Montessori Muddle – Page 135 – Middle and High School … from a Montessori Point of View

How to memorize a poem

My students are working on poetry this cycle and I’m having them each memorize and present each of the different types of poems we’re covering.

Jim Holt suggests memorizing poems slowly over time:

… the key to memorizing a poem painlessly is to do it incrementally, in tiny bits.
— Holt (2009): Got Poetry?

But I very much like John Hollander’s advice to use the rhythm of the poem to help with memory:

It is partly like memorizing a song whose tune is that of the words themselves.
–Hollander (1995): Committed to Memory

Another approach, which worked for Michael Weiss, was to type out pairs of lines in a word processing program.

It may take about ten repetitions before a couplet is committed to memory, but as you gain experience, they’ll come faster than that.
–Weiss (2009): How to memorize a poem

All of the essays cited above also make persuasive arguments for why anyone should memorize poems. Ultimately, it comes down to the fact that poems in memory are readily available for reflection. You get a feel for the rhythm and musicality, and you get to look at the words in different ways as you turn them around in your mind, playing with their meanings.

Finally, my students have become pretty good at presenting poetry, partly because they’ve seen Shake the Dust, but mainly because of our doing poetry every morning. Good presentations in the past have ratcheted up the quality of the presentations we’ve been seeing.

We’ve already started on haikus, but next week my students will be presenting sonnets. So far, things look promising.

Nix the Monster

A recent study making the news today, warns about the risks of energy drinks. 30-50% of adolescents and young adults drink them, they have lots of caffeine and other additives, and they do not have a whole lot of benefits.

Energy drinks have no therapeutic benefit, and many ingredients are understudied and not regulated. The known and unknown pharmacology of agents included in such drinks, combined with reports of toxicity, raises concern for potentially serious adverse effects in association with energy-drink use.
–Sara Seifert et al., 2011: Health Effects of Energy Drinks on Children, Adolescents, and Young Adults

Applying the precautionary principle might be in order.

Planets in the sky

What if the other planets in the solar system were orbiting the Earth in place of the Moon? This is what it would look like:

Beating probability

Since we just finished doing a bit of probabilities in math, here’s an article about how one guy figured out how to beat the lottery.

The first lottery Mohan Srivastava decoded was a tic-tac-toe game run by the Ontario Lottery in 2003. He was able to identify winning tickets with 90 percent accuracy.
–Lehrer (2010) in Cracking the Scratch Lottery Code

However, he decided not to just try to get rich of what he’d discovered. It’s an example of using the power of math for good:

“People often assume that I must be some extremely moral person because I didn’t take advantage of the lottery,” [Srivastava] says. “I can assure you that that’s not the case. I’d simply done the math and concluded that beating the game wasn’t worth my time.”

As a side note, my philosophy about the lottery is that it’s basically a tax on the poor:

[H]igh-frequency players tend to be poor and uneducated, which is why critics refer to lotteries as a regressive tax. (In a 2006 survey, 30 percent of people without a high school degree said that playing the lottery was a wealth-building strategy.)
–Lehrer (2010): Cracking the Scratch Lottery Code

First Draft of History

A first draft of why it happened must begin in a rural town in Tunisia on the shores of the Mediterranean where Mohamed Bouazizi was the unlikeliest catalyst of the extraordinary realignment in the region.
— Sharrock et al. 2010: Egypt: how the people span the wheel of their country’s history

David Sharrock, Jack Shenker and Paul Harris just posted an excellent, big picture, article in The Guardian about the events leading up to the resignation of Hosni Mubarak.

The article starts with the corruption that provoked Mohamed Bouazizi’s self-immolation in Tunisia and makes the connection to Khaled Said death at the hands of the Egyptian police. The descriptions of these events are graphic, so be warned. Sharrock et al., go on to describe how the Egyptian protesters were able to use technology to organize in a way that has not been possible before. The article ends with the vacillating moves of the Obama administration as it was buffeted by events in Egypt.

“This time we were determined to do something different – be multi-polar, fast-moving, and too mobile for the amin markazi [central security forces], giving us the chance to walk down hundreds of different roads and show normal passers-by that taking to the streets was actually possible.”

The plan worked better than they could ever have imagined. Throughout the capital and across the country, pockets of protest sprung up and overpowered the thinly stretched riot police, who had no choice but to let the marches continue. Later, when the different strands rallied in city centres – including Cairo’s symbolic Tahrir Square –the police used guns and tear gas to disperse them.

But it was already too late. By destroying the smokescreen of police invincibility, even for only a few hours, the youths had pierced Mubarak’s last line of defence – the fear his subjects felt at the thought of confronting him – and a fatal blow was struck to a 30-year dictatorial regime.

— Sharrock et al. 2010: Egypt: how the people span the wheel of their country’s history

This piece is a bit long, and the vocabulary a bit advanced, for the average middle school student, but it is an excellent summary and first draft of history.

egypt-celebration-02 — After hard work, great risk, and sacrifice, euphoria.

Negative Feedback is Important

For success to occur, many things must go right: The person must be skilled, apply effort, and perhaps be a bit lucky. For failure to occur, the lack of any one of these components is sufficient. Because of this, even if people receive feedback that points to a lack of skill, they may attribute it to some other factor.
– Kruger and Dunning (1999): Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated Self-Assessments (pdf)

If we’re not skilled at something then only practice and learning can remedy the situation. But, according to Kruger and Dunning (1999), human nature tends to try to blame other things, like luck, instead of our own lack of skill when things go wrong. Interestingly, we’re even resistant to thinking that our lack of skill is the problem, even when we’re given that negative feedback.

So an essential skill for the student is to learn how to take criticism constructively. Self-awareness, metacognition, and the ability to be honest with oneself are important. Let this be a warning:

“One of the ways people gain insight into their own competence is by comparing themselves with others.” “Incompetent individuals fail to gain insight into their own incompetence by observing the behavior of other people.”
—Kruger and Dunning (1999)

P.S. Note that “incompetent” is used here to express a level of knowledge and skill that can be improved on to become “competent”. Incompetence is not a fixed quality, unless you let it be.

P.P.S. This is another reason why it’s important that students share their work with one another and the class. The best work tends to ratchet up the standards and expectations.