Teachers must become literate not only in teaching media, but creating it as well. —Holt
The woman on the left is a mother from Miami who was so desperate to feed her hungry family that she was trying to steal a lot of food.
The woman on the right is Miami-Dade County Police Officer Vicki Thomas. Officer Thomas was about to arrest Jessica Robles but changed her mind at the last minute.
Instead of arresting her, she bought Robles $100 worth of groceries:
“I made the decision to buy her some groceries because arresting her wasn’t going to solve the problem with her children being hungry.”
And there’s no denying they were hungry. Robles’ 12 year old daughter started crying when she told local TV station WSVN about how dire their situation was:
“[It’s] not fun to see my brother in the dirt hungry, asking for food, and we have to tell him, ‘There is nothing here.’”
Officer Thomas says she has no question that what she did was right:
“To see them go through the bags when we brought them in, it was like Christmas. That $100 to me was worth it.”
But Officer Thomas did have one request:
“The only thing I asked of her is, when she gets on her feet, that she help someone else out. And she said she would.”
And guess what? The story gets even better.
After word got out about what happened people donated another $700 for Jessica Robles to spend at the grocery store.
And then best of all a local business owner invited her in for an interview and ended up hiring her on the spot as a customer service rep.
She started crying when he told her:
“There’s no words how grateful I am that you took your time and helped somebody out. Especially somebody like me.”
And to think it all started with one veteran police officer trusting her “instinct” instead of going “by the book”.finally some good news to read
Dearest Making Comics Class,
Here is a five minute drawing made by a six year old. Notice how her hand never stops moving and she draws until the page is full. There are several characters she seems to know well: the horses, the people and the birds. And they are all somewhere together and it seems to be spring on a sunny day. This is a very good thing to practice, five minutes of filling up a page. Felt pens or brushes are especially good for this.
Artificial intelligence researchers are discovering something that teachers have long known—or at least, believed—to be true: there is a special, valuable communication that occurs between teacher and student, which goes beyond what can be found in any textbook or raw data stream. These days, machine learning science is not only about computers, it’s about humans, and the unity of logic, emotion, and culture.
"Thank you for the opportunity to speak this evening. My name is Erika Schneider, I have taught in PPS since 2006. I have a Masters degree in Education, 11 years of teaching experience in low-income and diverse schools and I am bilingual in English and Spanish.
Paloma Noyola: The Face of Mexico’s Unleashed Potential
When a report emerged in September 2012 that a girl from one of Matamoros’ poorest neighborhoods had attained the highest math score in Mexico, some doubted its veracity. It must be fake, they said.
But it wasn’t fake. Her name is Paloma Noyola, and what most reports failed to mention is that almost all of her classmates also scored very high on the national math test. 10 scored in 99.99% percentile.
Paloma and her classmates also scored in the top percentile in language. Something special was happening at José Urbina López primary school in Matamoros, and Wired went to take a look.
The high test scores turned out to be the work of a young teacher who also came from humble beginnings. Sergio Juárez Correa was tired of the monotony of teaching out of a book and wanted to try something new to help engage his students when he came across the work of Sugata Mitra, a UK university professor who had innovated a new pedagogy he called SOLE, or self organized learning environments. The new approach paid off.
Although SOLE usually relies on unfettered Internet access for research, Juárez and his students had very limited access. Somehow, he still found a way to apply Mitra’s teachings and unleash their potential.
From the beginning, Paloma’s exceptional abilities were evident:
One day Juárez Correa went to his whiteboard and wrote “1 = 1.00.” Normally, at this point, he would start explaining the concept of fractions and decimals. Instead he just wrote “½ = ?” and “¼ = ?”
“Think about that for a second,” he said, and walked out of the room.
While the kids murmured, Juárez Correa went to the school cafeteria, where children could buy breakfast and lunch for small change. He borrowed about 10 pesos in coins, worth about 75 cents, and walked back to his classroom, where he distributed a peso’s worth of coins to each table. He noticed that Paloma had already written .50 and .25 on a piece of paper.
As Mr. Juárez implemented more of Mitra’s teachings in his classroom, Paloma continued to stand out as an exceptionally gifted student:
Juárez Correa was impressed. But he was even more intrigued by Paloma. During these experiments, he noticed that she almost always came up with the answer immediately. Sometimes she explained things to her tablemates, other times she kept the answer to herself. Nobody had told him that she had an unusual gift. Yet even when he gave the class difficult questions, she quickly jotted down the answers. To test her limits, he challenged the class with a problem he was sure would stump her. He told the story of Carl Friedrich Gauss, the famous German mathematician, who was born in 1777.
When Gauss was a schoolboy, one of his teachers asked the class to add up every number between 1 and 100. It was supposed to take an hour, but Gauss had the answer almost instantly.
“Does anyone know how he did this?” Juárez Correa asked.
A few students started trying to add up the numbers and soon realized it would take a long time. Paloma, working with her group, carefully wrote out a few sequences and looked at them for a moment. Then she raised her hand.
“The answer is 5,050,” she said. “There are 50 pairs of 101.”
Juárez Correa felt a chill. He’d never encountered a student with so much innate ability. He squatted next to her and asked why she hadn’t expressed much interest in math in the past, since she was clearly good at it.
“Because no one made it this interesting,” she said.
Although this Wired piece focuses mostly on Sugata Mitra, it does once again highlight the story of Paloma Noyola. Unfortunately, after a brief spurt of media attention, little on Paloma was ever mentioned and, as was pointed out by Wired, nothing was ever said of Mr. Juárez.
As with most stories in the Mexican press — and with in the middle-class — things suddenly become very important once it’s featured in a gringo publication. Which is a very sad commentary. We hope, however, that this story pushes those in the press, state and federal government to look not to the United States for validation but to Mexicans like Sergio Juárez doing good work in places like Matamoros.
The clear message in this story is that there are thousands of Paloma Noyolas going to school in Mexico who, just like her at one time, are not being challenged and therefore aren’t very interested in school. This story can, if we want it to, raise enough awareness to shift the discussion from poverty to opportunity.
Paloma truly personifies both Mexico’s challenges and unleashed potential.
Read the entire Wired story here: How a Radical New Teaching Method Could Unleash a Generation of Geniuses
Editor’s note: As an addendum, Wired provided information on helping support Sugata Mitra and his School in the Clouds project, and although they donated school supplies and equipment to José Urbina López School, we’re interested in seeing if we can help set up a similar fund for Sergio Juárez, the teacher featured in this story.
Also, $9,300 was raised to help fund Paloma’s education last year. We going to follow with the economist who led the fundraising campaign to see how she’s doing. Stay tuned for updates.
Orgullo mexicano es una sequía bien mala, en especial a nivel educativo. Esto es bellísimo!
never not reblog
And then there’s good ol’ America
This actually makes me so angry. The truth is right here and people see it and brush it aside. We really could make things better. But no, America apparently wants to suck forever.
THANKYOU MOTHER LAND.
Pretty sure I’ve posted this before, but I like the graphic and the info — reminds us (non-Fins) how to approach ed differently.
Richard Ingersoll taught high-school social studies and algebra in both public and private schools for nearly six years before leaving the profession and getting a Ph.D. in sociology. Now a professor in the University of Pennsylvania’s education school, he’s spent his career in higher ed searching for answers to one of teaching’s most significant problems: teacher turnover.
Teaching, Ingersoll says, “was originally built as this temporary line of work for women before they got their real job—which was raising families, or temporary for men until they moved out of the classroom and became administrators. That was sort of the historical set-up.”
Ingersoll extrapolated and then later confirmed that anywhere between 40 and 50 percent of teachers will leave the classroom within their first five years (that includes the nine and a half percent that leave before the end of their first year.) Certainly, all professions have turnover, and some shuffling out the door is good for bringing in young blood and fresh faces. But, turnover in teaching is about four percent higher than other professions.
Read more. [Image: Paramount Pictures]