Recently, Rachel Simmons wrote an article in the Washington Post called Perfectionism among teens is rampant (and we’re not helping). It is a good reminder how this generation of students faces challenges and opportunities different than ones we faced at their ages — sometimes with stress that we’ve created for them. Students today have never known […]
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Wednesday, February 28, 2018
Tuesday, February 27, 2018
Pathway or Obstacle?
I always find it fascinating when I travel to different states and provinces, and educators ask me questions on why they can’t do certain things in their schools, believing it is the “government” that is not allowing them to do it.
This week in both the province of BC and the state of Ohio, teachers asked me, “How do you get around unblocking YouTube when the government will not allow it?” Instead of answering them with my thoughts, I simply asked the room, “Does anyone have YouTube open in their schools?” Several hands went up.
How come some schools can, while others can’t?
The difference is not the “technology”; it’s the leadership.
One group finds a way while the other group finds an excuse. This is why “mindset” is so crucial. We fixate on the problem, or we create the solution.
Are you the pathway or the obstacle?
Source: George Couros
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Pathway or Obstacle?
I always find it fascinating when I travel to different states and provinces, and educators ask me questions on why they can’t do certain things in their schools, believing it is the “government” that is not allowing them to do it.
This week in both the province of BC and the state of Ohio, teachers asked me, “How do you get around unblocking YouTube when the government will not allow it?” Instead of answering them with my thoughts, I simply asked the room, “Does anyone have YouTube open in their schools?” Several hands went up.
How come some schools can, while others can’t?
The difference is not the “technology”; it’s the leadership.
One group finds a way while the other group finds an excuse. This is why “mindset” is so crucial. We fixate on the problem, or we create the solution.
Are you the pathway or the obstacle?
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March Reads and the Sad Tale of My Check-Outs from the Library
I have to confess I didn't have a library card until about 6 years ago. Never in my life did I have a library card, and I didn't go to public libraries. Most of that reason lies in where I grew up, out in the country in Iowa. We lived just over the county line, and that meant I couldn't have a library card for the city where my parents worked (plus it was 15 miles away). My parents had a lot of kids, so random trips into town didn't happen very often. We were also about 20 miles away from the next biggest town, in the county where I lived. We never went there, so that wasn't an option. I never asked to go to the library, and my parents never offered to take me. None of my siblings seemed interested, either.
I did live for library day at my elementary school, and when I went to high school, we had a decent library, but I don't remember checking too much out. Mostly we sat there and giggled until the librarian told us to be quiet. So while I somehow developed a love for books that pretty much has eclipsed any other potential hobby or interest, I just didn't do libraries. I spent most of my adult life working at a bookstore, and heck, I bought all my books. So the fact that I'm a librarian is not because of ever going to a library as a kid. I think it naturally developed from not only my love of reading and talking about books, but my retail years where I helped people find what they needed, and felt pretty good when I did and they returned for more recommendations. I know the power books have to change lives, because they changed my life.
All this long story is just to tell you that I'm a bit overzealous in my library checkouts. I like to think I've got plenty of time to read them all--after all, I have them for three weeks. But no. I've got Sing, Unburied, Sing sitting on my coffee table, and it's due in two days. I've read approximately 45 pages, and darn it all, someone else is waiting for it. Now I've got to return it and put myself back on the list. While I was shelving new fiction yesterday, I stumbled across a book and ohmygodIhavetocheckthisouttoday. I've done that approximately 4 times in the past two weeks. I'm in a bit of a pickle! I'm sure we all have this problem with library books, right? I don't know how people function reading just one book at a time. What discipline!
March is rapidly approaching, and while it's 70 in Iowa today, we'll be back down in the 30's in a few days. The usual weather pattern here. But it reminds me that Spring is getting closer, and I'll have to spend time outside taking care of my yard. That means less time to read. I'm in the minority when I say that Winter flew by.
Here's what I've got planned for March. I've got a few other titles that I'll be reading, and they'll show up in my reviews. But in the meantime...
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I did live for library day at my elementary school, and when I went to high school, we had a decent library, but I don't remember checking too much out. Mostly we sat there and giggled until the librarian told us to be quiet. So while I somehow developed a love for books that pretty much has eclipsed any other potential hobby or interest, I just didn't do libraries. I spent most of my adult life working at a bookstore, and heck, I bought all my books. So the fact that I'm a librarian is not because of ever going to a library as a kid. I think it naturally developed from not only my love of reading and talking about books, but my retail years where I helped people find what they needed, and felt pretty good when I did and they returned for more recommendations. I know the power books have to change lives, because they changed my life.
All this long story is just to tell you that I'm a bit overzealous in my library checkouts. I like to think I've got plenty of time to read them all--after all, I have them for three weeks. But no. I've got Sing, Unburied, Sing sitting on my coffee table, and it's due in two days. I've read approximately 45 pages, and darn it all, someone else is waiting for it. Now I've got to return it and put myself back on the list. While I was shelving new fiction yesterday, I stumbled across a book and ohmygodIhavetocheckthisouttoday. I've done that approximately 4 times in the past two weeks. I'm in a bit of a pickle! I'm sure we all have this problem with library books, right? I don't know how people function reading just one book at a time. What discipline!
March is rapidly approaching, and while it's 70 in Iowa today, we'll be back down in the 30's in a few days. The usual weather pattern here. But it reminds me that Spring is getting closer, and I'll have to spend time outside taking care of my yard. That means less time to read. I'm in the minority when I say that Winter flew by.
Here's what I've got planned for March. I've got a few other titles that I'll be reading, and they'll show up in my reviews. But in the meantime...
Time travel by a well known British historian. I'm itching to read this!
Publisher review of a book I've been wanting to read for awhile. Now out in paperback. Alternate realities and time machines.
A memoir about a couple that goes bankrupt and starts over in a cabin in the backwoods of North Carolina.
An intriguing tale set in 1910 America. Not sure what to expect.
Here's to March, warmer weather, birds singing in the morning, and driving home from work with the sun still up.
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1021 Burnaby Street in Downtown Vancouver
1021 Burnaby Street by Francl Architecture is a new 5-storey concrete building located in the West End at 1021 Burnaby. This project will offer 21 one- and two- bedroom condominiums. The site is near the gateway to Davie Village. Your daily needs are easily met by the neighbourhood’s stores and professional services. With gyms, the False Creek-Stanley Park Seawall, the Vancouver Aquatic Centre, and English Bay, leisure options are close at hand.
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Monday, February 26, 2018
Winter Sisters by Robin Oliveira
I read My Name is Mary Sutter years ago, and loved it. Civil War novels always have a huge pull for me, and Mary Sutter is such a compelling character it's hard not to love her. When I saw this was a sequel of sorts to Mary Sutter, I just had to read it.
It's 1879, Albany, New York. Mary, now Dr. Mary Stipp, lives and works with her husband Dr. William Stipp, along with her mother Amelia and niece Elizabeth. They have a successful clinic run out of their spacious home, and have a good life in Albany. The Civil War has not left them, however, and they are forever changed by what they witnessed as doctors treating soldiers. But life is pretty good, and they are happy. Close family friends the O'Donnell's have two lovely little girls, Emma and Claire.
A bizarre, horrific blizzard descends upon the city, catching everyone unawares, and through terrible circumstances, Bonnie and David O'Donnell are killed during the blizzard. The two girls, stuck at school, survive the blizzard with their schoolmates, but are left behind on the school steps once the blizzard ends and everyone goes home. They disappear into thin air.
The Stipps, frantic about the O'Donnell family, discover the sad news about Bonnie and David, and are very concerned when the girls don't turn up anywhere. Mary and family go to the police, and take it upon themselves to search everywhere they can think of to find the girls. The police aren't very helpful, claiming the girls are probably dead. Six long weeks go by, with no sign of the girls. The melting snow and ice in the Hudson River causes a massive flood in Albany, and in a night of chaos, the girls are found and brought to the Stipps. Where were they, and what happened to them?
What happened to Emma and Claire sets off a huge newspaper war in Albany; a magnifying glass is put to Mary's practice and her decision to give healthcare to prostitutes; and Elizabeth's new romance with the son of a prominent lumber baron is put into jeopardy. Traumatized by their ordeal, both girls are in danger of never recovering, especially when some folks don't believe their tale.
While it is a fact that women didn't have very many rights or privileges in 1879, it still got me pretty steamed to read about some of the nasty rumors and treatment of Mary, Emma, and Claire. Albany-a city that looks shiny and bright, but has an underbelly that runs on corruption, bribes, and prostitution. Men have all the power, money, and, sadly the law on their side.
I so enjoyed this book. Robin Oliveira is a solid writer, and her attention to historical detail makes the book so interesting, but never bogged down. Of course the medical aspect was a big draw for me, and I definitely had a hard time putting the book down in the last half. As a matter of fact, I stayed up way past my bedtime last night to finish the last few pages, I was so anxious to find out what happened.
A huge thank you to Viking/Penguin for a review copy.
This novel will be on sale Tuesday, March 27th in the U.S. in hardcover, ebook, and audio. You do not have to read My Name is Mary Sutter to read this novel.
Rating: 5/6 for a novel that addresses female sexuality, abuse, the power of men, money, and the strength of family at a time when women didn't have many options. Mary is a great example of a brilliant, respectful woman who still is treated with distrust and ridicule even after proving herself over and over. A powerful statement on the ability of rumor and false news to damage lives.
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The Granville by Aoyuan Property on Vancouver’s Westside
The Granville by Aoyuan Property is a new 8-storey mixed-use concrete development located at the corner of Granville and West 7th. This project will offer four retail units and 41 one-, two-, and three-bedroom condominiums. The project is set within a well-developed community and a prosperous commercial environment. It is only a 10-minute walk to Granville Island, a popular hotspot for sightseeing and entertainment with a thriving art scene. The Granville will be 5-minute walk from the extension of the Millennium Line Skytrain upon completion.
The post The Granville by Aoyuan Property on Vancouver’s Westside appeared first on Vancouver New Condos.
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Getting a Car Loan: Bank Financing or Dealer Financing
You’ve decided to buy a car. While we’re sure you would prefer to walk into a dealership to make a cash purchase, the reality is that most people will not be able to do so. In that case, you will need to finance the vehicle.
There are two main options for financing a vehicle. You can get a loan from a bank or credit union, or you can take advantage of dealer financing.
What is dealer financing?
In dealer financing, loans are originated by a retailer and then sold to a bank or credit union. Most people are of the view that a bank or credit union is the best source for an auto loan but that is not necessarily the case. There are benefits that make dealer financing a good option to consider when purchasing a vehicle.
Here are a few of those benefits:
1. You can access car loans with bad credit
One type of loan that you can access from a dealer is a subprime auto loan. While individuals with bad credit or no credit history often have a difficult time securing any sort of loan from a bank or credit union, subprime auto loans are loans that are specifically created for people who would otherwise be ineligible for car financing. This is good news if you are a recent graduate, just filed for bankruptcy or have obligations that have negatively affected your credit scores. If this is your reality, you should still be able to access a car loan with ease.
2. Competitive rates
Lots of dealers offer more attractive rates than that offered by banks and credit unions. Because most people assume that the bank rates are better, they do not bother checking it out. However, it is always a good idea to check all your options and compare the rates.
3. 0 down
Dealer financing is not only a great option for those with bad credit. It is also great for those with excellent credit scores as well. Dealers often offer 0 down loans and discounts as a bonus for those with an attractive credit report.
Normally when purchasing a vehicle using an auto loan you a required to pay a portion of the price upfront. With 0 down car loans, this down payment is worked into car loan instead. With this kind of loan, you will be able to buy the vehicle you want without dipping into your cash reserves.
4. Flexible repayment terms
Are you in search of a flexible plan that will make your loan easier to handle? If yes, it might be worth your time to explore dealer financing. You may find that a loan from a dealer is less restrictive than a bank or credit union loan. If necessary, you might be able to benefit from a longer repayment term. An extended repayment term means that your monthly payments will be more affordable.
Why should you choose a Credit Now car loan to finance your vehicle?
Whether you are finding other lenders reluctant to approve your car loan application or you have excellent credit and are just in search of better rates, Credit Now has a loan for you. We have worked with thousands of drivers from all financial histories and credit backgrounds. With the largest network of lenders, we serve all of British Columbia; from downtown Vancouver to the far North.
So, if you’re in British Columbia and you’re looking to buy a car, contact us today. Let our loan consultants work towards putting you behind the steering wheel of your dream car.
The post Getting a Car Loan: Bank Financing or Dealer Financing appeared first on Credit Now | Auto Loan Financing.
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Alma & 10th on Vancouver’s Westside
Alma & 10th by Landa Global is a new four-story mixed-use concrete development located at the corner of Alma & West 10th Ave. Contemporary form transitions into traditional charm to enhance this upscale neighborhood. This classically-inspired project will offer seven retail units and 32 two and three-bedroom condominiums. The Broadway commercial district, top-rated schools, Almond Park, fitness centre and more are just steps away.
The post Alma & 10th on Vancouver’s Westside appeared first on Vancouver New Condos.
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Sunday, February 25, 2018
Convince Me
Educators around the world are embracing new ideas on what school can look like in today’s society and are advocating for growth in themselves first, and others around them. Times have changed, and education is not in isolation of needing to change; this is in all organizations and industries. If you invest money in stocks, would you invest in a company that continuously holds on to what has been done in the past, or one that consistently realizes the importance of changing with the times? If you wouldn’t invest your savings into a mindset of holding on to the past, why would we spend the future of our students in the same line of thinking? Change happens with or without us.
But too often in our efforts to help others move forward in their practice, we create our “elevator pitch” and try to do everything to convince others of why change is crucial. We spend our time trying to convince others of our thinking, but I know that if someone has their mind positioned in a certain way, there is little I can do to persuade them to think differently.
So instead of you trying to convince them why change is necessary, why not give them a chance to assure you that standing still is crucial? If they are set on it, there must be some reasoning, so let them talk. I have been working on this lately, and it has made a difference in my own perspective and thinking.
Listening is helpful to both parties. Maybe you are wrong, and they have valid points. Perhaps you are on the right track, but you find some common ground that you can build on. Or maybe you figure out that neither party is going to move and that you don’t spend your time spinning your wheels in the same spot. This is not about proving who is right and who is wrong but finding places where we can work together to help improve education for all learners.
The next time you feel the need to convince someone of your position, start asking questions and give the person a chance to persuade you of theirs. If we are all about learning and growth, this would only benefit our own growth.
Source: George Couros
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Leading Out of Your Comfort Zone
This weekend I’m at an SDE conference with my kinder team. Kindergarten is its own beast, ya’ll. I taught fourth grade. Big tall fourth graders who relatively could control their emotions, tie their shoes, and regular complete multistep tasks. There were two opportunities I had to cover some kinder classes this year and my’lanta. I’ve never been more […]
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Convince Me
Educators around the world are embracing new ideas on what school can look like in today’s society and are advocating for growth in themselves first, and others around them. Times have changed, and education is not in isolation of needing to change; this is in all organizations and industries. If you invest money in stocks, would you invest in a company that continuously holds on to what has been done in the past, or one that consistently realizes the importance of changing with the times? If you wouldn’t invest your savings into a mindset of holding on to the past, why would we spend the future of our students in the same line of thinking? Change happens with or without us.
But too often in our efforts to help others move forward in their practice, we create our “elevator pitch” and try to do everything to convince others of why change is crucial. We spend our time trying to convince others of our thinking, but I know that if someone has their mind positioned in a certain way, there is little I can do to persuade them to think differently.
So instead of you trying to convince them why change is necessary, why not give them a chance to assure you that standing still is crucial? If they are set on it, there must be some reasoning, so let them talk. I have been working on this lately, and it has made a difference in my own perspective and thinking.
Listening is helpful to both parties. Maybe you are wrong, and they have valid points. Perhaps you are on the right track, but you find some common ground that you can build on. Or maybe you figure out that neither party is going to move and that you don’t spend your time spinning your wheels in the same spot. This is not about proving who is right and who is wrong but finding places where we can work together to help improve education for all learners.
The next time you feel the need to convince someone of your position, start asking questions and give the person a chance to persuade you of theirs. If we are all about learning and growth, this would only benefit our own growth.
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Recruiting the ‘Tweeners – why staff induction programs matter
Bringing new teachers and support staff into a school can give the energy boost it needs, or maintain the momentum of positive change that may have been built up over time. This is why induction programs matter so much.
Anthony Muhammad in his book, Transforming School Culture, identifies four groups of people within a school, one of which are the ‘Tweeners – people new to the school who are trying to work out where they fit into the school’s culture.
Essentially, if school leaders get it right with their induction programs, they can have a huge impact on moving the ‘Tweeners in the direction of the change required to move the school forward. If the opportunity is missed, some of the ‘Tweeners may be recruited by those in the school wishing to maintain the status quo.
The importance of the staff induction program, therefore, cannot be underestimated, as it is our best shot of mobilizing the new recruits in support of the change effort(s). Of course, ‘Tweeners may come on board later if the induction program is not great but it does become that bit harder to win them over if things have not got off to a great start.
So, how can school leaders maximize the impact that they have on their ‘Tweeners?
- Make sure that the induction program is well planned and mirrors the level of organisation and planning in your school. First impressions matter but they need to be backed up over time. Start as how you intend to, and will, carry-on.
- Plan an induction program around what your school values and can honestly back up. For example, if you introduce policies to new teachers during an induction and these policies are not followed on a day-to-day basis by existing staff, then ‘tweeners will hear comments such as, or similar to: “Admin say this but they do not really check.” What is included in an induction program must be genuinely.
- Provide induction before new staff arrive, when they arrive and for weeks after they arrive. Sustained focus on helping new teachers and support staff adapt to a new environment is key to winning them over.
- Include your ‘champions’ in the induction program to water the seeds of enthusiasm that new teachers’ possess.
- Make the induction program needs focused, so that you can get new teachers and support staff settled in quickly before getting them into the more challenging work ahead.
- Be honest with where things are not perfect and where there is room for improvement. In many ways this should mirror what has been said to a new member of staff during an interview. If the picture of the school painted at interview does not match what exists in reality, then new staff are disappointed. No-one likes unwanted surprises.
- Consider an induction for returning teachers and support staff to re-calibrate before moving-on the work of the next academic year.
- Continue to seek open feedback on how to make the induction program better.
Connect with me @richard_bruford
Originally posted on the Ed Leader blog
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Friday, February 23, 2018
The Power of Choosing ‘Must’ Instead of ‘Rather’
Last night I watched the film, Lincoln, starring Daniel Day Lewis as the 16th U.S. President. It was great to finally see it. I'm kind of a history nerd, but for some reason I had never watched it before. It's an incredible film covering the final four months of Lincoln's life. Daniel Day Lewis is outstanding in his portrayal of the president.
As I watched, I noticed several times how Lincoln used the word must as he considered the decisions and actions he would take as the leader of a bitterly divided nation. He was a courageous leader who stood firmly on principles in the face of incredible opposition and obstacles.
I reflected on the difficult decisions he made. I'm sure there were times he would rather have taken an easier path. He faced hardships and failure throughout his life, and he could've veered off course, retreated, or just settled for the status quo. He probably didn't want to carry all of the heavy burdens of a Civil War, the bloodiest war in U.S. history.
But he did carry those burdens and remained a steadfast leader. He stood firm. Because he felt a moral imperative. He felt he must.
We are all faced with challenges as educators. We are often faced with choices about what we would rather do versus what we must do.
And while our decisions may not be described in history books, our work has great significance in the life of a child. We might be the best hope for some. We don't always know what might hang in the balance. We don't always know what difference we might make for this one child.
We usually have the opportunity to make the greatest difference when we choose must over rather.
I would rather not have that difficult conversation, but I must.
I would rather not have to learn something new, but I must.
I would rather not be creative today, but I must.
I would rather not call that parent, but I must.
I would rather not give that extra effort, but I must.
I would rather not be enthusiastic today, but I must.
I would rather not have to repair that relationship, but I must.
I would rather not consider another idea or perspective, but I must.
I would rather not give that kid a fresh start today, but I must.
I would rather not change my lesson, but I must.
I would rather not deal with new technology, but I must.
I would rather not overlook that offense, but I must.
Every day I see educators choosing must over rather. But we should always, always, always be asking, "What is best for kids?"
In this situation, "Am I choosing must or rather?"
Do you ever struggle to choose must instead of rather? I think we all face that. Let me know what you think. Leave a comment below or respond on Facebook or Twitter.
Related Stories
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Continuum at Nature’s Edge in North Vancouver
Continuum at Nature’s Edge by Brody Development is located at 856 Orwell Street in Lynnmour. This new development will have 23 strata units, approximately three two-bedroom, 19 three-bedroom with double attached garages and one four-bedroom. All have rooftop decks, A/C, HRV, hot water on demand and elevated interiors and finishings.
The post Continuum at Nature’s Edge in North Vancouver appeared first on Vancouver New Condos.
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Thursday, February 22, 2018
The Critic in Your Head
Dear George,
Read this quote:
I have always loved this quote and sometimes, I read it to feel empowered or to move on from tough situations.
Recently though, I have started to look at it differently.
What if the “critic” that is being referred to is me? What if the loudest voice of criticism is in my head, to the point where the “critic” wins the argument against the person trying to get in the arena?
Many people that we aspire to be like are waging this battle all of the time, whether we know it or not. We see them as “high achievers,” but they are struggling with that battle, and when they show vulnerability in their struggle, we see ourselves in their process.
From Brene Brown:
“Vulnerability is the last thing I want you to see in me, but the first thing I look for in you.”
Dealing with the critic in your head is okay. It happens to all of us. But when we try something new (or even consider it), identify that the critic in your head could be the same person that is holding you back from getting into the arena in the first place. We wouldn’t give that power to someone else, so push against those self-criticisms that do not allow us to become what we are meant to be.
Your Friend,
George
Source: George Couros
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The Critic in Your Head
Dear George,
Read this quote:
I have always loved this quote and sometimes, I read it to feel empowered or to move on from tough situations.
Recently though, I have started to look at it differently.
What if the “critic” that is being referred to is me? What if the loudest voice of criticism is in my head, to the point where the “critic” wins the argument against the person trying to get in the arena?
Many people that we aspire to be like are waging this battle all of the time, whether we know it or not. We see them as “high achievers,” but they are struggling with that battle, and when they show vulnerability in their struggle, we see ourselves in their process.
From Brene Brown:
“Vulnerability is the last thing I want you to see in me, but the first thing I look for in you.”
Dealing with the critic in your head is okay. It happens to all of us. But when we try something new (or even consider it), identify that the critic in your head could be the same person that is holding you back from getting into the arena in the first place. We wouldn’t give that power to someone else, so push against those self-criticisms that do not allow us to become what we are meant to be.
Your Friend,
George
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The Power of Choosing ‘Must’ Instead of ‘Rather’
Last night I watched the film, Lincoln, starring Daniel Day Lewis as the 16th U.S. President. It was great to finally see it. I'm kind of a history nerd, but for some reason I had never watched it before. It's an incredible film covering the final four months of Lincoln's life. Daniel Day Lewis is outstanding in his portrayal of the president.
As I watched, I noticed several times how Lincoln used the word must as he considered the decisions and actions he would take as the leader of a bitterly divided nation. He was a courageous leader who stood firmly on principles in the face of incredible opposition and obstacles.
I reflected on the difficult decisions he made. I'm sure there were times he would rather have taken an easier path. He faced hardships and failure throughout his life, and he could've veered off course, retreated, or just settled for the status quo. He probably didn't want to carry all of the heavy burdens of a Civil War, the bloodiest war in U.S. history.
But he did carry those burdens and remained a steadfast leader. He stood firm. Because he felt a moral imperative. He felt he must.
We are all faced with challenges as educators. We are often faced with choices about what we would rather do versus what we must do.
And while our decisions may not be described in history books, our work has great significance in the life of a child. We might be the best hope for some. We don't always know what might hang in the balance. We don't always know what difference we might make for this one child.
We usually have the opportunity to make the greatest difference when we choose must over rather.
I would rather not have that difficult conversation, but I must.
I would rather not have to learn something new, but I must.
I would rather not be creative today, but I must.
I would rather not call that parent, but I must.
I would rather not give that extra effort, but I must.
I would rather not be enthusiastic today, but I must.
I would rather not have to repair that relationship, but I must.
I would rather not consider another idea or perspective, but I must.
I would rather not give that kid a fresh start today, but I must.
I would rather not change my lesson, but I must.
I would rather not deal with new technology, but I must.
I would rather not overlook that offense, but I must.
Every day I see educators choosing must over rather. But we should always, always, always be asking, "What is best for kids?"
In this situation, "Am I choosing must or rather?"
Do you ever struggle to choose must instead of rather? I think we all face that. Let me know what you think. Leave a comment below or respond on Facebook or Twitter.
Related Stories
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Wednesday, February 21, 2018
Blackberry Walk 3 in Surrey
Introducing Woodbridge and Park Ridge Homes’ newest community of 48 contemporary craftsman townhomes in the ideal family neighbourhood of Panorama/Sullivan.
- Timeless craftsman exteriors. Including thoughtful touches like covered entryways, fenced yards, flower boxes and lush landscaping.
- Thoughtfully designed 3 bedroom floorplans. Spacious interiors with two designer colour schemes.
- Gourmet kitchens. Featuring overheight cabinets, quartz countertops, and stainless steel appliances.
- Move in ready. Completions as early as April 2018.
Blackberry Walk 3. VIP Preview this Weekend.
The post Blackberry Walk 3 in Surrey appeared first on Vancouver New Condos.
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Luxia at Yorkson in Langley
Luxia is a collection of 138 spacious, 3-bedroom homes meticulously crafted with life’s little luxuries at the forefront. Side-by-side garages, open-concept living, innovative storage solutions and an abundance of outdoor space – including roof top patios – are just some of the reasons to get excited about calling Luxia at Yorkson, home. Ideally located in the heart of Willoughby, urban conveniences are matched by nearby park and recreation spaces.
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PMP:103 Standing Back Up When You Feel Knocked Down
Last Sunday my family and I were watching the Winter Olympics when the men’s 30km Skiathlon began. As the race started, Norway’s Simen Krueger fell. Snow was flying all around him as two other skiers and he crumbled into one another. As the other racers left them behind, Simen scrambled back on his feet. His […]
from Connected Principals http://ift.tt/2BEJMXs
from Connected Principals http://ift.tt/2BEJMXs
Tuesday, February 20, 2018
Hope is Not a Strategy
In high school, I played football for four years and loved the game. I had a chance to play at the post-secondary level, but an injury to my knee and a lack of passion for the game when compared to basketball, led me to some different choices.
After high school, my friends and I would play Tecmo Bowl, and eventually, Madden on the Sega Genesis. It is amazing how much I didn’t know about the game when I actually played it in person (clock management, when to call plays and why, and other fundamental coaching games). But when I played the video game, it actually taught me a lot about the strategy that I didn’t know about. For the first two years of my teaching career, I coached football, which I know I wouldn’t have had a clue to do if I didn’t play football as a video game.
Do I believe every video game will always push your thinking? No, but I don’t think it has to. Sometimes, it is okay just to check out and do something for the sole purpose of fun. I love playing video games to this day, although I don’t do it as much as I once did. But I also know that the “flow theory” implemented in game design is something that we can learn from in education. Finding that point of being too hard students give up, or too easy that students get bored, is something that is obvious in many games.
I recently read the book, “Screen Schooled: Two Veteran Teachers Expose How Technology Overuse Is Making Our Kids Dumber,” and by the title, you can see the authors have a clear view on technology in education. I read it knowing that I wouldn’t agree with a lot of it, but that it would a) push my thinking and b) help me think deeper about my arguments. I am a firm believer in the idea that if I can’t make your case for you, then I probably don’t understand your position or mine.
This quote stuck out to me:
And it’s not as though teens are using their phones for learning, creating, or other productive pursuits. I can honestly say I’ve never taken a phone from a kid who was in the middle of exploring a cyber art museum. I’ve never had a parent complain that she walked in on her son having a late-night FaceTime session with a group of school children in Nigeria. Pretty much all I ever see kids do on their technology is text and Snapchat friends, play games, take pictures of themselves, check Instagram for likes, watch silly videos, and play more games.
In my notes, I wrote the following; “So why don’t you teach them something different?” Do we simply hope that kids use technology for meaningful things, or are we teaching them the opportunities that lie in front of them? I have been saying this often; hope is not a strategy. If we want something different, we can’t just hope it happens. We have to do something.
Understand this…I see negatives with technology use, but I also see positives. I have really been trying to focus on the positives while acknowledging the negatives. An “all-or-nothing” mentality is not helpful in education, or elsewhere.
This quote is also from the book:
To put this in context, when the elderly discover social media, they apply their real-life understanding of social interaction to it. My eighty-five-year-old grandfather just recently got on Facebook. He did this not to replace existing social interactions but to enhance these interactions. He continues to write, call, and see his family and friends with the same regularity as he did before. However, Facebook allows him a chance to increase the frequency of interaction in a way that is more dynamic and timely than writing a letter, but not as fulfilling as actually being with the people with whom he chooses to interact. He brings his lifetime of knowledge acquired through face-to-face interactions to every type of social interaction he has. Whether it’s a phone call, text, e-mail, or Facebook post, he can accurately predict what type of remark will elicit what type of response from the recipient. He can also differentiate what setting is appropriate for a formal or informal tone. Despite being new to the technology, he picked up the nuances of Facebook instantly.
I love what was written here, and in my notes, I wrote, “Why aren’t we teaching kids more of this?” I have said this often, “technology is not meant to replace face-to-face interaction, but it can be used to enhance it.” That is precisely the point the authors are making with adults, but who is going to teach the students?
I have been thinking about this statement a lot lately; are we serving the score or the student? A lot of times when I hear about schools (or countries) wanting to ban devices from students in schools, I wonder if they are focusing on “doing school” well, or helping serve kids in the world we live in now? Maybe it is both, or perhaps it isn’t. Either way, we have to find more ways to read the stuff we don’t agree with, find common ground, and figure out ways we can serve our kids. The answers are rarely in the extremes, but often somewhere in the middle. We can’t just hope for good things to happen, or hope bad things don’t. Education (and learning) in all facets of the world is always part of the solution.
Source: George Couros
from Connected Principals http://ift.tt/2CbvG0T
Hope is Not a Strategy
In high school, I played football for four years and loved the game. I had a chance to play at the post-secondary level, but an injury to my knee and a lack of passion for the game when compared to basketball, led me to some different choices.
After high school, my friends and I would play Tecmo Bowl, and eventually, Madden on the Sega Genesis. It is amazing how much I didn’t know about the game when I actually played it in person (clock management, when to call plays and why, and other fundamental coaching games). But when I played the video game, it actually taught me a lot about the strategy that I didn’t know about. For the first two years of my teaching career, I coached football, which I know I wouldn’t have had a clue to do if I didn’t play football as a video game.
Do I believe every video game will always push your thinking? No, but I don’t think it has to. Sometimes, it is okay just to check out and do something for the sole purpose of fun. I love playing video games to this day, although I don’t do it as much as I once did. But I also know that the “flow theory” implemented in game design is something that we can learn from in education. Finding that point of being too hard students give up, or too easy that students get bored, is something that is obvious in many games.
I recently read the book, “Screen Schooled: Two Veteran Teachers Expose How Technology Overuse Is Making Our Kids Dumber,” and by the title, you can see the authors have a clear view on technology in education. I read it knowing that I wouldn’t agree with a lot of it, but that it would a) push my thinking and b) help me think deeper about my arguments. I am a firm believer in the idea that if I can’t make your case for you, then I probably don’t understand your position or mine.
This quote stuck out to me:
And it’s not as though teens are using their phones for learning, creating, or other productive pursuits. I can honestly say I’ve never taken a phone from a kid who was in the middle of exploring a cyber art museum. I’ve never had a parent complain that she walked in on her son having a late-night FaceTime session with a group of school children in Nigeria. Pretty much all I ever see kids do on their technology is text and Snapchat friends, play games, take pictures of themselves, check Instagram for likes, watch silly videos, and play more games.
In my notes, I wrote the following; “So why don’t you teach them something different?” Do we simply hope that kids use technology for meaningful things, or are we teaching them the opportunities that lie in front of them? I have been saying this often; hope is not a strategy. If we want something different, we can’t just hope it happens. We have to do something.
Understand this…I see negatives with technology use, but I also see positives. I have really been trying to focus on the positives while acknowledging the negatives. An “all-or-nothing” mentality is not helpful in education, or elsewhere.
This quote is also from the book:
To put this in context, when the elderly discover social media, they apply their real-life understanding of social interaction to it. My eighty-five-year-old grandfather just recently got on Facebook. He did this not to replace existing social interactions but to enhance these interactions. He continues to write, call, and see his family and friends with the same regularity as he did before. However, Facebook allows him a chance to increase the frequency of interaction in a way that is more dynamic and timely than writing a letter, but not as fulfilling as actually being with the people with whom he chooses to interact. He brings his lifetime of knowledge acquired through face-to-face interactions to every type of social interaction he has. Whether it’s a phone call, text, e-mail, or Facebook post, he can accurately predict what type of remark will elicit what type of response from the recipient. He can also differentiate what setting is appropriate for a formal or informal tone. Despite being new to the technology, he picked up the nuances of Facebook instantly.
I love what was written here, and in my notes, I wrote, “Why aren’t we teaching kids more of this?” I have said this often, “technology is not meant to replace face-to-face interaction, but it can be used to enhance it.” That is precisely the point the authors are making with adults, but who is going to teach the students?
I have been thinking about this statement a lot lately; are we serving the score or the student? A lot of times when I hear about schools (or countries) wanting to ban devices from students in schools, I wonder if they are focusing on “doing school” well, or helping serve kids in the world we live in now? Maybe it is both, or perhaps it isn’t. Either way, we have to find more ways to read the stuff we don’t agree with, find common ground, and figure out ways we can serve our kids. The answers are rarely in the extremes, but often somewhere in the middle. We can’t just hope for good things to happen, or hope bad things don’t. Education (and learning) in all facets of the world is always part of the solution.
from Connected Principals http://ift.tt/2EGOwdW
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