Page 22
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For
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Our Role Must Change
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Educators
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As we teach a generation of students who don’t need adults to get
information.
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Parents
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As we raise kids in a time of terrorism, economic recession,
racial unrest, underemployment and ubiquitous technology
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Coaches
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As we train young athletes who have eight-second attention spans,
and may arrive at practice with little resilience or grit.
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Youth Workers
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As we mentor students who may have few life skills of values
because adults wither over-functioned or were absent.
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Employers
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As we onboard young employees who may have never had a read job
before, and may ask when “spring break” will be.
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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
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The Post-Figurative Society
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Adults determine life for children
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The Co-Figurative Society
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Together figure out life
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The Pre-Figurative Society
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Children figure out life by themselves
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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
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P – Personal Platform
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This has fostered a narcissistic自恋culture
of selfies.
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R – Reactionary Opinions
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They tend to care too much about what others think of
them.
This includes a preoccupation偏见with
other’s judgment.
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I – Instant Updates
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This can make us impulsive with short attention spans.
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C – Constant Information
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This has caused angst焦虑and depression in users.
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E – External Stimuli
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This can lead to addictive lifestyles with the phone.
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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
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Historical
Era
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How
People Differentiate Themselves
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1
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Agricultural Age
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Stronger muscles
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2
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Industrial Age
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Stronger machines
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3
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Information Age
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Stronger minds
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4
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Intelligence Age
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Stronger morals
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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
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Stop Asking…
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Start Asking…
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What do you want to major in?
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What problem do you want to solve?
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What do you want out of your life?
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What is life asking of you?
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How much money can you make?
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What do you have to give?
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How can you achieve something great?
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How can you add value in this context?
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What do you possess inside?
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What are the needs or opportunities?
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What will make you happy?
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What are you being summoned to do?
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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)
