topham's attic: schadenfreude

Thursday, October 22, 2009

schadenfreude

The world needs people like you and me who've been knocked around by fate.
'Cause when people see us, they don't want to be us, and that makes them feel great.
(From "Schadenfreude" on the soundtrack of Avenue Q)

Hi, all,

Today's message is brought to you by the Word of the Day, Schadenfruede. It is not the dictionary.com WoD, but it does come from a class discussion in E2H, so I'm adding it to the official list for October (which BTW we need to start working on). Do you want a definition? Here you go:

(noun)

satisfaction or pleasure felt at someone else's misfortune.

Not satisfied with that? Check out today's video. But, fair warning: it has some R-rated language in it, though it does come from a Tony Award winning musical. So if you or your parents would have objection to viewing it, please do not do so.

Anyway...

CW: I'm going to be more than a tiny bit irritated if the vast majority of you don't show up with working drafts of your "after art" pieces tomorrow...

E3H: Asher boards are open, and you should feel free to use them (though there is no requirement this evening to do so) to begin discussion of at least some of the following topics (which in any case you should be thinking about/looking up/making notes about for tomorrow's class)
Art terminology: arabesque, matrix, baroque, impressionist, expressionist, surrealist, cubist, abstract expressionist

Responsibility: to family, self, "gift"

Religion and Art: mutually exclusive or intricately intertwined?

Relation to parents’ world

loneliness w/dad
mother’s influence
Parent/child relationship)

E2H: Our Town boards are open, you should feel free to use them (though there is no requirement this evening to do so) to begin discussion of at least some of the following topics (which in any case you should be thinking about/looking up/making notes about for tomorrow's class):

the importance of Simon Stimson
George and Emily's "important talk"
"people were meant to live two by two"
The stage manager's philosophy about death and eternity (87-88)
"Live people don't understand, do they?"
The stage manager's final speech

Today's Missed Conferences:Cole, Kyle V, Sarah B, Christian

Tomorrow's Conferences:Emma N, Laura C (3H), Neil, Emma S, Kara, Alex, Kristie

Notes to Parents

8/24/14

Hi, everyone, and welcome back to another (or your first) year at LFHS.

What you have heard is true. The English teacher has lost her ever-loving mind and is not going to be giving any grades at all in her classes this year. Not. One.

There will be no percentages, no numbers, no scores, no letters, no anything that will count toward anything that will end up being averaged for a final grade. But before you call in the men with the white coats, let me explain:

As I hope you have read in the doc your son or daughter (I have always hated the phrase "your student" when addressed to a parent) should have showed you, there is a wealth of research that indicates that grades--or the need to achieve them--are the single greatest thing that stand in the way of a great education. Studies show that the most influential thing a teacher can do to help a student grow academically is to allow him or her to self-grade. Most teachers would rather climb Mt. Everest dressed only in a swimsuit.

But the thing is: our academic system is severely broken. We say that our goal is to get our students to master Common Core Standards, and that is all well and good. But if that is truly the goal, then why do we care how long it takes them to master them? I'm serious. Think about it this way:

Try to remember back to when you were learning how to ride a bike. Oh, it was scary. You needed all kinds of support at first, lots of help from Daddy or Mommy. Then they let go and you were very, very wobbly. Probably you fell off, maybe several times. It took quite a while before you completely mastered the skill. But when you had...you had it down perfectly for the rest of your life.

Now imagine if you were being graded on that learning experience the way schools grade you. We would not score those first scaffolding attempts with Mommy and Daddy, but then...oh, you failed those quizzes when you fell off. And those wobbly rides? C's at best. Then a bunch of B's probably before you finally settled into 100% forever. But if we graded you right at that point, you'd probably average, oh, 83% or so. Why? You've mastered the skill perfectly. So why do you not get 100% if that is what we say we care about? Why on earth do we care about all those earlier times when you didn't have it down yet?

That will be what we go for here. Students will know what the goals are. They will understand what an "A" student looks like. And they will know when they have mastered an objective. Those who do so earlier than others will become tutors to those who have not yet done it: everyone gains from this and the newly learned skills, instead of being quickly forgotten as things studied for a test usually are, will continue being applied as masters tutor their classmates.

That is an awful lot to imagine will happen because I don't give grades this year, but what the heck: if you don't dream big, you never win big, right? The research is behind this, as is the school administration. I'm happy--well, actually I am excited--to pilot this concept at LFHS. As always, I'm glad to discuss this or anything else with you.

Karen

Feel free to email me any time at ktopham@lfschools.net.

topham's attic

Thursday, October 22, 2009

schadenfreude

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