Emotions are not reactions to the world. You are not a passive receiver of sensory input but an active constructor of your emotions.
How Emotions are Made – Lisa Feldman Barrett
Every teacher (and parent) should read this book. It’s transformative on many levels regarding our own personal development and how we should think about the emotional health and support of young people!
I’ve become much more of a book person as I’ve gotten older. Also, notebooks. That would seem quizzical to my younger self that reveled in every new productivity and reading app released on iOS or Android as I combed through blogs, subreddits, and Twitter lists, looking for the latest and greatest note-taking app.
Alas, getting old is interesting.
Screentime is definitely something that’s been on the front of my mind for the last few decades as I’ve welcomed children into this world (including Lily as of August 1!) and young people ranging from 12 to 18 into my classrooms.
I plan to read this book, so I’m using this as a space-saver for myself to return to when I’m done (and in the middle of the school year).
Screentime is a fascinating cultural concept. The amount of “screentime” we actually consume is lower than it’s ever been (no, really). But is the measurement of “time” really what we should be focused on or worried about?
Regardless, my students will still have their devices in the “off” mode, and we’ll focus on the great ideas with our brains, pen/cil, paper, and each other’s voices like we’ll continue to not have devices on during dinners or downstairs time here in our home…
A Different Way to Think About Screentime:
Parents have a hard time when they don’t know something. I’ve written this elsewhere, but I think one of the basic things that underlies a lot of the book bannings and pronoun panics from parent-activists on the far-right is the very simple fact that parents don’t know what their kids do all day. My daughter Maeve is 7, and I volunteered this spring to help with a field trip for her first-grade class. The bus was late, and so I ended up just sitting in her classroom for about 45 minutes while the day went on as usual. Maeve is very talkative, and she loves telling us stories about her day, but it wasn’t until I sat in that classroom that I realized how little I actually knew about what the ordinary beats of that day were like, what the social dynamics were, what kind of job her wonderful teacher — hello, Mr. Diego Fernandez — is tasked with doing.
One of the biggest revelations I’ve had this summer doing in-depth research on Mind Body Education (thanks to the Center for Transformative Teaching and Learning and Wilson Hall for introducing me to current educational psychology research these past few months) is the value of retrieval practices in classroom learning.
A particular eye-opening part of that summer learning for me is how we process information as learners immediately and in the long-term. This quote from Willingham’s Outsmart Your Brain hit me particularly hard as someone who has been a highlighter for the last 20 or so odd years! I’ll be writing more about these topics in the next few days. Thanks to Readwise for resurfacing this quote from my readings earlier this summer!
Got my classroom name plate for my new classroom and teaching position at Wilson Hall today. I’m teaching 7th grade science, Environmental Science, and Physics. All three subjects should be a blast.
I look forward to this being the last classroom name plate I collect to finish out my career here at Wilson Hall in the next few decades (I still have my others from previous schools)! So exciting!
If you ask almost any of us teachers what sort of skills or attitudes we’d love to see more developed in our students, you’d hear responses such as “resiliency” and “less anxiety.” In this first large-scale study of social and emotional learning approaches in k-12 education, Yale School of Medicine lays out some great findings (emphasis mine):
Students also showed improved social and emotional skills, attitudes, and behaviors, such as student self-efficacy, self-esteem, mindset, perseverance, and optimism, among others. Furthermore, the report confirmed that students who participate in SEL programs also feel better in school, reporting less anxiety, stress, depression, and suicidal thoughts. Students were also more connected and included and had better relationships with peers and teachers.
Must read from Mr. Brent Kaneft (our Head of School at Wilson Hall, where I am a teacher)…
So the strange paradox of innovation is that every innovation has the potential to be an existential threat to the physical, social, spiritual, and cognitive development of humans. The allure is the convenience (our brains are always looking to save energy!) and the potentiality innovation offers, but the human cost can be staggering, either immediately or slowly, like the impact of mold secretly growing behind an attractive wallpaper. To return to Tristan Harris’s point: machines are improving as humans downgrade in various ways. As professional educators, we have to ask whether innovation will prove detrimental to the fundamental qualities we want to develop in our students.
Amazing web app here (bottom link to direct Google Experiment) focused on major themes in Leonardo’s notebooks and connecting them with machine learning. I’m a huge fan of notebooks, and I use the example of Leonardo keeping his thoughts in them all the time with my own students.
If you’re like me and really into Leonardo’s “notebooking” practices and history, I highly suggest you check out the videos Adam Savage has done on his Tested YouTube channel. Wonderful and inspiring videos. May we all find something that moves us in such a way!
Leonardo da Vinci: Inside a genius mind post:
From the stages of his life to dispelling myths, and examining his masterpieces up close, everyone can delve into Leonardo’s mind as we’ve brought together for the first time 1,300 pages from his collections of volumes and notebooks. The codices, brimming sketches, ideas, and observations, offer a window into the boundless imagination of one of history’s greatest polymaths. With the aid of Machine Learning and the curatorial expertise of Professor Martin Kemp, the accompanying experiment also called “Inside a Genius Mind” unravels these intriguing and sometimes mysterious materials.
Recently, I’ve been delving into a philosophy that’s been around for centuries but feels incredibly relevant to our modern times: Stoicism. In particular, I’ve been engrossed in the works of Marcus Aurelius, his ‘Meditations,’ (there are free versions out there on the web, but this Gregory Hayes version is my favorite), and Epictetus with his ‘Discourses (again, there are free versions available on the web that are easy to find, but this is a great version that I use personally).’ It’s been a transformative experience, which I am compelled to share, as it’s begun to significantly shape my perspective on parenting and teaching.
For those unfamiliar, Stoicism is a philosophy founded in Athens in the 3rd century BC but became especially popular in the first couple centuries of the Roman Empire. It teaches the development of self-control and fortitude as a means to overcome destructive emotions. The Stoic does not seek to extinguish feelings but instead transform them with a resolute ‘askēsis‘ that enables a person to develop clear judgment and inner calm.
Marcus Aurelius, a Stoic philosopher and Roman Emperor wrote ‘Meditations’ as a source of personal guidance and self-improvement. It’s a collection of thoughts, musings, and reminders to himself about the virtues he strived to cultivate—patience, humility, and understanding.
One of my favorite quotes from Aurelius is: “The impediment to action advances action. What stands in the way becomes the way.” This concept, often summarized as “the obstacle is the way,” has profoundly reframed challenges in my life. As a parent and a teacher, numerous unforeseen obstacles arise. Rather than viewing these as setbacks, I now see them as opportunities for growth and learning—for myself and the young minds I’m shaping.
Epictetus, a formerly enslaved person turned philosopher, taught that our reactions are the only things within our control. He said, “We cannot choose our external circumstances, but we can always choose how we respond to them.” This insight has shifted my approach to parenting. When my child gets upset, I can’t always control the situation causing the distress, but I can control my reaction. I can choose patience, understanding, and compassion.
In the classroom, the Discourses of Epictetus have also inspired me to shift my focus from the outcomes of my students to their effort and growth. This approach aligns perfectly with the Stoic emphasis on controlling what’s within our power. I can’t control the grades my students receive, but I can encourage their resilience, their determination, and their love of learning.
Stoicism, focusing on inner strength, self-control, and accepting what we cannot change, provides a robust framework for navigating life’s challenges. As I continue to study and incorporate these principles into my life, I’m better equipped to respond to the demands of parenting and teaching.
My journey into Stoicism is ongoing, and I’m excited to share more insights as they come. If you’re interested in exploring this philosophy, I recommend starting with ‘Meditations’ by Marcus Aurelius and ‘The Discourses by Epictetus (and pick up Pierre Hadot’s The Inner Citadel if you want a deep-dive). Their wisdom is timeless and, as I’ve found, profoundly applicable to our modern lives.
I do love Epictetus’s Enchiridion!
τῶν ὄντων τὰ μέν ἐστιν ἐφ᾽ ἡμῖν, τὰ δὲ οὐκ ἐφ᾽ ἡμῖν should be the opening line of every textbook, Driver’s License manual, Facebook user agreement, and marriage certificate as we move through life. It’s the opening lines of Epictetus’ Handbook (“Some things are up to us, and some are not up to us.”).
Plato, TikTok… skydiving? Yale’s Gendler gives ancient texts a modern spin | YaleNews:
We spent about half a class discussing a pair of images, both of which featured the Serenity Prayer: one was a delicate ceramic plate where the text was surrounded by morning glories and puppy dogs, and the other was the same text in the form of a bicep tattoo surrounded by American flags and tanks. Epictetus’s point is that how you frame content determines how you perceive it. And here we had, with the text of Epictetus, two cases of literal frames, one of which made the text seem gentle and available to those who might feel soothed by it, and the other of which made it seem macho and available to those who self-conceive in that way. So that conversation offered three different weavings of meta in the same place.
