Monday Assorted Links

1. The Only Way to Keep Your Resolutions.

“From 1985 to 2004, the percentage of people who reported having at least one friend on whom they could rely and with whom they could discuss important matters dropped to 57 percent from 80 percent. Today, more than half of all Americans report feeling lonely, especially in their professional lives. But study after study has shown that those who are seen as grateful, warm and justifiably confident draw others to them. Because these emotions automatically make us less selfish, they help ensure we can form relationships with people who will be there to support us when we need it.”

2. Why Self-Compassion Beats Self-Confidence.

“Admitting we have flaws just like anyone else keeps us connected to others.”

Brings to mind my favorite sentence of recent days, compliments of Jason Zweig, “If you think you’re the smartest person in the room, you must not have talked to everybody in the room yet.”

3. “Even as a strong supporter of the Second Amendment, I have a red line.”

“Saving the lives of law enforcement and the abused is a nonpartisan issue. . . We can take reasonable steps to prevent deadly acts by people who already have a violent record with firearms.”

4. How Rural Students Define the American Dream.

“I don’t feel like I’m living the American Dream, especially not here, in Southeast Arkansas, being a black female with a big mouth. You’re looked at funny when you want to be something more than just a wife one day and you live in Dumas. . . . If you have dreams beyond what other people feel like you should, you can’t live the American Dream in a place like this.”

What if we all adopt the same resolution for 2018, to support and cheer young, ambitious people.

On Honesty, Rigor, and Success in College

Recently, I spoke to a group of AmeriCorp volunteers at Peace Lutheran in Tacoma, WA. Many were University of Puget Sound graduates working in K-12 classrooms and tutoring after school at the church. I was told they wanted to know the answer to two questions. What is learning? And how do students learn?

The fact that these whip smart young people didn’t think they knew the answers to those questions communicates a hell of a lot about schooling today. Specifically, too few teachers take time from “teaching to the standards” and “collecting and analyzing data” to think together with students about the learning process.

The cynic in mean assumes self-assessment and student-led conferences are en vogue because some policy analysts think they’ll lead to higher test scores. What’s needed is a genuine, substantive commitment to intrapersonal and interpersonal intelligence. Too few teachers “press pause on the class DVR” and ask what went well in today’s activity? What could have gone better? Which aspects of your group’s work went especially smoothly? Which parts were most challenging? When working with classmates, what do you do well? How do you know that? What could you improve upon? Why? What contributes to your learning? What thwarts it?

I asked the AmeriCorps to list a few meaningful things they’ve learned in the past. Looking for patterns and themes, I then asked them to reflect on how they learned them. “I’m learning how to cook,” one offered up, “by hanging out with roommates who are really good cooks.” We could have spent the entire two hours mining that gem of an anecdote.

When I turned to assessment, I implored them to honestly evaluate the quality of their high schoolers’ work. I said many of the secondary students they tutor get very good grades because they distinguish themselves by attending class regularly and turning in their work. Their simultaneous nodding communicated they understood this rarely talked about dilemma for many urban and rural poor districts and schools—you can’t fail the majority of your students, so students who attend and submit work get passing grades without nearly enough attention paid to the quality of their reading, thinking, math, and writing skills. Understandably, college admissions’ offices know and adjust for this, but that complicates those students’ transition to college.

Absent rigor, many students start to think of themselves as “A” students. But grade point averages can mislead. So it’s understandable that they’re sometimes devastated when they receive “C’s” on their first college assignments. Which is why I keep a box of kleenex handy in my office.

How can teachers, tutors, and parents help high schoolers come to grips with the fact that they may not be ready for college level work without those students giving in to a debilitating hopelessness? There’s no easy answer to that question, but passing students along without honestly assessing the quality of their work is inefficient and uncaring. Here are three starting points:

1) Impress upon them that their commitment to improving their skills is the single most important variable in determining whether they’ll catch up to their college bound peers and that closing the gap will take months and years of tireless work.

2) Invite successful college students from their community back to tell them that they too can overcome the same long odds if they commit to working hard and taking advantage of the resources available to them.

3) Make sure resources are in place, whether it’s well funded public schools, Peace Lutheran-like after school tutoring programs, or intensive summer remediation programs hosted by college campuses admitting first generation college students.