Responding to Distractions: Shhh, Not Now!

Let me start by saying, it's much easier to be reflective on this topic after numerous days of spring break. A week since I last "shush"-ed a student or attempted to ignore the annoyance of constant pencil tapping.
Oh the overwhelming distractions! Don't these kids know they're interfering with the agenda I have for their learning?
Though it doesn't end there, I have this same frustrated, selfish response to my son whining about his Lego creation that won't stay together.
And the same response still when my wife reminds me that the porch light is still burnt out.

How can I possibly accomplish MY "greater purpose" or MY agenda when God is allowing all of these irritating interruptions to slow me down?
My most popular selfish reaction to these distractions is always motivated by my intent to simply eliminate the distraction. My intolerant attempt to dispose of the disturbance always results in damaging relationships. This behavior obviously does not represent my Lord who lovingly values relationship.
As I struggled with an understanding of how to respond to distractions, the sacrificial practices of Lent came to mind. During this time of preparation, many give up stuff in an effort to draw nearer to God. Surely this could fall into the category of simply eliminating distractions. Are we actually less distracted and more devoted, or do we just find other convenient distractions? I'm not sure God wants us to simply eliminate the distraction. It's much more productive and sustainable to evaluate the distraction and reflect on the reason behind it.
As a teacher I often find myself submitting to the easy response of dismissing, ignoring, or even disciplining the distraction. I've taken the tapping pencil and I've shushed the chatterbox. Did Jesus ever have to face disturbances? How did He respond?
First, I think most the miracles He performed were prompted due to a so called distraction. But I'm choosing to highlight one that took place while he was teaching.
(Luke 5:17-39) Jesus is teaching to a packed house, literally. The audience included both his followers as well as Pharisees and scribes who opposed Him. Needless to say, it is already a challenging classroom environment. To add to this, a group of men start digging a hole through the roof, dropping chunks of the clay ceiling on the room before finally dropping a person down the hole. Talk about a distraction! How does Jesus respond to this rude interruption of his teaching? He evaluates the distraction, sees a need and a desire. He gracefully responds by understanding the need and tending to it, amid an otherwise chaotic situation.
What a lesson about recognizing the teachable moments! Jesus views distraction as opportunity instead of annoyance.
So what will be my reaction when my son, student, spouse, or stranger is digging through the roof to get my attention? Will my response be one of selfishness or grace?

As I mature...err...get older, I'm finding my God takes great notice to the fine details in the daily process of life. I think He is more concerned with the nature of my constant interactions with others (how I respond to distraction), rather than some achievable end product. I'm confident He'll continue to offer opportunities (distractions) for me to develop a better story through Him.

Schools Worshiping the Idol

A Timely Rant on Standardized Testing:

IDOL: Any person or thing regarded with blind admiration, adoration, or devotion.

“Whatever controls us is our lord. The person who seeks power is controlled by power. The person who seeks acceptance is controlled by acceptance. We do not control ourselves. We are controlled by the lord of our lives.”

― Rebecca Manley Pippert, Out of the Saltshaker and Into the World

The idol gains power and control through building fear in the worshiper. I can tell you through communication with many teachers and administrators, there is a real fear of the ramifications of this test. The result being much teaching to the test and administrators spending endless hours preparing teachers and students for them through tutorials and practice.

So what is controlling our education system? It’s not the local administrators, certainly not the teachers, unfortunately not the communities.

It’s Standardized Testing. Noam Chomsky suggests that it has caused all involved to “achieve a rank.” Districts want an “Excellent” report card, teachers want an “accomplished” status, students want the “advanced” label.  

Are schools the place to have people working toward a rank? I believe this is the reason so many young people walk out of their education into the “real-world” with insecurity and confusion. Students don’t spend their time in our schools discovering themselves and their world through authentic interactions. They spend their time memorizing content specific skills that move them closer to a meaningless rank.

If you are working for the purpose of achieving a rank or title then you are actually moving away from that goal.

Seeing this disease in our schools, Seth Godin explains the following result:

Let me be really clear: Great teachers are really wonderful. They change lives. We need them. The problem is that most schools don’t like great teachers. They’re organized to stamp them out, bore them, bureaucratize them, and make them average.

The tests are limiting a child's education by restraining the teachers instruction to a strict list of skills and items.

It limits us by causing each person involved to work in a selfish manner, pinning each cog against the one’s around him/her.

Some might say that competition is healthy and motivating, but not when it causes one to undermine the system for personal gain.

The bottom line is that the purpose of the standardized tests are not to move teaching and learning forward. The purpose is for big business to feed off of our children while providing government an increased control of its education factory.

What if assessment looked like this:

The teacher and student collaboratively create a narrative for that pupil displaying their exploration of their unique abilities, their growth in specific content skills, areas of mastery, and areas of needed improvement.

I’m pretty sure we could do this with the hours students are spending currently on testing.

Although the state probably wouldn’t like this, as they prefer subjects that are easily measurable and comparable (precisely the opposite of human nature).

So "Assess for Growth with Patience and Persistence" (a previous post).

Regaining Purpose

The longer something has been around, the easier it becomes for it to waver from its original purpose. Two of the oldest institutions are church and school, causing susceptibility to wayward paths.

Because I’m not attempting to write an entire book, I’ll summarize and generalize the original purpose and agenda of both the church and school as this:

Churches and schools exist to promote healthy and productive lives for earthly citizens.

I understand that any statement like this (a severe generalization) is flawed and highly debatable but I’m hoping you don’t completely disagree with the descriptors of “healthy” and “productive”.

·      Healthy: socially/culturally aware, empathetic, realistic perspective of self

·      Productive: engaged, collaborative, nonjudgmental, creative

If you don’t agree with any of that, we can at least agree that a nap is now in order. We are both exhausted after putting enormous ideas like that into a tiny pinhole.

I think part of the reason that was so exhausting is because church and school has become so many things other than the original agenda.

For an example we’ll look at Hugh Halter’s view of religion:

“The most disorienting factor that keeps people from seeing God clearly is religion: empty ritual, overbearing rules, hypocritical judgment of others, rhetoric without reality, worship without good works, and exploitation of people under the guise of faith.”

(From his book Flesh: Bringing the Incarnation Down to Earth, Learning to be Human Like Jesus.)

Similarly I’d like to make a parallel statement about education:

The most disorienting factor that keeps people from seeing education clearly is traditional schooling: labeling students, standardized tests, scripted lessons, devaluing the arts, data analysis, and exploitation of people under the guise of school.

Sadly, the original purpose has become untraceable among the muddle of the current characteristics, to the point where the institutions have become a hindrance and damaging to the health and productivity of people.

I believe a major way church and school got off track was due to the deconstruction of community. It has become more about the corporation and less about the people. Why do people have negative perceptions of Christianity and public schooling? I think many people  have been hurt by their judgments. No human should ever be given the perception that the core of their created being is wrong or unacceptable.

How do we get our community back? Accept everyone and judge no one. Community brings a unique individuality that no ritual or test could replicate. It allows the authentic navigation of life with openness and honesty, rewarding health and productivity to all lives involved.

   John Legend "True Colors"

Assess for Growth: With Patience and Persistence

First task: Let’s bury the negative feelings we’ve learned to have toward the word “assessment,” although we do have a right to feel this way because our human nature often marries judgment with assessment. If we keep the purpose of assessment to solely spur growth and development, then it should be something we’re drawn to instead of fleeing from.

KNOW YOUR STUDENTS

Because God is so intimately in tune with our heart and desires he constructs tests in our life that perfectly align with our current capabilities. Never has He given a challenge for the purpose of judgment but for reflection and development. 1 Corinthians 10:13 tells us, “God keeps his promise, and he will not allow you to be tested beyond your power to remain firm; at the time you are put to the test, he will give you the strength to endure it, and so provide you with a way out.” We too must know our children and be able to supply the appropriate resources and preparation that promise progress for the individual.

To build purposeful assessments and evaluation tools, we must first provide abundant opportunities for observation and reflection. This then allows us to provide challenges or assignments that match the child’s capabilities and offer avenues for deep growth.

Look at God’s response as Adam and Eve colossally bombed the most important test in the history of mankind. God came close to Adam and Eve, reflected together with them in order to reveal their level of understanding (or misunderstanding in this case). He then adjusted the course ahead to produce further opportunities for development.

Note: The test that initially brought sin into the world may have a different set of ramifications than those found in classroom assessments.

background image courtesy of
https://www.flickr.com/photos/myshaislamphotographycom/5949070873/

RESPOND WITH PATIENCE

“Or do you think lightly of the riches of His kindness and forbearance and patience, not knowing that the kindness of God leads you to repentence?” Rom. 2:4

A teacher’s or parent’s kindness and patience leads to development. This isn’t alluding to being soft and care-free, I think it is referring to the persistent opportunities for development we should be offering our children. Intently observing skills and behaviors and then continue to present challenging chances for their growth.

Attaching consequences to the results of an evaluation only stall development. We must provide alternative instruction, modeling, discussion, reflection, whatever it takes to achieve progress. And I proudly proclaim that many of my son’s developments in character have come because his parents have diligently applied the trial and error approach. I just know that breakthroughs are witnessed because of persistence, patience, and actively engaging the child in learning opportunities. Anytime we concede and accept a deficiency without exhausting every resource, we’re failing a child’s future.     

I hope my students can count on me for patience and persistence because I know I’d be lost and sunken if not for the patience God’s afforded me. Hugh Halter describes it as this, “He understood all the barriers and dilemmas and difficulties they would face in finding Him. He was amazingly understanding of their stories and knew that each person was in a process.”

BUILDING ASSESSMENTS FOR GROWTH NOT JUDGEMENT

 Progressive educational leader Will Richardson said, “Little about learning is quantifiable. We need to see learning rather than measure it.”

The skill or behavior shouldn’t be the end goal. The ability to utilize those tools to create something should be the purpose. Whatever the subject matter may be, it is much better when considered a tool rather than a goal.

How we observe and evaluate understanding needs to be done differently in this era. A regurgitation of information is about as useful as anything that has physically been regurgitated. In the book The Curious Incident of the Dog in the Night Time, the narrator is a teenage boy with autism who has a way of stating things frankly. He says this about intelligence, “Being clever was when you looked at how things were and used the evidence to work out something new.” So why are our students not asked to display their learning through creation? I believe we shy away from these higher order thinking skills because it becomes more difficult to measure this type of work.

Daniel Pink in his book Drive tells about the common “mismatch between what people must do and what people can do. When what they must do exceeds their capabilities, the result is anxiety. When what they must do falls short of their capabilities, the result is boredom.” I’ve witnessed student anxiety and worry due to standardized tests and unfortunately I’ve caused student boredom by giving rote tasks instead of authentic challenges. 

Lack of patience is the main reason why I don’t consider fishing a prized hobby of mine (worms and fins have also contributed to this). Though I think there are many similarities between successful fishermen and productive assessors. They are observant, persistent, and definitely patient. 

Observe, reflect, and KEEP CASTING!

Peace in the process.