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Guesses so far...
okay, i'm going with a bike tire, but i'm not sure what some of the other pics are -Mary
A bicycle? -Kristen Kereluik
The spokes make it clear that this is something mobile, but what? I'm going to take a guess (based in part on your profile picture and the one of you on your site) that it's a stroller. One of the images looks like there might be some shocks, so I'm thinking maybe even a jogging stroller?- Jesse
I like the stroller guess, but it also reminds me of a bike or other form of transport.- Kylie
A bicycle? -Kristen Kereluik
The spokes make it clear that this is something mobile, but what? I'm going to take a guess (based in part on your profile picture and the one of you on your site) that it's a stroller. One of the images looks like there might be some shocks, so I'm thinking maybe even a jogging stroller?- Jesse
I like the stroller guess, but it also reminds me of a bike or other form of transport.- Kylie
It's a motorcycle!
My husband's present to himself for reenlisting in the Air Force.
What's the big idea?
“Everyone thinks. But not everyone thinks equally well”. That is how Robert and Michèle Root-Bernstein begin their book Sparks of Genius. This is something I have always pondered, but was never quite sure how to put it into words. I am a special education teacher and my students may struggle with basic concepts, but they are still perfectly capable of thinking. Their thought processes are just different and sometimes slower than the average person.
We all think in different ways. I find it quite interesting to consider that famously intelligent people are not necessarily the most intelligent in the area that you would expect. Who knew that Albert Einstein struggled with math? However, these famously intelligent people have developed tools that have helped them to increase their intelligence. That is something that is not always cultivated in schools. We tell our students to think, but we do not always tell them how.
As Barbara McClintock and many others have experienced, I have also “known” things without being able to explain how I know. It is all about feeling. We all have feelings, but in education we learn that “feeling” is not enough. We need evidence and we need it now. I think this is why young children are able to be more creative. They do not need reason. As we grow and progress in school, reason is all that matters and everything else gets stamped out of us.
I was lucky enough to know that I wanted to become a teacher long before I started college. There are many college students who are not so lucky. Those students may flounder around for a couple of years before being forced to decide at the start of their junior year. I am starting to wonder if forcing students to decide at a given point in time is the fairest approach. Robert and Michèle Root-Bernstein argue against an early and narrow specialization of student interest and activity. While I am sure that they mostly mean during the high school years, I now wonder if this could also apply to being forced to make a major selection during college. There were education prerequisites that I had to take during my freshman and sophomore years that basically assumed that I already knew I wanted to be a teacher. Even though I had not declared my major, I already had to take classes that would count toward my major. Maybe this is a flawed system that forces specialization too early, but maybe this is also the only way.
It is not enough to have one specialization and stick to that. I wonder if that is why I have such a yearning to move away from special education with my Master’s degree. I did not want to earn my Master’s in special education even though I am passionate about it. I wanted to focus on literacy education which I believe would serve to compliment my special education skills. I would imagine that this is something Robert and Michèle Root-Bernstein would support.
We all think in different ways. I find it quite interesting to consider that famously intelligent people are not necessarily the most intelligent in the area that you would expect. Who knew that Albert Einstein struggled with math? However, these famously intelligent people have developed tools that have helped them to increase their intelligence. That is something that is not always cultivated in schools. We tell our students to think, but we do not always tell them how.
As Barbara McClintock and many others have experienced, I have also “known” things without being able to explain how I know. It is all about feeling. We all have feelings, but in education we learn that “feeling” is not enough. We need evidence and we need it now. I think this is why young children are able to be more creative. They do not need reason. As we grow and progress in school, reason is all that matters and everything else gets stamped out of us.
I was lucky enough to know that I wanted to become a teacher long before I started college. There are many college students who are not so lucky. Those students may flounder around for a couple of years before being forced to decide at the start of their junior year. I am starting to wonder if forcing students to decide at a given point in time is the fairest approach. Robert and Michèle Root-Bernstein argue against an early and narrow specialization of student interest and activity. While I am sure that they mostly mean during the high school years, I now wonder if this could also apply to being forced to make a major selection during college. There were education prerequisites that I had to take during my freshman and sophomore years that basically assumed that I already knew I wanted to be a teacher. Even though I had not declared my major, I already had to take classes that would count toward my major. Maybe this is a flawed system that forces specialization too early, but maybe this is also the only way.
It is not enough to have one specialization and stick to that. I wonder if that is why I have such a yearning to move away from special education with my Master’s degree. I did not want to earn my Master’s in special education even though I am passionate about it. I wanted to focus on literacy education which I believe would serve to compliment my special education skills. I would imagine that this is something Robert and Michèle Root-Bernstein would support.