STEM Blog
This blog is set up to give STEM Academy families tools to think about learning in positive ways both in and OUT of the classroom.

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A common image when thinking about optimism is the glass half full. The chemist would say the glass is full, ½ liquid and ½ gas. This image doesn’t fully capture what optimism is, how it is learned, and how it can be used to improve your life. To do this we need to look at research, Disney movies, and anecdotes from prisoners of war.

            Martini E. P. Seligman professor of psychology at the University of Pennsylvania is one of the leading authorities on learned helplessness and its relation to optimism and hope. Here is a 23 minute video on the new era of positive psychology.


www.characterlab.org talks about optimism as a strength of will. “Optimism is being hopeful about future outcomes combined with the agency to shape that future.” It is important to see this definition in two parts. Hope for the future, and the agency to shape the future. Looking at optimism with a growth mindset recognizes that bad things happen, but they are often temporary and how can I change my situation through new efforts or strategies? There is a genetic component to optimism, but genes are not destiny. “This isn’t your traditional “glass half full” optimism (which some might call blind positivity) because optimistic people seek to directly connect their own power and actions to the future they want. For example, after getting a bad grade on an exam, an optimistic student believes that studying harder or differently will earn her a better grade on the next one. Another critical part of optimism is not “catastrophizing” a situation. For example, when a friend doesn't want to play that day, the optimistic kid imagines that his friend is having a bad day, not that no one wants to be his friend.” https://characterlab.org/tools/optimism


Growing up I loved the Disney movie Pollyanna. This 1960’s movie about an excessively cheerful and optimistic orphan Pollyanna, both made me smile, and scratch my head.



The glad game was cute, as was the scene where the Pollyanna is excited to get a Christmas gift only to discover that in the gift is an old pair of crutches. She initially looks understandably disappointed but then exclaims, “At least I don’t have to use them. Pollyanna’s name has morphed into a noun to describe an excessively or blindly optimistic person, and Pollyannaish adjective; unreasonably or illogically optimistic. Pollyanna misses the point of what true optimism is. It is natural to get upset when bad things happen. We shouldn’t respond with blind optimism as Pollyanna does, but must exercise our agency to shape the future for the better through new efforts and strategies. We must realize that, with a growth mindset our current situation is not set in stone, written in our genes, and outside our control, but we can influence our circumstances for the better.

Our third example comes from a prisoner of war the late Vice Admiral James Stockdale. He was the highest ranking naval officer to be held prisoner during the Vietnam War. Jim Collins writes about the Stockdale Paradox in his book Good to Great, “The Stockdale Paradox is named after admiral Jim Stockdale, who was a United States military officer held captive for eight years during the Vietnam War. Stockdale was tortured more than twenty times by his captors, and never had much reason to believe he would survive the prison camp and someday get to see his wife again. And yet, as Stockdale told Collins, he never lost faith during his ordeal: “I never doubted not only that I would get out, but also that I would prevail in the end and turn the experience into the defining event of my life, which, in retrospect, I would not trade.”

Then comes the paradox: While Stockdale had remarkable faith in the unknowable; he noted that it was always the most optimistic of his prison mates who failed to make it out of there alive. “They were the ones who said, ‘We’re going to be out by Christmas.’ And Christmas would come, and Christmas would go. Then they’d say, ‘We’re going to be out by Easter.’ And Easter would come, and Easter would go. And then Thanksgiving, and then it would be Christmas again. And they died of a broken heart.”

What the optimists failed to do was confront the reality of their situation. They preferred the ostrich approach, sticking their heads in the sand and hoping for the difficulties to go away. That self-delusion might have made it easier on them in the short-term, but when they were eventually forced to face reality, it had become too much and they couldn’t handle it.

Stockdale approached adversity with a very different mindset. He accepted the reality of his situation. He knew he was in hell, but, rather than bury his head in the sand, he stepped up and did everything he could to lift the morale and prolong the lives of his fellow prisoners. He created a tapping code so they could communicate with each other. He developed a milestone system that helped them deal with torture. And he sent intelligence information to his wife, hidden in the seemingly innocent letters he wrote.

Collins and his team observed a similar mindset in the good-to-great companies. They labeled it the Stockdale Paradox and described it like so:

You must retain faith that you will prevail in the end, regardless of the difficulties.

AND at the same time…

You must confront the most brutal facts of your current reality, whatever they might be.

For me, the Stockdale Paradox carries an important lesson in personal development, a lesson in faith and honesty: Never doubt that you can achieve your goals, no matter how lofty they may be and no matter how many critics and naysayers you may have. But at the same time, always take honest stock of your current situation. Don’t lie to yourself for fear of short-term embarrassment or discomfort, because such deception will only come back to defeat you in the end.”



Posted by Chris Chopp  On Jun 02, 2017 at 9:26 AM 235 Comments
  
Here is an article from Harvard Ed. Magazine. It resonates with me as I have meetings with parents who say my child is bored... and I reply as my mom used to reply to me if I ever dared to say that forbidden 5 letter word, boredom is a personal problem, go out and play, climb a tree, read a book, catch frogs in the creek.

STEM Academy does not currenty hold "frogging clinics"

As I walk around the STEM Academy, most days I see engagement, excitement, and challenge. Lets continue to put the responsibility for learning to students, the responsibility for engagement to students, but lets also strive to show them how the work we engage in is relevant. Encourage your kids, preteens and teens to rise to the challenge. Work hard even when you don't feel like it. Feel the sense of satisfaction that comes from doing the right thing when no one is watching. Reading this article helped me add tools to my education tool belt to support teachers, students and parents.
From the article “We have to stop seeing boredom as a frilly side effect. It is a central issue. Engagement is a precondition for learning,” he adds. “No learning happens until students agree to become engaged with the material.”

"“If you see human potential as a bell curve and there are only some kids who are going to be great and most kids are mediocre, then engagement really wouldn’t matter,” Rose says. “But if you really believe that all kids are capable, then you would build environments that really worked hard to sustain engagement and nurture potential.”

"Rose adds that high schools rarely take advantage of an adolescent’s cognitive development. Teenagers “take on identities; they’re more socially oriented. This is the first time when abstract ideas can be motivating. They become more politically engaged and think about things like justice. Yet we’re still keeping them in the kind of education system... that wants nothing from them in terms of their own ideas. School has already decided what matters and [what it] expects from you. It’s like an airplane: Sit down, strap in, don’t talk, look forward. Why would it be meaningful?”

The beauty of relevance, Rose says, “is that it’s free. If you’re an educator or curriculum developer, and you saw your responsibility to ensure every kid knew why they were doing what they were doing, you can do that tomorrow.”

"But the biggest shift we need,” Rose believes, is much more elemental. “We need to get away from thinking that the opposite of ‘bored’ is ‘entertained.’ It’s ‘engaged.’” It’s not about pumping cartoons and virtual reality games into the classroom, it’s about finding ways to make curriculum more resonant, personalized, and meaningful for every student. “Engagement is very meaningful at a neurological level, at a learning level, and a behavioral level. When kids are engaged, life is so much easier.”

Ms. Anderson the 2nd grade teacher at the STEM Academy shares this video with her students.




I'm encouraged and excited to lead a building that values engagement, and works to meet the needs of ALL students. What are ways you battle boredom? How do you encourage your child or student to stay engaged?

-Mr. Chopp

Posted by Chris Chopp  On Feb 09, 2017 at 10:53 AM 56 Comments
  
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