Too Old?

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Happy =belated= Bat-Day!

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This year was special not only because you could find bat-signals around various cities, but also because 2019 is the 80th anniversary of Batman!

Batman’s 80th birthday is also timely given recent news casting the upcoming movie’s Caped Crusader.

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That’s right. Robert Pattinson agreed to take on the role.  He’s best known as Edward from the Twilight films, although I’d argue his best work was Cedric Diggory in Harry Potter and the Goblet of Fire.  Nevertheless, this news lets us revisit one of the best meme images ever:

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Some fans aren’t happy about Robert Pattinson’s casting, but that’s nothing new. It seems every Batman casting has its detractors, but things usually simmer down after a while. 

Interestingly, another actor’s name came up in the recent Batman casting.

Milo Ventimiglia, the gone-but-never-forgotten hunky dad Jack from NBC’s This is Us, had been interested in donning the cape and cowl. But at 42, he was considered “too old” for the part.

(Author’s Note #1: Robert Pattinson is currently 33.)

(Author’s Note #2: No Batman role in my future, either.)

For now, let’s avoid any discussion of “age discrimination” and turn our attention to TEACHING.

Can you get TOO OLD to teach?

Old-teacher

Let’s first look at the average teacher today. Below is a summary from a U.S. Department of Education study in 2017:

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Here is another summary of average teacher ages across the entire globe:

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How do you compare to these numbers?

Are you “above” or “below” average?

I’d argue that age has little to do with being “too old” to teach. Instead, the issue is a combination of a mental, emotional, and physical attributes.

I know some teachers who are qualified for retirement, but are still “young at heart.” They exude enthusiasm and energy in the classroom, becoming an inspirational example of learning for their students.

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On the other hand, some relatively young teachers already show signs of being tired and uninspired (and uninspiring).

What makes the difference?

We often want our students to be “lifelong learners,” and I’d say the key is to model the same attitude and habits ourselves.

For some, that may mean teaching the same subject for decades, earnest in learning more ideas and methods to enhance their teaching and students’ learning. For others, it may mean adding certifications, degrees, or more, along with potential career changes within the field of education or beyond.

Here are a few other resources to help teachers maintain a youthful enthusiasm for students and education:

Ways to Reclaim Your Joy in Teaching” (Edutopia)

The Teacher Self-Care Conference and The Educator’s Room’s Self-Care Resources

A Never-ending Quest

My favorite “old Batman” story is the Batman Beyond animated series, which features an elderly Bruce Wayne still fighting crime by mentoring a new futuristic (non)Caped Crusader:

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Of course if you want to know how old Batman really is, check out this meticulously researched article here.

It seems Batman would be too old to play himself in movies.

But no one is too old to learn or teach.

It doesn’t matter if you are

70 years old,

85 years old,

91 years old,

100 years old,

or even 102 years old!

 

 

 

 

 

 

Flash Forward

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How far do you plan ahead?

Later this month – February 28, 2109, to be exact – a book is coming out that includes a chapter by Yours Truly. (Shameless plug alert!)

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In the previous post, I shared an overview of this book chapter featuring teaching approaches of the Flash (Wally West) and Max Mercury, and the impact on their student Impulse. For now, though, let’s turn out attention to time travel.

Impulse_(Bart_Allen)

Bart Allen (Impulse) is a 30th century teen transported to late 20th century America. The featured Flash and Impulse comic book stories in my book chapter were published in the mid 1990s. But this isn’t the kind of time travel I want to discuss.

Let’s look at the timeline of academic publication, using my Flash book chapter:

  • April 2017 – I submitted proposal for book chapter.
  • July 2017 – Proposal accepted.
  • November 2017 – Chapter manuscript submitted.
  • February 2019 – Book published.

Altogether, the process from proposal to publication is nearly TWO YEARS. And this isn’t even counting the original call for submissions, formulating my idea, doing the research (reading, looking up, reading, collecting data, reading, analyzing data, etc.), as well as the actual WRITING of the 25+ page first draft.

Two years from proposal to publication is actually about typical for most printed books. (That’s why it’s tricky for a writer to chase trends; by the time anything gets published there’s a new fad taking the world by storm.)

But to be honest, I had to stop and look up some of the above dates in my records. If you had asked me before, I probably would’ve thought the time period was much quicker. Time flies when you’re having fun (i.e. doing scholarly research with comic books).

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Teachers also experience interesting time travel in their classroom work. And like publishing, the educational process can stretch along with many delays. A recent article on Edutopia talks about the long-term impact of teaching. Here is how it summarizes the featured research:

Teachers who help students improve noncognitive skills such as self-regulation raise their grades and likelihood of graduating from high school more than teachers who help them improve their standardized test scores do.

Later, the article addresses the predicament: Standardized tests don’t typically measure long-term teacher impact on things like self-regulation and other “noncognitive skills.”

Countless times, teachers reiterate that if something is important, you have to test it. Using reverse logic, we often assume that only the important things are on tests.

We can’t overlook those things that may be more difficult to assess or standardize. In the face of regular evaluation reports, teachers must keep the far future in view.

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I would argue that these two outcomes – short-term test scores, long-term impact – are not mutually exclusive. Teachers can promote both at the same time, intertwined together.

Take publishing, for our ongoing analogy.

While this Flash book chapter has been moving toward publication, I’ve been busy working on other projects. Journal articles and conference presentations have faster turnaround times, and I’ve done both in the past few years.

Likewise, I have a new chapter in progress for the next “Ages of . . .” book. This one is about Marvel’s Black Panther.

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My chapter deals with T’Challa’s demonstration of 21st Century Skills in defending Wakanda from the alien Skrulls’ Secret Invasion. If that sentence doesn’t excite you, maybe these comic book panels will . . .

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So far, here is the timeline of my chapter:

  • May 2018 – Submitted chapter proposal.
  • August 2018 – Proposal accepted.
  • January 2019 – Submitted chapter manuscript.
  • ??? – Publication???

Right now, I’m awaiting feedback and requests for revisions from the editor. After that should be official news of acceptance and publication. But I’m not holding my breath. It’ll happen eventually.

In the meantime, there are always more opportunities to learn, write, research, and share. And enjoy the future possibilities!

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Flashy Teachers

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We’ve been a little light on blog posts lately, but for good reasons!

Over the past year, I’ve been busy writing a few other projects. The first one is coming out in February 2019:

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My contribution to this book is only one chapter – “Impulsive Students, Speedster Teachers, and Education in the 1990s” – and here’s a preview:

In 1994, DC Comics presented a potential poster child for 1990s adolescence: Bart Allen, a.k.a. Impulse—a time-displaced teen speedster from the future with a short attention span, entertainment-first obsession, disregard for adult instruction, and a habit of leaping-before-looking. This chapter focuses on mentors Impulse encounters along the way—namely Wally West and Max Mercury.

To frame my analysis of Bart’s teachers, I applied the 1998 text Approaches to Teaching by Fenstermacher and Soltis.  And, of course, I used content from over two dozen different comic books. Here are a few examples:

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Wally West (The Flash) is similar to an “executive teacher,” hastening with curriculum, outcome-oriented lessons, and direct instruction for his student Bart.  Taken too far, this teaching can overwhelm the student, even one with super-speed. And the results can backfire . . .

flashvimpulse

 

In contrast to Wally, Max Mercury is more like a “therapist teacher,” also called a “fostering” or “facilitator” teacher by Fenstermacher and Soltis.  But I doubt the authors envisioned a “therapist teacher” doing things like these . . .

impulse_training_7

As a “therapist teacher,” Max focuses his attention not only on Bart’s skills, but also on the teenager’s personal development — making friends, making decisions, experiencing effects of relationships and choices. Cultivating personal development means not always giving students an answer, even when they beg for it at super-speed:

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Other times, a therapist teacher simply tells the student the honest truth, helping them refocus on the important goals:

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What kind of teacher are you most like? Both approaches have strengths, some more advantageous in one situation or another.

Learn more when the book comes out February 2019.  You can find it HERE and HERE.

In the meantime, we’ll revisit some of these topics here on this blog – hopefully sooner rather than later!

 

Batman and/or Robin

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If you pay attention to sports, you may know about basketball super-star LeBron James of the Cleveland Cavaliers.

If you don’t pay attention to sports, here’s a recap of “King James” highlights:

 

After recent struggles with player morale, LeBron’s Cavaliers team underwent a massive personnel shift, trading away 6 of their current players and 2 future draft picks in exchange for 4 new players and 1 different draft pick. To put this into context, these changes involved 3 separate deals with 4 different teams, resulting in a turnover of nearly half the entire Cavaliers team.

Teams typically don’t make changes this big so late in a season, but since the trades Cleveland has handily won two games against tough teams. Now, many experts have already pegged the Cavaliers as the “team to beat” in their conference.

One of the new Cavaliers players, George Hill, recently assessed his team this way:

“We have one of the best players in the history of the game, I’m sure he’s going to dictate the tempo and things like that. We just got to do our job, be the best role players we can possibly be. He’s the Batman, and we got to be all Robins. We got to figure it out.”

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What about all of us teachers?  Are you Batman? Or are you a Robin? I would argue that teachers should be BOTH.

First, you are Batman.

Consider how you can mentor and guide a younger teacher also working in the crusade for education. You can provide lesson ideas, management suggestions, and an exemplary model of a caring and competent professional educator.

Need some ideas on how you can be a Batman for other teachers?   Take a look at these articles (and excerpts) about being a teacher leader and mentor:

Becoming a teacher leader” (Edutopia.org) — “[T]ry all the opportunities presented, listen up for colleagues who are nudging you along, and don’t be afraid to take risks — that’s what it’s all about.”

Leading change from the classroom: Teachers as leaders” (American Institutes for Research) — “Today, leadership roles have begun to emerge and promise real opportunities for teachers to impact educational change-without necessarily leaving the classroom. Teachers are now serving as research colleagues, working as advisor-mentors to new teachers, and facilitating professional development activities as master teachers.”

Eight qualities of a great teacher mentor” (Education Week) — “Great mentors push your thinking and help you grow in new ways. They alert you to new teaching methods and provide tips for how to handle various situations throughout the year. Most importantly, though, these “tips” are often posed as questions. Questions require new teachers to discover and learn for themselves.”

So in some ways, being a teacher is like being Batman. (Just don’t let it go to your head–and eat a Snickers when necessary.)

 

You are also a Robin.

As an exemplary teacher, hopefully you are also modeling the commendable habits of a lifelong learner. You are supportive, a sounding board, eager to help, and even provide corny jokes when the opportunity arises.

batman robin bad joke

 

The neat thing about Robin is that there are multiple versions. Each individual has his or her own personality, backgrounds, strengths, weaknesses, and more.

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In fact, DC Comics featured a whole host of “Robins” in the yearlong series We Are Robin. As explained by series writer Lee Bermejo in a USA Todaarticle, “Maybe there could possibly be many of these kids out there on the streets who have different talents and different capabilities that could be useful to Batman.”

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Likewise, teachers can fulfill the supportive, helpful, humor role in many ways and at many times. This includes having a “mentee attitude” throughout your career. Lifelong learning means there’s always more to learn. (The best teachers always strive to get better.)

Here’s a neat article at WeAreTeachers.com about “How to be (or find) a truly great teaching mentor,” and it includes a section titled “How to make the most of your mentor,” including the following strategies:

“Ask specific questions . . . The more specific your questions, the more helpful your mentor can be.”

“Know when to say ‘I don’t know’ . . . The point of mentoring is to improve, so resist the temptation to say everything is fine when it’s not.”

 

Teachers, are you more Batman or more Robin at this point in your career?

Online quizzes are everywhere, and you can find an “Are you Batman or Robin?” quiz right here to find that answer.

Even better, here’s a “What kind of educator are you?” quiz (from ASCD), which includes 3 book recommendations based on your responses.

Full disclosure: I took both quizzes and found out I’m “The Nurturing Nightwing.”

Learn more about yourself and reflect on your profession, personality, and current position. Then go out and be a great teammate, sidekick, teacher, and superhero.

 

 

 

Who needs friends?

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The new Avengers: Infinity War trailer came out and is already setting records, as you can read in this Forbes article.

Here is a quick breakdown of the trailer’s impact, courtesy of Fizziology:

Putting Captain America’s beard aside, I’d say the most exciting element of the trailer is NOT the big battles or bad guys.  Sure, we get Thanos and multiple fights. But the BEST part is seeing how all these heroes work with each other.  

Just take a look at the “screen cap” attached to the official trailer’s YouTube video:

It’s Bucky!  Black (Blonde?) Widow!  Cap (and his beard)! Hulk! War Machine! Falcon! Black Panther and a whole bunch of Wakandans!

The last time movie-goers saw most of these characters, they were arguing and battling each other. But all it takes to make amends is a world-conquering villain. That’s friendship for ya.

If you’ve paid attention to recent superhero movies, the theme of FRIENDS appears quite often.

 

No, not THAT theme . . . apologies . . .

We mean REAL friends.  To remove the “ear-worm” song from above, take a closer look at the following trailers of current movies.

Start with Thor: Ragnarok . . .

Thor’s “friend from work” comment at the 1:20 mark is one of the best lines in the entire film.  

friend from work

(Fun fact – there’s a neat story about the origin of that line, which came from an unlikely source. Read more here.)

 

Or check out this Justice League trailer and listen around 1:50 for Barry Allen/Flash’s awkward “I need friends” admittance to Bruce Wayne.

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Everyone needs friends, and that includes TEACHERS.

Unfortunately, teaching can quickly become an “isolated profession,” and you can read more about this “Lone Ranger” phenomenon in an article by The Atlantic HERE.

A growing research field focuses on teacher collaboration and how to help educators work together.  Some people consider teacher collaboration as the “missing link” in successful school reform.

Here is a summary of one study about “High-quality collaboration” and its benefits to teachers and students.  There’s a useful section in the article called “What this means for practitioners,” and if you’re in a hurry, here’s one excerpt from the summary:

School and teacher factors influence the quality and type of collaboration. Teachers in elementary schools, more so than in secondary schools, collaborated more frequently about instruction. Higher-quality collaboration is more common among female teachers than male teachers, particularly about instructional strategies, curriculum, and assessment.

 

Another study of middle school teachers found positive results from “professional learning communities” (PLCs) consisting of same-subject, same-grade teacher teams.  However, overall effectiveness depended on a lot of factors: “leadership and organizational practices, the substantive details of PLC activity meetings, the nature of conversations in PLC activities, and the development of community among PLC teams.”

There’s a lot to unpack in that last statement about influential factors for successful collaborations. This is the challenge of teacher teamwork.

You can’t force friendship, and you can’t coerce teachers to collaborate. As these studies show, effective collaboration requires meaningful application and multiple nuances to result in teacher buy-in and worthwhile work.

As with most interpersonal relationships, the process is delicate and sometimes messy. Just consider how well superheroes get along (or not) throughout their long history.

There is no one-size-fits-all approach to helping each other get along and collaborate.  Even so, here are three resources (and highlights) that could help.

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“7 Reasons Why You Need a Teacher Friend” (Tame the Classroom)

#1: You need someone to tell you “no” 

When you have a bad idea, like giving students stupid awards, a good teacher friend will tell you, “Heck, no!”  When you’re thinking about writing a parent a nice-nasty reply to a note and you let your teacher friend proof it, a good teacher friend will tell you, “Nope, edit this so you won’t get fired.”

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“Teacher Collaboration: Matching Complimentary Strengths” (Edutopia)

Virtual Collaboration: Share Work Products on a Common Drive

By sharing work products on Google Drive . . . teachers know what their colleagues outside of their collaboration group are doing. They also know how they’re doing it. This enables them to replicate and/or get ideas from each other.

Even without meeting in person, they have instant access to work products, like:

  • Unit plans
  • Lesson plans
  • Curriculum maps

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“Making the Most Out of Teacher Collaboration” (Edutopia)

Personal Steps to Effective Collaboration

If I had it to do again, this is what I would do to get the most out of my formal and informal collaborations with other teachers:

  • Build relationships
  • Observe the best
  • Ask questions
  • Share
  • Come prepared

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The above ideas are not as “scholarly” as the research studies shared earlier. But they can still provide useful steps.  At the least, none of these education offerings require a world-conquering villain.  Be thankful for that!

 

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Arch-Enemy

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Merriam-Webster defines “arch-enemy” as “a principal enemy.”  The Online Etymology Dictionary provides more of a historical background for the term, which arose in the 1540s.

Arch-” refers to “chief” or “first.”  “Enemy”  comes from Latin inimicus, which literally means “an unfriend.”

 

Every good superhero has an equally evil arch-enemy.  Superman has Lex Luthor. Batman and Joker.  It’s commonly held that a hero is only as good as his or her villain.  Check out this keen artwork picked up at Deviant Art!

First there’s DC:

dc archenemies deviant art

And then there’s Marvel:

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Spiffy visuals, eh?

There’s even a fun quiz to see how many heroes and arch-enemies you can match.

Teachers also face arch-enemies, but who (or what) are they?

Depends on whom you ask.

For some, it’s the unprofessional treatment of professional educators.

For others, it’s “bad theory” and “convenient untruths” like learning styles and multiple intelligences.

We’ve talked before about both issues (click HERE and HERE for the former; or HERE and HERE for the latter). But this time let’s turn the focus on ourselves.

 

Sometimes a teacher’s worst enemy is himself or herself.

This past year, the Marvel Comics Universe featured a “Secret Empire” story in which Captain America was a sleeper agent for the nefarious Hydra. Say it ain’t so!

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It was all due to a personified Cosmic Cube girl messing with Cap’s mind. (Just go with it.)  Things all turned out okay and Captain America is back to his super-heroics, having punched himself in the teeth with Thor’s Mjolnir hammer.  Comic books – yay!

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Steve Rogers is not the only iconic hero to face himself in battle. The film Superman III, despite all of its faults, has a nifty Superman vs. Clark Kent battle thanks to Richard Pryor’s home-brewed kryptonite.

Here’s a clip:

 

Hopefully, teachers don’t get so violent in confronting themselves. But we should be brutally honest in our self-evaluations.  Are we losing our passion? Are we giving our best? Are we informing our instructional decisions on sound research as opposed to the latest fad?

Let’s not get too down on ourselves. Everyone has a bad day. An “off week.” A challenging class of students – the kind that makes you earn your paycheck. Burnout is common, but treatable.

Regardless of setbacks or success, the best teachers are always getting better. Let’s look into the mirror to recognize strengths, pinpoint weaknesses, and grow the heroic abilities necessary to “fight the good fight” of educating kids.

 

 

 

 

Deep Cuts and Easter Eggs

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So Guardians of the Galaxy Vol. 2 came out recently, and it’s doing quite well at the box office.

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An interesting focus on Vol. 2 has been all the “Easter Eggs” hidden in the film.  These  brief glimpses are easy to miss, encouraging repeated viewings ($$) and audience scrutinization.

Below is just a sampling of Easter Egg lists made about Guardians Vol. 2:

 

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Easter Egg hunts are not just for lesser-known superheroes like the Guardians of the Galaxy.  You can find lists of hidden gems in all sorts of superhero movies, from more recent films like Captain America: Civil War and Doctor Strange to the very first entry in the Marvel Cinematic Universe: Iron Man.

 

My personal favorite Easter Egg is the “circus monkey” drawn by Steve Rogers in Captain America: The First Avenger.  In the comics, Steve worked as a freelance artist from time to time. This sketching scene not only alludes to this history, but it also fits perfectly in the context of the movie.

 

An older sketch-based Easter Egg is the satirical “Bat Man” drawing given to newsman Alexander Knox (Robert Wuhl) in the 1989 Batman movie.  If you note the artist’s signature, it’s none other than Batman creator Bob Kane!

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Another name for obscure pop culture references is “deep cuts,” a term from the music industry.  Deep cuts are little-known songs on an album that don’t get airtime or attention of more commercial- and radio-friendly singles.  Only die-hard fans are familiar with such songs that most of us have never heard.

In the same way, a lot of “deep cuts” in superhero movies are overlooked by casual viewers.  Often, these cameos and allusions are included simply as a wink or nod to eagle-eyed fans.  Other times, they might be hints of what will happen in an upcoming sequel or spin-off.

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Educators know all about “deep cuts,” and we’re NOT talking about financial funding (at least not this time).

For quite a while now, a common phrase in curriculum is “mile wide, inch deep.” Basically the phrase refers to American students learning a lot of general topics at the surface and not enough “deeper” content in more detail.  This is NOT a new issue, and is something standards are both blamed for as well as championed for trying to fix.

mile wide inch deep

Take a closer look, if interested, at this ongoing topic over the years:

 

There’s probably not one simple answer to the problem of “quantity over quality.”  However, one question to ask is “How deep?”

How much detail and depth do students need with respect to any given topic?  Again, standards documents may help in guiding educators to focus on key concepts and skills.  But what content is most important?  How much of it?

Here is a quote from the 1996 article linked above:

Before they reach high school, American students will have covered more topics than 75% of the students in other countries; yet in many cases, they will have been taught some of the same topics several years in a row. 

So it’s not just a matter of “quantity over quality;” it’s also an issue of redundancy.

However, based on what we know about learning, repeated exposure to the same content is actually necessary for helping students develop a solid foundational understanding.  Of course, revisiting a certain concept should NOT be a simple rehashing, but involve further exploration, examination, reflection, and application.

Revisiting content should also NOT be mining for trivia.  When a lesson dives deep into a subject, often the temptation is to dig up little-known facts that have little worth in the big picture.  In other words, educators are focusing on the Easter Eggs, as opposed to the larger story and impact.

 

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Missing the point.

I’m all for trivia games and fun.  (Obscure knowledge is part of the fanboy job description.) However, trivia should not come at the expense of meaningful learning and application.  In our quest for more depth in subject learning, teachers must be careful not to spend too much time and energy on trivia.

Consider common modifiers that accompany “trivia” and its related terms:  useless trivia, absurd information, pointless knowledge, random facts, and even the modifier trivial, which Merriam-Webster defines as “of little worth or importance.”

Sounds like an Easter Egg to me, especially the kind with one measly jelly bean inside.

EasterEggsandBeanADLG

Black licorice.  Nasty.

 

Teachers, ask yourself if playing Jeopardy! is the best way to review a unit.  (Or Pictionary or Trashketball or Classroom Bingo or other review games.) How can you guide students in a more engaging and thorough examination of relevant content?  How can you expand upon this information for more application and extensions?

Or in movie terms, how can you entice the audience so they hunger for a sequel?

 

adam warlock preview

To be continued . . .

 

What about you? What’s your favorite Easter Egg or deep cut?  What is their role in the classroom?