Marching Off the Map: Inspire Students to Navigate a Brand New World

Page 22

For	Our Role Must Change
Educators	As we teach a generation of students who don’t need adults to get information.
Parents	As we raise kids in a time of terrorism, economic recession, racial unrest, underemployment and ubiquitous technology
Coaches	As we train young athletes who have eight-second attention spans, and may arrive at practice with little resilience or grit.
Youth Workers	As we mentor students who may have few life skills of values because adults wither over-functioned or were absent.
Employers	As we onboard young employees who may have never had a read job before, and may ask when “spring break” will be.

Page 23

I must warn you, however, that becoming a pioneer is definitely risky. Pioneers are usually the ones with arrows in their back. (They’ve been shot by settlers who can’t understand their strange new tactics). There are no guarantees of success. But, I can certainly guarantee failure if you remain a settler. Settlers will be left in the dust as the young people we lead disconnect from us and find others they can follow to new places. Or, they will forge ahead with no mentors at all.

Page 27-29

The Post-Figurative Society	Adults determine life for children
The Co-Figurative Society	Together figure out life
The Pre-Figurative Society	Children figure out life by themselves

Page 36

·         What if I told you students today are not lazy after all, they’re just disengaged with the way adults teach them?

·         What if I told you our kids are more ready to address the world’s problems in a relevant way, but simple get stuck with our current methodology?

·         What if I told you teens actually want to do something that matters, but we’ve not only offered them virtual pastimes to occupy the days?

·         What if I told you students would be less anxious and stressed out if we get them more control of their day?

Page 51

The Latin root word for “educate” is “ducere” which means to “push out”. We have seen learning as something we do to students, not something they do for themselves. They key is – learning is not something done “to” someone. It is something they choose to do. We should not put students in a passive mode as we teach. We must be inspires of learning. We must help pull ambition out of them, not push information to them.

Page 95

Change: 3 Questions

1. Does this need a facelift? (It’s good, but it just needs an update)

2. Does this need an overhaul? (It’s purpose is good, but now it must be altered)

3. Dos this need a funeral? (It once was good, but no longer is relevant)

Page 115

What do we do when our best players shows up late to practice? When our team rules forbid facial hair and a guy shows up unshaven? What if he gets caught drinking? Do we hold him accountable? Or, do we change the rules to fit him; do we widen our home plate?”

Page 117

Metacognition (or thinking about thinking) is the secret to and the driving motivation behind all effective learning. The more they reflect on their learning, the more they learn. The better they engage in the subject and how to communicate it to others – the more they actually own it.

Page 126

Students grew up in an experimental world and now they are not looking for a “sage on the stage” with a lecture. I believe they are looking for a “guide on the stage” with an experience.

Page 171

Typically, people with autism are really good at structured tasks, following process, and attention to details.

Page 176-193

Two weather conditions today

1. Anxiety

2. Amorality

Anxiety

a) High materialistic pressure + Low quality relationships = Greater Stress Levels

b) Reasons of Anxiety rising: consumerism, materialism, decline of quality relationships, the impact of social media/cyber bullying

c) The PRICE we pay for social media

P – Personal Platform	This has fostered a narcissistic自恋culture of selfies.
R – Reactionary Opinions	They tend to care too much about what others think of them. This includes a preoccupation偏见with other’s judgment.
I – Instant Updates	This can make us impulsive with short attention spans.
C – Constant Information	This has caused angst焦虑and depression in users.
E – External Stimuli	This can lead to addictive lifestyles with the phone.

7 guide student in social media

1. Ask to meet and talk over the influence and hours consumed by social media

2. Ask to scroll through their posts with them

3. Interpret the tone and content of the posts and what it suggest about their character

4. Discuss how employers, coaches, instructors or mentors might view their sites

5. Ask them if they have ever noticed an attitude changing in themselves after reading or posting on social media?

6. Suggest they follow the rule: I will only post what I want my reputation to be ten years from now.

7. Balance screen time with face-to-face time.

Amorality

Our culture is marked by:

1. Resistance to judgment

2. Uncensored acceptance

3. Exchanging certainty for ambiguity

4. Embracing plurality

5. Stretching the boundaries of belief and behavior

Five sources of morality

1. Morals are determined by results or consequences (situational morality)

2. Morals are determined by pleasure or happiness.

3. Morals are determined by appearance and reputation.

4. Morals are determined by context or environment.

5. Morals are determined by affect or influence.

Page 208

	Historical Era	How People Differentiate Themselves
1	Agricultural Age	Stronger muscles
2	Industrial Age	Stronger machines
3	Information Age	Stronger minds
4	Intelligence Age	Stronger morals

Page 209

Whatever hours you spend in front of a screen, you must spend equal hours face to face with people, learning interpersonal skills, reading body language, facial cues and building EQ.

Page 211

Stop Asking…	Start Asking…
What do you want to major in?	What problem do you want to solve?
What do you want out of your life?	What is life asking of you?
How much money can you make?	What do you have to give?
How can you achieve something great?	How can you add value in this context?
What do you possess inside?	What are the needs or opportunities?
What will make you happy?	What are you being summoned to do?

Page 218

“I am giving you these comments because I have high expectations of you and I know you can reach them.”

The words themselves are not magic, but the thought behind them is profound. They communicate belief in the student, calling out the best in him or her. This requires tough love from us, with patience and tenacity to follow through. It’s effective, however, because our leadership stems from a deep seeded belief in our students.

Source:  Marching Off the Map: Inspire Students to Navigate a Brand New World by Tim Elmore (2017)