Kelly Dill's Chapters 1-3 Reflection

Kelly H. Dill

Chapter 1

After reading chapter 1, I reflected on my classroom and practices. Educators are constantly pressed for better test scores. It seems as if yearly, requirements change; forcing teachers to step back and create lessons to meet new needs. I would love to fully embrace developing a child’s intrinsic motivation through play, passion, and purpose. My hesitation is this philosophy requires opportunities to “explore, experiment, and discover” (p.30) in non-structured settings. I am searching for the balance between teaching my students to read and write proficiently, and surrendering instructional time for play.

I believe my classroom provides students with a culture that is curious and safe, where trial and error are norms. We have determined roles within collaborative groups and we can work with hands on problems together. Students need an understanding that our world is ever-changing and the solutions to current problems will continue to change. When presenting our students with problems, they need develop the skill of knowing the correct questions to ask. Communication and collaboration skills should become second nature, where using these skills align with a student’s creative thinking. Classrooms need to become driven to nurture these behaviors and allow students to fine-tune their passion. Children who are exposed to this philosophy of education are the innovators of tomorrow’s work force. “We need to outinnovate, outeducate and outbuild the rest of the world.” (p.6)

I was intrigued by the correlation of innovation with MIT college pranks, the process of creating, planning and executing with a nominal budget. I can see the value of the motivation, process, planning, and collaboration. These students have an intrinsic motivation to execute the prank.

My questions and concerns would be about the intrinsic and extrinsic motivation. Not all students are going to have a passion and internal motivation to excel and explore the standards I am required to teach and assess. Therefore, developing an intrinsic motivation becomes more difficult. Secondly, there is a relationship between play and the development of these skills. Play is very difficult to schedule once standardized tests become the norm. Also, play is not always aligned with standards. How to I willingly give up classroom and devote it to play when I already feel pushed for time?

Chapter 2

As I reflected on this chapter, I thought about my role as a parent and also and educator. I am completely on board with the concept of unstructured play when students are outside of the classroom. I believe a true partnership with parents can develop students who are genuine innovators. Today’s young people are not encouraged to go outside and play. They have the mindset of wanting to be entertained continually. Imagination is being lost in-between Sponge Bob and Family Guy. I hear students groan with “extra recess” and the repeated “I’m tired” comments of the day. This is a drastic change from 25 years ago when we prayed the teacher would forget what time we needed to go back inside.

I believe school and home should be a partnership with a unified vision, but visions are only successful when everyone is on board. I’ve noticed that parenting seems to have 2 extremes: parents that freak out over mistakes, “because my child has always been straight A’s” or the parents who schedule a conference and then never show up. This month I have been amazed at the parents who are frustrated because they want more worksheet, busy work homework. Daily, I send a parent email with details of what happened and questions they can ask their child. I usually include vocabulary and tell parents to have students retell stories. I would much rather encourage parents to communicate with their child and ask them to describe what they are learning, than complete a worksheet to add to the plethora of papers on my desk.

Ultimately, humans usually repeat what they know and are comfortable with, because it is safe. Parents seem to expect to see a repeat of what they did in school and if mom was all A’s then that is the expectation for their children. If both parents are busy with their work and life, the pressure of discussions or listening to your child read becomes less important than paying the bills. The rush and pull of everything in life seems to make it OK for a child to just “go watch TV.” Listening to my sweet eight year olds, I have very few who really experience the unstructured play when they go home.

Although, these examples are from middle class homes and experienced some of the same parenting styles; the kids had intrinsic motivation. Yes, the parents were guiding their children and allowing them to have meaningful experiences; but the teenagers or young adults were not satisfied. It is ultimately the individual who determines their path in life. Parents and educators can guide, make suggestions, and provide experiences, but the student has to have the desire for change.

Chapter 3

I would love to see both of my children pursue their passions, but I must confess; I have had the same conversations with my children that David’s father had with him. I don’t think any parent wants to watch their child struggle with finances through life. We all want our children to have better lives than we had. Parents want to see their children successful and happy and let’s face it, income does make a difference.

After thinking back to my own life, my job as a teenager was working in the local hospital pharmacy as a technician. At the time, it was fun, but there is only so much counting and labeling you can do before you want or need to talk to others. The pharmacist encouraged me to go into pharmacy, we discussed the hours, education I would need, and the pay. Then when time for college came, I chose to go into education. I believe I made the right choice, because I feel very effective in my job, not only did my job help my dyslexic son, but other families where I can honestly say, “I have been there and I will help you develop a plan and begin this journey.” I followed my passion, but like all of us, my passion doesn’t reflect my paycheck.

So far with this text, I feel like I reflect more like a parent than an educator. The students I teach are with me for 180 days, but my children are with me until they are self-sufficient (hopefully before the age of 30.) As a parent of 2 teenagers, how to you trust your child’s judgement? Even though they will be on their own in several years, they still don’t have the ability to analyze all elements of a situation. We continue to have family discussions on decisions that will impact their future. For their entire life I have developed their leadership skills, confidence, encouraged their interests, and allowed them the opportunities to apply their skills. I feel like I have provided my children with a lot of the same guidance and support discussed in these chapters.