does education erase identity let’s keep that in our minds as we look at this
that in our minds as we look at this
that in our minds as we look at this picture castle drawing done by a second
picture castle drawing done by a second
picture castle drawing done by a second grader and for myself having been a
grader and for myself having been a
grader and for myself having been a professor of the applied arts for many
professor of the applied arts for many
professor of the applied arts for many years taught thousands of students
years taught thousands of students
years taught thousands of students written both undergraduate and graduate
written both undergraduate and graduate
written both undergraduate and graduate curriculum I see many things right in
curriculum I see many things right in
curriculum I see many things right in this picture great sense of proportion
this picture great sense of proportion
this picture great sense of proportion color texture pattern most importantly a
color texture pattern most importantly a
color texture pattern most importantly a great use of the imagination
great use of the imagination
great use of the imagination interestingly the principal at this
interestingly the principal at this
interestingly the principal at this school brought me this piece and said
school brought me this piece and said
school brought me this piece and said out of an entire class of over 20 kids
out of an entire class of over 20 kids
out of an entire class of over 20 kids this one was not going to be put up on
this one was not going to be put up on
this one was not going to be put up on the wall this child had committed to
the wall this child had committed to
the wall this child had committed to fail errors he colored outside of the
fail errors he colored outside of the
fail errors he colored outside of the lines and he had added dragons now of
lines and he had added dragons now of
lines and he had added dragons now of course I thought of course the child has
course I thought of course the child has
course I thought of course the child has colored outside of the lines he’s been
colored outside of the lines he’s been
colored outside of the lines he’s been sitting in a desk all day having to fill
sitting in a desk all day having to fill
sitting in a desk all day having to fill out worksheets his fine motor skills
out worksheets his fine motor skills
out worksheets his fine motor skills reserves have been used up and how
reserves have been used up and how
reserves have been used up and how incredible that when he was told to draw
incredible that when he was told to draw
incredible that when he was told to draw a flat static Castle instead he saw an
a flat static Castle instead he saw an
a flat static Castle instead he saw an adventure he saw dragons attacking and
adventure he saw dragons attacking and
adventure he saw dragons attacking and brave knights shooting arrows out to
brave knights shooting arrows out to
brave knights shooting arrows out to defend so I spoke with the child and
defend so I spoke with the child and
defend so I spoke with the child and this is what he said I’m just not a good
this is what he said I’m just not a good
this is what he said I’m just not a good artist you know dagger to the heart
artist you know dagger to the heart
artist you know dagger to the heart right what this school had taught this
right what this school had taught this
right what this school had taught this child impacted his self-identity
child impacted his self-identity
child impacted his self-identity the problem here is not that the child
the problem here is not that the child
the problem here is not that the child used his imagination the problem is the
used his imagination the problem is the
used his imagination the problem is the system the system that told him and
system the system that told him and
system the system that told him and punished him for using his imagination
punished him for using his imagination
punished him for using his imagination so let’s look and see what the dragons
so let’s look and see what the dragons
so let’s look and see what the dragons are the problems or the dragons within
are the problems or the dragons within
are the problems or the dragons within our educational system today okay first
our educational system today okay first
our educational system today okay first of all let’s all understand that the
of all let’s all understand that the
of all let’s all understand that the style of Education used within the
style of Education used within the
style of Education used within the United States is based upon the
United States is based upon the
United States is based upon the Industrial Age educational model 250
Industrial Age educational model 250
Industrial Age educational model 250 years ago children were educated to be
years ago children were educated to be
years ago children were educated to be able to perform menial tasks as a part
able to perform menial tasks as a part
able to perform menial tasks as a part of factory living and factory working do
of factory living and factory working do
of factory living and factory working do the same thing over and over and over
the same thing over and over and over
the same thing over and over and over for eight hours makes sense
for eight hours makes sense
for eight hours makes sense gonna sit at a desk all day long gonna
gonna sit at a desk all day long gonna
gonna sit at a desk all day long gonna learn how to do that well guess what
learn how to do that well guess what
learn how to do that well guess what guys we’re way past the Industrial Age
guys we’re way past the Industrial Age
guys we’re way past the Industrial Age we’re now living in the education age
we’re now living in the education age
we’re now living in the education age and in the information age actually and
and in the information age actually and
and in the information age actually and so why are we educating children today
so why are we educating children today
so why are we educating children today in the same method and manner for jobs
in the same method and manner for jobs
in the same method and manner for jobs that have ceased to exist they didn’t
that have ceased to exist they didn’t
that have ceased to exist they didn’t have cars during the Industrial Age okay
have cars during the Industrial Age okay
have cars during the Industrial Age okay and now we’re looking at having cars
and now we’re looking at having cars
and now we’re looking at having cars that can drive themselves we’re in a
that can drive themselves we’re in a
that can drive themselves we’re in a different era next we look at the pet
different era next we look at the pet
different era next we look at the pet monkey mentality this is where we parade
monkey mentality this is where we parade
monkey mentality this is where we parade kids out and say hey look what they can
kids out and say hey look what they can
kids out and say hey look what they can do my four year old can read well if a
do my four year old can read well if a
do my four year old can read well if a four year old can read shouldn’t every
four year old can read shouldn’t every
four year old can read shouldn’t every four-year-old be able to read and guess
four-year-old be able to read and guess
four-year-old be able to read and guess what if they can’t let’s label them as
what if they can’t let’s label them as
what if they can’t let’s label them as having something wrong with them and
having something wrong with them and
having something wrong with them and maybe we should even medicate them to be
maybe we should even medicate them to be
maybe we should even medicate them to be able to make them sit still to then
able to make them sit still to then
able to make them sit still to then learn to read pet monkey mentality next
learn to read pet monkey mentality next
learn to read pet monkey mentality next we have screen dependency and nature
we have screen dependency and nature
we have screen dependency and nature deficiency kids spend and between five
deficiency kids spend and between five
deficiency kids spend and between five and seven hours on a screen each day
and seven hours on a screen each day
and seven hours on a screen each day recent study was done looking at how
recent study was done looking at how
recent study was done looking at how much time is actually spent outside 30%
much time is actually spent outside 30%
much time is actually spent outside 30% of kids spending less than half an hour
of kids spending less than half an hour
of kids spending less than half an hour 50% of all kids spending less than an
50% of all kids spending less than an
50% of all kids spending less than an hour outside every day great book last
hour outside every day great book last
hour outside every day great book last child in the woods if you’re interested
child in the woods if you’re interested
child in the woods if you’re interested in hearing more about that well when we
in hearing more about that well when we
in hearing more about that well when we combine all of these things what do we
combine all of these things what do we
combine all of these things what do we get a denial of the intrinsic value of a
get a denial of the intrinsic value of a
get a denial of the intrinsic value of a child and the respect due that child as
child and the respect due that child as
child and the respect due that child as a born person the concept of the born
a born person the concept of the born
a born person the concept of the born person was first put forth by an
person was first put forth by an
person was first put forth by an educational innovator named Charlotte
educational innovator named Charlotte
educational innovator named Charlotte Mason and it simply means this a child
Mason and it simply means this a child
Mason and it simply means this a child is due the respect and consideration as
is due the respect and consideration as
is due the respect and consideration as an adult as you and me now there are
an adult as you and me now there are
an adult as you and me now there are great dangers of these dragons the
great dangers of these dragons the
great dangers of these dragons the primary one being the loss of self so
primary one being the loss of self so
primary one being the loss of self so what defines identity let’s think about
what defines identity let’s think about
what defines identity let’s think about it what makes me me what makes you you
it what makes me me what makes you you
it what makes me me what makes you you enter the it’s the beliefs
enter the it’s the beliefs
enter the it’s the beliefs it’s the passions it’s the interest it’s
it’s the passions it’s the interest it’s
it’s the passions it’s the interest it’s the talents is school educating towards
the talents is school educating towards
the talents is school educating towards this when we don’t as educators address
this when we don’t as educators address
this when we don’t as educators address the things that are special about our
the things that are special about our
the things that are special about our students they suffer a loss of
students they suffer a loss of
students they suffer a loss of uniqueness and from this we have a loss
uniqueness and from this we have a loss
uniqueness and from this we have a loss of meaning now before you think I’m just
of meaning now before you think I’m just
of meaning now before you think I’m just piling on the whole educational system
piling on the whole educational system
piling on the whole educational system and everyone
and everyone
and everyone within it is evil I want to ask this
within it is evil I want to ask this
within it is evil I want to ask this question does this mean that education
question does this mean that education
question does this mean that education is inherently damaging absolutely not
is inherently damaging absolutely not
is inherently damaging absolutely not education is a cornerstone of a
education is a cornerstone of a
education is a cornerstone of a civilized country and when we don’t have
civilized country and when we don’t have
civilized country and when we don’t have education there are great losses that
education there are great losses that
education there are great losses that occur just look at countries where
occur just look at countries where
occur just look at countries where certain segments of the population are
certain segments of the population are
certain segments of the population are denied education due to maybe economics
denied education due to maybe economics
denied education due to maybe economics due to gender so there’s great freedom
due to gender so there’s great freedom
due to gender so there’s great freedom that comes from knowledge so really what
that comes from knowledge so really what
that comes from knowledge so really what I’m talking about here is a systemic
I’m talking about here is a systemic
I’m talking about here is a systemic issue versus an individual issue of
issue versus an individual issue of
issue versus an individual issue of educators now what is our evident
educators now what is our evident
educators now what is our evident evidence that these dragons do exist the
evidence that these dragons do exist the
evidence that these dragons do exist the things that I’m going to talk about now
things that I’m going to talk about now
things that I’m going to talk about now are issues that we see facing our youth
are issues that we see facing our youth
are issues that we see facing our youth in America today now education I’m not
in America today now education I’m not
in America today now education I’m not suggesting as the sole cause of these
suggesting as the sole cause of these
suggesting as the sole cause of these problems however I firmly believe that
problems however I firmly believe that
problems however I firmly believe that it is a contributing factor to them
it is a contributing factor to them
it is a contributing factor to them first of all violence against others and
first of all violence against others and
first of all violence against others and self physical violence cyber violence
self physical violence cyber violence
self physical violence cyber violence and then we look at the violence against
and then we look at the violence against
and then we look at the violence against oneself do you know in grades 7 to 12
oneself do you know in grades 7 to 12
oneself do you know in grades 7 to 12 over 5200 kids each day try to take
over 5200 kids each day try to take
over 5200 kids each day try to take their own lives
their own lives
their own lives rampant depression the diagnosis of ADHD
rampant depression the diagnosis of ADHD
rampant depression the diagnosis of ADHD and the significant drugging to control
and the significant drugging to control
and the significant drugging to control ADHD do you know our country consumes 80
ADHD do you know our country consumes 80
ADHD do you know our country consumes 80 to 90% of all ADHD medication worldwide
to 90% of all ADHD medication worldwide
to 90% of all ADHD medication worldwide does that mean that American children
does that mean that American children
does that mean that American children have a larger ADHD problem than the rest
have a larger ADHD problem than the rest
have a larger ADHD problem than the rest of the world or doesn’t mean that the
of the world or doesn’t mean that the
of the world or doesn’t mean that the school system in which they’re being
school system in which they’re being
school system in which they’re being educated demands a style of education
educated demands a style of education
educated demands a style of education that requires drugging to be able to
that requires drugging to be able to
that requires drugging to be able to operate within it finally we look at
operate within it finally we look at
operate within it finally we look at addiction substance abuse is one example
addiction substance abuse is one example
addiction substance abuse is one example and of course screen addiction we’ll
and of course screen addiction we’ll
and of course screen addiction we’ll talk more about that later how are
talk more about that later how are
talk more about that later how are children experiencing these dragons in
children experiencing these dragons in
children experiencing these dragons in education today
education today
education today what is the dragon’s breath and how’s it
what is the dragon’s breath and how’s it
what is the dragon’s breath and how’s it being manifested the first is that don’t
being manifested the first is that don’t
being manifested the first is that don’t move concept the restraint of activity
move concept the restraint of activity
move concept the restraint of activity you know what it doesn’t matter that
you know what it doesn’t matter that
you know what it doesn’t matter that you’re six years old you’re gonna sit in
you’re six years old you’re gonna sit in
you’re six years old you’re gonna sit in your desk eight hours today and if you
your desk eight hours today and if you
your desk eight hours today and if you move if you tap your
move if you tap your
move if you tap your it if you raise your hand you’re gonna
it if you raise your hand you’re gonna
it if you raise your hand you’re gonna be told to sit still and not move now
be told to sit still and not move now
be told to sit still and not move now this is not a worldwide phenomenon
this is not a worldwide phenomenon
this is not a worldwide phenomenon you may have recently read about some
you may have recently read about some
you may have recently read about some some changes happening within Finland’s
some changes happening within Finland’s
some changes happening within Finland’s education Finland is viewed as one of
education Finland is viewed as one of
education Finland is viewed as one of the leaders worldwide and education
the leaders worldwide and education
the leaders worldwide and education highly successful educational program
highly successful educational program
highly successful educational program very different from how we educate here
very different from how we educate here
very different from how we educate here in the United States for every hour of
in the United States for every hour of
in the United States for every hour of instruction 15 minutes of it is a break
instruction 15 minutes of it is a break
instruction 15 minutes of it is a break so you teach for 45 minutes your
so you teach for 45 minutes your
so you teach for 45 minutes your students have a 15 minute break and
students have a 15 minute break and
students have a 15 minute break and that’s not just once in the day that’s
that’s not just once in the day that’s
that’s not just once in the day that’s throughout the entire day
throughout the entire day
throughout the entire day children are not expected to sit at a
children are not expected to sit at a
children are not expected to sit at a desk without moving next we look at the
desk without moving next we look at the
desk without moving next we look at the no talking this is the communication
no talking this is the communication
no talking this is the communication clampdown that occurs where kids are
clampdown that occurs where kids are
clampdown that occurs where kids are hardly speaking in school maybe I can
hardly speaking in school maybe I can
hardly speaking in school maybe I can raise my hand and ask a question but
raise my hand and ask a question but
raise my hand and ask a question but maybe I’m gonna get a stare like it’s
maybe I’m gonna get a stare like it’s
maybe I’m gonna get a stare like it’s not your turn to talk I put my hand down
not your turn to talk I put my hand down
not your turn to talk I put my hand down how often am I gonna keep trying before
how often am I gonna keep trying before
how often am I gonna keep trying before I stop raising my hand finally this is
I stop raising my hand finally this is
I stop raising my hand finally this is what I call that do this and this and
what I call that do this and this and
what I call that do this and this and this and this and this
this and this and this
this and this and this it’s the over-scheduling we keep hearing
it’s the over-scheduling we keep hearing
it’s the over-scheduling we keep hearing about in children’s lives today but
about in children’s lives today but
about in children’s lives today but where we’re hearing about it is after
where we’re hearing about it is after
where we’re hearing about it is after school don’t have your kids in so many
school don’t have your kids in so many
school don’t have your kids in so many after-school activities it’s also
after-school activities it’s also
after-school activities it’s also happening within school and so when we
happening within school and so when we
happening within school and so when we look at scheduling we need to think
look at scheduling we need to think
look at scheduling we need to think where is the freedom within it in the
where is the freedom within it in the
where is the freedom within it in the last 20 years kids have lost 12 hours of
last 20 years kids have lost 12 hours of
last 20 years kids have lost 12 hours of free time each week essentially free
free time each week essentially free
free time each week essentially free time to play and so when we look at a
time to play and so when we look at a
time to play and so when we look at a schedule within a school we need to look
schedule within a school we need to look
schedule within a school we need to look and see what can we do to minimize this
and see what can we do to minimize this
and see what can we do to minimize this sense of pointless busyness removing a
sense of pointless busyness removing a
sense of pointless busyness removing a step up now what is the Dragons fire
step up now what is the Dragons fire
step up now what is the Dragons fire this is the misinformation about ability
this is the misinformation about ability
this is the misinformation about ability and potential that has become inherent
and potential that has become inherent
and potential that has become inherent within our school system a quote has
within our school system a quote has
within our school system a quote has been attributed to Albert Einstein in
been attributed to Albert Einstein in
been attributed to Albert Einstein in which high it’s basically said
which high it’s basically said
which high it’s basically said everyone’s a genius but if you tell a
everyone’s a genius but if you tell a
everyone’s a genius but if you tell a fish it’s got a swim of a tree it’s
fish it’s got a swim of a tree it’s
fish it’s got a swim of a tree it’s gonna spend its whole life thinking that
gonna spend its whole life thinking that
gonna spend its whole life thinking that it’s stupid by the way Einstein had on
it’s stupid by the way Einstein had on
it’s stupid by the way Einstein had on written on his report card at one point
written on his report card at one point
written on his report card at one point that he’ll never amount to anything
that he’ll never amount to anything
that he’ll never amount to anything Ansel Adams was labeled a hopeless and
Ansel Adams was labeled a hopeless and
Ansel Adams was labeled a hopeless and rebellious student
rebellious student
rebellious student now we know he was most likely an
now we know he was most likely an
now we know he was most likely an undiagnosed dyslexic and from as a youth
undiagnosed dyslexic and from as a youth
undiagnosed dyslexic and from as a youth he was taken out of school his parents
he was taken out of school his parents
he was taken out of school his parents noticed that being in nature calmed him
noticed that being in nature calmed him
noticed that being in nature calmed him tremendously and of course he went on to
tremendously and of course he went on to
tremendously and of course he went on to become arguably the most famous and
become arguably the most famous and
become arguably the most famous and talented nature photographer and by the
talented nature photographer and by the
talented nature photographer and by the way ended up getting honorary doctorates
way ended up getting honorary doctorates
way ended up getting honorary doctorates from both Harvard and Yale you know so
from both Harvard and Yale you know so
from both Harvard and Yale you know so much for being a hopeless student now
much for being a hopeless student now
much for being a hopeless student now we’re at the point of discussing being
we’re at the point of discussing being
we’re at the point of discussing being roasted by the flame this is the denial
roasted by the flame this is the denial
roasted by the flame this is the denial and theft that is inherent within the
and theft that is inherent within the
and theft that is inherent within the system so first of all let’s talk about
system so first of all let’s talk about
system so first of all let’s talk about the denial the denial of what for us as
the denial the denial of what for us as
the denial the denial of what for us as Americans our core rights from the
Americans our core rights from the
Americans our core rights from the inception of this country we’ve all held
inception of this country we’ve all held
inception of this country we’ve all held the rights of life liberty and the
the rights of life liberty and the
the rights of life liberty and the pursuit of happiness and I would ask how
pursuit of happiness and I would ask how
pursuit of happiness and I would ask how many kids sit in school and are really
many kids sit in school and are really
many kids sit in school and are really happy to be there children love to learn
happy to be there children love to learn
happy to be there children love to learn but many an enormous number do not enjoy
but many an enormous number do not enjoy
but many an enormous number do not enjoy school I know I didn’t and guess what I
school I know I didn’t and guess what I
school I know I didn’t and guess what I was the valedictorian of my class being
was the valedictorian of my class being
was the valedictorian of my class being a girl as well I was who our educational
a girl as well I was who our educational
a girl as well I was who our educational system has been designed for was
system has been designed for was
system has been designed for was designed primarily by women for a female
designed primarily by women for a female
designed primarily by women for a female learning style so if for me I’m not
learning style so if for me I’m not
learning style so if for me I’m not enjoying it I’m not finding happiness
enjoying it I’m not finding happiness
enjoying it I’m not finding happiness what does it mean for the other 50% the
what does it mean for the other 50% the
what does it mean for the other 50% the the young men in our in our educational
the young men in our in our educational
the young men in our in our educational system I know I used to stare at the
system I know I used to stare at the
system I know I used to stare at the clock waiting for the class to be over
clock waiting for the class to be over
clock waiting for the class to be over for the day to be over staring out the
for the day to be over staring out the
for the day to be over staring out the window coming up with fantasies and
window coming up with fantasies and
window coming up with fantasies and stories in my mind wasn’t until late in
stories in my mind wasn’t until late in
stories in my mind wasn’t until late in my school experience that I was
my school experience that I was
my school experience that I was transferred to a school that was highly
transferred to a school that was highly
transferred to a school that was highly creative and really began to enjoy my
creative and really began to enjoy my
creative and really began to enjoy my learning experience when we take away
learning experience when we take away
learning experience when we take away from children the right to pursue their
from children the right to pursue their
from children the right to pursue their happiness we’re in essence perpetrating
happiness we’re in essence perpetrating
happiness we’re in essence perpetrating the theft of their childhood and this
the theft of their childhood and this
the theft of their childhood and this way this is why I say education
way this is why I say education
way this is why I say education currently is being perpetrated now let’s
currently is being perpetrated now let’s
currently is being perpetrated now let’s think about what got us here there’s
think about what got us here there’s
think about what got us here there’s that clock I talked about I’m sure you
that clock I talked about I’m sure you
that clock I talked about I’m sure you guys have seen many of those in your
guys have seen many of those in your
guys have seen many of those in your classrooms we’ve got to think about
classrooms we’ve got to think about
classrooms we’ve got to think about where kids are spending the majority of
where kids are spending the majority of
where kids are spending the majority of their meaningful hours each day and the
their meaningful hours each day and the
their meaningful hours each day and the reality is within the United States it’s
reality is within the United States it’s
reality is within the United States it’s required that it be spent at school kids
required that it be spent at school kids
required that it be spent at school kids may be here six
may be here six
may be here six and a half seven eight sometimes nine
and a half seven eight sometimes nine
and a half seven eight sometimes nine hours a day by the time they get home
hours a day by the time they get home
hours a day by the time they get home and have done other activities the
and have done other activities the
and have done other activities the energy reserves to pursue things of
energy reserves to pursue things of
energy reserves to pursue things of personal interest may have been depleted
personal interest may have been depleted
personal interest may have been depleted so it is incumbent upon the schools to
so it is incumbent upon the schools to
so it is incumbent upon the schools to give space for our students to pursue
give space for our students to pursue
give space for our students to pursue subjects that interest them and not just
subjects that interest them and not just
subjects that interest them and not just once a semester once a year when you get
once a semester once a year when you get
once a semester once a year when you get older I’m talking about from the
older I’m talking about from the
older I’m talking about from the earliest of grades next we’d have to
earliest of grades next we’d have to
earliest of grades next we’d have to think about how we’re educating I
think about how we’re educating I
think about how we’re educating I believe we’re on a hamster wheel of
believe we’re on a hamster wheel of
believe we’re on a hamster wheel of meaningless busyness with worksheets I
meaningless busyness with worksheets I
meaningless busyness with worksheets I know many schools where that is the
know many schools where that is the
know many schools where that is the primary work product that children put
primary work product that children put
primary work product that children put out they don’t speak in class they might
out they don’t speak in class they might
out they don’t speak in class they might get to write one report a semester but
get to write one report a semester but
get to write one report a semester but it’s the worksheet product particularly
it’s the worksheet product particularly
it’s the worksheet product particularly in younger ages so we’ve got to think
in younger ages so we’ve got to think
in younger ages so we’ve got to think about where is what we’re doing getting
about where is what we’re doing getting
about where is what we’re doing getting us are we going nowhere finally we have
us are we going nowhere finally we have
us are we going nowhere finally we have to think about why we’re educating the
to think about why we’re educating the
to think about why we’re educating the way we are we’ve all heard about
way we are we’ve all heard about
way we are we’ve all heard about teaching to the test okay when you teach
teaching to the test okay when you teach
teaching to the test okay when you teach to the test you teach for answers over
to the test you teach for answers over
to the test you teach for answers over abilities okay this is when yes becomes
abilities okay this is when yes becomes
abilities okay this is when yes becomes no when I say yes to one thing
no when I say yes to one thing
no when I say yes to one thing worksheets I’m saying no to something
worksheets I’m saying no to something
worksheets I’m saying no to something else imagination now I know that sounds
else imagination now I know that sounds
else imagination now I know that sounds hopeless but it’s not we have seven
hopeless but it’s not we have seven
hopeless but it’s not we have seven swords to slay these dragons in
swords to slay these dragons in
swords to slay these dragons in education also known as the intentional
education also known as the intentional
education also known as the intentional individual involvement first of all we
individual involvement first of all we
individual involvement first of all we must design an educational program that
must design an educational program that
must design an educational program that is age and stage appropriate Stanford
is age and stage appropriate Stanford
is age and stage appropriate Stanford came out with a study recently
came out with a study recently
came out with a study recently fascinating that if you delayed
fascinating that if you delayed
fascinating that if you delayed kindergarten by one year you’d have an
kindergarten by one year you’d have an
kindergarten by one year you’d have an over 70% reduction in ADHD in later
over 70% reduction in ADHD in later
over 70% reduction in ADHD in later years but for some reason despite this
years but for some reason despite this
years but for some reason despite this evidence we keep saying you know what
evidence we keep saying you know what
evidence we keep saying you know what let’s get younger in kindergarten
let’s get younger in kindergarten
let’s get younger in kindergarten let’s have enforced sitting at desks
let’s have enforced sitting at desks
let’s have enforced sitting at desks writing reading before many children are
writing reading before many children are
writing reading before many children are developmentally ready to do that next as
developmentally ready to do that next as
developmentally ready to do that next as I mentioned we must encourage personal
I mentioned we must encourage personal
I mentioned we must encourage personal interest maybe little Bobby loves sharks
interest maybe little Bobby loves sharks
interest maybe little Bobby loves sharks and little Suzy wants to be an astronaut
and little Suzy wants to be an astronaut
and little Suzy wants to be an astronaut well let’s give them a space within the
well let’s give them a space within the
well let’s give them a space within the cool day where they are mentored and
cool day where they are mentored and
cool day where they are mentored and guided from an academic perspective of
guided from an academic perspective of
guided from an academic perspective of how to learn about these things so you
how to learn about these things so you
how to learn about these things so you may have a class of 30 kids with 30
may have a class of 30 kids with 30
may have a class of 30 kids with 30 different interests that’s ok let’s
different interests that’s ok let’s
different interests that’s ok let’s teach them how to find out about what
teach them how to find out about what
teach them how to find out about what interests them from the youngest of Ages
interests them from the youngest of Ages
interests them from the youngest of Ages first grade next we must equip our
first grade next we must equip our
first grade next we must equip our students with life skills did you know
students with life skills did you know
students with life skills did you know that public speaking is the number one
that public speaking is the number one
that public speaking is the number one fear of people over death I found that
fear of people over death I found that
fear of people over death I found that shocking forty to forty five percent of
shocking forty to forty five percent of
shocking forty to forty five percent of people are afraid to speak in public
people are afraid to speak in public
people are afraid to speak in public well it’s because we’re not being given
well it’s because we’re not being given
well it’s because we’re not being given the chance or being taught or being able
the chance or being taught or being able
the chance or being taught or being able to practice and fail within our
to practice and fail within our
to practice and fail within our classrooms where we should be able to
classrooms where we should be able to
classrooms where we should be able to I’m involved in certain educational
I’m involved in certain educational
I’m involved in certain educational programs where guess what children speak
programs where guess what children speak
programs where guess what children speak every week individually in front of
every week individually in front of
every week individually in front of their class they give presentations
their class they give presentations
their class they give presentations almost think like a show-and-tell from
almost think like a show-and-tell from
almost think like a show-and-tell from the earliest of Ages four years old and
the earliest of Ages four years old and
the earliest of Ages four years old and you may have a student that’s shy and
you may have a student that’s shy and
you may have a student that’s shy and scared at the beginning and can barely
scared at the beginning and can barely
scared at the beginning and can barely say his or her name but I’ll tell you by
say his or her name but I’ll tell you by
say his or her name but I’ll tell you by the end of the year after they’ve given
the end of the year after they’ve given
the end of the year after they’ve given 24 presentations it is inspiring to see
24 presentations it is inspiring to see
24 presentations it is inspiring to see the stet the steps that this child can
the stet the steps that this child can
the stet the steps that this child can make we must allow space for children to
make we must allow space for children to
make we must allow space for children to speak in front of others in our schools
speak in front of others in our schools
speak in front of others in our schools continuing we need to balance technology
continuing we need to balance technology
continuing we need to balance technology now we’re in an Information Age
now we’re in an Information Age
now we’re in an Information Age technology is a critical part of our
technology is a critical part of our
technology is a critical part of our lives but we need to be educating for
lives but we need to be educating for
lives but we need to be educating for those jobs and Technology not with
those jobs and Technology not with
those jobs and Technology not with excessive technology great book called
excessive technology great book called
excessive technology great book called glow kids talks about the dangers of
glow kids talks about the dangers of
glow kids talks about the dangers of excessive screen use and how addiction
excessive screen use and how addiction
excessive screen use and how addiction has become a part of our screen culture
has become a part of our screen culture
has become a part of our screen culture digital heroine if you will and how
digital heroine if you will and how
digital heroine if you will and how excessive screen use actually impacts
excessive screen use actually impacts
excessive screen use actually impacts the brain and degrades the brain in the
the brain and degrades the brain in the
the brain and degrades the brain in the same way that cocaine addiction does the
same way that cocaine addiction does the
same way that cocaine addiction does the screen is not bad excessive screen use
screen is not bad excessive screen use
screen is not bad excessive screen use is bad how do we use technology in
is bad how do we use technology in
is bad how do we use technology in education we need to learn through doing
education we need to learn through doing
education we need to learn through doing this is the get out of your desk get up
this is the get out of your desk get up
this is the get out of your desk get up try something let’s have a project
try something let’s have a project
try something let’s have a project together
together
together let’s move I think and that James Brown
let’s move I think and that James Brown
let’s move I think and that James Brown song about you know get up off your seat
song about you know get up off your seat
song about you know get up off your seat whenever I think about this we’ve got to
whenever I think about this we’ve got to
whenever I think about this we’ve got to get moving we’ve got to interact
get moving we’ve got to interact
get moving we’ve got to interact Benjamin Franklin has a great quote
Benjamin Franklin has a great quote
Benjamin Franklin has a great quote where he talks about you know
where he talks about you know
where he talks about you know I see these things and whatever whatever
I see these things and whatever whatever
I see these things and whatever whatever but finally if I do them I learn
but finally if I do them I learn
but finally if I do them I learn creativity and imagination must be
creativity and imagination must be
creativity and imagination must be prized so when we ask a kid to draw a
prized so when we ask a kid to draw a
prized so when we ask a kid to draw a picture of a castle let’s encourage them
picture of a castle let’s encourage them
picture of a castle let’s encourage them to get creative with it instead of
to get creative with it instead of
to get creative with it instead of saying just draw a castle say draw me a
saying just draw a castle say draw me a
saying just draw a castle say draw me a story that includes a castle now you may
story that includes a castle now you may
story that includes a castle now you may wonder about this child that drew this
wonder about this child that drew this
wonder about this child that drew this picture his story has a very happy
picture his story has a very happy
picture his story has a very happy ending he was removed from this school
ending he was removed from this school
ending he was removed from this school and put it into creative learning
and put it into creative learning
and put it into creative learning environment and flourished and the
environment and flourished and the
environment and flourished and the reason I know that is because he’s my
reason I know that is because he’s my
reason I know that is because he’s my child play now many people may think
child play now many people may think
child play now many people may think this is a four-letter word I’m sorry for
this is a four-letter word I’m sorry for
this is a four-letter word I’m sorry for those of you that are offended by using
those of you that are offended by using
those of you that are offended by using a four-letter word but in education it
a four-letter word but in education it
a four-letter word but in education it is vital that we leave space to play you
is vital that we leave space to play you
is vital that we leave space to play you know I mentioned the Finnish educational
know I mentioned the Finnish educational
know I mentioned the Finnish educational model and how they take breaks every
model and how they take breaks every
model and how they take breaks every hour for 15 minutes there have been
hour for 15 minutes there have been
hour for 15 minutes there have been recent news articles about how in the
recent news articles about how in the
recent news articles about how in the United States certain schools have
United States certain schools have
United States certain schools have chosen to do that not every hour they
chosen to do that not every hour they
chosen to do that not every hour they take 4 or 15-minute breaks in a day and
take 4 or 15-minute breaks in a day and
take 4 or 15-minute breaks in a day and have seen incredible increases in
have seen incredible increases in
have seen incredible increases in productivity attention for some reason
productivity attention for some reason
productivity attention for some reason these are just the shiny examples versus
these are just the shiny examples versus
these are just the shiny examples versus the norm they are the exception rather
the norm they are the exception rather
the norm they are the exception rather than the rule I’m suggesting I’m
than the rule I’m suggesting I’m
than the rule I’m suggesting I’m pleading that we revamp the US
pleading that we revamp the US
pleading that we revamp the US educational system to take these factors
educational system to take these factors
educational system to take these factors into account and let’s also remember
into account and let’s also remember
into account and let’s also remember that play is not only for the youngest
that play is not only for the youngest
that play is not only for the youngest ones of us it is for everyone we must
ones of us it is for everyone we must
ones of us it is for everyone we must consider what play looks like for
consider what play looks like for
consider what play looks like for kindergarten and how that’s different
kindergarten and how that’s different
kindergarten and how that’s different from middle school and high school so as
from middle school and high school so as
from middle school and high school so as you hear about schools bragging about
you hear about schools bragging about
you hear about schools bragging about their intensive academics and their
their intensive academics and their
their intensive academics and their preparatory preschools and touting their
preparatory preschools and touting their
preparatory preschools and touting their magnificent test scores I want you to
magnificent test scores I want you to
magnificent test scores I want you to think of this question critical concept
think of this question critical concept
think of this question critical concept is America trading our children’s
is America trading our children’s
is America trading our children’s identities forays thank you
”
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