we have an airline setting for itself a standard of consistent performance that no other airline achieves. Anyone who said they’d be profitable every year for nearly three decades in the airline business — the airline business! — would be laughed at. No one does that. But Southwest did. Here also we have a publicly traded company willing to leave growth on the table. How many business leaders of publicly traded companies have the ability to leave gobs of growth on the table, especially during boom times when competitors do not leave growth on the table? Few, indeed. But Southwest did that too.

Some people believe that a world characterized by radical change and disruptive forces no longer favors those who engage in consistent 20-Mile Marching. Yet the great irony is that when we examined just this type of out-of-control, fast-paced environment, we found that every 10X company — unlike their less-successful peers — exemplified the 20-Mile March principle during the era we studied.

Progressive’s marching mantra

In the early 1970s, Progressive Insurance CEO Peter Lewis articulated a stringent performance metric: Progressive should grow only at a rate at which it could still sustain exemplary customer service and achieve a profitable “combined ratio” averaging 96%. What does a combined ratio of 96% mean? If you sell $100 of insurance, you should need to pay out no more than $96 in losses plus overhead combined. The combined ratio captures the central challenge for the insurance business, pricing premiums at a rate that’ll allow you to pay out on losses, service customers, and earn a return. If a company lowers prices to increase growth, its combined ratio could deteriorate. If it misjudges risks or mismanages its claims service, its combined ratio will suffer. If the combined ratio climbs over 100%, the company loses money on its insurance business.

Progressive’s “profitable combined ratio” mantra became like John Brown’s 20% law, a rigorous standard to accomplish year in and year out. Progressive’s stance: If competitors lower rates in an unprofitable bid to increase share — fine, let them do so! We will not chase them into senseless self-destruction. Progressive had an unequivocal commitment to the profitable combined ratio, no matter what conditions it faced, how its competitors behaved, or what seductive growth opportunities beckoned. Said Lewis in 1972: “There is no excuse, not regulatory problems, not competitive difficulties, not natural disaster, for failing to do so.” Progressive achieved a profitable combined ratio 27 out of 30 years, 1972-2002, and averaged just better than its 96% target.

Do you need to accomplish your 20-Mile March with 100% success? Progressive and its fellow 10X companies didn’t have a perfect record, only a near-perfect record, but they never saw missing a march as “okay.” If they missed it even once, they obsessed over what they needed to do to get back on track: There’s no excuse, and it’s up to us to correct for our failures, period.

The 20-Mile March imposes order amid disorder, consistency amid swirling inconsistency. But it works only if you actually achieve your march year after year. If you set a 20-Mile March and then fail to achieve it — or worse, abandon fanatic discipline altogether — you may well get crushed by events.

Why 20-Mile Marchers win

Twenty-Mile Marching helps turn the odds in your favor for three reasons. First, it builds confidence in your ability to perform well in adverse circumstances. Confidence comes not from motivational speeches, charismatic inspiration, wild pep rallies, unfounded optimism, or blind hope. Taciturn, understated, and reserved, John Brown at Stryker avoided all of that. Stryker earned its confidence by actual achievement, accomplishing stringent performance standards year in and year out, no matter the industry conditions. Accomplishing a 20-Mile March, consistently, in good times and bad, builds confidence. Tangible achievement in the face of adversity reinforces the 10X perspective: We are ultimately responsible for improving performance. We never blame circumstance; we never blame the environment.

Second, 20-Mile Marching reduces the likelihood of catastrophe when you’re hit by turbulent disruption. In a setting characterized by unpredictability, full of immense threat and opportunity, you cannot afford to leave yourself exposed to unforeseen events. If you’re hiking in the warm, comfortable glow of a spring day on a nice, wide, wandering trail near your home, you can overextend yourself and you might need to take two Advil to soothe your sore muscles when you’re done. But if you’re climbing in the Himalayas or journeying to the South Pole, going too far can have much more severe consequences from which you might never recover. You can get away with failing to 20-Mile March in stable times for a while, but doing so leaves you weak and undisciplined, and therefore exposed when unstable times come. And they will always come.

Third, 20-Mile Marching helps you exert self-control in an out-of-control environment.

On Dec. 12, 1911, Amundsen and his team reached a point 45 miles from the South Pole. He had no idea of Scott’s whereabouts. Scott had taken a different route slightly to the west, so for all Amundsen knew, Scott was ahead of him. The weather had turned clear and calm, and sitting high on the smooth Polar Plateau, Amundsen had perfect ski and sled conditions for the remainder of the journey to the South Pole. Amundsen noted, “Going and surface as good as ever. Weather splendid — calm with sunshine.” His team had journeyed more than 650 miles, carving a path straight over a mountain range, climbing from sea level to over 10,000 feet. And now, with the anxiety of “Where’s Scott?” gnawing away, his team could reach its goal within 24 hours in one hard push.

And what did Amundsen do?

He went 17 miles.

Throughout the journey, Amundsen adhered to a regimen of consistent progress, never going too far in good weather, careful to stay far away from the red line of exhaustion that could leave his team exposed, yet pressing ahead in nasty weather to stay on pace. Amundsen throttled back his well-tuned team to travel between 15 and 20 miles per day, in a relentless march to 90˚south. When a member of Amundsen’s team suggested they could go faster, up to 25 miles a day, Amundsen said no. They needed to rest and sleep so as to continually replenish their energy.

In contrast, Scott would sometimes drive his team to exhaustion on good days and then sit in his tent and complain about the weather on bad days. In early December, Scott wrote in his journal about being stopped by a blizzard: “I doubt if any party could travel in such weather.” But when Amundsen faced conditions comparable to Scott’s, he wrote in his journal, “It has been an unpleasant day — storm, drift, and frostbite, but we have advanced 13 miles closer to our goal.” Amundsen clocked in at the South Pole right on pace, having averaged 15½ miles per day.

Like Amundsen and his team, the 10Xers and their companies use their 20-Mile Marches as a way to exert self-control, even when afraid or tempted by opportunity. Having a clear 20-Mile March focuses the mind; because everyone on the team knows the markers and their importance, they can stay on track. While it is not the only leadership method we found in our research — Great by Choice delineates fully six sets of findings — 20-Mile March is the crucial starting point.

Financial markets are out of your control. Customers are out of your control. Earthquakes are out of your control. Global competition is out of your control. Technological change is out of your control. Most everything is ultimately out of your control. But when you 20-Mile March, you have a tangible point of focus that keeps you and your team moving forward, despite confusion, uncertainty, and even chaos..

Featured image: cc licensed ( BY NC ND 2.0 ) flickr photo by Blue~Canoe: http://www.flickr.com/photos/bluecanoe/2231497051/

The Learning Process

Last week, I was invited by a group of EAB students to participate in a formal debate over whether or not cell phones should be allowed in classrooms. While listening to the students’ arguments for and against the proposition, I reflected, as I often do, on the process of learning and what constitutes effective instruction. While the issues associated with the use of technology in education are complex, it was the process the students were embracing that was of most interest. Preparing a rational and researched defense of their argument that will pass the scrutiny of their peers is no easy feat. The fact that there is no clearly defined response to the cell phone proposition is emblematic of the issues we often face as adults; meaningful and important problems are rarely categorized as simple, binary black and white options, but rather reside in the awkward grey areas.

The critical thinking element of the learning process is arguably one of the most important skills students can develop, especially when navigating the challenges associated with establishing informed opinions about issues that fall into the thorny grey areas. It was, therefore, reassuring to hear an EAB alumna, speaking at today’s high school assembly about her transition to university, highlight this very point through the following statement: “EAB prepared me for the expectations of an UnB teacher: proactivity and critical thinking.”

Critical thinking is a focus area that is prioritized at EAB. While it is often easier to deal with categorical problems that can easily be pigeonholed, a more essential learning process involves a commitment to thinking deeply about complex issues and forming an educated and defensible opinion. However, this deeper form of learning is only achieved through a higher degree of commitment, perseverance, patience, and deferred gratification.

The question of deferred gratification was examined in a Stanford University experiment conducted more than 40 years ago. Young children were left alone in a room with one marshmallow sitting on plate in front of them. The children were told that if they did not eat the marshmallow while the adult was not present, then the child would receive a second marshmallow when the adult returned. Of the 600 children who participated in the experiment, approximately one third were able to delay gratification by not eating the marshmallow, who were then rewarded with a second marshmallow. While it appeared to be a simple experiment, the consequences associated with the ability to delay gratification were significant. Over the next 30 years, the researchers followed the students as they matured into adulthood and discovered a very strong correlation such that the students who waited had ended up with better grades and higher SAT scores, were healthier and in better physical shape, enjoyed more successful relationships, and achieved greater professional success. The implications related to the ability to delay gratification have had a significant influence on education and learning. [More information about the “marshmallow experiment” can be found via the following links: Businessweek, New Yorker, TED]

Returning to the cell phone debate, it was intriguing to hear one of the students comment on her inability to control a tendency to check her cell phone every few minutes for messages, which the group concurred represented a distraction that everyone in the room also found to be a challenge. The concept of delayed gratification was a prominent feature with the use of cell phones in this class, as it also seems to be with many of us.

The cell phone debate ended with both student groups presenting compelling arguments for and against the use of cell phones in the classroom. Beyond the debate, however, it was the instructional practice that I found to be the most intriguing aspect of the class. Students were developing the skills to delay gratification through the process of learning how to think critically about a complex issue, rather than blindly accepting a simple “yes” or “no” response, and publicly articulating their refined thoughts in a passionate and articulate manner. It was learning at its best.

Featured image: cc licensed ( BY NC ND 2.0 ) flickr photo by Octavio Solórzano: http://www.flickr.com/photos/octaviosolorzano/5010443243/

Compass Points

The Compass Points exercise, designed by the National School Reform Faculty, is an activity used to better understand preferences in group work. Each year, we use this activity with the American School of Brasilia’s new teachers as a means to better understand the group and for the group to better understand the representatives of the school. In summary, the activity asks each participant to select one of four compass points which, in turn, represent personality characteristics similar to the Myers-Brigss Personality Inventory. The National School Reform Faculty defines the compass points as follows:

  • NORTH: Acting – “Let’s do it;” Likes to act, try things, plunge in.
  • EAST: Speculating – likes to look at the big picture and the possibilities before acting.
  • SOUTH: Caring – likes to know that everyone’s feelings have been taken into consideration and that their voices have been heard before acting.
  • WEST: Paying attention to detail – likes to know the who, what, when, where, and why before acting.

While it is recognized that we are not defined by one compass point only, it is likely that each of us tends more towards one compass point than others. To ensure teams work well together, it is helpful to know the tendencies of each team member. Ideally, teams should be represented by a balance of each of the four compass points. A healthy mix of people who like to act, who need to see the big picture, who see to the details, and ensure all voices are heard will increase the likelihood of the team’s success.

One of the benefits of the activity is that the compass points vocabulary has become a part of the culture of the school. I have heard teachers making comments such as, “You are being very north right now” or “We need a west to help us with this project!”. This vocabulary has helped us to identify and articulate differences among group and team members. In summary, the Compass Points activity has served our school well in terms of building teams and ensuring effective levels of collaboration and success.

Featured image: cc licensed ( BY NC ND 2.0 ) flickr photo by Ian Kelsall: http://www.flickr.com/photos/inkybob/122476156/

Brasilia Night Tour

This week, the American School of Brasilia’s faculty and staff toured Brasilia’s Lago Paranoá. It was an important evening in terms of the newest members of the school community getting to know the veteran faculty and staff. In terms of school culture, it is important to not only structure time for community members to build relationships outside of the work environment but to also explore and learn more about Brasilia.

Featured image: by Barry Dequanne