Kids standard Nov's

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I S S U E 7 | N OV E MB E R 2 01 5

THE

Interview PAG E 7

Parent’s PAGE2 3 A MAGAZINE WRITTEN BY KIDS FOR KIDS People we admire PAGE

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Editor’s Pick

My view PAGE

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Who are these famous people?

Motivate. Activate. Celebrate.

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WELCOME

Index: Welcome ..............................................2 Editorial Calendar ..............................3 History..................................................4 Food for Thought ...............................5 Poems....................................................6 Interview .............................................7 Art..........................................................9 My View.............................................12 Editor’s Pick.......................................13 Learning Lesson................................14 Kids Corner........................................15 Harvard Contributor........................16 Educators...................................... 18-19 Parent’s Corner................................20 People we admire .............................22 Parent’s Corner..................................23

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Growing Through Failure

I

t seems rather indisputable - no one is perfect. And by virtue of this fact alone, there is no human who is immune to failure. More often than not, we fail to act like the ideal parents we’d like to picture in our minds; the best friends we dream to have; the caring neighbors we desire to see next door; or these continuously successful professionals we know live inside us.

Throughout our lifetime, there are thousands of big and little failures that make us feel unsure and dissatisfied. Yet, as Confucius wisely advised centuries ago, “Our greatest glory is not in never failing, but in rising every time we fail.”

As children grow, they grow through failure.

Through figuring out who they are not, they discover who they are. Through understanding what makes something wrong, they grasp what makes it right.

The world has certainly changed since the times of Confucius, but human beings still perfect themselves through failure. Growing Through Failure, our November issue, is a tribute to learning to rise.

Arina Bokas

Arina Bokas Editor Kids’ Standard Magazine

Contributors: Darian Razdar, Camron Razdar

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Find us Disclaimer: All editorial and advertising material submitted to Kids Standard becomes the property of Kids Standard to be reproduced as seen fit. It will not be returned unless by prior arrangement. Submitted material includes advertising artwork and editorial content (including but not limited to: articles and images, art work and creative writing). All the designs remain the copyright of Kids Standard. Kids Standard welcomes comments and suggestions, as well as information about errors that call for corrections. Kids Standard is committed to presenting information fairly and accurately.

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E D I TO R I A L C A L E N DA R

2015-2016 Editorial Calendar September 2015 Learning for Life

failure, how can a teacher help to develop a growth mindset in students; stories about overcoming failure)

others, stories about self-discovery, understanding of others; papers about differences in people)

December 2015

April 2016

Peace on Earth

(What does it mean to learn, what learning experiences matter, what should be taught in schools; stories of memorable learning experiences)

October 2015

Creative Spark of Innovators

(What is global citizenship, how can schools and communities promote ideas of globalization and understanding of other cultures, why global awareness is important, international experiences and learning that promote peace and acceptance)

January 2016

The Digital Kids

(How can technology be used in classrooms to facilitate learning; why technology is a priority; how can parents use technology to engage kids in learning and discovery; coding; stories involving use of technology or about technology)

Learning to Think, Thinking to Learn

May 2016

Listen to Your Art (Importance of art, how art can be used to inspire thinking and learning; stories about various art genres and their transforming power) (What is creativity, how teachers/parents can promote a creative mindset, projectbased learning and making; inventing, experimenting, and solving problems)

November 2015

Growing through Failure

(What’s a culture of thinking; how can schools promote independent thinking; opinion or position papers, learning through thinking)

February 2016

Heartfelt Learning (Ideas for social and emotional learning; how can schools and parents teach emotional intelligence to children, stories of love, kindness, gratitude, a positive mindset)

March 2016 (What value does failure have, how can failure be used to develop grit and perseverance, what life lessons could be learned from

November 2015

I Want to be Me (How can children grow understanding of SELF: how I am smart, how I belong, how I am different; multiple intelligences, self vs.

June 2016

Learning is Everywhere (Learning with families, opportunities to learn outside of school: trips, library visits, museums)

July-August 2016

Family Dinner (Stories about relationships in a family, connections between kids and parents, meaningful experiences involving families; how can parents connect with children amidst of constant competing priorities; how to find time for important discussions)

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H I S TO R Y

By: Joey T 6th grade, Clarkston Schools

A

braham Lincoln was the 16th President of the United States and the first Republican.

Lincoln had very little schooling, but he chose to read a lot when he had time. Since he was seven year old, Abraham Lincoln, like many children of his time, had to work to support his family. He worked harder and longer than most other children, because he was exceptionally tall and strong for his age. He was physically capable of handling work around the

farm, especially after the death of his mother, when he was only 9 years old.

Lincoln entered politics in 1834, when he was 25 years of age. He first served in the Illinois Legislature and later in the U.S. House of Representatives. Then, in 1860, he was elected the President. When he took office, the north and south were bitterly divided. Abraham Lincoln was the one and only President of the United States of America during the American Civil War. To this day, we still celebrate Lincoln’s birthday because of his great personality and leadership.

By: Matthew Adams 8th grade, West Bloomfield Schools

L

eonardo da Vinci was an Italian inventor, architect, scientist, musician, and an artist. Leonardo was born in Vinci, Italy. From the early years, he was exposed to his dad’s painting tradition. When he turned fifteen, his father apprenticed him to the famous workshop in Florence.

One of Leonardo’s first big successes was to paint an angel in Verrochio’s “Baptism of Christ.” Leonardo’s painting was so much better than his master’s that Verrochio allegedly resolved to never paint again. Today da Vinci is best known for his art, including two paintings that remain among the world’s most famous and admired, Mona Lisa and The Last Supper. Art, da Vinci believed, was connected with science and nature.

Largely self-educated, he filled dozens of secret notebooks with inventions, observations and scientific theories. His natural genius crossed so many disciplines that he epitomized the term “Renaissance man.” Even though he was proclaimed by his contemporaries as a great artist, they did not fully appreciate his genius - the combination of intellect and imagination - that allowed him to envision such concepts as a bicycle, a helicopter, and an airplane, based on the physiology and flying capability of a bat.

Da Vinci had an interest in engineering and made detailed sketches of the airplane, the helicopter, and other flying machines, the parachute, the submarine, the armored car, rapid-fire guns, contact lenses, and other incredible inventions that were centuries ahead of da Vinci’s time.

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FOOD FOR THOUGHT

WHEN FAILURE MEANS SUCCESS By: Erin McNeil, 12th grade, Clarkston Schools

I

shy away from the unknown. That’s not to say I won’t take part in it eventually, but it takes careful thought and reasoning beforehand. It involves a lot of self-given pep talks. Once I begin something, though, I try my hardest to succeed. I’m no stranger to the “try, try again” mantra.

When I first learned to drive, the only vehicle available was my mom’s stick shift.

A little daunting, but “I’m a smart kid and I catch on pretty quickly,” I thought. Except I didn’t. I stalled over and over to the point of tears. Things went downhill fast one day. I stalled first at a busy intersection at a green light, then again before turning left onto a ramp for I-75. A car behind me proceeded into oncoming traffic around me, sending me into a panic attack expressed in a vibrant string of curses and hyperventilation. After that, I called it quits.

Months later, my dad forced me back in. Stalling twice, we got to the first hill in my neighborhood. Frustrated and annoyed, I parked the car right on that hill and stomped home, leaving my dad inside.

I vowed to never drive a manual transmission again, even though it was my only option. I stayed resolute until my own craving for freedom and independence finally won out - I admitted to myself that I was afraid of failing. So, I plucked up my courage, swallowed my pride, and, after many more nerve-wracking attempts, conquered that manual transmission. Freedom grasped, independence achieved, I had worked hard and succeeded: Exhibit A, proving the validity of the “try, try again” motto.

However, perseverance isn’t always the answer. After years of playing National level and Varsity volleyball, accompanied by one spinal fracture and two hip tears, I came to realize that I no longer loved the game. But quitting? That was taboo since “no one” quits a Varsity sport in Clarkston. I struggled for weeks with self-doubt: Would my teammates still respect me or would they shun me at school? Would I disappoint my

November 2015

“Instead of taking one approach or the other in every situation, make the decision whose outcome will improve your life. Take your time, think about it, give yourself a peptalk if you must, but then act confidently, knowing it will be right for you.” coaches? I took a few weeks off volleyball to think and realized that I was simply happier without it.

With all the courage and confidence I had, I broke the news to my coaches and teammates. To my surprise, they were impressed. They, too, were aware of the stigma of quitting athletics and respected me for making the choice that was right for me.

Even more surprisingly, I felt respect for myself as well. I felt like I was getting back who I was, what I wanted, and what made me happy. It was terrifying to leave the sport I’d lived and breathed for the previous

six years, but starting a new life without volleyball opened up new opportunities and room to try new things. Quite simply, it was the bravest thing I’d ever done.

In the candid words of W. C. Fields, “If at first you don’t succeed, try, try again. Then quit. There’s no point in being a damn fool about it.” There is never one solution for everything. Instead of taking one approach in every situation, we should make decisions that improve our life. Take your time, think about it, give yourself a pep-talk if you must, and then act confidently, knowing it will be right for you.

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POEMS Storm of the Year

Swirling Tunnel of Fear

I heard a sickening crunch and I could only watch helplessly as the boat cover was torn off before my eyes.

The weather was cold and warm The perfect in between.

The pool was pure serenity Until the wind whipped up.

I decided to go on the playground instead.

Almost simultaneously after leaving the water I dried off from the intensity of the wind.

I curiously glanced behind me A grey tunnel of wind was heading straight toward me.

The piercing screams of children arose from behind me TORNADO!!!!!!

Everyone began to sprint in seperate directions.

The tornado was leaving a trail of disaster.

Trees torn into two Houses completely ripped away from the ground Cars being flown through the air And I was next in its path.

Even through the screaming, I could hear my heartbeat.

My instincts took action, I bolted to the car.

I could hear the loud slap of my flip flops slaming against the pavement.

My hands wouldn’t stop shaking, I couldn’t grab hold of the handle.

My family came to join me, opening my door “Come on, it’s time to go”.

As we drove away, I gazed through the back window There was a loud screeching sound The swing set was separating from the ground There was a snapping sound, and the swing set flew into the air.

I turned back around, everyone was dead silent.

All the pain, and destruction The people who didn’t have a car to escape The ones in those houses that flew into the sky I am lucky to have made it out with no harm done And those images will be forever burned into my mind.

I could see every bent, destroyed, screw fly out, and each metal post torn and ripped apart.

Leaving nothing but twisted and wrecked metal.

I saw ragged, ripped pieces jolted from the frame, and launched through the stormy air, only to land halfway across the lake.

Our faces were the ideal picture of “Shocked”.

And the only thing I could mutter was “Oh my God.” The cover was completely in the air now, fully at the mercy of the ruthless wind.

It tumbled through the air, jagged pieces still flying off at every angle, until it caught our dock.

The metal supports crunched and contoured around the dock.

Twisted in place, by a warped and rough makeshift brace.

Only to hang on there throughout the storm.

By: Daniel Andary, 8th grade, Clarkston Schools

By: Derek Gruebnau, 8th grade, Clarkston Schools

The Unexpected Sprain One hot summer day we had so much fun.

We jumped and played underneath the sun.

We lost track of time and didn’t have a worry.

Here I am to tell the story: The anticipation rose, our pounding hearts quickened, our excitement increased.

“ONE, TWO, THREE” we yelled.

We jumped off the slide, soared through the sky feeling like birds, thinking we could fly, my friend and I. We landed with a boink,

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sinking into the rubber.

But then we bounced upward, laughing at each other.

High in the air, midway through flight, I began to realize that something wasn’t right I started to panic so I flailed and shrieked, hitting the ground, my ankle went weak.

Sitting up and realizing what happened, I laughed.

I laughed through the pain, not feeling it at first, not expecting a sprain.

But then it hit me:

My ankle ached.

It hurt.

It throbbed.

I couldn’t cry.

I couldn’t sob.

I tried to stand.

The pain made me wince and I clenched my hands into a fist --All good times must always end.

I’m sorry but it’s true my friend.

Some unforeseen events may happen, the results may very quickly sadden.

But continuing onward with the pain, I had to deal with it, I had a sprain.

By: Nathan Aberlich

8th grade, Clarkston Schools

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I N T E RV I E W

Interview with Kevin Kast ELA teacher, football and softball coach By: Owen Britt 7th grade Lake Orion Schools

him more about life than about wrestling.

He had high expectations for his team. He made us work as hard as we could. He pushed us to be the best we could be. However, he also cared about us as individuals.

He took time to get to know us, learned what made us tick, and used that to get the most out of us. My senior season we reached the state finals. We would never have gotten to that point if it weren’t for Coach Fagan’s enduring belief in our ability to reach our full potential, regardless how many times we had failed before.

What led you to be a teacher?

When I started at CMU, my goal was to become a teacher. However, instead of getting a teaching degree, I actually got a bachelor’s degree in journalism. From there I went into sales for about 9 years, but there was always something missing - working with young kids. I knew I had to become a teacher and a coach. I went back and earned my teaching certificate and master’s degree from Marygrove College. That was one of the best decision I ever made for myself. I taught for five years at Orion Oaks Elementary before moving onto the middle school, where I now teach 8th grade ELA. Lake Orion is a great community to raise a family, to teach, and to be a community member. I love teaching in the community where I live.

Did you face any failure on the road to be where you are now? If so, how did you overcome it?

I would say that I wasn’t the best sales guy. Sales wasn’t satisfying. There was always something gnawing at me. That was the first step in realizing my desire to be doing what I really wanted to be doing: teaching! It wasn’t easy though.

I had to quit working for 2 years while I went to school. It was financially hard. But the sacrifice in the end was worth it. I love what teaching brings for me.

Did you have a teacher/coach that influenced you or helped you overcome a failure?

While in high school, I wrestled for Tim Fagan. He was relatively young and a former wrestler for Michigan. I learned from

November 2015

Q A

How do you think sports can impact a student’s success?

Athletes can learn life lessons on the playing field, such as putting the team above individual success, working hard pays off, and every member of the team is important.

Sports is just like life. When you become older and begin a career, it’s not all about yourself. Just like in sports, you want to make your teammates better for the success of the team. Just like in sports, where if you work hard to be the best you can be, you are likely to be a starter, if you work hard at your career, you are likely to move up in the ranks. And lastly, each person with whom you work has value to the company. Like in sports, you’re only as good as the weakest link.

Do you think playing a sport can change a student’s ability to overcome a failure?

Failure and sports go hand in hand. There is no team or a player that experiences only success. On any given play, a football player might lose an individual battle. In softball, a player might boot a ball and make an error. A professional baseball player makes millions if he or she gets a hit every 3 out of 10 times at the plate. That’s 70% failure.

However, it’s how we deal with failure that defines us. If a person makes it a priority to win the individual battles, it will lead to success.

What advice would you give to a student on how to become successful?

Keep trying. I teach writing, which is not an easy task. We write and we write.

Many times the writing in the beginning is not very good. However, we continue to write, continue to revise, and by the end, all of my students are better writers. The only way to fail is not to put in the practice, to accept failure, and to give up. Students should always strive to do their best. Don’t ever give up!!!

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MY VIEW

Fictional Tale about the

REAL WORLD By: Evan Hall 9th Grade , Clarkston Schools

N

ASA’s famous slogan is “Failure is not an option”. In my opinion, it was inspired by a place that we all know very well - our schools.

In the past ten years of school I have learned a lot - from the simple ideas of addition to the complicated issues in foreign policy. Yet, I have a weakness that surfaces whenever the subject matter of school comes up during a conversation. Failure.

It’s probably my most feared word.

Once I was asked by a teacher after a test if I was okay with the idea of failure; my immediate response was a “no.” Why not?

I became a deer in headlights. No one ever asked me about why my fear existed. My

“I have failed a lot when it came to life skills. But at school, I couldn’t recall a moment when I had actually failed.” explanation at the time was a bland stale piece of bread - “Failure is bad.” But why?

A deep conversation with myself was on order to discover the mysterious answer to the idea of failure. At first it was difficult to know where to begin. I had failed before in life. My first steps as a child weren’t the perfect example of how to walk, and when I started to ride my bike, the parking lot at my local middle school grew into a landmark of tears and frustration. With my Dad’s reinforcement, I finally made it, and now my bike is my sole method of

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transportation for traveling anywhere. I have failed a lot when it came to life skills.

But at school, I couldn’t recall a moment when I had actually failed.

My old report cards dating back to fourth grade show series of A’s repeated over and over again. I was motivated by fear. The fear of failure. Each school year, I was told that if my grades did not meet certain requirements, I would fail. Kids could think of a million different things of what could happen then - from a time out to being sent to a faraway island because Mommy and Daddy don’t love them anymore. Unfortunately, it’s still the current state of our education.

If taking first steps or learning to ride a bike never requires a punishment for not knowing how to do it at first, why is school different? It’s hard to understand why schools promote only success and disown failure if failure is part of life. Many of those who failed at school are now the innovators, business workers, world leaders, and even the CEO’s of the largest companies in the world.

So am I okay with failure? I would fail every class to prove that grades aren’t everything, but in the secluded world of education, they are the only thing that keeps me alive. For all my years in school, I have relied on a lifeline of blood that only pumps the letter “A” through my system.

Failure is not an option; my goal in life is to succeed. I choose to keep walking down a narrow hall of success, passing doors leading to new experiences and opportunities.

For too long, I have heard that success is the only way in a place where our children go each day to learn a fictional tale about the real world. That is not the real world at all. Success is not a letter or percentage; it’s character. Failure isn’t a cliff that leads to death; it’s a journey up a hill that becomes your life.

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E D I TO R ’ S P I C K

Who are these famous people?

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During his life, he only sold ONE painting out of 900 that he had made.

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He was fired by a newspaper editor because “he lacked imagination and had no good ideas.”

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Teachers told him that he was “too stupid to learn anything.” Work was no better - he was fired from his first two jobs for not being productive enough.

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LEARNING LESSON

There is Always a Lesson to Learn: A Tribute to My Teacher By: Katelin Fields 5th grade, Clarkston Schools

I

t was my first day of 4th grade at Springfield Plains Elementary.

IT’S OKAY By: Alison Martino 5th grade, Lake Orion Schools

E

veryone has gone through failure. You have failed; your best friend has failed; everyone has failed at some point.

But when you fail, let’s say a test, you learn from it. For example, you couldn’t figure out 9x8. You might have gotten 81. All in all, you see when you get your test back that 9x8 is not 81.

You may go up to your teacher and ask how to get the right answer. Your teacher surely would help you figure it out.

It’s not how badly you fail; it is how you overcome it that matters.

For instance, if you get a lot of problems wrong on a test, you have a few choices: 1. Start crying 2. Check with your friends to help you figure out the right answer 3. Keep to yourself until school is out 4 Ask your teacher for help Obviously, some choices are better than others. The first one would draw attention to you quicker than a bull in

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lipstick. Plus, people would want to know what is wrong and if/when you tell them, they will want to see your test score that you probably aren’t happy with. It’s up to you if that is okay.

The second choice would tell your friends what problem you got wrong.

Most people would be okay with that, but some people want to keep their scores to themselves and that is completely okay, too.

The third choice would probably either annoy your friends, because you are not talking to them, or upset you yourself because you are not talking to your friends. This would be hard for most people.

The fourth choice is most likely the best bet, because your teacher will always help you and this way you don’t have to tell anybody or annoy anybody in any way possible.

It’s okay to do badly at something; you just have to realize you are human. But, the way you handle the problem just shows how much you think before you do something.

“Did everyone understand the 1,000 model?” asked Mrs.Kroll, my new teacher, at the end of math.

“I didn’t,” I said. I was nervous as I was the only one to raise my hand.

“Why didn’t you understand?” she asked.

“Well, I don’t understand how you make a 3D model that represents 1,000,” I answered for myself and my math partner, Brandon. “ I will visit you tomorrow and see what you have come up with,” she promised.

With that we ended math.

The next day, we worked on the same concept, but this time, during math Mrs.Kroll came to Brandon and me, “So have you two come up with a plan?” she asked.

“Not yet,” we answered in unison.

“How about...” she started, but I was faster and interrupted, “A 3D box that can open and hold 1,000!”

I shouted out.

“Brilliant, now get to work!” she said.

Right before math ended for that day, Mrs.Kroll asked once more, “Did everyone understand the 1,000?”

I knew I got and stayed quiet.

“Katelin, did you understand the 1,000 model?” she asked now for the third time. It felt so great that she cared.

“Yes, it was the coolest thing ever, thank so much for everything!” I blurted out with a ton of excitement.

“Great, I’m so very glad you understand!” Mrs. Kroll smiled.

From that time on, I learned that it’s okay if I am having difficulty understanding or if I make mistakes. Also, failing is always totally okay because there is always a lesson to learn! I never really had understood how I learned with my other teachers, but I did with Mrs.Kroll. She challenged me and encouraged me to never give up. Mrs.Kroll made learning fun and creative so I understood it better.

Mrs.Kroll, you are so amazing, and I will never forget my 4th grade!

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KIDS CORNER

Conquering the Stride Circle By: Amaya Cruz 6th grade, Lake Orion Schools

“

Y

ou can do it, Amaya!” my coach said. I believed her. I always did. But for the first time, I really thought about these five words...

After years at gymnastics, one day I got an offer to move up to level three - the first level at which one can compete. I was very excited about the news and to show my coach the skills I knew. The hardest skill for me was the stride circle (a skill on the uneven bars in which one does the splits and circle around the bar). I told my coach that sometimes I get nervous about doing this skill. She said that it was alright and that we could work through it. For the first few weeks, she helped me attempt my stride circles.

Finally, I decided I was ready to try it on the low bar by myself. I was nervous. I tried it and banged my leg on the bar.

It hurt. I failed and failed again. And I tried and tried again.

About two weeks later, I was more confident with my stride circles on the low bar, even though I could never make it around.

Still, I told my coach I was ready to try it on the medium bar - the size bar needed for the competition.

I climbed on the medium bar and sat there for 30 minutes.

My arms were getting sore. As my heart was beating faster and faster, and I pushed myself - COME ON, COME ON, and JUST DO IT!!! I finally flipped around the bar and fell off, worse than ever. I wanted to cry not because it hurt, but because of disappointment and anger. I paused stride circles for a while until I felt ready again. A month later, my stride circle on the low bar got better, so I decided it was time to do it on the medium bar again.

“You can do it, Amaya!” my coach said. I believed her. I always did. But for the first time, I really thought about these five words… One, three, five, ten and fifteen minutes of thinking went by, and, to my own surprise, I attempted it on the medium bar. I knew it would be awhile before I perfected my skill and made it all the way around, but I tried and I was happy.

From that time on, I knew what I had to do. I worked as hard as I could for a month until huge scabs formed on the back of my leg from falling. I took a short break and came back ready to work super hard and focus on EVERYTHING I had learned.

I asked my coach to help me on the first stride circle just to get a feel. She was surprised at how good they were and said I didn’t need her help.

I thought about all of my failures and what they taught me. I tried to relax and work at the same time. I knew, I really knew at this moment that I could do it. I let go of my fear, and I made it all the way around. I was so used to failing, that it seemed unreal. I tried it again. It was official. In my world, I was a champion.

November 2015

if you can

dream it

you can

do it -walt disney

Answers of Page 13 1.

2.

3.

4.

5.

6.

7.

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Vincent van Gogh Michael Jordan Dr. Seuss Henry Ford Walt Disney Thomas Edison Ludwig van Beethoven The Beatles

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H A R VA R D C O N T R I B U T O R

Mistakes and Learning By: Maleka Donaldson Gramling Harvard Graduate School of Education

W

hat is a mistake? Mistakes happen when there is a mismatch between one’s expected and actual performance1. Although each of us is familiar with making mistakes, we do not experience mistakes in the same way. How we define a mistake, how important a mistake feels, and how we eventually respond to a mistake can vary greatly depending on the person and the circumstances. This means that when two people make the same mistake in similar circumstances, one might feel sad or angry, while the other stays calm and immediately gives it another try.

Moreover, when the same person makes an identical mistake in different situations (e.g., in front of the class at school or at home alone), he or she might respond to it completely differently.

Even though the way we respond to our mistakes is subjective and situational, it has a powerful influence on our behaviors and learning. What exactly is happening to us? The brain and the body have a physiological reaction when we don’t get the expected outcome – neurons fire in particular patterns1, heart rate slows, and the palms might sweaty2. We also experience an emotional response, which is influenced by the type of feedback we receive and our disposition toward mistakes based on prior experiences and personality3. Often, during the learning process, making a mistake might feel like a very negative emotional experience. If children feel threatened by mistakes, they may be less willing to try again4.

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Maleka Donaldson Gramling holds a Bachelor of Arts in Biology from Harvard College and two Master of Education degrees from Harvard Graduate School of Education, concentrating in Human Development & Psychology and in Learning & Teaching.

Her doctoral research focuses on teachers’ responses to student mistakes, and aims to help teachers become more metacognitive about their feedback interactions with students.

That is unfortunate because researchers have found that making mistakes, and subsequently receiving corrective feedback, plays a powerful role in helping learners to remember new information and get better at acquiring new skills5.

So what can educators do to make the most of student mistakes?

• Urge students to expect to make mistakes when they are learning

something new. In order to improve, they need to practice, and it is not likely that they will always get it right the first time.

• Emphasize effort, not outcome6. Effort and hard work are what help students learn so you should encourage them be persistent and ask for feedback if needed.

• Give prompt, very specific feedback framed in a positive way7. As someone who already knows a lot about what they are trying to learn, a teacher’s feedback can enhance student understanding8 Bottom line, students need to understand that if they aren’t making any mistakes, chances are they aren’t learning.

References 1 Gehring, Goss, Coles, Meyer, & Donchin, 1993; Kim, Iwaki, Imashioya, Uno, & Fujita, 2007 2 Hajcak, McDonald & Simons, 2004 3Weiner, 1985; Smiley & Dweck, 1994

4 Fredrickson, 2001; Tomaka, Blascovich, Kelsey, & Leitten, 1993 5 Pashler, Cepeda, Wixted, & Rohrer, 2005; Huesler & Metcalfe, 2012 6 Dweck, 2006 7 Hattie & Timperley, 2007 8 Vygotsky, 1978

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We have activities for all ages, skill levels and interests.

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Eagle Warriors 8 & up Co-ed Monday 4:30-5:30pm Sunday 1:30-2:30pm Tiger Warriors 8 & up Girls Monday 6:15-7:15pm Friday 5:15-6:15pm Saturday 11:45-12:45pm Sunday 10:30-11:30am

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Full Class Descriptions Online

Schedule available at www.StarsandStripesKids.com 4630 White Lake Rd. Clarkston, MI 48346 248-625-3547

E D U C AT O R S By: Erika Lusky Special Educator Reuther Middle School Rochester Schools

L

et’s admit it: for a long time, we, teachers, have been protecting students from failure. We bailed them out due to lack of wait time on our part or discomfort with productive struggle. Perhaps, pressures from parents had something to do with it as well. It certainly serves as a quick fix, but what does it tell our students?

Success rarely comes before failure. Every person is a testimony to this. We have known fear and doubt. Yet, we have also met courage and success. We have hit plateaus in our progress, but with confidence, we can name a time we felt triumph. Before we walked, we crawled. Before joy was discomfort. This is no different for our kids.

Grit is not taught, but rather learned.

What words we use in our classrooms can greatly influence students’ perceptions of themselves and affect formation of resilience. We need to give them courage to move forward even when they’re afraid.

Carol Dweck, the Lewis and Virginia

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Teaching the Value of

FAILURE Eaton Professor of Psychology at Stanford University, suggests that by emphasizing effort and actions with phrases such as “I can see you have pushed yourself,” rather than praising a person, “You’re so smart,” we can motivate students and hold them accountable to their commitments.

How we talk about learning is very important. This can either truly stop kids in their tracks or graciously open up a new opportunity. Not only should our comments address what was done well or poorly (feedback) but also, and even more importantly, offer guidance for future learning (feedforward.)

Yet, more than anything, our own actions - how we face our challenges and deal with our failures - set examples for students. As teachers, we should often and openly try new ideas and model different approaches with the understanding that failure may

occur and it’s normal. It’s essential to give ourselves and our students permission to pursue own interests. As Robert Vallerand, a Professor of Social Psychology, points out - passion predicts practice.

As human beings, we have a natural proclivity to question how others perceive us, what they think of us, and what will they say if we fail. The real power, however, comes when we are able to work strenuously toward challenge regardless of this external validation. As we go through life, we embrace a chance to start over again with a smarter approach; we discover that our first path isn’t the only path after all. We learn to value our efforts, not to blame others, and to feel sincerity over fluff. We learn what matters. A variety of influences will shape our students as they ride their own wave of finding out what matters to them. While we can’t always control the water, we can offer them an oar or two.`

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E D U C AT O R S

Failure is an Option

By: Glenn Gualtieri Principal , Glenn Gualtieri Bailey Lake Elementary Clarkston Schools

By: Glenn Gualtieri Principal, Bailey Lake Elementary Clarkston Schools

I

recently witnessed fifth grade students design, engineer, construct, and fly paper airplanes. They observed the flight of their plane compared to that of others. Some planes flew higher, longer, and straighter than others. After a trial flight and observations, students made modifications to the design and construction of their airplanes. The process of modifying and flying was repeated a few times, resulting in an obvious improvement in the airplanes that struggled to maintain flight during initial trials. Notably, the airplane flight was not the only factor that improved: the students’ sense of ownership during learning and celebration of success improved dramatically

as well. A follow-up discussion had students conclude that their final product was a result of the failed attempts.

Learning, as life, presents challenges and obstacles in your desired path. Struggles in learning are often seen as something negative in the journey to becoming successful. I would claim that, through failure, a learner gains an appreciation of the learning journey while exceeding the desired expectation.

The goal of an elementary education is to help students develop dispositions to be successful in a chosen life path. Yes, we want students to learn skills, but more so, we want them to acquire dispositions to use those skills. Information is easy to obtain; it is literally at our fingertips. Students need to learn how to process, connect, and transfer this information. This is a deeper level of learning and thinking than a generation ago.

Failure in the learning process will deepen the development of these dispositions.

It’s difficult for parents to watch their child fail. It is instinctual to swoop in and assist to avoid seeing the one you love experience failure. I caution parents to fight the urge to intervene when they see that their child is failing on a task/ assignment or in a conflict with peers.

Consider something in your life that brings you joy and satisfaction. Consider the struggles and challenges endured while

“Failure is only the opportunity to begin again, only this time more wisely.”

- Henry Ford creating or enhancing it. Would it have brought the same joy and satisfaction if there were not obstacles and challenges to overcome? Would you have been where you are now if failures were not experienced on the way? Failure is always an option - an unintended but desired detour on a productive journey of learning.

Sometimes what we call

failure is really just that necessary struggle called learning.

November 2015

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PA R E N T ’ S C O R N E R

I WANT MY KIDS TO FAIL By: Joshua Raymond, Parent Long Meadow Elementary / West Middle, Rochester Schools

I

want my kids to fail. Failure is one of the most important experiences they will ever have. The road to success is paved with failure because failure teaches us how to succeed.

I want my kids to fail. It is only when they fail that they have an opportunity to pick themselves back up. It is only when they fail that they learn to work hard. It is only when they fail that they learn what doesn’t work.

It is only when they fail that they learn that all people need help. It is only when they fail that they learn empathy for struggles of others. It is only when they fail that they learn that life is not always fair. It is only when they fail that they understand what being human is.

I want my kids to fail, but not to the point that they are emotionally broken. Right now I am there to give a pep talk, spend time with them, and believe in them as they continue to try. But I will not always be there.

This motivation needs to become internal; then they will succeed because they believe in themselves.

I want my kids to fail, but not to the point that they are physically hurting, when they cannot afford to feed, shelter, and clothe themselves. While they are under my care, the consequences of failure are not threatening to their health and welfare. This is the time to fail in order to succeed.

I want my kids to fail in the classroom.

This is true education! When children learn with minimal effort and are rewarded with

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“The pupil who is never required to do what he cannot do, never does what he can do.”

– John Stuart Mill

Joshua Raymond

“I’ve missed more than 9000 shots in my career. I’ve lost almost 300 games. 26 times, I’ve been trusted to take the game winning shot and missed. I’ve failed over and over and over again in my life. And that is why I succeed.”

– Michael Jordan

A’s, they come to believe that success is easy. I want them to struggle, to not always succeed on the first try – or the twentieth, to learn that asking for help is okay, and to see that success is often a long process.

I want my kids to fail. To do so, I supplement their education at home. Our kindergartner has learned by doing second grade math that there is a strong correlation between her effort and scores. When she has a rough quiz, she often chooses to do three or four practices to see a better result on her next quiz. This drive will take her further than her natural intelligence.

I want my kids to fail, as every parent should. If children are struggling, help them to learn perseverance. If they are never having difficulties in school, wonder why not.

Ask to challenge them and make them work harder. Failure is one of the most important lessons to learn.

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F E AT U R E

Spooky similarity!

• • • • • • •

Abraham Lincoln was elected to Congress in 1846.

John F Kennedy was elected to Congress in 1946.

Abraham Lincoln was elected President in 1860.

John F. Kennedy was elected President in 1960.

Both were particularly concerned with civil rights.

Both wives lost their children while living in the White House.

Both Presidents were shot on a Friday. Both Presidents were shot in the head.

• Lincoln's secretary was named Kennedy. Kennedy's Secretary was named Lincoln.

• Both were assassinated by Southerners.

• Both were succeeded by Southerners named Johnson.

• Andrew Johnson, who succeeded Lincoln, was born in 1808.

• Lyndon Johnson, who succeeded Kennedy, was born in 1908.

• John Wilkes Booth, who assassinated Lincoln, was born in 1839.

• Lee Harvey Oswald, who assassinated Kennedy, was born in 1939.

• Both assassins were known by their three names.

• Both names are composed of fifteen letters.

• Lincoln was shot at the theater named 'Ford.'

• Kennedy was shot in a car called 'Lincoln' made by Ford Booth • Oswald ran from a warehouse and was caught in a theater.

• Booth and Oswald were both assassinated before their trials.

• And here's the kicker: • A week before Lincoln was shot, he was in Monroe, Maryland.

• A week before Kennedy was shot, he was with Marilyn Monroe.

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November 2015

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PEOPLE WE ADMIRE

What Led you to be a

School administrator?

Insights from Sarah Manzo, Principal, Oakview Middle School, Lake Orion

I

knew that I wanted to be in education right when I was little, because my parents and grandmother were teachers. When I was just starting teaching, seeing a strong woman in a leadership position, especially in science and math, was a rarity. It was odd. So that’s why I wanted to influence younger women to get into these areas. Once I got into education and became a teacher, I felt I had a positive influence on young women. I thought, “I’m doing a pretty good job of influencing the 25 kids in my class; I’d like to have more of an impact.” As a school leader, I could influence the teachers, who then could influence kids in their class. I feel that my positive influence is reaching out to more people.

What is the most rewarding part of your job?

There’s a lot of rewards. Anything from, “I really like this part of the school” to people saying “We’ve really noticed that...”

Sometimes, it’s just a smile from a kid, or just walking in the hall and looking at children. But probably the most rewarding part is hearing the positive comments from people.

‘Set your good habits now.

A lot of times, especially for teenagers, it’s easy to fall into bad habits. Practice hard work, self-motivation, perseverance. Understand different viewpoints and lifestyles.’

Did you face any failure on the road to be where you are now? If so, how did you overcome it?

I’m a very reflective person, and I have high expectations for myself. So, yes, I have experienced failure, at least in my own eyes.

If I’m launching a big project, or, like now, trying to get many ideas off the ground, and it doesn’t go exactly how I have planned, I might think of that as a failure. However, as I get older and a bit wiser, I look at it differently. Maybe some aspects of the program

Sarah Manzo, Principal

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failed, but this means we need changes to make it better.

What advice would you give to a student on how to become successful?

I would say, set your good habits now.

A lot of times, especially for teenagers, it’s easy to fall into bad habits. Practice hard work, self-motivation, perseverance.

Understand different viewpoints and lifestyles. Be a caring, open person. The more open you are, the more things you learn. At times, I have to have difficult conversations with somebody, whether it’s a student or a teacher. It’s hard to point out to people that the things they do are not helpful, because they don’t see it. It’s important to understand that no one comes to work and says, “You know what, I’m going to be a really bad teacher today!” It’s important to be open.

What do you like to do outside of work?

My family is very busy. Both my boys play a lot of sports. I am an avid reader. I really love to read. We don’t get a lot of down time, but I get opportunities to read when sitting in a rink or in a field. I think family is very important. You can never get back those family years.

By: Charlotte Anke, 7th grade Lake Orion Schools

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PA R E N T ’ S C O R N E R

Growing Through Failure

Y

Maggie Razdar Publisher/Founder

November 2015

ou stumbled, and fell. Let me be the first to say, I salute you. You did something most of your naysayers are way-too-terrified to do. You explored a dream. Now, dust yourself off, patch up your cuts and scrapes, salvage your valuable lessons-learned, and get ready for what’s next.

Let’s be real: failure is an inescapable part of life. I wish it wasn’t so, but everyone has had some sort of failure in his or her life. They may have taken a dive in school, their career, a business venture, or a close relationship. While many quickly abandon new ideas because of past failures, many of the most successful people of our time encountered numerous failures before reaching their goals. People like Steve Jobs reimagined failure as a critical component to success. At one point in his epic career, Jobs was actually fired from Apple - the company he created - once it went public. He explained, “I didn’t see it then, but it turned out that getting fired from Apple was the best thing that could have ever happened to me. The heaviness of being successful was replaced by the lightness of being a beginner again, less sure about everything. It freed me to enter one of the most creative periods of my life.”

We all have choices about the failures we encounter. It’s not the failure itself, but the way we explain it to ourselves, that causes it to have a negative connotation.

We all respond to failure and setbacks differently. What makes the difference is our self-talk, the stories we tell ourselves. This internal dialogue can either push us to persevere or spur us to run for the hills. The self-talk of successful people sounds something like this: “This is temporary. This will pass. While I can’t change the past, I can change my future.”

Just as physical healing differs from person to person, timelines for overcoming failure are different for everyone. While some may be able to bounce back quickly, others may need some more time. So, don’t pressure yourself to power through it.

Take the time you need to recover. Nurture your wounds, allowing them to heal properly, so you’ll be strong enough for the next leg of your journey.

Fear of failure is often greater than the pain of the original failure itself, due to the long-term implications of emotional paralysis. Push through the fear. There are brighter horizons ahead.

One of the best ways to overcome failure is to surround yourself with people who truly care for you and your success. One of the greatest things I have ever learned in my life is that while failure can be painful, it often brings us closer to those who matter most. If you’re struggling, look around. There are always people who are willing to be encouraging and supportive, even in our darkest moments.

In the meantime, take time to laugh. Enjoy the small moments. Celebrate each and every victory, big or small. Begin to set new goals for yourself, keeping your eyes on the big picture. What may look like a pretty bad idea from close up may look much better from a distance. Don’t be afraid to step out again, believing that everything will work out the way it should. Because, it usually does.

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O P T I M I S T I N T E R N AT I O N A L DID YOU KNOW?

For Every member of an Optimist Club, 33 young people are impacted positively per year? That’s 2.6 million internationally, 317,000 in Michigan, and 3800 in the Clarkston/Lake Orion Area alone!

Optimist International is a worldwide volunteer organization made up of more than 2,500 local Clubs whose Members work each day to make the future brighter by bringing out the best in children, in their communities.

TO CONTAC T CL ARKSTON OPTIMIST C ALL

ROBIN BROSE 248-909-9289

TO CONTAC T L AKE ORION OPTIMIST C ALL

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Drawing Saturday, November 21, 2015 LOEF Evening for Education at Indianwood Country Club

Visit www.lakeorioneducationfoudation.org or call 248-608-2700 for more information or to purchase a ticket