Reflections on Anne Frank's Diary

Reading through his journal, the writer came across the quote above by Anne Frank posted in her well know Diary. Although written in the midst of World War II, her perspective seems as relevant today as it did more than half a century ago. We adults so often "get down" on young people for being disingenuous and seemingly detached from what is believed important and relevant. Do we ever consider that the young people are merely responding to their evolutionary instincts and operating from a defensive mode of functioning. The constant bombardment of negative messages coming from all forms of media is enough to cause anyone to withdraw and turn their "true self" inward. The general optimism and idealism natural to youth is being twisted and ground into the muck and mire of pessimistic nihilism.

Those of you who have read Anne's Diary know that she appeared able to see the light in the world even in those darkest of times. One can surmise all sorts of psychological postulations as to why Anne was able to remain upbeat and positive despite the bleak and challenging circumstances. The writer would prefer to accredit this ability to the great resiliency of youth. Many of our children, even in the more "advanced" countries, still today must contend with mental, physical, and spiritual hardships that no young person should be forced to bear. And, even though children display considerable resilience amidst adversity, it is blatantly obvious that the eroding social forces that are ever-present, and increasing, grind away at youthful optimism and resourcefulness.

The third and final quote of Anne's not only reflects the power of eternal hope and positive expectation, but reminds us that each moment we are alive is a possible point of debarkation to an improved, and, hopefully, better world. We need to believe that this is true, or we truly are a doomed species. Even more important, we need to assist our young people to believe that such a world is possible, and through the older generations' empowerment of the youth, they can be an essential part of the rebuilding and renewal process.

Finally, older generations bemoan the perceived lack of respect and concern by young people toward older individuals. Having worked directly with the younger generation for over 40 years, it is the writer's opinion that the youth of today very much want to respect and honor the older generations, but are increasingly being given reason to do otherwise. This is a topic for another time and post, but the writer believes that the younger members of our species are watching and waiting for reasons to be responsive to, and supportive of, the older generations. We need to take responsibility of opening the doors and inviting them to join their forces with ours to build a better world for themselves, and the generations yet to come.



The Truth About Children

The Truth About Children

“3 Minute Poet” is exactly what it sounds like– a non-threatening way to get kids writing. The teacher provides the title (in this case “your name”) and starts the timer. The rest is up to the students. Here’s a wonderful piece by a Davis Academy 5th grader (now rising 6th grader), Isabella McCullough. It’s reprinted here with parental consent.

Isabella McCullough

creatively weird

undefined

haven’t opened the door,

but I’ve freed my mind.

clash with the heart,

the true me is still there.

If you’re looking for me

I’ll be anywhere

I’m an unfinished

book

an open-ended fairy tale

I am who I am

Isabella’s poem and the context in which it was written (“3 minute poet”) illustrates a simple but important point:

Every child is a poet.

“I know I saw that book in here somewhere!”

When it comes to kids it can be hard to make sweeping generalizations. Not every kid is a math whiz, or a polyglot, or an app developer, or competent with a hair brush. But I do think there are some things we can say about “every child.”

Every child is an artist.

Every child is a philosopher.

Every child is a theologian.

Every child is an actor.

Every child is a dancer.

Every child is a nature-lover.

Every child is an explorer.

Every child is a comedian.

Every child is a skeptic.

Every child is a teacher.

Every child is a boundary pusher.

Every child is a truth speaker.

The Talmud teaches that the world is sustained by the breath of schoolchildren. When we pause and consider the wonderful qualities and traits of our children, it’s hard to disagree.

Whether we live out our responsibilities towards children as parents, teachers, school administrators, or simply as caring adults who look to future generations to make the world a better place, we should ask how we are helping cultivate these characteristics and traits in our children.


********************************************************************


Although the blogger would like to take credit for the above post, he cannot. Although he holds the same thoughts in his heart, the originator of the post is Rabbi Micah Lapidus. It was too beautiful not to share with the followers of the Children's Champion blog. The original citation is offered below should the reader care to visit Rabbi Lapidus' blog.


(Blogpost by Rabbi Micah Lapidus: http://www.rabbispen.com/the-truth-about-children/)

"When Teachers Are At Their Best"

The following is an excerpt of a school district superintendent's message to the returning staff of a western United States school district:

“At their very best, teachers are the heart and soul of this school district -- period,” he said. “At their best, they are passionate about what they do and that passion shows.”

When they are at their best, they inspire confidence and self-esteem. “They are role models and sometimes they even change lives,” he said.

Great teachers realize that students have needs beyond food, shelter and clothing, they also need a sense of self-worth or importance.

“Every student in this school district wants to feel important,” he said.

“If they feel disconnected, if they feel disenfranchised, if they feel invisible, there are consequences,” XXXX said.

 “Teachers are not simply conveyors of cognitive information,” he said. They recognize the other side of children and that those needs are just as or even more important than just the academics.

In, and of itself, the message is not a great deal different than that delivered to teaching staff members as they return to their schools in late summer each year. However, the writer, having served as a school district superintendent for a good number of years, and thereby having had the opportunity to greet his staff in a similar setting finds such observations and statements such as those shared in the excerpt wanting in both meaningful content and substance.


For instance, the presenter of these statements is obviously intending to connect with his audience in a positive and supportive manner. However, the several statements intended to identify teachers when "they are at their best" begs the question, "What about when teachers are not at their best?" What does this look like to the student, parent, colleague, administrator, etc.?" Indeed, the obvious unsaid implication of the superintendent's statements is that not all the teachers are "at their best" part, or all, the time. How do we compensate for the individual and greater good when some, or all, teachers are not "at their best?"


One final observation, and question, regarding the superintendent's shared remarks. Certainly, one realizes that people in any occupation or circumstance embrace rhetoric aimed at making them feel valued. The superintendent's declaration that teachers "are the heart and soul of this school district - period" may have won the hearts and minds of those in the audience, but is it, in reality, true? Why do schools exist in the first place? Who more than the children represent the complete and total reason for public schools to exist? As a member of a Christian church council, the writer was once asked, as were the other members of the council, "who, or what, is the heart of our church?" Interestingly, everyone else, including the pastor, named some member(s) of the church congregation. When asked for my reply, I simply stated, "It had better be Jesus Christ, otherwise we are all wasting our time here tonight."


Hopefully, no one reading this will question the need for great teachers, operating at their best, to ensure that our children receive a rich and rewarding educational experience. However, when we place the importance of one part of a school district community higher, or lower, than another part, we are dishonoring the greater whole. Ask any school administrator that did not have a good quality and supportive classified staff, supportive board, supportive parents, supportive community, and willing students, how things are functioning. Furthermore, if we place the importance solely on the teachers, "operating at their best," we have forgotten a very basic premise; schools are referred to as "systems" meaning that it is made of complementary parts working together. Whether you agree with the writer's thoughts and premises, or not, at least reflect on how the meanings of our words/statements need to be carefully considered before sharing them with an audience.

Conversations As A Pathway to Improved Communications

"The most important thing in communication is hearing what isn't said."

- Peter Drucker

There are few among us who have not been part of an exchange where the topic of "communication"  comes up. Whether it is an organization that is the target of criticism, or a significant other, the message usually appears clear: the message-sharing is deemed subpar. It can be argued that perception vs. reality in some of these cases, but the end result is that people are neither happy, nor satisfied, with the exchange of information.

Nearly as fatal to effective relationships between parties is the illusion by one, or more, of the parties that the appropriate exchange/sharing of information has taken place when in reality it has not, at least to the satisfaction of all involved in the intended exchange.

"The single biggest problem in communication

 is the illusion that it has taken place."

 - George Bernard Shaw

One approach to addressing the disconnect between those attempting to "communicate" with each other is developing the skills necessary to enter into conversation with another. Too often the diagrammatic "sender" - "receiver" communication model is dominant in interpersonal exchanges. Although in its simplicity this basic model lulls one into believing that utilizing it leads to both efficiency and effectiveness of sharing information, it rarely meets the emotional needs of participating individuals. "Objective" intercourse between people may be hailed for its Spartan economy, but in reality the austerity it engenders frequently creates an emotional void which usually, in the end, exacts a deficit in terms of an effective and lasting outcome.


Although not occurring often enough, one frequently encounters someone who is said to be a "good communicator." Those with a frugal approach to the examination of what makes a "good communicator" will often state that the core attribute of a good communicator is being a good/active listener. Although active listening skills are an essential element of good communications, being able to respond to the other party's input appropriately is believed to be just as essential. Outside of Freudian "free association" counseling, most people want to feel "engaged" with the other party(ies), which is best accomplished through effective conversations. Conversation moves communication into a more subjective, personalized, activity and strengthens the bond between speaker and receiver.

"Conversations are efforts toward good relations. They are an elementary form of reciprocity. They are the exercise of our love for each other. They are the enemies of our loneliness, our doubt, our anxiety, our tendencies to abdicate. To continue to be in good conversation over our enormous and terrifying problems is to be calling out to each other in the night. If we attend with imagination and devotion to our conversations, we will find what we need; and someone among us will act—it does not matter whom—and we will survive." - Barry Lopez