Kids do need to own their own boredom, because it's an individualized, internal response to outside stimuli (or lack thereof). What's mind-numbing to one child may be inspiring to another, so teaching children to dissect their own boredom--and, yes, deal with it--is an essential life skill.
We should teach students that boredom, like any problem, can be your friend. Brushing your teeth is boring, too, but that doesn't mean you should stop.
I like a snappy multiplication-facts rap as much as the next guy, but the fact is--it's not easy to integrate rich arts practice or content into science and math instruction. Especially when the assumption is that good curriculum begins with "core subjects," the arts acting as a kind of color commentary.
This is a story about dignity, love, acceptance, and compassion. It is about identity and the small things we can do that go a long way. It presents the importance of what is means to develop compassionate individuals who understand the dignity that exists in every human being, what it looks like to respect and honor that.
First, answer the question yourself: What is the core purpose of publicly funded education in America? Then, ask yourself: Would most Americans agree with you?
There are plenty of students who have coped with failure and adversity from the outset. What's motivating to them is a little honest success. Not more stress.
The sticking point in utilizing research findings to make grand pronouncemnts about how schools should operate, or how teachers should teach? We leave out the most important voice, that of the people doing the actual work, and the ideas they find useful.
Teachers often come away from their tour of Ed Policy World dismayed by the things policy "experts" are saying. Frustrated at being left out of a dialogue where their hard-won practice expertise is undervalued, even scorned. Good news. Diane Ravitch has written a book for them.
Somebody's got to get angry and speak passionately about what's happening in education "reform."
It is an unexpected relief to move past this level of work--scavenging--on to the big questions--who are my students, how do they learn best, what can we do to engage them meaningfully in building a classroom community?