Dr. Timony, Author at Welcome

EdCampNYC

New York City. It has been a while. My last visit brought me to the Steinhardt School for a conference. A city that does not have the same draw to me since the passing of a dear friend.

A far cry from SOHO, Tribeca, and the late 1990s, I find myself Uptown at The School at Columbia Univerity for the inaugural EdCampNYC. Since my first (the first) EdCamp, I have had the opportunity to attend several UnConferences and have enjoyed the experience every time.

My first concern after a mind-numbing 6am trolley ride to the bus is that I would arrive in time to post a session. Despite a one miscue on Metro, I arrived in plenty of time to post a session entitled “Who Run Bartertown? What your brain thinks about you” and enjoy coffee (!) and a light breakfast snack. Breathe. We are all friends here, after all.

First session: Kathleen Cushman provided a window into the mind of students discussing her experiences and playing video and audio clips of students. They talked about what it takes to get good at something. Opinions about homework, teaching, practice, attention, interest, and motivation–things that we know but maybe did not think that kids knew, too.

Second session: Mine. Who Run Bartertown? What your brain thinks about you. Showing my age and my niche. None of the attendees knew who ‘run Bartertown.’ We talked about preconceptions that we may have about the brain and whether it matches how we approach education. We talked about brains. Our brains listened. And they laughed.

Lunch at Tom’s Restaurant. AKA Monk’s (Seinfeld). AKA Tom’s Diner (do do doo-do do do doo-do do do do do do do do do…). I had the Lumberjack: eggs (over easy, of course), pancakes, bacon, sausage, toast, coffee (!). A steal at $9 and I left full.

Third session: @DanCallahan has mastered his “Things that Suck” format and it rocked. It forces us to think and to speak. Perhaps to defend, perhaps to plea with each other. Stand together. Or alone. Perspective. Fun.

DrTimony — The Cheese stands alone. Often.

Fourth session: Mike Ritzius and Christine Miles presented a session called “We do, do YOU?” Talking about their decisions to put their talk into action and share resources with similarly minded individuals. It is already off the ground but the plans that are on the table for expansion are impressive. It also is well worth mentioning that their willingness to collaborate, take criticism and input, and adapt their current and future plans is enviable. I am just not that open-minded.

My concerns about the day were similar to those of Dan Callahan. The problem with many of these wonderful events is that those inside the building are not those who need the most help. There are teachers trapped in buildings every day who have given up on professional development. There are those who have set aside their aspirations about growth because they have seen bad administrators come and go–eaten alive by the machine or choosing to drink the Kool-Aid.

I have said it before. Educators are some of the most amazing peoples on the planet. They are resilient and wont to hear those words that inspire again. They are sensitive and responsive to the message of EdCamps.

What are the chances that they will ever hear it?

We must become evangelists of this movement. EdCamp organizers and participants need to take the necessary steps to get their events sanctioned for PD credit. Calls for proposals need to go out so that those who never would have attended will attend–EdCamp style of course–we must also educate those individuals about what it means to ‘propose‘ an idea to an EdCamp. There are events planned through the next year. Please take that next step and make this something that will draw those who need it most.

Congratulations to the EdCampNYC team for a successful event.

by the way, everyone knows. MasterBlaster run Bartertown

No, #Reform is Not “trending”

You know, there are a handful of things that drive me nuts. Okay, fine, maybe more than a few. But in regard to #EdReform, there are a few. When talking about #EdReform, some folks feel compelled to either brag or complain about the school that they attended…in the 80s. Right, Men Without Hats was awesome and your school was not. We get it. Or, Debbie Gibson was the worst, but your school rocked. Fine. #EdReform is not the time for out of context discussion and what ifs–no, really, I can help…since I have no idea what goes on in the classroom, I’ll be a good out of the box thinker. No, you will not. Go get us some chips.

The fact that we have to talk about #EdReform is a sad day. There should be no enjoyment of the rallies and no late-night laugh-fests about the problems we are having. We are not reminiscing about the old days. We are discussing a system that is broken. Sadly and sorely and perhaps irreparably broken. And we are the ones who can fix it. Teachers.

Pennies for your thoughts or real change?

I mentioned this to @tshreve in response to a post on Twitter. “The fact that education is the solution does not mean that it is (or was ever) the problem.” Educators are the ones who hold the solutions to the issues in education right now. I do not say that to be separatist, but it is we who need to get our house in order so we are able to return it to its rightful place.

Unfortunately, there are many who are making their living off of criticizing education. Sheisters, chancers, and ne’er-do-wells who parade around in teachers’ clothes claiming that they have the insights and solutions that are needed. Gary Stager’s comment that “unqualified is the new qualified” is terrifyingly true–and we wonder what went wrong!!! It is trendy to by “untainted” by “teacher school.” That is a sad statement.

If we want real reform, we have to begin with what is most important–in no order: kids, teachers, schools. The focus of our energy, the conductor of that energy, and the context of that interaction.

Let us make the decision to keep it simple. Quality #EdReform is not performed by swinging the pendulum to the opposite side. It is not performed by those who have a monetary stake in the game. It cannot be “won” but it must be fought for. It cannot be ignored.

I have a belief that the knowledge that I need exists among the people whom I teach on any given day of the week. As a teacher, it is my job to draw that knowledge out and to facilitate the meaningful construction of that knowledge. It takes some faith, I know–this approach has served me well. I have the same belief about our #EdReform needs. Everything that we need and every resource that we have already exists. We must come together to draw it out and construct it. We need the faith of those with the power to support these efforts. What school, district, or state would be willing to give a busload of committed educators the reins to their schools? Let’s do it.

Who’s with me?

If You’ve Got a Fashion for Passion… (an agony in 3 fits)

Fit the first:

“I wish I had her PASSION.”

Passion is a perception. Passion is an excuse. Passion is a lie. Passion is what lazy people call a work ethic so they are not expected to have to do it. Passion mystifies and obfuscates the real issues in play when someone does something well. The myth is created that that you have it or you do not; that when you find it, you will be happy and maybe even successful. You might become popular or well-known. Passion makes a bad friend and will not keep you company. Passion is fickle and has no time for your procrastination. If you recognize someone has Passion, you are not doing the things you need to do. Passion is a veil to those who do not have it and blinders to those who do. Want to know the secret? Get to work.

Fit the second:

Above all things, Passion is a construct. Passion is a set of observable behaviors which means that it is a decision. Passion alienates and forces decisions. You see, it is never the case that passionate people cause others to step up their game. It is often that the bored, the lame, and the procrastinators will eventually wear down the passionate one. They will be eaten alive. Swallowed whole.

Shaw — A little chewin’, a little tenderizin’, and down ya go.

Fit the third:

Passion can be imitated but not sustained. Passion is its own fuel and its own fire but it can be so easily extinguished. So what can you do about PASSION? Define it. People who are Passionate have things in common.

Want some fuel for your fire?

Know your stuff–somebody has to
Listen to everyone, believe no one–AKA “Trust but verify”
Smile–there is a fine line between passionate and angry
Get some sleep–you need it, or, you will
Keep your focus narrow–some people start with broad ideas. Don’t.
Work as if it all depends on you–collaborate because it does not
Put other people first–because it is the right thing to do
Keep your life in order–so you can put others first
Do not talk about what you are going to do–your work speaks for you

These ideas are not exhaustive, nor do they do not work for everyone. Make your own.

This blog post first appeared as a guest post at http://www.angelamaiers.com/2010/11/passiondriven-conversations-guest-blogger-david-d-timony.html

Thanks to Angela Maiers for the guest blog opportunity.

Quatuor pour la fin du temps

When Olivier Messiaen was imprisoned in a German concentration camp during World War II, he found among his number three other musicians. Olivier had at hand a clarinet, violin, and cello, along with himself at the piano. With this awkward quatuor, he wrote what may not be his most beautiful piece, but arguably his most significant. The piece was titled, “Quatuor pour le fin du temps.”

The Quartet for the End of Time

quartet poster — Quatuor Pour le Fin du Temps

Thinking that he may not survive this internment, he chose to write this piece with a purpose. Within the measures of the music are the compositional devices that he developed in his lifetime; all the tricks of his trade. Another composer could pick up this score, analyze it, and learn everything that Messiaen had to offer as a composer and teacher.

As it turned out, Messiaen did survive that camp and went on to compose several other works. I cannot listen to this piece without thinking of the desperation in the pages. Or is it hope? His preface quoted the book of Revelation and looked to the vindication of the people of God. Imagine the focus, the longing, the desire to pass on the brilliance of living to the next practitioner. It is not arrogance. It is a sober inventory of your existence that produces a result: you have something that the world needs.

And that is why we write.

And that is why we teach.

Have you written your quartet?

Could someone look at your life’s work-to-date and discover why and how and what you do and believe? What are you waiting for? These thoughts and approaches are not your own. There are two ways to view arrogance, both of which center on the self. One is explained in overt assertion of one’s abilities an strengths, the other is explained in an unwillingness to give of oneself due to personal reasons. In both cases, it is the individual who is passing judgment and making decisions that benefit the self instead of others.

We need to get past that. Make mistakes. Stop protecting yourself.

If you learned anything in 4th grade band,

you surely learned “strong and wrong.”

We can fix the mistakes that we hear.