Just Plain Bill

Why

The recent tragedy in Orlando, where so many people were murdered or wounded by a deranged killer, brings up many questions. Multiple theories have been proposed concerning reasons for this horrendous act, ranging from homophobia, to commitment to a terrorist movement, with many other theories in between.

As a teacher, I’ve experienced a number of students who exhibited behavior that bordered on antisocial, to downright incorrigible. In all cases, I was able to initiate a behavioral management regime, which always involved parental support, as I visited nearly all the elementary students I taught. Admittedly, I’ve not been able to follow the lives of these students to see what impact they eventually had on society – more specifically, whether or not they were involved in antisocial behavior of any type.

I’m drawn to the review of the killer’s background, especially his performance in school. What types of behavior, and the schools’ responses to that behavior, could have provided signs that a child could be capable of such horror later in life?

If there was only a checklist against which each troubled student could be measured, complete with just the right degree and type of intervention, which might prohibit or at least recognize dangerous antisocial personality behavior.

I know that one role of formal schooling is that of socialization. I haven’t read much lately about what role the school has when a student displays resistance or rejection of the social norms learned and experienced by the majority of his or her peers (a process also known as enculturation).

Along with my support for limiting the availability of assault-type weapons, I favor more research on options for enhancing the skills involved in a positive self-concept, and insuring these factors are integrated into the curriculum.

Finally, I believe the first step to ensuring a positive experience for children starts with the teacher, the one constant in each classroom for either enhancing or inhibiting how “good” a child feels about him or herself. I’ve heard it said, “thinking can make it so”, (even found in the works of Shakespeare), and I wonder what the field of teacher preparation might do to consider this, or whether it is too much to ask of a profession already burdened with a plethora of expectations on the use of their limited time with students during the day.

I guess it boils down to priorities, to include what’s critical for the development of the child, and what is not. As Shakespeare would also say, “that is the question.”

Just Plain Bill

“Do I know you,

you remind me of my…?”

While I was working as a clerk at a polling place, a woman stopped by my station and asked, “Do I know you?”

I said I wasn’t sure, to which she responded, “You remind me of my gynecologist.”

I was somewhat taken aback by her comment, but recovered quickly and then responded, “I hope you like your gynecologist.”

To which she replied, “Yes, I do.”

I guess there are lots of folks of whom we may be reminded, but I must admit that was one that surprised me.

I imagine I’m like most people who may recognize someone, but uncertain from where I may know them. The awkwardness becomes compounded when you factor in the unfortunately common malady of not remembering someone’s name.

I’ve always marveled at those who are able to remember names, and that’s one reason I appreciate going to events where everyone has a nametag.

Over the years, I’ve read several articles and listened to many presentations on secrets of remembering names. I usually get as far as remembering the first initials of their first and last names, or occasionally associating their name with an animal, but usually I end up hoping someone else joins the conversation and mentions their name.

I have learned from this experience to try harder to use clues and cues to help remember someone’s name, or at least whom they remind me of (and to not end a sentence with a preposition.)

So much to remember, and so little time…

Just Plain Bill

Training will “fix” the problem – baloney!

Hardly a day goes by without reading about some institution engaged in behavior that is illegal, unlawful, or just plain wrong, and all too often the way to resolve and (hopefully) prevent repeating the behavior is by assigning “training.” I don’t remember ever reading the results of this prescribed training, whether a positive change in behavior was actually generated – which is or should be the desired outcome from an investment of time and resources in a learning situation.

As a life-long professional educator, with over six decades of successful experience in guiding the education of a wide-variety of learners from preschoolers to experienced corporate executives, I have several strong opinions concerning how “training” is purported to “fix” everything.

Unfortunately, my ongoing experiences have made me skeptical, having seen far too many examples of ineffective methods that are passed off as “training”. Just one example is creating a video of a PowerPoint with narrative and classifying it as “training”, when in reality it usually has no real lasting power to influence, or change behavior. Another example is the use of You Tube, and fun application, but one that is proposed as a training platform, complete with the PowerPoint and narrative, along with the side bar of alternative options the participant might consider during the “training” event. (When asked why the author chose this platform, the answer was “it was free”, which is not a valid justification for something that’s intended to change behavior in a meaningful way.)

What’s missing in this example of one-sided computer-based training is the engagement of the learner with a facilitator, enhanced by tools provided such as creating a job aid, or “cheat sheet” reference that’ll last long after the computer is turned off.

Fortunately, I’ve experienced examples of this superior type of learning activity, led by committed professionals of the instruction design process, in organizations willing to invest on this endeavor – and there IS a proven return-on-investment.

I know this may sound simple, but it does involve thinking about answering the “so what” question following the superficial interaction that’s presented as “training.” This also may sound too harsh an indictment, but we can’t continue down this path of mediocrity, or at least I hope we won’t continue to settle for the easiest approach to an important endeavor.