During your adolescence, which lasts from your early teens into your 20′s, the brain changes rapidly, you develop new abilities and capacities, and the habits of mind and skills you develop will last long into adulthood.

Abilities: The last part of the brain to develop is the Frontal Lobe. It’s responsible for reasoning and judgement — aka Executive Function. So, it’s somewhat understandable that teens often have poor impulse control — their Frontal Lobe (the prefrontal cortex in particular) is still developing.

The parts of the adolescent brain.

However that’s not an excuse. It is essential for adolescents to be held to account, because it’s only by practicing responsibility that they get to learn how to use their Executive thinking skills.

Because that’s how we learn — by practicing.

When we’re learning something new, brain cells, called neurons, reach out and connect to form networks. As we practice and focus on specific things — certain patterns of movement or certain ways of thought — some of the unused connections get pruned away, while others become stronger. The axons that connect the most-used pathways get coated in myelin, which acts as an insulator to make sure signals can pass quickly and efficiently.

Neurons in the brain transmit information to each other along long axons and across the synaptic gap.

By reorganizing the connections between brain cells, the brain learns and becomes better at what you’re practicing. Thus we gradually transition from novices to experts.

However, there is a cost.

Making strong pathways makes for quicker thinking about the things we’ve practiced, but makes our brains somewhat less flexible at learning new things. We develop habits of mind that stay with us for a long time.

Some of those habits we might not actually want to keep; and there’s also the possibility that we might not develop some habits of mind that we really would like to have.

The development of the frontal lobe during adolescence opens a window of opportunity for learning good judgement/executive function, but it does not mean we actually will learn it. We need to actually practice it.

So, if you would like to know yourself, want to be able to control yourself, and, especially, want to shape the future person you will become, then you’re going to have to figure out: which habits of mind you want to be practicing and which ones you don’t.

Citing this post: Urbano, L., 2012. Control your Destiny: How the Adolescent Brain Works, Retrieved May 19th, 2012, from Montessori Muddle: http://MontessoriMuddle.org/ .
Attribution (Curator's Code ): Via: ᔥ Montessori Muddle; Hat tip: ↬ Montessori Muddle.

Posted in Health, Pedagogy, Personal WorldNo Comments » - Tags: adolescent development, cognitive development, neuroscience

I remember, as a child, being bored. I grew up in a particularly boring place and so I was bored pretty frequently. But when the Internet came along it was like, “That’s it for being bored! Thank God! ….”

It was only later that I realized the value of being bored was actually pretty high. Being bored is a kind of diagnostic for the gap between what you might be interested in and your current environment. But now it is an act of significant discipline to say, “I’m going to stare out the window. I’m going to schedule some time to stare out the window.”

– Clay Shirky in an interview with Sonia Saraiya on Findings.com

We need a little boredom, to let our minds wander and thus to spur creativity.

Zoë Pollock, on The Dish, highlights the thoughts of Clay Shirky and the response of Nicholas Carr on loss of space for boredom in the internet age.

Citing this post: Urbano, L., 2012. On the Loss of Boredom in the Internet Age, Retrieved May 19th, 2012, from Montessori Muddle: http://MontessoriMuddle.org/ .
Attribution (Curator's Code ): Via: ᔥ Montessori Muddle; Hat tip: ↬ Montessori Muddle.

Posted in Pedagogy, Personal WorldNo Comments » - Tags: boredom, culture, internet

The elements that contribute to creativity.

Jonah Lehrer’s has an excellent interview on Fresh Air about his new book on how creativity works, called Imagine.

There are three key components:

• Relaxed state of mind: Like when you’re in the shower and your mind is free to wander. It’s another reason not to be afraid of a little boredom, and setting aside personal time time in the day.
• Hard work: But the relaxed mind needs to have something to work with, and that’s all the hard work that came before. When you’re relaxed the mind processes things in different ways, it mulls over the things you’ve been thinking of, and makes unexpected connections.
• Uninhibited, childlike perspective: You need to allow your brain the opportunity to be creative. All the hard work requires good focus and persistence; things the pre-frontal cortex develops the ability to do (and something we train it to do) during adolescence. But the ultimate, creative insight often requires you to turn off that part of the brain so you can thing uninhibited, creative thoughts.

Citing this post: Urbano, L., 2012. The Elements of Creativity, Retrieved May 19th, 2012, from Montessori Muddle: http://MontessoriMuddle.org/ .
Attribution (Curator's Code ): Via: ᔥ Montessori Muddle; Hat tip: ↬ Montessori Muddle.

Posted in Personal WorldNo Comments » - Tags: boredom, creativity

Some key performance-character strengths:

zest, grit, self-control, social intelligence, gratitude, optimism and curiosity.

– Tough (2011): What if the Secret to Success Is Failure? in The New York Times’ Education Issue

Paul Tough’s thought provoking article is a great overview of some of the recent research on character, and discusses a few attempts to instill character building into school.

Levin [co-founder of the KIPP network of charter schools ] noticed that … the students who persisted in college were not necessarily the ones who had excelled academically at KIPP; they were the ones with exceptional character strengths, like optimism and persistence and social intelligence. They were the ones who were able to recover from a bad grade and resolve to do better next time; to bounce back from a fight with their parents; to resist the urge to go out to the movies and stay home and study instead; to persuade professors to give them extra help after class.

– Tough (2011): What if the Secret to Success Is Failure?

Much of the work on character is based on the universal character characteristics identified in the book Character Strengths and Virtues: A Handbook and Classification (Peterson and Seligman, 2004) and the research of Angela Duckworth (her research page is a good place to find copies of her publications).

Duckworth’s Grit Scale, seems to be a remarkably good predictor of GPA, and perhaps more interestingly, corresponded inversely to the number of hours of television students watched: “gritter” students did better in school and watched less TV.

Among adolescents, the Grit–S [short Grit Scale] longitudinally predicted GPA and, inversely, hours watching television. Among cadets at the United States Military Academy, West Point, the Grit–S predicted retention.

– Duckworth and Quinn (2009): Development and Validation of the Short Grit Scale (Grit–S)

The grit survey would probably be a useful addition to the Personal World curriculum.

One interesting application discussed in the article is at the KIPP middle schools in NYC. There they issue a Character Report Card and integrate discussion of character into all the classes: a language class might talk about how much self control the protagonist in a novel has and how that works out for them.

I’d be extremely reluctant to have to grade my students on twenty four character traits. While it might be a useful rubric to have and discuss and build on students’ positive self-conceptions, I fear that it might also significantly reinforce the negative conceptions as well.

Imbuing a language of character as a subtext of the curriculum seems like a great idea however.

Performance vs. Moral Character

One important critique of much of this work is that it focuses on “performance” character, the character traits that predict high achievement, rather than “moral” character which focuses on the ability to work well with others.

These two perspectives on the same character traits need careful attention. From a performance perspective, social intelligence, can be seen as a way of getting ahead – something that is somewhat manipulative, but from a moral perspective, social intelligence is intrinsically beneficial to the person and the society around them.

And perhaps this is the biggest problem with performance-character. It is extrinsically motivated: do this and you will get this reward. The intrinsic nature of moral-character seems much more in line with a progressive approach to teaching. Certainly, much care should be taken in how we think about and include character building in education.

The Character Education Partnership has a number of lesson plans and best practices for all grade levels, that focus more on moral character.

Giving Students the Opportunity to Fail

Finally, Tough talks about the fact that students need the time and space to explore, try difficult things, and to fail, in order to really build character.

The idea of building grit and building self-control is that you get that through failure, and in most highly academic environments in the United States, no one fails anything.

– Dominic Randolph (2011) in Tough (2011): What if the Secret to Success Is Failure? in The New York Times’ Education Issue

This is tied into the central theme of the movie Race To Nowhere and the book The Price of Privilege, that argue that, for many affluent students, the stress of excessively high academic expectations are having some seriously negative effects.

People with self-respect have the courage of their mistakes. – Joan Didion (1961), via Word on the Street (2010)

(hat tip to Ms. D. for the link to the article)

Citing this post: Urbano, L., 2011. The Ingredients of "Character", Retrieved May 19th, 2012, from Montessori Muddle: http://MontessoriMuddle.org/ .
Attribution (Curator's Code ): Via: ᔥ Montessori Muddle; Hat tip: ↬ Montessori Muddle.

Posted in Citizenship, Classroom Community, Pedagogy, Personal World1 Comment » - Tags: Books, character, character building, Pedagogy, research, video

Leslie Becker-Phelps highlights a study (pdf) that showing that couples who delayed having sex (showed “sexual restraint”) ended up with more successful marriages.

Why?

Because early sex may indicate less commitment to the long-term relationship. Also, it may undermine the couple’s ability to communicate verbally. The study’s authors speculate:

… we speculate that the rewards of sexual involvement early on may undermine other aspects of relationship development and evaluation such that individuals may not put as much energy into crucial couple processes such as communication and may stay with partners who are not as skilled in these processes, thereby resulting in a marriage that is more brittle.

–Busby et al (2010) (pdf): Compatibility or Restraint?: The Effects of Sexual Timing on Marriage Relationships

This is an important concept for adolescents to grasp, as Becker-Phelps points out:

These are the very messages that adults often deliver to adolescents who want to begin exploring their sexuality. Wait, they say. If you are meant to be together, it will happen. In the meantime, get to know each other and grow together. Decide whether this relationship really is right for you before you become sexually involved. It’s great advice.

– Becker Phelps (2011): Premarital Sex — Why Wait? on The Art of Relationships Blog

Citing this post: Urbano, L., 2011. Good Relationships are Built on Verbal Communication, Retrieved May 19th, 2012, from Montessori Muddle: http://MontessoriMuddle.org/ .
Attribution (Curator's Code ): Via: ᔥ Montessori Muddle; Hat tip: ↬ Montessori Muddle.

Posted in Personal WorldNo Comments » - Tags: article, sex ed

102. Hipsters - Rotterdam 2008 from Exactitudes.

In seeking their identity, adolescents try out a wide variety of different personas. These are often closely associated with changing appearance and style. What I find interesting is how the different styles increasingly cross cultures and other traditional divides (like race). This is evident in Ari Versluis and Ellie Uyttenbroek’s photographic series Exactitudes.

There’s something sad about the loss of local cultural uniqueness to globalization; it’s a bit similar to the feeling you get when you hear about another interesting species becoming extinct. Curiously, however, when Versluis and Uyttenbroek tile together photographs of different people from the same subculture striking identical poses, they not only highlight the similarities between very different people, but also the minute variations that individuals employs to make the subgroup’s “uniform” their own.

26. Preppies - Rotterdam 1999 (from Exactitudes). Girls, "... at Montessori school."

All 128 pictures sets are thought provoking and worth a look. I think they would make useful subjects for students to reflect on (though, warning, there is a little nudity in one of the sets).

(via Brain Pickings)

Citing this post: Urbano, L., 2011. Variations on a Theme, Retrieved May 19th, 2012, from Montessori Muddle: http://MontessoriMuddle.org/ .
Attribution (Curator's Code ): Via: ᔥ Montessori Muddle; Hat tip: ↬ Montessori Muddle.

Posted in Abstract Thinking, Art, Personal WorldNo Comments » - Tags: adolescent development, Art, curious, photography

Compassion is sensitivity to the suffering of self and others and a commitment to do something about it.

– Paul Gilbert (a researcher at Kingsway Hospital in the United Kingdom) in Nixon (2011): Self-compassion may matter more than self-esteem

Robin Nixon has an excellent article on why “[...] self-compassion may be the most important life skill, imparting resilience, courage, energy and creativity.”

She cites the work of Kristin Neff who says self-compassion has three parts to it:

• mindfulness: accepting your thoughts and feelings without being carried away by them,
• common humanity: the recognition that everyone goes through similar hardships, frustrations and disappointments, and,
• being kind to yourself: by being aware (mindful) of your anguish, and recognizing that others have shared similar feelings, you can commit to actions that reduce suffering in the future.

Citing this post: Urbano, L., 2011. Self-compassion: Learn from Mistakes, Don't Beat Yourself Up, Retrieved May 19th, 2012, from Montessori Muddle: http://MontessoriMuddle.org/ .
Attribution (Curator's Code ): Via: ᔥ Montessori Muddle; Hat tip: ↬ Montessori Muddle.

Posted in Personal WorldNo Comments » - Tags: self-compassion, self-reflection

Just as each species in a biological community contributes something that helps sustain the community, people need to contribute to each other in their communities to to keep them stable, productive, and happy.

We’ve been talking about social action this cycle. Students have been finding and reading articles, and thinking about what they could do — themselves right now — to promote social justice. The articles have come from a number of different places: local stories from the Memphis newspaper, the Commercial Appeal; national articles from the New York Times; and even international things from the from BBC. Now, for Personal World, they’re thinking at the really small scale, about what they do for their classroom community.

The objective is twofold. First, I want them to contribute more to each other, and think about what they’re contributing, to maintain a healthy community. A little self reflection should help them realize if what they think they’re doing for others is actually helping. But, secondly, I also want them to recognize the efforts of their peers for what they are: attempts, even if futile or misguided, to be helpful.

It’s sometimes easier to think about doing charitable things for people far away, because it’s impersonal. There’s little risk of being embarrassed. But even the smallest groups need some altruism to grease the wheels of community.

Citing this post: Urbano, L., 2011. Kindness and Community, Retrieved May 19th, 2012, from Montessori Muddle: http://MontessoriMuddle.org/ .
Attribution (Curator's Code ): Via: ᔥ Montessori Muddle; Hat tip: ↬ Montessori Muddle.

Posted in Personal WorldNo Comments » - Tags: community, reflection, self-reflection, social action