Changing Tools

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Long-time readers of this blog will know that Captain America is one of my favorite heroes. (Just take a look at these posts about Iconic Images, Teacher Evolution, and Grit-ty Heroes.)

Recently, Marvel Comics released the landmark issue Captain America #700, which includes a special back-up story using unpublished pages drawn by the late, great co-creator Jack Kirby with a new script by current writer Mark Waid.

Check out this classic artwork brought to life:

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In the new Avengers: Infinity War film, Cap has a whole new look. Besides facial hair and muted uniform colors, another noticeable difference is his missing shield.

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Over the course of decades and different media, the Star-Spangeled Avenger has used a variety of shields. In fact, the good folks at Comic Book Resources have published a list of TWENTY Captain America shields, ranked from worst to best.

cap shields

Each of these shields are unique, but they all serve as both defensive and offensive tools.

Captain America has his shield. Spider-man’s got his “web-shooters.” Batman has endless batarangs. Green Lantern uses his ring (and lantern).

What trademark tools do teachers use?

Perhaps the most iconic tool of teachers is the chalkboard (and all its derivations). Just do a quick Google search of the word “teacher” and you’ll discover an array of people posing in front of a chalkboard:

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As seen in these images, the chalkboard is cross-cultural and used world-wide.

Much like Captain America’s shield, teachers’ chalkboards have transformed over the years.

First we have the chalkboard:

In black OR green varieties!

Then we got the overhead projector:

You can face the entire class while you write – BONUS!

Then came whiteboards:

Less chalk dust, but more mind-altering marker smells!

Add a projector and computer connectivity, and you get a SMARTBoard:

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More recently, the advent of “Augmented Reality” (AR) is a new addition to standard SMARTBoards. Here are two photos courtesy of the March/April 2018 issue of THE Journal:

AR photo 1 AR photo 2

No matter the board, each version serves in the same general capacity – to display visual information, record ideas, provide an avenue for students and teachers to share, and more.

And like Captain America’s shield, the actual effectiveness of the tool depends on the expertise and ingenuity of the user. A state-of-the-art tool used poorly yields shoddy results.

Honestly, the above photos of AR-using teachers are problematic. In one, the teacher is fixated on the board instead of the students; in the second, the computer station is a barrier blocking the teacher from her students. Both examples are just snapshots, but both could be improved with more flexibility and responsiveness to the students.

Let’s look again at Captain America’s multiple shields. Besides the standard round metal variety, I’m particularly fond of Cap’s energy shield. One version of this tool could change according to the user’s purpose:

single-shield-shape

So teachers, whether you have a dusty chalkboard or spiffy AR-enhanced SMARTBoard, or anything between, please be sure to use it well. Practice to increase efficiency. Welcome student contributions. And use it creatively, adjusting to the context of the lesson and learners’ individual needs.

Grit-ty Heroes

“Grit” is a popular term in educational circles today, particularly with helping students succeed.

Grit is “passion and perseverance for very long-term goals,” “having stamina,” and “sticking with your future day-in day-out, not just for the week, not just for the month, but for years.”

I got those “gritty” quotes from the following TED Talk video with Angela Lee Duckworth, and you should watch the entire thing (about six minutes).

In the world of superheroes, “grit” has a much different meaning. During the late 1980s and early 1990s, “grim and gritty” superheroes nearly saturated the comic book market. If you’re interested, you can read a thorough analysis of this time period HERE.

“Grim and gritty” got so popular it seemed almost everyone got in on the act–Superman, Batman, Flash, Green Lantern, even Aquaman!

Coming to theaters near you!

Thankfully, most of these heroes’ gritty phases were short-lived and brighter days returned. For some heroes (or anti-heroes), however, it’s always been about grim and grit: The Punisher, Ghost Rider, Wolverine, and about 87% of Image Comics from the 1990s. Exhibits A-to-Xtreme below . . .

Given the above definition of “grit,” I would argue that the grittiest superhero is Captain America.

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Remember, Steve Rodgers stood up to evil and injustice while he was still a 98-pound weakling. His heart and passion did not change after he gained powers and a costume. At times, Steve has given up or lost the title of Captain America. But he continued his work behind the scenes and/or assuming another superhero identity.

We’ve already gotten a glimpse that Steve’s non-Captain America heroics will appear in upcoming Avengers movies:

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(He’s even got a beard – extra grit!)

At the time of the TED Talk video, not much was known about teaching and cultivating grit in students. Nevertheless, you can find research summaries HERE and HERE, which also include resources and tools for student grittification*.

*Trademark 2017, Daniel J. Bergman

In the video, Duckworth refers to research of Carol Dweck on “growth mindset” as one potential factor in teaching grit. This is a good place to start.

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For example, HERE is one of Dr. Dweck’s articles (“The Perils and Promises of Praise”) that discusses the impact of teacher praise on students’ motivation and self-concept. All teachers should read this article, since 1) it is short, and 2) it has direct application in the classroom. In other words, it won’t take a lot of grit. But you should stop and think about how you respond to students, and what other messages are conveyed in your words.

And this is just one step. As explained near the end of the TED Talk video, teachers who want gritty students must also be gritty themselves.

Don’t let grit become one more educational fad that passes away.

Leave a Legacy

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Marvel Comics recently announced their next company-wide comic book event(s), a back-to-back blockbuster starting with “Generations” this summer and then “Legacy” this fall.

There aren’t too many details yet, but “Generations” features stories teaming up heroes with shared names or titles. For example, the original Thor (a.k.a. “Unworthy Thor” or Odinson) fights alongside with the current Thor (a.k.a. “Mighty Thor” or Jane Foster). Or Wolverine (Logan) with his cloned successor All-New Wolverine (X-23, Laura).

A little confusing, yes, especially for anyone who hasn’t read a Marvel comic book the last few years. During this time, several classic characters have stepped down from their costumes (for various reasons) to be replaced by different individuals–other heroes, a supporting cast member, or brand new characters.

With “Legacy,” some readers speculate many classic characters will return to prominence, donning their masked identify once again. We don’t know much for now, except that long-running titles are resuming their original issue numbering (e.g. back in the 100s, 200s, 500s, or more, instead of resetting to issue #1 every year or so), and other classic elements are coming back–cover box art, tiny mugshots in the corner, Marvel Value Stamps, etc.

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The focus seems to be the “legacy” of these identities–icons that expand beyond one single person.

Here’s a quote from Marvel Editor-in-Chief Axel Alonso: “We are looking to honor the legacy of the entire universe, so we are taking the iconic legacy heroes and pairing them with the new class.”

And another quote, this time from Marvel Chief Creative Officer Joe Quesada: “The Marvel Legacy initiative is a celebration of everything that makes Marvel the best in fiction, and it’s a signifier of a new era for Marvel Comics.” (Look for Quesada’s artwork on the cover of Marvel Legacy #1.)

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Interestingly, DC Comics is more well-known for its roster of “legacy heroes.” Again, these are identities that have passed from various individuals. Sometimes the mantle goes back and forth, and sometimes the mask and costume are handed off permanently–or at least for a decade or more, an entire generation of comic book readers.

Here are some of DC’s more famous “legacy heroes” and some (not all) noteworthy characters who have held the title.

The Flash: Jay Garrick, Barry Allen, Wally West, Bart Allen

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Green Lantern: Alan Scott, Hal Jordan, Guy Gardner, John Stewart, Kyle Rayner,

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What makes the DC legacy heroes unique is their extensive history and long-lasting impact. Instead of switching a character for just a short story, event, or gimmick, these replacements truly add to the legacy of the hero. In some cases, the successor is more famous than the original character, with more accomplishments and greater impact.

Teachers, do you see the connection to our profession?

Contemplate the following statement (and pretty photo, courtesy of Brainy Quote) by American historian and writer Henry Adams:

henry adams teacher eternity

Some of my current research deals with the question, “What makes an influential teacher?”

In one study (#10004), I asked nearly a hundred future science educators to share information about their most influential teacher. Here are the SEVEN most common traits found in their responses describing an influential teacher (along with examples from answers given):

1) Passion

“[He] brought his love of science and teaching with him every day.”
“She was unfailing in her positivity.”

2) Rapport

“She cared about us and how much we learned.”
“He personally acknowledged each student.”

3) Pedagogy

“She knew how to break down the material so it was easy to understand.”
“[K]new when students have problems and what to say to each student, if it is different words to different students.”

4) Time

“[T]ook the time out to explain stuff.”
“He gave lots of time to students after class. As much as they needed to get it.”

5) High Expectations

“She pushed me to be a leader in school.”
“The way she never gave up on you and made you believe in yourself more than you could imagine. She always had high standards for us.”

6) Fun

“She always made teaching look fun.”
“[He] showed me that chemistry is fun.”

7) Helpful

“She was always very helpful and kind.”
“His door was always open to his students and he was willing to help any student with whatever problems they had.”

These responses came from future science teachers, so the sample size is limited, of course. But ask yourself which of these traits align with YOUR most influential teacher. What other characteristics did he or she display?

More than one of these seven traits appeared in 80% of participants’ “influential teacher” descriptions. That means that these characteristics are not isolated, but rather intertwined with one another, even synergistic.

Also consider that almost two thirds (63.8%) of the influential teachers described by these future science teachers did NOT teach science. There is more to influential teaching than the subject you teach. Or in other words, to quote Muppets creator Jim Henson . . .

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Take a moment to remember the most influential teachers you’ve had, and what made them so influential? Then ask yourself what sort of influence you want to have on YOUR students. How can you make a lasting, positive difference in the lives of your students, starting right now?

In many ways, every teacher is a “legacy hero.” The privilege is not receiving personal fame for our profession, but in inspiring and impacting the generations to come.

Ms. Pronunciation

It’s graduation season, that wonderful time of year to commemorate scholarly success.

As an added perk, I get to dress up like a superhero. (One of my students even said I looked like a Hogwarts professor – Wingardium Leviosa!)

Power Professors . . . Unite!

Besides Halloween, when else can someone strut their stuff in a color-coordinated, velveteen-trimmed billowy costume (i.e. regalia) without receiving strange looks? It’s like academic Mardi Gras.

That’s Mardi Gras, pronounced “ˈmär-dē-ˌgrä.” In New Orleans, pronounced “awr-lee-uhnz,” or “awr-leenz,” or “aw-linz,” depending on your demographics.

Pronunciations are important. How important?

With comic books being a visual medium, readers may have seen a superhero’s unique name for years but never heard it spoken out loud. When we hear the audible title, the correct pronunciation can be surprising.

Take DC villain Darkseid, for instance. First introduced in 1970, this big baddie predates the Star Wars movies by several years. But his name is pronounced “Dark Side.” (For the longest time, I thought his name sounded like “dark seed,” which is more menacing in my opinion.)

Namor-Sub-Mariner

Or Namor the Sub-Mariner. When I see his name, I still hear it as “submarine-r,” sounding like the underwater vessel with an “r” at the end. (Like a trucker who drives a truck.) Actually, the name of Marvel’s first mutant got its inspiration from the Coleridge poem, “The Rime of the Ancient Mariner,” and the emphasis is on “mariner” like a sailor or Seattle baseball player.

Here is an article about commonly mispronounced superhero names. And we haven’t even talked about folks like Ra’s al Ghul, Ka-Zar, and half the Green Lantern Corps.

Next year’s classroom portraits

Let’s not forget about all kinds of odd-sounding objects, too, like the Crimson Gem of Cytorrak, the Eye of Agamotto, or Thor’s mystical hammer Mjolnir.

Mispronunciations are not a problem exclusive to fictional characters. All kinds of comic book creators have hard-to-pronounce names (Quesada, Nicieza, Madureira, DiDio, Lee).

In fact, during the ’90s Marvel produced an official pronunciation guide for many of their writers and artists:

Marvel pronunciation

Most of this tongue-twisting is light-hearted. But think of more serious repercussions in education.

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Witness the blushes and giggles (or worse, the cringes and frowns) at a graduation ceremony. What should be the triumphant celebration of a student’s academic career becomes an uncomfortable, clumsy moment.

Consider the same unfortunate effects in the classroom. How many students shudder at the sound of a teacher messing up their name during roll call? This occurrence is not limited to back-to-school season, either. Some botched names continue unnecessarily for months.

Here’s an interesting article by Ed Week about students and educators raising awareness and appreciation for diverse and difficult names. Titled “Mispronouncing Students’ Names: A Slight That Can Cut Deep,” it tackles a lot of issues you may not even consider when reviewing your classroom roster.

What’s the worst way someone has mispronounced your name? How do you handle it as a teacher?

Hopefully not like this:

Here’s one strategy I learned to use in my teaching:

During the first days of school, I have my students complete a handout sharing different bits of information. One line on the form asks students to write their names as they are phonetically pronounced, as well as what the student would like to be called.

This may seem like overkill, but it comes in handy and reduces one more hurdle in promoting positive student-teacher relationships.

For instance, is Cara pronounced “Care-uh” or “Car-ah?” Since I read her information sheet, I already know. I’ve also had students that go by middle names, initials, or something different than what’s written in their official records.

I’ll be ready when I have Mr. Mxyzptlk in class. Will you?

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What’s in a Name?

Keen-eyed readers will notice that this blog has recently changed its official name from Teaching is for Superheroes! to Teach Like a Superhero! (The exclamation point remains!)

Not that big of a change, really, except that the new name rolls off the tongue a little more easily. Another change is the primary web address: http://www.teachlikeasuperheroblog.com. This new URL is not very short, but it gets to the point.

(I tried a shorter address, but “www.tlash.com” sounds like an eyeliner product. And a good of an excuse as any to share this meme inspired by Captain America: The Winter Soldier)

If all of this http://www.mumbo.jumbo stresses you out, don’t worry. The old web address, http://www.teachingsupeherheroes.wordpress.com, still works and will lead you right back here.

This post is not just an announcement about blog name changes.

Let’s talk about names of superheroes and names of teachers.

I remember two things from my very first teacher back-to-school in-service meeting. The first memory is a litany of details regarding health insurance and employee benefits. The second memory is our assistant principal reminding us all that we are “Mr. Smith,” not “Smith” or “Mr. S.”

His point was to start the school year establishing a professional identify and requiring our students to address us as such. It may seem like no big deal for a student to abbreviate your name (“Mr. B.”) or leave off your honorific (“Bergman”). Some teachers may even welcome such nicknames to foster a more relaxed classroom environment.

But we must always be careful to not get too comfortable with our students. Stop and consider the range of impacts this lackadaisical habit could impart.

I’m sure I’ve allowed my students to call me all sorts of things and get away with it. But it does help to maintain a level of respect among everyone – teacher to student, student to teacher, teacher to teacher, student to student, and more.

Proper names matter among superheroes, too, and not just with maintaining secret identities. Personally, I cringe whenever I read superheroes calling each other playful nicknames.

They’re heroes, not BFFs!

Superhero nicknames have long been a staple in comics. Witty banter and clever monikers keep the “funny” in funny books, after all. And it helps convey some characters’ personalities.

Wolverine, for example, with Colossus:

And here (off-panel) with Professor Xavier:

The best name-caller, of course, was Stan “The Man” Lee, who was so proficient he even came up with nicknames for his real-life co-workers (e.g. Jack “The King” Kirby, “Jazzy” Johnny Romita, “Merry” Gerry Conway, and many MANY more right here).

Like any good joke, though, overuse of superhero sobriquets can get tiresome. Especially among champions who should focus their attention on more important things – like fighting bad guys and saving the world!

What’s worse, many of these affectionate nicknames can actually undermine the job of life-risking heroics.

“Spidey” for Spider-Man works fine for his hip quippy character; but take a look at other heroes and their less-dignified labels:

Batman = “Bats”

Superman = “Supes”

Green Lantern = “GL”

Ugh. Apparently, characters in the DC Universe have a thing for abridging names. Marvel nicknames, though more colorful, can still cheapen a heroic legacy.

The Mighty Thor = “Goldilocks”

The Hulk = “Ol’ Greenskin”

Iron Man = “Shellhead”

Captain America = “Cap,” “Winghead,” “Star-Spangled Avenger”

We come back to Captain America because it’s maybe the clearest example of a noble hero who’s legendary status is downgraded by casual familiarity. And it’s not just by fellow heroes, but even by us regular citizens.

Call me a Stick-in-the-Mud (“Bromidic Bergman”), but superheroes deserve a little more formality. The same goes for teachers. Although it may seem cool for kids to use teacher nicknames, be careful with letting things get too capricious or contemptuous.

So whenever you hear a student or colleague refer to you as “Mrs. T” or “Thompson” or “Yo, Teach,” gently remind them how they can address you more properly.

Just remember, it’s not “Mr. F.” It’s Mr. Fantastic.

And it’s not “Incredible;” it’s Mr. Incredible.

And it’s not “Marvel;” it’s Ms. Marvel.

Actually, the original Ms. Marvel goes by Captain Marvel now.

But never “Cap.”

Dress for Success

Back to school time is here, which means families are filling department stores to find the best bargains. But it’s not just students. Teachers are also looking to stock up on supplies and spruce up their wardrobes.

Take a look at a typical “Back To School” advertisement or website and you’ll see gobs of superhero clothing and accessories. Superheroes are famous for how they look just as much as they are for what they do.

The good folks at Newsarama recently listed their “10 Best Live-Acton Superhero Costumes” and “10 Worst Live-Action Superhero Costumes.”

Here are some helpful lessons teachers can learn from these lists:

#1 – Maintain Functionality

Many of the “Best” costumes work because they look like something you could actually see in real life. Rather than adhering too closely to garish comic book colors or styles, the designers keep things grounded and user-friendly.

Teachers should consider their daily tasks and possible actions, then dress appropriately. Fabric that breathes, stretches, and covers is a must, along with some comfortable footwear.

Comfortable shoes, yes, but NO SNEAKERS (unless you teach gym). Strapping on a pair of Asics Gel Virage 4 shoes is the quickest way to ruin an otherwise perfect teacher outfit.

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(It’s called “business casual,” NOT “business triathlon.”)

If you need super-supportive shoes that are also subtle, take a look at this list provided by We Are Teachers (although I squirm at the sight of #10). This focus on footwear leads us to another lesson from live-action superheroes.

#2 – Focus on Simplicity

A quick comparison of the “Best” and “Worst” film costumes reveals a glaring difference in details. In many cases, the outfits in the “Worst” category are just TOO MUCH.

Resisting the impulse to add another buckle here or kneepad there, the “best” outfits keep it simple. By doing so, these film versions highlight key elements that evoke iconic imagery. In some cases, this means ditching the costume and favoring functional garb (see #1 above) with hints of style and symbolism.

Teachers are iconic, and their choice of clothing should reflect their critical role in society. Instead of chasing the latest fashion (floral vs. geometric print, fat tie vs. skinny tie, boot-cut vs. skinny jeans), focus on conveying an image that is classy and timeless–just like good teaching.

In case you think it’s passé to stick with the basics, take a look at two USA Today articles about teacher attire. One is from 2003, the other from 2012.

Despite being nearly a decade apart, both articles list some of the same “Should’s” and “Should Not’s” for teacher apparel and appearance. Neat and clean are always “in.” Spaghetti straps, tight tops, short bottoms, excessive piercings and tattoos should stay out of the classroom.

#3 – Lean toward Conservative

We’re talking clothing here, not politics. (Vote your conscience.) In discussing attire, teachers should consider how to keep the focus on learning as opposed to fashion.

Whenever you struggle with what to wear, here are several mottos you can remember: “Dress older.” “Dress like your boss.” “Dress for the job you want.”

“Teacher” is not the first profession that comes to mind.

These sayings will help with decisions as you stand in front of your closet. Skewing conservative also works as you stand in front of the bathroom mirror. Just like excessive makeup on movie superheroes, teachers with too much mascara will likely turn off their students.

#4 – Tone down the CGI

‘Nuff said.

Hopefully these Hollywood examples will help teachers consider their choice of classroom attire. For anyone wanting more ideas, check out this Education World article discussing jeans and flip-flops, or this About Education blog with useful guidelines, especially for younger teachers.

And remember: Save the cosplay for your pets.

Weird Superpowers

As first reported by USA Today, Superman is getting a new superpower in the DC Comics universe.

Clark Kent’s alter-ego gets a costume update, too, complete with fingerless gloves. This makes me wonder if his new power includes playing clarinet for marching band.

Take a look at comic book panels revealing this new ability in action. (No woodwind in sight . . . yet.)

Art by John Romita, Jr.

DC is touting this new talent–the Super Flare–as Superman’s “first new power in decades.” They’ve even provided a handy-dandy timeline:

Superman must be short for “Superfluous-man,” given Kal-El’s multiple Kryptonian skills. He’s a ~~walking~~ flying Swiss Army Knife compared to most heroes’ singular power sets (e.g. Flash = fast; Green Lantern = ring; Batman = ruined childhood).

Both Newsarama and IGN recently came up with lists of Superman’s Weirdest Powers to celebrate the inaugural Super Flare. There are 15 listed by IGN, and Newsarama includes 10 in their countdown. You’ll notice some overlap as well as some rather obscure abilities in Superman’s 75-year multi-media history.

My personal favorite is “Super-Dancing,” which Clark Kent can employ without even changing outfits.

Many teachers possess this power, too.

Weird Teacher Powers

This examination of weird superpowers got me thinking about teachers’ own unique abilities. As mentioned in a previous post, one joy of teaching is bringing personal skills and strengths to the classroom, building off of sound research and practice.

Bringing in your unique personality can also lead to sharing some special talents and abilities. Instead of settling for America’s Got Talent or David Letterman’s Stupid Human Tricks, teachers can put these gifts to good use in schools. So . . .

What’s your weird teacher power?

I’m not talking about the Superman-like ability to eat a complete lunch in under five minutes. That goes with the profession.

Fifth period starts in two minutes!

What we want to examine is using uncommon strengths for the common good: learning.

How can you use “weird teacher powers” to inspire and educate students?

If it helps, here is how I’ve applied a few of my own particular capabilities in educational settings.

1. Left-footed. To be honest, this one hasn’t been that useful in the classroom, except to show students that everyone is different in different ways. Accept that fact and get along. (I’m still waiting on Bill Belichick’s offer to punt for the New England Patriots.)

2. Music. Not a strange talent in most cases. It’s all how you use it, though. I sing and play trumpet, and have done one or the other in various settings to get students’ attention, share a mnemonic memory trick, or illustrate the physics of sound.

Plenty of weird potential, too. When I student taught, one of my mentors taped a trumpet mouthpiece into one end of a garden hose, with a funnel sticking out the other end. He would play his “hose-a-phone” on occasion, most frequently for students’ birthdays. Not very educational, but certainly eye- and ear-catching among the students, something all teachers need.

Archival footage of hose-a-phone. Not actual mentor.

3. Goof. Like my mentor’s example, often a teacher’s weird power lies in his or her ability to lower inhibitions and go for the gusto. We don’t have to bounce off walls, but we can exhibit enthusiasm for school and learning in captivating and contagious ways.

I know an educator with a lively method of ending the class period on a day of doldrums. When class limps into the last minute, this man pretends to get a call from the president via wristwatch, puts on a cape and cowboy hat, then runs out of the room yelling, “Super-Cowboy . . . AWAY!!!”

I’ve never tried that myself, but I have celebrated a unit assessment by theatrically revealing the test while blaring Strauss’s “Also Sprach Zarathustra” (a.k.a. the opening to 2001: A Space Odyssey). Following a few confused faces, the triumphant entrance gets more laughs and eases anyone’s test anxiety.

During my chemistry classes’ Gas Laws unit, I make a point to wear the following t-shirt under my ordinary teacher outfit (shirt and tie, slacks).

A gift from my brother (also a teacher).

The instant someone mentions the word “suck” to describe pressure differentials, I rip open my outer shirt to give the class a vivid reminder that “Science Never Sucks.” To enhance the effect, I play Survivor’s “Eye of the Tiger” as accompaniment.

Silly? Of course. Memorable? That’s the point.

Years later, all of my former students know there’s no such thing as a “suck force.”

And as an added bonus, for one fleeting minute I get to feel like a costumed superhero.

So maybe you can’t leap tall buildings in a single bound or outrace a speeding bullet. But every teacher has special skills and quirks, able to spark meaningful and memorable learning in our students’ lives.

That makes us the most powerful superheroes ever.

Flex Plan

Where will you be in five years?

If you like superheroes, a good bet is you’ll be sitting in a theater watching the latest Marvel or DC movie. And chances are you’ll have seen multiple superhero movies between now and then.

A recent Warner Bros. shareholder meeting featured the announcement of several tentpole movie projects into the year 2020. This list includes TEN films starring DC Comics superheroes (and antiheroes).

Not to be outdone, Marvel Studios held a special shindig where they announced NINE movies set in their “Marvel Cinematic Universe,” involving the Avengers, Guardians of the Galaxy, Black Panther, Dr. Strange, and more.

“Infinity” sounds about right.

If you add in movies based on other Marvel Comics heroes (X-Men, Spider-Man, Fantastic Four, etc.), that makes OVER 40 FILMS currently planned for Marvel or DC comic book characters.

And that’s not even counting additional comic book and superhero projects. So we’re headed either into the Double Platinum Age of Comic Book Movies or Major Market Saturation.

Of course, many of these projects may get derailed or delayed along the way. (Don’t hold your breath for “Unannounced Female Character Spider-Man Movie” in 2017.)

Plans change, and no one knows that better than teachers.

Adventures with Scope & Sequence

Those of us in the field of education know about something called “Scope and Sequence.” Not only does “Scope and Sequence” sound like a terrific crime-fighting duo, S&S is a general phrase given to long-term planning in the school year.

Here is an example Scope and Sequence from an elementary art teacher, courtesy of the smARTteacher website.

I think of scope as the overall main ideas and concepts students should learn in a class, and sequence is the general order in which they could learn, connect, and practice these main ideas.

Notice the language used here: “overall” “general” “could.”

It’s important to remember that long-term planning should be flexible, like the Ever-Elastic Mr. Fantastic!

Sometimes adjusting to curriculum guides can feel like deflecting bullets.

All kinds of variables arise during a school year that require adjustment and revisions: prior knowledge, curriculum mandates, assessment schedules, special events, weather cancellations, and–MOST IMPORTANTLY–student learning.

Districts often have a Pacing Guide that indicates the key content, units, and even activities teachers should use in their specific courses. Here are some pacing guides for science teachers in Mobile County Public Schools (AL), if you’re curious.

The key word here is “guide.” Classroom teachers know their students best, and therefore the best methods and schedules for helping students learn.

To coin a scientific-sounding mantra: Student learning should be the constant, with time as the dependent variable.

If students require more time to master a topic, give them more time. Don’t plow through a chapter just because you think you need to stay “on track” to finish a certain textbook. (Who said you had to finish the textbook in the first place?) Conversely, don’t slog through something the kids already know or don’t need to know.

A Super Biology Teacher

I met a science teacher who was just one of six teachers who taught Biology 1 in his school building. The basic requirement was all Biology 1 teachers had to get through Chapter 10 by the end of December. The reason was students could switch teachers at the semester break, so everyone needed to be at “the same spot” beginning in January.

Sounds logical, but not every teacher (or student) will work at the same rate or want to focus on the same content. Some concepts and skills are more important than others. So what do you do if you don’t agree with a prescribed schedule?

I love what this science teacher did. He made sure he was done with Chapter 10 by the end of December, but he shuffled chapters to create the most meaningful sequence for his students. Moreover, this teacher spent more time on some chapters and less time on others that weren’t as necessary for learning fundamental biology concepts.

Sound out of order? That’s nothing new to readers of comic books, where odd numbering systems abound (see multiple #1 issues, #0 issues, #-1 issues, backwards releases, flipped issues, etc.). Heck, there’s even a blog totally committed to the convoluted topic of Comic Book Numbering.

The bottom line in comic books is finding strategies and gimmicks to sell the most issues. The bottom line for teaching is arranging lessons and units to encourage the most learning.

So whether you’re talking about billion-dollar film franchises or the infinite potential of today’s students, do take time to plan ahead. But always keep your plans open to change.

And always leave the door open for a dynamite sequel.

Superhero Therapy

The title of this blog entry may have you thinking that superheroes need therapy. And, in fact, most probably do.

Who else dresses in a mask, tights, armor, and/or a cape and dives into danger at the drop of a hammer*?

*Or in Thor’s case, the drop of Mjolnir—which can magically zip back into his hand à la Harry Potter’s Accio summoning charm. (Handy!)

Therapy for superheroes is something in definite need of attention. And a clinical psychologist actually has done some work on this, which you can read about here.

Check it out and then return here.

Back yet? Good.

The news story that inspired THIS entry is actually about how therapists have been using superheroes (and other geeky things) to help kids and adults. You can read the original story at The Daily Beast’s website.

Done? Okay, let’s talk about teaching.

But first let’s talk about Doc Samson, who’s both a superhero AND a therapist. How cool is that?

: Crackin’ skulls . . . Freudian style.

The good doctor is a “gamma-irradiated friend, rival, and psychiatrist of Bruce Banner.” Dr. Bruce Banner is, of course, better known as the Incredible Hulk.

Doc Samson first appeared in The Incredible Hulk #141 back in 1971, and does most of his adventuring alongside (or against) Marvel’s Green Goliath.

The most memorable Doc Samson stories, however, feature him sitting in his psychiatrist chair. Such therapy sessions include two of the best issues of X-Factor.

Take a gander here and here to glimpse into the inner lives of B-level mutants.

NOW let’s talk about teaching.

Where does superhero-themed therapy fit into the classroom?

Consider why kids (and adults) respond so well to superheroes for therapeutic treatment. These icons of hope and heroism provide an outlet through which individuals can express their own doubts, decisions, and conflict in life.

And it’s not just comic book characters, either. The Daily Beast feature puts it this way:

“We’re all aware of the basic transformative properties of popular culture——namely, its ability to cheer you up, to make you laugh, and to make you cry.”

If therapists can use such elements to connect with their patients, imagine the power of linking popular culture with learning.

Teachers don’t have to cater to every student’s craze or hobby. And we shouldn’t dilute or distort the content in a lame attempt to appear “cool.”

But we can pay attention to our students’ lives and watch for ways to relate our subject to their interests. This is especially helpful with challenging and abstract topics.

(Do your students struggle with primary/secondary light colors and pigments? Try using examples from the Green Lantern and the rest of the Emotional Spectrum heroes.)

: Colorful and Educational!

These examples don’t have to be from superheroes, geek culture, or popular media. Students are diverse, as are their interests–sports, music, literature, the visual arts, traditions, and more.

There are times when teachers feel like we must be our students’ therapists. And there are times when we need some therapy of our own.

But at all times, we can make learning memorable and meaningful. One way to do that is by using illustrations and stories from pop culture. Superheroes are prime candidates for this job.

(As soon as they get out of therapy.)

Most Powerful Weapon

The Green Lantern’s ring is considered most powerful weapon in the world (in the world that makes up the DC Universe, that is; Marvel fans, you’ll always have the Ultimate Nullifier, as brandished by Reed Richards, a.k.a. super-genius super-elastic Mr. Fantastic, below).

“Galactus, shmalactus!”

The origins of the Green Lantern’s power comes from some giant green bug zapper on the alien planet Oa, but it’s widely recognized that the true power source is a mix of courage and creativity possessed by the ring-bearer.

Courageous heroes have been a dime a dozen since the Golden Age of comics (with inflation for today’s era, that’s more like $3.99 and a free digital download a dozen).

I’ve got nothing against courage, but to me what makes a Green Lantern special is that his (or her) powers are limited only by the ring-bearer’s creativity and imagination.

“Imagination is more important than knowledge.”

Albert Einstein said that, and he’s probably the closest thing to a super-genius we’ll ever have in our real world. (At the least, he looks the part.)

We may not ever teach the next Albert Einstein, but we can help each individual practice and expand his and her creative energies. All of our students have creative potential. (And for anyone who thinks otherwise, just take a quick look at the stall graffiti in a boys’ restroom.)

I would imagine that all of us teachers want to encourage creativity in our students. Such ingenuity is welcomed in our current world exploding with “user-generated” content. However, a 2012 survey found that a majority of Americans (82%) felt that “as a country, we are not living up to our creative potential.” A lesser number (but still a majority—62%) of Americans felt that our educational system stifles creativity.

Granted, this survey was published in a report by Adobe to coincide with the launch of its new Creative Suite 6 software, so maybe there’s a little extra motivation to push creativity. Software purchases and preferences aside, I’m sure most of us would agree a little more creativity is a good thing in our schools and society.

So how do we foster creativity in our schools?

When I was a new science teacher, I struggled to overcome a reliance on bland vocabulary memorization and plug-and-chug calculations for finding velocity, genotype probabilities, limiting reagents, etc. Science has always suffered from the misconception that scientific work is “uncreative.” This myth has festered in part due to a litany of “cookbook” lab activities that instill tedious conformity and an emphasis on a singular, step-by-step “scientific method” (McComas, 1996).

Nevertheless, I soon found that there are all sorts of ways to teach and encourage student creativity in the science classroom. Even if you don’t teach science (Reed Richards and I forgive you), consider how you can use some of the following ideas from Clark, Clough, and Berg (2000, p. 42) to mentally engage students in creative thinking in your own subject discipline. (Here’s a hint: replace “lab” with “activity” or “project,” and remember “data” = “information”):

Consider including students in determining the lab question to be investigated.
Encourage students to invent laboratory procedures (consider safety, equipment, and cognitive issues).
Structure the experience so students are mentally engaged in the lab, even if they cannot invent laboratory procedures.
Encourage students to consider and defend what data is relevant and irrelevant.
Have students decide what their data mean.
Require students to apply mathematical reasoning to problems.
Make students responsible for clearly communicating their lab work in a clear manner (creating their own data tables, organizing and presenting information, etc.).
Have students set goals, make decisions, and assess their own progress.
Ask questions that spark ideas and reduce student frustration.
Refrain from summative evaluations of students’ ideas and interpretations.

Chances are you won’t be able to make each of these changes to every lesson. But you can assuredly make a few tweaks and adjustments to an activity here, an assignment there, and gradually transform your classroom into a place that cultivates and champions creativity.

Does this transformation sound daunting? Scary?

If you need some extra courage, just grab a green ring and recite the following oath:

In brightest day, in blackest night,

No ~~evil~~ doldrums shall escape my sight.

Let those who worship ~~evil’s~~ humdrum’s might,

Beware my power, ~~Green Lantern’s~~ CREATIVE light!!!

So is creativity the most powerful weapon in the universe? Perhaps. Or maybe it’s something different.

In honor of Nelson Mandela’s recent passing, consider his words:

“Education is the most powerful weapon which you can use to change the world.”

Now there’s a hero.

Recommended Reading:

Clark, R., Clough, M., & Berg, C. (2000). Modifying cookbook labs. The Science Teacher, 67 (7), 40-43. Available at http://www.nsta.org/publications/news/story.aspx?id=45060.

McComas, W.R. (1996). Ten myths of science: Reexamining what we think we know about the nature of science. School Science and Mathematics, 96(1), 10-16. Available at http://onlinelibrary.wiley.com/doi/10.1111/j.1949-8594.1996.tb10205.x/abstract.

	Views on Reviews… on Trailer Time!
	Views on Reviews… on Iconic Images
	Views on Reviews… on Marvelous Outcomes
	Views on Reviews… on What is Success?
	Marvelous Outcomes… on Fantastic Teaching

Teach Like a Superhero!

(tights and cape optional)

Green Lantern