Tuesday, May 4, 2010

Never Crush Anyone's Dreams


I never dreamed of being a college professor. Does anybody?

In fact, I always gave my teachers fits in school, as evidenced by grade school report cards:
- Second Grade: Improvement needed in self control
- Fourth Grade: Perry needs to exert more self control
- Sixth Grade: Perry needs to exercise better self control

As a little kid, I dreamed about playing professional basketball. I played and played for hours. In third grade, we had to write an essay on what we wanted to be when we grew up. I wrote that I wanted to be 6’10” and play in Madison Square Garden. When the teacher handed back my paper, she laughed out loud and said “You can’t do that!” That was the first time someone had crushed my professional dream.

Why would a teacher be so unthinking? She may have been right about the 6’10” part, but this molder of young minds lacked the understanding of what negative reinforcement can do to little kids. She also lacked the understanding that height isn’t everything for a basketball player. Teachers, especially in the impressionable K-12 years, are my personal heroes. But they need to be dream builders, not dream destroyers. It’s healthy to discuss rational backup career plans, but why spoil youthful exuberance which could flower into the unexpected?

Take Away: Your words can stay with a student for his or her entire life.

Note: That's me at age 25, playing basketball with former NBA Defensive Player of the Year, Mark Eaton (7'4" center for the Utah Jazz)

© 2009 Perry Binder, J.D. This article contains excerpts from my book:
Unlocking Your Rubber Room: 44 Off-the-Wall Lessons to Lighten and Transform Everyday Life http://www.yourrubberroom.com/

Sunday, May 2, 2010

What qualities make a great teacher?

Reader comments from Minnesota Public Radio.

My favorite: Never-ending understanding. Non-judgmental. Accepting. Encouraging. Inspiring. Dedicated. Driven. Knowledgeable not only in subject matter but life lessons as well. Has desire to continue learning. Levelheaded. Ability to see from any angle needed. Patient.

Continue reading...
http://minnesota.publicradio.org/collections/special/columns/todays-question/archive/2010/04/in-your-view-what-qualities-make-a-great-teacher.shtml

...................

SPEAKING OF GREAT TEACHERS:
TAFFEL TALKS KINDERGARTEN BLOG
Here is the blog of Arleen Taffel, an inspirational teacher for 40 years who recently passed away.
http://mtbethel.blogs.com/taffel/
A kindergarten teacher for 40 years, including 30 memorable years at Mt. Bethel Elementary School in Marietta, Georgia, Arleen taught up until nearly her last day and will always be remembered for her love of teaching. She will forever serve as an enduring inspiration for the countless children, parents and teachers whose lives she touched.

...................

Here's some...
GOOD NEWS -- UPDATE ON MARSH FORK ELEMENTARY SCHOOL

Thanks to a generous $2.5 million grant from the Annenberg Foundation, the long march for a new elementary school for children in the besieged Coal River Valley hamlet of Sundial, West Virginia, has come to an end: A new school will now be built in a different location. ...
Along with the Annenberg funds and a gift from the Coal River Mountain Watch, the school also received commitments of $2.6 million from the West Virginia School Building Authority, and $1.5 million from the Raleigh County Board of Education and Massey Energy, which is responsible for the whole mess of coal dust and the dangerous coal slurry impoundment.

Continue reading...
Goodbye Massey Coal Dust: Welcome to the Ed Wiley Elementary School!
http://www.huffingtonpost.com/jeff-biggers/goodbye-massey-coal-dust_b_559167.html

See my posting

Thursday, March 25, 2010
Move Elementary School out of Harm's Way

This is a follow up to my Saturday, January 23, 2010 post

I follow the Marsh Fork/Massey coal issue very closely -- in April, there will be a school board vote on needed funds to move this school.
In West Virginia, the Marsh Fork elementary school sits 400 yards downstream from a dam holding back billions of gallons of water/coal sludge. The West Virginia government has refused to build a new elementary school in a safer location. The community, afraid for its children's lives, began the organization Pennies of Promise to raise the funds themselves. In April 2010, the school board will vote on funding for a new school. Are you willing to lend your voice to support these kids?

My students have joined the Facebook page below, and I am reaching out to other schools in an effort to elevate media awareness and the importance of a new school.

The "Pennies of Promise" Facebook group:
http://www.facebook.com/group.php?gid=2256931294

Wednesday, April 28, 2010

The Inspiring Teacher Series: Interview with Bridget Robbins


Welcome to the first installment of The Inspiring Teacher Series - a tribute to inspirational K-12 teachers and college professors, and what we can learn from them and each other about the craft of teaching. Now let's meet...

Bridget Robbins
Kindergarten Teacher
Abbotts Hill Elementary - Johns Creek, GA

Bio
Bridget Robbins has been an elementary school teacher for over eight years. For the past 2 years she has taught Kindergarten at Abbotts Hill Elementary School, and prior to that taught 1st through 6th grade in both urban and rural settings. Bridget worked as a substitute teacher at the elementary, middle, and high school levels. She received her undergraduate degree (B.S. in Elementary Education) from the University of Michigan – Flint and continued her education at the University of Georgia where she earned her Master’s Degree in Educational Administration & Policy and an Early Childhood Reading Endorsement, May of 2006. While attending the University of Georgia, she worked as a graduate assistant with the UGA - Clarke County School District - Athens Community partnership. In that role her primary responsibility was to act as the liaison between the partners. She helped further the goals and vision of this long-term Partnership for Community Learning Centers’ initiative. During this time she also helped plan professional development and conferences for teachers. Bridget recruited and trained students to help with tutoring and to provide other support and academic services at the elementary schools in Clarke County. Bridget loves teaching and helping students realize their full potential! She currently serves as Team Coach for her grade level and began First Class Learning, LLC – which offers tutoring services and Adventures in Reading & Math camps for children at Abbotts Hill and in the Johns Creek, Georgia community.


What inspired you to teach?
Wow! Teaching was the last thing on my mind when I graduated from high school in 1995. My family is full of teachers – my mom, grandma, aunts, and uncles but I decided I wanted to be different and began working on an accounting degree. However, that was not to be my fate! I decided to spend some time helping my mom out in her classroom and eventually began substitute teaching to make some extra money. As I worked in the classroom I was amazed by how much I enjoyed it and how much the students seemed to enjoy having me as their teacher. They were enthusiastic and eager to please. I was taken aback by their natural unconditional acceptance of me which inspired me to change my major and pursue a career in education. When I started substitute teaching, the teachers and principals began requesting me regularly to sub in their schools. It has been such a rewarding experience to teach children and see the progress that they make academically and socially. I feel it is one of the most fulfilling jobs. Teachers help shape tomorrow’s future which is what makes teaching such a fulfilling job.


What teaching methods are most helpful in guiding students toward their goals?
Positive, positive, positive & meaningful reinforcement!!! I respond well to words of affirmation and I believe this plays a role in my teaching style. I have found that helping to build up a child’s self esteem and self worth reaps a great reward – for the student and for me! We all want to do well and we all want people to like and care about us so I try to do my best to encourage, support and build trust with my students, especially during the first few months of school. Students need to know that you genuinely care about them. At the beginning of the year, I take time to get to know their likes and dislikes and what really matters to them. We develop our classroom rules and consequences together so that students can have ownership and actively help to reinforce the rules.

The second thing that really makes a difference is consistency in discipline and classroom routines. Believe it or not children like and respond very well to order and a consistent schedule. It helps them to feel safe in the classroom. The idea of fairness is very important to children. Being consistent promotes a feeling of equality in the classroom. Whenever I discipline a student, I do my best to do so in a positive way. Instead of saying “stop that or be quiet, I try to say things like, “Please keep your voice off or remember to raise your hand before speaking.” I then explain to the students that because of the choice he or she has made, he or she will have to deal with the consequence. I tell them, I know you can do better next time and everyone makes mistakes.” Students will usually respond well and take the consequence without complaining. Many times, they will apologize or choose to sit by themselves next time so they won’t get in trouble. With time, students become intrinsically motivated to meet our classroom expectations.
We celebrate as much as possible in my classroom! Throughout the day we cheer each other on! “Way to go!! Awesome! Great Job!” is frequently heard in my classroom. We have class parties and on Fridays we play our Morning Boogie music and dance together which helps build a sense of community. When you encourage kids, they become encouragers. Be what you want your students to be!!!


What skills should a teacher training program emphasize? De-emphasize?
Teacher training programs should emphasize hands on, real life experiences with children in classrooms. Service learning is a great opportunity for students to get some of these experiences while helping others. It would be beneficial to have more classes on classroom management and meeting the needs of diverse learners. It would also be great to have more of a focus on self reflection; thinking about what kind of teacher you want to be and what you need to do to become that person.

De–emphasize classes on research and statistics, and focus more on practical techniques that can be used in the classroom.

What would you like to improve about your teaching?
I would like to create more lessons that are fun and engaging for the students that really focus in on the skills and objectives that they need to master. Time management is another area I would like to improve on – getting the most out of the minutes we have with our students each day. I am always looking for ways to be more efficient.

What is the one thing you wished you would have known when you started your teaching career?
I wish I had known the importance of time management, organization and prioritizing! I have learned that I need to focus on what is most important because there is always more to do. Focus on the things that will give you the greatest return for your efforts -those things that will really help your students be successful.

Friday, April 23, 2010

College Professors should use Social Media as a Learning Tool Outside the Classroom


I've stated repeatedly over the years how the internet has revolutionized how educators can give assignments and communicate with students outside of class. And in the middle of our social media revolution, I still feel the same way (e.g. in the past, I've had extra credit assignments done exclusively on Facebook; and in an upcoming Mass Media class, the students and I will make active use of Twitter for communication outside of class, in an effort to engage professionals in the field).

On the other hand, while I encourage college students to bring laptops to class (to take notes or look up class information on task), I am not a proponent (yet?) of integrating Twitter/texting in real time to post comments DURING class for immediate review. Yes, I believe that class is an improv troupe, with the unexpected just waiting to happen. However, there is also a certain structure and flow that would be disrupted by real time comments posted and displayed on the big screen. Maybe if I had a teaching assistant to filter the relevant comments/questions from the clutter in my class of 120 students, I'd consider this usage.

I do recognize that students are techno-multi-taskers and that everything a prof says is not so useful or interesting. Thus, I have no problem with a student receiving a silent text because it doesn't disrupt the class. Professionals at conferences are continuously under the table with their Blackberries, and I try to treat the students the same way - as adults. It's up to me to make the class dynamic enough so they'll resort to paying attention.

I do have one classroom rule: If an unmuted cell phone call/text goes off - I get to answer it! That usually gets students to mute the phones AND get a good laugh.
Anyway, do you really think you can prevent students from using technology in class?
Why Banning Social Media Often Backfires

Sunday, April 18, 2010

Graduation Gift Book Ideas


Here's Amazon's Best Graduation Book Gifts (my list)

They left out one of my suggestions - Oh the Places You'll Go!

Friday, April 16, 2010

Professor goes from caves to classroom


By Genevieve Adams - Kentucky Kernel April 15, 2010

What is learned in the classroom is only half of one’s education.This is the mentality one UK professor tries to bring to her students. As a cave diver, teacher, adventure seeker and published author, Stephanie Schwabe seeks to not only teach her students about geology, but the wonders of the world they don’t see.
“I try and bring my experiences and the excitement that I feel for what I do to the students,” Schwabe said. “I want them to be excited about this amazing planet as I am. That is the main reason for teaching. It certainly isn’t for the money.”

Continue reading:

Monday, April 12, 2010

Name School After Role Model - A Teacher


From Canada...

Admirers of inspiring teacher seek new tribute
April 11, 2010

GUELPH — There’s a movement afoot to have the new public school under construction in Guelph’s south end named after Michael Elrick, the high school teacher who ran environmental leadership programs for the board and who died of lung cancer in November last year.

For Joanne Harris, there’s dignity, passion, grace, and a quest for excellence associated with Elrick’s name, making it a fitting name for the new school, she said.

“He had a broad reach,” said Harris, who teaches the co-op education program at Centennial CVI. “Mike was on the national kayaking team, he was passionate about the environment and he touched so many lives. Teachers at Centennial are telling me this is a brilliant idea.”

Continue Reading:

Friday, April 9, 2010

Ranked # 2 in Kindle Book Sales > Education > Classroom Management category (April 7-9, 2010)


Bestsellers in Classroom Management (April 9, 2010, 1:00pm)
Kindle Store > Education > Classroom Management (Updated hourly)
1. The Daily Five by Gail Boushey (75 customer reviews) 4 customer discussions Auto-delivered wirelessly Kindle Price: $7.99

2. Unlocking Your Rubber Room: 44 Off-the-Wall Lessons to Lighten and Transform Everyday Life by J.D. Perry Binder (10 customer reviews) Auto-delivered wirelessly Kindle Price: $7.95

Also #13 in the > Humor > Lawyers & Criminals category

I like the J.D. Perry Binder name above! A lawyer, criminal, and famous writer?

Monday, April 5, 2010

April 5-12, Featured Author of the Week


Everyone - From Monday-Friday, I'm the Featured Author for "I JustFinished" Books. This link has a Q&A section for readers at the bottom of the page:


Enjoy! And have a great week.

Perry
Book Review: "This [book's] course of study can change your life"
Unlocking Your Rubber Room ISBN 978-1934938249
February 14, 2010
44 lessons by a former lawyer, teacher and motivational speaker offer keys to unlock the reader's "Rubber Room", a mindset that limits a person's happiness in life. Many of these lessons come from the realm of law, which also offer practical "advice" through anecdotes about "Law and Negotiation" ( section A). Remember, "It's good to be a Judge"; not so good to face one unprepared.

In the "Potpourri "section, Binder gives lessons abut "Law and Life", using positive attitude, laughter, and exaggeration. Lesson 22, Just Because You're an Expert, Doesn't Mean You're Right, relates an incident with a demeaning professor to point out that opinion is not fact, and attack is not a valid way to deal with people. Find a better way.

A close look at the justice system in America comprises the last section : Justice and Education. What do you do in the face of injustice? Make your choice between fear or anger. Consider consequences, and use your strengths. Anecdotes deal with facing your limits and overcoming them.

Then you take your final exam. You won't need a pencil, but a scream is mandatory.
If you have learned from these tales, you have indeed graduated, and Binder gives a graduation speech for the occasion. He relates a life changing incident that caused him to re-evaluate his life and "saved" him from himself.

Turn your life around. Get ready for the lessons Binder relates, and prepare for your graduation. This course of study can change your life.

Saturday, April 3, 2010

Lights are going out on drama teacher’s career


This week, I reflected on the teaching career of Jaime Escalante (pictured), the teacher who inspired his students in East Los Angeles, and others in the movie, "Stand and Deliver" (1988). Mr. Escalante passed away a few days ago. He was 79 years young.

In Mr. Escalante's honor, I am celebrating the teaching career of a lesser known teacher, Doug Smith. Smith is a high school drama teacher in California. (His former students include American Idol's Adam Lambert)
Smith's teaching philosophy: Love the art in yourself, not yourself in the art.
He is the focus in the following article:

Lights are going out on drama teacher’s career
By Blanca Gonzalez, UNION-TRIBUNE
The curtain will come down on Doug Smith’s teaching career this spring after more than 30 years of inspiring and guiding high school drama students, but for now, the show goes on.

Friday, March 26, 2010

Quoted in AJC article: ‘Undercover Boss’ on CBS

CBS hasn’t had a new reality show hit in several years so when it green-lit “Undercover Boss,” the network only ordered nine episodes, a dutiful sign of caution.
...
“I think most workers think executives are aloof and don’t understand their problems,” said Perry Binder, an assistant professor for legal studies at the Robinson School of Business at Georgia State University. “They get a kick seeing them get down and dirty and hope if they see what they do each day, they can improve things.”

Continue reading:
Undercover Boss’ on CBS spotlights Stone Mountain Park & the Norcross company that runs it
March 25, 2010, by Rodney Ho
http://blogs.ajc.com/radio-tv-talk/2010/03/25/undercover-boss-on-cbs-spotlights-stone-mountain-park-the-norcross-company-that-owns-it/

Thursday, March 25, 2010

Move Elementary School out of Harm's Way


This is a follow up to my Saturday, January 23, 2010 post

I follow the Marsh Fork/Massey coal issue very closely -- in April, there will be a school board vote on needed funds to move this school.

In West Virginia, the Marsh Fork elementary school sits 400 yards downstream from a dam holding back billions of gallons of water/coal sludge. The West Virginia government has refused to build a new elementary school in a safer location. The community, afraid for its children's lives, began the organization Pennies of Promise to raise the funds themselves. In April 2010, the school board will vote on funding for a new school. Are you willing to lend your voice to support these kids?

My students have joined the Facebook page below, and I am reaching out to other schools in an effort to elevate media awareness and the importance of a new school.
The "Pennies of Promise" Facebook group:
http://www.facebook.com/group.php?gid=2256931294

Please pass this post on to others.


APRIL 7 UPDATE

Our prayers go out to all of the miners' families -- The Upper Big Branch mine near Whitesville, W. Va. is just 9 miles from Marsh Fork Elementary in Sundial, W. Va.

Marsh Fork Elementary School is the Media Staging Area for broadcast and print journalists for the latest information on the Upper Big Branch Mine disaster. Video on this link. http://www.wsaz.com/news/headlines/90049972.html

WVU is collecting condolences for families of mine disaster http://blogs.wvgazette.com/coaltattoo/2010/04/06/wvu-collecting-condolences-for-families-of-massey-energy-mine-disaster/

Friday, March 19, 2010

Keep Them Laughing to Keep Them Learning


Below is my university's Center for Teaching & Learning Newsletter (pdf)

CONTENTS:

New technologies spark student-teacher symbiosis

Teaching Today’s Students - Is it harder or just different?

Keep Them Laughing to Keep Them Learning - my article, originally in Atlanta Journal Constitution

I never dreamed of being a college professor.
Does anybody?
When my third grade teacher asked us about our dream job, Molly said, “Astronaut.” Evan, “An actor.” Perry: “Obtain a terminal degree and lecture on legal morasses.”

Whether you teach third grade or nuclear physics, every student wants a
good laugh. As teacher accountability objectives collide with shorter attention
spans, laughter is the secret ingredient to keep everyone on task.

CONTINUE READING (PDF)

Thursday, March 18, 2010

Students found their hearts in Joe Fran’s classroom


I enjoy reading these stories and passing them on:


By Cate Murway, Correspondent, Bristol Pilot News
We all have favorite teachers. Whether they taught us how to read, write or do arithmetic, encouraged us, challenged us or gave sound advice in times of confusion, all of us have one or two educators in mind when we are asked: “What is the best thing you learned, so far?”

...

“Teaching was a wonderful career for me and I loved it. The student taught me as much as I taught them. I taught them to love and be passionate.”


Monday, March 15, 2010

Lured Into Trade School and Debt - A Recurring Story


Many years ago, I taught at a trade school and found that the teachers were as passionate about their craft as any teachers I have met. However, I also found that the administration had pressure to recruit students in a way that public institutions do not. I have taught classes at all levels of higher education - from graduate schools, to four year universities, to community colleges. While there must be some proprietary schools with time-tested success, simply put - our two-year colleges (which face budget cuts) are the ticket for people to obtain specific job training, and avoid the massive debts discussed in this New York Times article (March 13, 2010) - In Hard Times, Lured Into Trade School and Debt.

It would be unfair to make a sweeping allegation against all trade schools. However, there are many schools which still employ the practices referenced in the article. As a way to help students and attorneys, I wrote a 50+ page book chapter on how a student can confront a trade school in court, if that student believes s/he is the victim of unscrupulous practices.

My piece, written in the mid-1990's, "Liability of Private Trade School To Student" is not available online - you need to visit a law school library or access it from a Lexis or Westlaw database (Cite: 22 Am. Jur. Proof of Facts 3d 411).

The NY Times article makes it crystal clear that fifteen-plus years after my article, abuses in the trade school sector are the same or worse in 2010. (even after legislation was passed, e.g., barring incentives for admissions representatives based on the number of students they enroll)

Here is the Introduction to Liability of Private Trade School To Student (much of which is excerpted from the Permanent Subcommittee on Investigations of the Committee on Governmental Affairs (United States Senate, May 1991)

In the state of Texas, a truck-driving school arranged a $5,000 loan for a student who was eventually denied a state operator's license. The reason for denial of the license was that the student was unable to operate a truck's clutch because she only had one foot. Unfortunately, such tales are not unusual in the private education sector. [Footnote]

Today, as the federal government scrutinizes the default rates on loans offered to students at private trade schools, [FN] these schools have created a public perception of greed at the expense of education. Testifying before the U.S. Senate's Permanent Subcommittee on Investigations, one trade school owner recently admitted: "I'm a businessman out to make a profit. Truly, I don't care about the well-being of the students." [FN]

The proprietary school sector [FN] has become a big business due, in part, to the accessibility of financial aid to trade schools and the lack of credible regulatory bodies to police such schools. As one school president stated before the Permanent Subcommittee on Investigations in 1991, "there is no way to escape being a slave to the quarterly report. Quality education and higher earnings are two masters. You can't serve both." [FN] The Subcommittee found that such attitudes are prevalent at many proprietary schools. For example, the former financial aid administrator for one school testified that contests were held whereby sales representatives earned incentive awards for enrolling the largest number of students during a given period. Likewise, receptionists with the largest number of student phone contacts were given time off, and loan counselors received cash, color televisions, or other such awards for the largest number of applicants processed. The former financial aid administrator remarked that he "always felt a little strange that the instructors never had a contest, or that the placement office never was rewarded if they placed a high number of graduates." [FN]

Unfortunately, the prospect of regulating the trade school industry has become bleaker in recent times. For example, in Florida, the state licensing agency for trade schools recently cut its staff from five to three investigators for a total of 550 schools. [FN] As economic times get tougher, many college admissions representatives, earning commissions on each student they enroll, often do not have the student's best interests at heart. As a former school owner, convicted of defrauding a guaranteed student loan program, testified:
In the proprietary school business, what you sell is 'dreams,' and so ninety-nine percent of the sales were made in…poor, black areas…at welfare offices and unemployment lines, and in housing projects. My approach…was that 'if [a prospect] could breath, scribble his name, had a driver's license, and was over eighteen years of age,' he was qualified for [the school's] program. My tactics…, [which] were approved, and even encouraged, by the school's owners included making the down payment for the prospect (the amount of which would be reimbursed to me out of the financial aid proceeds) and…going so far as to accompany the prospect to a pawn shop in order for him to obtain enough money for it. [
FN]

The purpose of this article is two-fold. First, it attempts to briefly educate the general practitioner about the "tricks of the trade" in the proprietary school business, the laws relating to financial aid for students, and the process of enrolling students in trade schools. Second, the article discusses the causes of action that can be filed against trade schools, the defenses to those causes of action, and the elements of proof that are necessary for a plaintiff student to successfully prosecute a civil claim of intentional misrepresentation against a trade school. [
FN]

Monday, March 8, 2010

Thoughts on Building a Better Teacher

Follow up to March 7 posting:

I think when it comes to learning a subject like algebra, a teacher can put in 20 hours of work, and be 20 hours more prepared- however, for communicating information or motivating students --this is an intangible skill.

The best way for teachers to work on these skills --- watch other teachers or seminar presenters in action. Not to emulate other teachers, but to add to the teachers' repertoire. Most important thing to me -- never try to be anyone else but yourself, and lean on your own strengths. The great comics borrow material from each other, but they are true to their own gifts.

My measure of a great teacher -- if s/he wakes up every morning looking forward to class and believes that it is a privilege to inspire young minds -- if it's not a job, but a passion, that's the teacher I want in my k-5 class (and I had few or none!). To me, teaching is a job only when I am under the weather or in a bad mood --other than that, it's a total joy. And a class can lift me out of any mood!

When I was in 9th grade, we had an amazing social studies teacher who was the victim of the budget cuts. He went on to succeed in the private sector, but likely would've been the greatest 30-year teacher around. Think of all of the lives he could've positively impacted. State legislatures nationwide needs to be dream builders, not bottom line slashers.

Sunday, March 7, 2010

Building a Better Teacher


Today's NY Times Magazine has an interesting article with a presumptuous title.


By ELIZABETH GREEN
Published: March 2, 2010

Excerpt: [w]hen it came to actual teaching, the daily task of getting students to learn, the school floundered. Students disobeyed teachers’ instructions, and class discussions veered away from the lesson plans. In one class Lemov observed, the teacher spent several minutes debating a student about why he didn’t have a pencil. Another divided her students into two groups to practice multiplication together, only to watch them turn to the more interesting work of chatting. A single quiet student soldiered on with the problems. As Lemov drove from Syracuse back to his home in Albany, he tried to figure out what he could do to help. He knew how to advise schools to adopt a better curriculum or raise standards or develop better communication channels between teachers and principals. But he realized that he had no clue how to advise schools about their main event: how to teach.




Friday, March 5, 2010

Michigan teacher recognized for inspiring his students


A decade ago, high school student Jeremy Warner sat in a science classroom in this school district, excited about learning. Fast forward to 2010, and Ubly science teacher Jeremy Warner is being rewarded for his efforts to excite his students about learning. Warner will receive the Science Teacher of Promise award at the Michigan Science Teacher Association (MSTA) conference this weekend in Lansing. He is the only teacher in the state receiving this award.

Friday, February 12, 2010

Between the Snowflakes - From the Dorm to Lake Placid


I wrote this article a long time ago for The Huffington Post and other outlets - I hope it offers a glimmer of optimism in the face of so much current doubt.

“I like your hat,” Bill offered mischievously to the middle-aged Russian gentleman.

The man kept walking with a deliberate gait.
“Trade you my Vikings football cap,” Bill tries, with the tact of a paparazzo in the Olympic Village.
The guy stopped and looked at Bill. Then at me, wrapped in a parka the size of the Hindenburg.
“Nyet,” he delivered stoic faced, as he trudged through the snow flurries.

This was the beginning of my trip to Lake Placid. At age 19, it was a safe bet that Bill and I were not destined to be goodwill ambassadors for these Games.


We left for Lake Placid from our Binghamton University dormitory at 2:00a.m., to a mock chorus of God Bless America from the less than enlightened frat boys. About forty pioneers boarded a charter bus for the one day, 14 hour roundtrip journey from Vestal, New York. As we pulled away from campus, my thoughts wandered back to Franz Klammer’s downhill run in 1976 at Innsbruck, and to the ice-cold keg of beer in the back of bus – courtesy of those more than enlightened frat boys.


Headline - Monday, February 18, 1980 - Bus waits may last throughout Games

“For the sixth day in a row, spectators were forced to wait for more than an hour-and-a-half at some venues sites.”

Headline – Many treated for frostbite

(UPI) “A bitter wind from the Northwest … plunged the ’chill factor’ to minus 40 (F and C).”

When the bus arrived at 9:00a.m., the first thing I wanted to do was see the Olympic torch and get in touch with all the good that it represents. The silver cauldron was perched about 100 feet above the snowdrifts. The base of the structure was a very unassuming platform from which the torch was first lit. After the lighting, the cauldron traveled up to its resting place along a track supported by two thin white beams, one on each side of the track. Access to the torch was permitted, as Bill took a picture of me on the platform. I posed with both arms raised in victory celebration form.


Headline – U.S. Government pressures USOC to boycott Moscow

Headline – Counter Olympic site sought
(UPI The United States has set a deadline of Wednesday, Feb. 20, for the Soviets to withdraw their estimated 95,000 troops from Afghanistan.

The first event we saw was the 70 meter combined Ski Jump at Intervale Mountain at 12:30p.m. For $16.80US, Bill and I got to stand among a pack of people for two hours without binoculars, hot chocolate, or wool socks. No matter. While our vantage point wasn’t perfect, it was a treat to watch airborne jumpers maintain their poise. During the event, my mind wandered back to Binghamton where everyone was huddled under blankets in front of the TV for the Games, while I was here as a witness to history.


Headline – ABC didn’t seem to be with it

(AP) “Even though it showed two gold medals being decided, ABC didn’t really seem to be into the Olympics during its 2½-hour presentation Sunday. … Delaying presentation of the downhill was inexcusable after the results were announced.”

After the ski jump, we had a few hours before going to an ice hockey game at the Olympic Center. Bill and I used this time to look around the Olympic Village. I vividly remember an East German athlete limping near us. We tried to talk to him about his injury, but the language barrier proved to be daunting. I also remember people from all over the world trading pins, and wondering what the big deal was. Who knew?!


Headline – What to do in a crisis

“If your car stalls out, your fingers freeze up, or you find out the place you had planned to stay the night is all booked up, don’t panic. [The disaster operational plan] is only a phone call away.”

At 4:30p.m., Bill and I headed into the Field House for a greatly anticipated ice hockey match between the USSR and Finland ($28.00US for lower level seats). When we bought tickets several months earlier, we were more excited to see the best hockey team on the planet than to see our homegrown USA team (which was playing Romania later that evening). After all, the Soviets were going to win the gold in style, right? Though Finland jumped out to an early 2-1 lead – much to the delight of the mostly American, anti-Russian crowd which chanted “Finnish ‘em off!!!” – the Soviets were formidable, beating Finland, 4-2.


At nightfall, we saw a spectacular fireworks display over frozen Mirror Lake, as the Games ended for another day. The competition would continue through Sunday, February 24 -- ending with the Gold Medal Round of the ice hockey tournament. But for Bill and me, it was back to the ice-cold bus with the empty keg of beer. And a seven hour trip back to Binghamton and a TV Olympics.


Headline – Monday, February 25, 1980 – Lake Placid: The Deserted Village

“With the games ending, Olympic Village will now be prepared for the role it was built for – as a prison.”

Many years have passed since my journey to Lake Placid. And in that time, I don’t tolerate the cold as well, busses still don’t arrive at events, corporate logos loom larger, and people lob bombs to make a point. It’s enough to make those close to the Olympic Movement question their very involvement in the spirit of competition for the sake of a higher purpose.


In 1997, I sat in an Atlanta movie theatre for the world premiere of Bud Greenspan’s documentary, Atlanta’s Olympic Glory. Memories of the Lake Placid Games rushed back as quickly as images of the 1996 Games flashed on the screen. I’m fascinated as to how Mr. Greenspan, a self-described historian, captures poignant yet often unnoticed moments of the Games while filtering out the high profile politics of the day.


For me, such a perspective on history is a matter of one’s outlook. But ultimately, what we dwell on and how we recall important events are functions of choice. And isn’t that the heart of the Olympic Movement - - to choose an ideal to shoot for, as we live and deal with global and personal challenges. Day-by-day, as an integral part of the equation.


As I watch the current Winter Games, I will approach them with the same anticipation as that 19 year old playing in an icebox called Lake Placid. Choosing to filter out without minimizing the scandals and the other negative things we often confuse as being newsworthy.  Navigating around the headlines.  Walking between the snowflakes.


Hoping this time to meet that Russian gentleman with the hat, and believing this time he’d say - - “Da, but throw in two pins with that stupid looking cap!”


Perry Binder, J.D. is an author, professional speaker, and Legal Studies professor in Atlanta, GA. From 1992-1995, he was a sports radio talk show host on Miami Beach, with diverse shows including Love of the Game.  He served on the Inaugural Board of the Bob Beamon Foundation for Youth, which supported the Inner City Games created by Arnold Schwarzenegger.  Perry has appeared in print media and on radio and television, including ESPN Classic where he discussed the Nancy Kerrigan/Tonya Harding case and other sports controversies.

c 2000-2022 Perry Binder

Sources:

Daily Olympic Digest, Lake Placid News, February 18, 1980
Red Smith, The New York Times, February 25, 1980, page C3

Schedule of Events - Monday, February 18, 1980

8:00a.m. . Men’s Figure Skating, Compulsory Figures
9:00a.m. Women’s Cross Country Skiing - 10 kilometer
10:00a.m Men’s Alpine Skiing - Giant Slalom, 1st Run
12:30p.m. Ski Jumping – 70 meter combined * (attended this event)
* Gold medal: Anton Innauer, Austria, 266.3 points

Hockey

1:00p.m. Canada-Japan Arena
1:30p.m. Sweden-Norway Field House
4:30p.m. Holland-Poland Arena
5:00p.m. USSR-Finland Field House (attended this event)
8:00p.m. Czechoslovakia-Germany Arena
8:30p.m. USA-Romania Field House

Most Medals

Team: East Germany - 23 Medals 9 Gold 7 Silver 7 Bronze
Individual: Eric Heiden, USA, Speed Skating – 5 Gold Medals

Monday, February 8, 2010

NYC's Best Kept Secret - Locations of 13 Rubber Rooms


March 21 Update - Good article in the NY Post - the Rubber Rooms are so secretive, that I got the wrong count on the number of rooms in NYC:

8 rubber rooms citywide
675 educators in them every day
140 for misconduct
117 for corporal punishment
102 for arrests outside school
45 for incompetence
$40.5M paid to these teachers in last fiscal year
12 years one teacher had been in a rubber room

http://www.nypost.com/p/news/local/bored_of_ed_in_fPRMkAqNVBQ4hWAs1XYICM/1#ixzz0ioIRDlLk

Update from Friday, December 11, 2009 Post


I sent the below letter to the Rubber Rooms in Staten Island (through the assistance of a teacher) and to one in Brooklyn and Manhattan (by stumbling upon addresses mentioned in news accounts). I am on a quest to find the address for the Queens Rubber Room, since that is where I grew up. Here's the letter sent to Brooklyn and Manhattan:


February 2, 2010

NYC Department of Education
Teacher Reassignment Center
333 7th Ave.
New York, NY 10001-5004

25 Chapel Street
Brooklyn, NY 11201-1952

Re: Enclosed Book - Unlocking Your Rubber Room

Dear Teachers:

I am a native New Yorker from Queens (PS 184, JHS 194, Bayside HS) and a Legal Studies professor at Georgia State University in Atlanta, who recently read about your ordeal in The New Yorker. One of the most telling quotes in Mr. Brill’s piece concerned a teacher’s situation, when the city official stated: “Our standard is tighter than ‘beyond a reasonable doubt’.”

I had never heard the term “Rubber Room” used in the school system context, until I started researching the title for my book, Unlocking Your Rubber Room. I also didn’t appreciate the depth of NYC Rubber Room issues until after the book was published. Unlocking Your Rubber Room is a humorous look at law and life (Sections I & II), with my own bent perspective on the justice system (Section III). While the book isn’t about teacher Rubber Rooms, I believe its lessons will offer you some needed levity (starting with the book title!), and possibly help maintain or regain your perspective on the teaching profession, as you await due process hearings.

Please e-mail me with any comments on my book or just to say hello. I wish you peace of mind and happiness in 2010.

Sincerely,

Perry Binder

Book Web Site: http://www.yourrubberroom.com/ Crazy Classroom Teacher Blog: http://yourrubberroom.blogspot.com/


Dec. 11 Post:
NYC Teachers Sue for a Pass Out of Rubber Rooms

While this blog is dedicated to inspiring teacher stories, I'd be remiss if I didn't post this story about K-12 teachers who believe they are being unjustly treated:BROOKLYN (CN) -Some 2000 schoolteachers say New York City is discriminating against them by confining them on trumped-up charges in infamous "rubber rooms" until they retire. Rubber rooms are study hall-like places where teachers are paid full wages to do nothing -- sometime for years. Continue reading - http://www.courthousenews.com/2009/12/01/Class_of_Teachers_Sues_NYC_For_a_Pass_Out_of_Rubber_Rooms.htm
I stumbled across the rubber room issue when selecting the title of my book.

In my book Intro:

Rub·ber Room (noun)A confining mind-set where thoughts and possibilities bounce aimlesslyIn my book

Epilogue:Rub·ber Room (noun)An isolated place where schools send unruly teachers awaiting disciplinary proceedings

After the fact, I dug deeper into the NYC Rubber Room problem, and discovered some reasons (justly and possibly unjustly) that teachers get sent there. One of the biggest issues is how long teachers must wait until given a due process hearing to get reinstated (they are suspended with pay until a resolution). Though my book has nothing to do with the NYC Rubber Room issue, a couple of months ago I wrote this letter to provide moments of levity for Rubber Room occupants awaiting a hearing:


September 28, 2009

Michael Mulgrew
President, United Federation of Teachers
52 BroadwayNew York, NY 10004
Re: The Rubber Room New Yorker article – Your Letter to the Editor

Dear Mr. Mulgrew:

I am a Queens, New York native (PS 184, JHS 194, Bayside HS) and a Legal Studies professor at Georgia State University, who read your Letter to the Editor in The New Yorker with great interest. One of the most telling quotes in Mr. Brill’s piece concerned the city official’s statement: “Our standard is tighter than ‘beyond a reasonable doubt’.”I had never heard the term “Rubber Room” used in the school system context, until I started researching the title of my enclosed book, Unlocking Your Rubber Room (2009).

The reason I am writing is because I am interested in supplying each borough’s “Rubber Room” with a copy of my book (at no cost). http://www.yourrubberroom.com/ Unlocking Your Rubber Room is a humorous look at law and life (Sections I & II), with my bent perspective on the justice system (Section III). I believe that the book would help Rubber Room occupants maintain or regain perspective as they await their hearings. If anything, the book’s title and content would offer some needed levity. Please let me know if you have any thoughts on how to accomplish the above task. Thank you for your time and consideration.Sincerely,Perry BinderMr. Mulgrew's Letter to the Editor of The New YorkerBrill captures the Kafkaesque quality of Rubber Rooms, in which teachers linger while the Department of Education ponders accusations against them.


To date, I have not heard back from Mr. Mulgrew, but a couple of people are attempting to assist me and get free copies of my book into the five NYC Rubber Rooms.

Friday, February 5, 2010

Lessons Learned from Sports

Published in the early 90's for the 25th Anniversary Event Program, honoring Bob Beamon for the Greatest Track & Field Feat in Olympic History (Mexico City, 1968)

WIND BENEATH MY WINGS
by Bob Beamon with Perry Zane Binder

Sometimes when I get home after a particularly hectic day, I'll put on some jazz and take out my African drums to strike up a beat. As I close my eyes, my body succumbs to the rhythmic vibrations of pounding drums. With the stress of the day draining off, I kick back and try to reflect on where I've been and where I'm going. Sometimes my mind wanders back to Mexico City and 1968; but mostly, I think about today and tomorrow, one day at a time.

I work up a good beat and follow the flow. This morning, I went to an elementary school to talk with a few hundred children about precious opportunities. The kids cheered when I showed a replay of the jump. That got their attention. But then one kid laughed when I confided that I couldn't read a book at his age. He didn't mean anything by it, but it's hard to know sometimes who listens closely to the lessons of the past - who we can reach and who remains lost in America's school corridors and neighborhood back alleys.


As a kid growing up in Jamaica, Queens, I could barely find a positive role model in the
neighborhood. The money and fancy clothes flashed around by local drug dealers and pimps were tempting and offered a quick way out. The message of sacrifice offered by parents, guardians and teachers who toil anonymously in the trenches was brushed aside to satisfy the appetite of the moment. When a young man today wonders if he'll live to see his twenty-fifth birthday and our babies are having babies, it's easy to identify such an overwhelming sense of resignation on our nation's street corners.

The statistics are mind blowing. Nationwide, an estimated 270,000 firearms are brought to our
kids' schools every day. While a recent United Way survey identified that non-profit groups reach out to an estimated 15,000 "at-risk" youth in Dade County, Florida, another 120,000 needy kids aren't getting proper attention. Let's get one thing straight - in some way, all of our youth are at risk. Before we can isolate what makes children tick, their parents must first discover what makes themselves function effectively. Before parents can instill a sense of pride and dignity in a child, before we can talk about molding model citizens, mothers and fathers must feel good about who they are. A stable home life is the first priority our country must address before we can consider the active role that athletes can play in developing healthy minds and bodies.

Obviously, each kid is not going to cross the finish line first, but as Baron Pierre de Courbertin of
France (the inspiration behind holding the modern Olympic Games) stated: "The important thing in the Olympic Games is not to win but to take part; the important thing in life is not the triumph but the struggle. "

Ultimately, the lesson for our youth to gather is that it is not imperative to take home the gold
medal. Champions are not made on the field or track; champions are made according to your
accomplishments and abilities in every day life situations. The same tools that I used to succeed
athletically can be applied to succeeding personally. Just as practice in long jumping made me
successful, practice in whatever your profession or hobby may be will make you equally as
successful. A sound work ethic will offer a framework for a youth's self-worth and the impetus to
stand up and scream: "I am a Champion!"

One key to my athletic accomplishments, however, is that someone was eventually there to give
me an opportunity. Whether it was Larry Ellis, my high school track and field coach, or Ralph
Boston, Mr. Long Jump, a helping hand guided me to focus out distractions and concentrate on
honing my skills.

While an Olympic jump gave me notoriety and stature, that success does not define who I am.
But sports did give me a backdrop of discipline to apply each day. This stable force helps me to face the realities of keeping up with today's rigors. Our children must be taught such lessons from sports - how to set realistic goals, stick to them, work through them and redefine them to stretch their talents to new heights.

Because as the image of an eternal Olympic torch burns an indelible message of hope and respect in our hearts and minds, the flame is beginning to flicker. The fire in our neighborhood streets is
simply suffocating the spirit and dreams of every kid who is taken for granted and not given an
opportunity to flourish.

The great news is that high profile athletes are anxious to offer their time to find solutions. From
Nate Archibald in Harlem to James Worthy in Compton and everyone in between the two coasts, athletes are coming to the rescue of young people in vast numbers. The simple point is that we have the ability to attract a kid's attention. Let's use our gifts constructively.

The boys and girls growing up in America are the wind beneath my wings. They are my
motivation for rising each morning with an inspired outlook. So tonight, my eyes are open as I allow the drum beat to guide my thoughts about yesterday and today. About Mexico City. About some anonymous kids marking time by hanging out on the corner. About tomorrow's journey.

My beat is strong and fluid now, yet it seeks interpretation and clarity. It reaches out for your
understanding and support.

The beat goes on. It simply has to.

1994 Bio: Perry Zane Binder is a sports radio talk show host on WSBH in Miami Beach (Love of the Game).
c 1994-2016 Perry Binder

Monday, February 1, 2010

Lessons to Transform Your Classroom, Part II


I just got back from Savannah, where I met 150 great teachers, K-12, at the Georgia Association of Educators (GAE) annual conference. At the beginning of my session (Lessons to Transform Your Classroom), I passed out index cards and asked participants to write:
- One word which describes your typical classroom environment (108 responses)
- Your favorite TV show or movie about teachers

The movie, Lean on Me, was the overwhelming favorite. As to the "one word" question, I promised the teachers that I'd post the responses on my blog:

ELEMENTARY SCHOOL: musical, warm, intense, light-hearted, busy, discombobulated, spirited, small group, exciting (2), structured (3), unique, supportive, organized, crazy, happy (2), hyper, survival, variety (2), colorful (2), active (2), fun! (5), funny, organized chaos, organized mess, learning, compassionate, busy (2), parents!, packed, interactive, unbalanced, supercalifragelistic, spontaneous, interesting, talkative, hectic, diverse, inviting, non-traditional, light, investigative, cooperative, entertaining, engaged, spontaneous, jumping beans, autism

MIDDLE SCHOOL: challenging, exciting (2), engaging, ssshhh!, talk show, electric, accepting, greedy, real, pleasant, fun (3), busy, peaceful, serious, interesting, funny, interactive, active (2), talkative, me, teamwork

HIGH SCHOOL: organized, popping, literary, engaged, happy, unpredictable, structured, homey, exploring, interesting, indescribable, everyone wanting one-on-one help, productive, high energy, support, innovative

TEACH AT ALL LEVELS (or grade level not identified): challenging, alert, happy, maintaining order, homey, structure

Saturday, January 30, 2010

Articles for Classroom Motivation


Enjoy!

Light Bulb Moments for Teachers
http://www.perrybinder.com/lightbulb.htm

Perry's Graduation Speech
http://www.perrybinder.com/graduation.htm

Making a Case for Classroom Humor (AJC Op-Ed)
http://www.perrybinder.com/classroomhumor.htm

Transform Your Classroom by Unlocking your Rubber Room (Teachers.net Gazette)
http://www.perrybinder.com/transform.htm

Saturday, January 23, 2010

Lessons to Transform Your Classroom


This week, I'm leading a workshop for the Georgia Association of Educators on Lessons to Transform Your Classroom from my book Unlocking Your Rubber Room. In addition, I will have "Lessons of Justice for the Classroom" with Participant Activities, including this one:

Lessons to Transform Your Classroom
Perry Binder, J.D.

Lessons on teaching, life, fun, and the intersection of education and justice – where you can make a difference in your life, your students’ lives, and the world around you. Lessons of Justice can be taught at all grade levels

Participant Activity, Part I
Hypothetical: You are a teacher in the state of Georgia looking for a way to teach lessons of fairness, justice, and empathy for your class. Today, you read about the following (fictitious) story: In the State of Apathy, the Utopia elementary school sits 400 yards downstream from a dam holding back billions of gallons of water mixed with coal sludge. The Apathy state government and local school board have refused to build a new elementary school in a safer location. The not so apathetic parents of children attending Utopia, afraid for their children’s lives, have tried for years to get a new school out of harm’s way. Finally, in April 2010, the local school board will discuss and vote on possible funding for a new school.
Pick one of the following grade grouping (we can refine the grouping if needed)
Grades 3-5
Grades 6-8
Grades 9-12

Brainstorm with one or two other teachers and come up with an interactive assignment for your students to better understand, connect with, and help the students at Utopia.

Participant Activity, Part II (handed out after completing Part I):

What would your lesson look like if this wasn’t a hypothetical and these events were occurring at your school?
Marsh Fork Elementary School, West Virginia
Advocacy Group: http://www.penniesofpromise.org/

Saturday, January 16, 2010

Radio Interview, Thursday, Jan. 21 @ 3pm EST


I'll be discussing Unlocking Your Rubber Room on "Nothing but good news" with Kandee G (Miami, FL 880AM)



Kandee G hosts the Nothing But Good News Radio Show which helps listeners transform ordinary events into extraordinary moments. She is dedicated to bringing greater awareness to broadcast programming and satisfying the increasing public demand for integrity, honesty and impassioned living though quality programming.

On the Nothing But Good News Radio Show you will hear Kandee G interview the great leaders of today along with those everyday heartwarming stories that reflect personal breakthroughs. Our programs focus on the most current trends in science, philosophy, human potential, leadership development, team building, visionary qualities and improvements for personal development with practical solutions for better living in an ever-changing world.

Thursday, January 7, 2010

What Makes a Great Teacher?


Good article in this month's Atlantic...

Education January/February 2010 Atlantic
For years, the secrets to great teaching have seemed more like alchemy than science, a mix of motivational mumbo jumbo and misty-eyed tales of inspiration and dedication. ...

Things that you might think would help a new teacher achieve success in a poor school—like prior experience working in a low-income neighborhood—don’t seem to matter. Other things that may sound trifling—like a teacher’s extracurricular accomplishments in college—tend to predict greatness.


Saturday, January 2, 2010

Motorized bar stool in Ohio still unsold


What is your price point for these motorized beauties? (and will proposed legislation against distracted driving diminish their resale value)

MOTORIZED STOOL - Person who bid $1,125 didn't come through with the cash
http://www.msnbc.msn.com/id/34644141/ns/us_news-weird_news/


MOTORIZED RECLINER (steering wheel, headlights, rear roll bars, power antenna, stereo, and cup holders included. It can top out at 15 to 20 miles per hour. Stickers on the back include a National Hot Rod Association logo and one that reads, "Hell yeah it's fast." What, no built-in fridge?) - sold for $9,999.99?
See my prior post from Nov. 6, 2009:
http://yourrubberroom.blogspot.com/2009/11/motorized-la-z-boy-dui-e-bay-lawyers.html

MOTORIZED RED ARM CHAIR - there were 24 e-bay bids (that's it?) - the highest was $700.00, but "reserve not met" when bidding ended in November
http://cgi.ebay.com/ebaymotors/ARMCHAIR-CRUISERS-MOTORIZED-RECLINER-LAZYBOY-NOT-DUI_W0QQcmdZViewItemQQhashZitem2c51817176QQitemZ190345998710QQptZLHQ5fDefaultDomainQ5f100

State Bills to Curb Distracted Driving Gain Momentum
http://www.nytimes.com/2010/01/02/technology/02distracted.html?sudsredirect=true

What is your preferred mode of travel?