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In Milwaukee, kids call it “The Cheese”.

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Presentation on theme: "In Milwaukee, kids call it “The Cheese”."— Presentation transcript:

1 In Milwaukee, kids call it “The Cheese”

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8 “ In my first year of school, when spring came, I refused to get on the bus. I saw no reason to sit in school when it was so sunny and pleasant playing outside on the farm. So whichever of my parents was driving the bus would instruct the older boys to go into the house and carry me out to the school bus. They did – and I was unceremoniously dumped on board to the accompaniment of loud laughter from all the kids. It was my first – but not my last - humiliating school experience.” --Anon.

9 " The driver said, ‘Kids we've got porn, do you want to watch it',” one of the pupils told reporters. "Everyone started shouting yes, yes! and he just put in a tape and we watched it on the small TV screens on the bus all the way to school." The children were aged 12 to Reuters Newservice

10 Dr. Paul Young is a retired elementary school principal and a past president of the National Association of Elementary School Principals (NAESP). Dr. Young wonders if “unrealistic demands are turning American schools into runaway school buses: Driving too fast without enough direction”.

11 is it still an accident?

12 Support the next generation in its efforts to learn what they must have in order to succeed in life. Succeeding at life IS the central purpose of education.

13 From the New Book Educating for Human Greatness Lynn Stoddard & Anthony Dallmann-Jones PhD

14 “ America is a diverse nation in terms of race, religion, and ethnicity. Public education provides an opportunity to proactively teach children to tolerate, interact with, and, hopefully, enjoy people who are different than themselves. The attitudes children form during their grade school years will constructively serve them and the nation in the world they will shape as adults.” --Michael A. Resnick. National School Board Association. Policy Research Brief Series. 2004

15 Value Positive Human Diversity - nurturing each child as a special person to develop their unique gifts, talents, abilities, and skills that can be developed to benefit society. The 1 st Pivotal Principle – Educating for Human Greatness. Stoddard and Dallmann-Jones. 2010

16 “To me education is a leading out of what is already there in the pupil’s soul... Putting in of something that is not there is not what I call education; I call it intrusion.” —Dame Muriel Spark

17 The 2nd Pivotal Principle – Educating for Human Greatness. Stoddard and Dallmann-Jones Draw Forth Potential - In contrast to traditional education, which focuses on helping children overcome deficits, this principle is aimed at helping children build on their unique assets.

18  “ The existence of some central purpose to each person’s life has been a cornerstone of American thinking from the early days of the Republic. For our Founding Fathers, the notion that every human being had the inalienable right to the pursuit of happiness lay at the very core of the justification for establishing this country.”  --Russell L. Ackoff and Daniel Greenberg. What Is Education About? 2008.

19 Respect Autonomy - E ach person ultimately decides for him/herself what information or influences s/he will use for growth. Respect the inalienable right of every person to be responsible for his or her own learning and behavior. The 3rd Pivotal Principle – Educating for Human Greatness. Stoddard and Dallmann-Jones. 2010

20 “Good learners and sound reasoners center their attention and activity on the dynamic process of inquiry itself, not merely on the end product of static knowledge.” --Neil Postman & Charles Weingartner. Teaching as a Subversive Activity

21 Invite Inquiry - Students pursuing personal interests invites them to ask questions and seek knowledge and wisdom and be enthused to learn. The 4th Pivotal Principle – Educating for Human Greatness. Stoddard and Dallmann-Jones. 2010

22 “Of all the factors involved in giving children a good education at school, none is more important than their teacher. Across the country, there are incredible stories of teachers having success in closing the achievement gap. Yet, despite their unmatched role in shaping our future, we still don’t treat teachers as true professionals. If we treat our teachers like the professionals that they are, we’ll be much closer to the formula for lasting educational and economic success.” --Rep. George Miller. Chair of the House Education and Labor Committee

23 Support Professionalism - T eachers are no longer treated as workers on an educational assembly line, but as creative professionals who know how to diagnose the needs of each child, work with parents, and nurture positive diversity. The 5th Pivotal Principle – Educating for Human Greatness. Stoddard and Dallmann-Jones. 2010

24 “When teachers, parents, and members of the community reach out to children in a caring, supportive way, children know that they belong. They are able to form attachments and respond in a positive, caring way. Parents, child care providers and teachers must recognize the need for children to have a caring environment. Schools, families and communities must increase their involvement and collaboration to support children.” --Eugenia Hepworth Berger. Parents as Partners in Education

25 CommUNITY for Great Schools - The traditional role of parents as spectators on the educational sidelines can be changed to that of active team partners united with teachers to help children realize their amazing potential as valuable contributors to society. The 6th Pivotal Principle – Educating for Human Greatness. Stoddard and Dallmann-Jones. 2010

26 That can get real boring! Remember being bored in school? Tick….Tock…

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32 Why have we NOT aimed for the STARS? Why in the world would we not be

33 There is only one reason for NOT Shooting for the Stars…

34 The only reason for not shooting for the stars is if the school is not for the children. Our schools today only make sense if we see that their purpose is to fulfill adult needs – needs unspoken and in many cases, unknown. Only some of those needs are justifiably for the good of the children. Few are about genuinely increasing children’s chances of future success.

35 Are kids going to school to take tests so that politicians can make more informed decisions? Is that why they should be going to school?

36 Parents give us their children for 13 of their most formative years. They give us the best children they have.

37 Q: Why?

38 Shouldn’t they know it? Ask ten kids why they are in school. Most shrug or say something like “to get an education”– few have a reason that is meaningful. But shouldn’t they? If education truly is for them, shouldn’t they be able to tell you?

39 When you asked a child, Why are you in school? – no matter what grade they were in – they responded:

40 Why should I settle for less?

41 Educating for Human Greatness What is it all about? How is it different?

42 Conventional Education vs. Educating for Human Greatness Based on the book Educating for Human Greatness by Lynn Stoddard, Anthony Dallmann-Jones PhD, and Other Extraordinary Educators

43 CONVENTIONAL EDUCATION EDUCATING FOR HUMAN GREATNESS  Student achievement in curriculum (i.e., grade- point averages) is the main goal of public education.  Human greatness is the main goal. Parents and teachers unite to help students become valuable contributors to society.

44 CONVENTIONAL EDUCATION EDUCATING FOR HUMAN GREATNESS  A common core curriculum, imposed by politicians, is the boss over parents, teachers and students.  Curriculum is the servant of parents and teachers, chosen and adapted by them to embrace a variety of needs in all youngsters.

45 CONVENTIONAL EDUCATION EDUCATING FOR HUMAN GREATNESS  The aim is for standardization – attempting to make children alike in knowledge and skills. National and state standards for student uniformity are imposed.  The aim is to nurture human diversity - helping students discover and develop their unique talents and gifts. High standards are adopted for developing student individuality.

46 CONVENTIONAL EDUCATION EDUCATING FOR HUMAN GREATNESS  Has a low estimate of human potential. Ranks people with I.Q. tests.  Sees unlimited potential in every person. Acknowledges that human intelligence is not numerically measurable.

47 CONVENTIONAL EDUCATION EDUCATING FOR HUMAN GREATNESS  Tries to measure student growth in curriculum.  Assesses student growth in the qualities of human greatness and contributive behavior.

48 CONVENTIONAL EDUCATION EDUCATING FOR HUMAN GREATNESS  Parents are not meaningfully involved in public or private education.  Parents are involved as full and equal partners with teachers to help students grow in their qualities of greatness.

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50 is not just a book. It is a field-tested, research-based programmatic guide for forming GREAT schools. Here is the scaffolding of EfHG :

51 The Focus of an EfHG Program Seven Priorities – The Dimensions of Human Greatness:

52 The 1st Dimension of Human Greatness Identity: Help students learn who they are—as individuals with unlimited potential, develop their unique talents and gifts to realize self-worth and develop a strong desire to be contributors to family, school, and community. Nurture health and physical fitness.

53 The 2nd Dimension of Human Greatness Inquiry: Stimulate curiosity; awaken a sense of wonder and appreciation for nature and for humankind. Help students develop the power to ask important, penetrating questions.

54 The 3rd Dimension of Human Greatness Interaction: Promote courtesy, caring, communication and cooperation.

55 The 4 th Dimension of Human Greatness Initiative: Foster self-directed learning, will power and self- evaluation.

56 The 5th Dimension of Human Greatness Imagination: Nurture creativity and creative expression.

57 The 6th Dimension of Human Greatness Intuition: Help students learn how to handle their emotions and recognize truth with their hearts as well as with their minds.

58 The 7th Dimension of Human Greatness Integrity: Develop honesty, character, humility, morality and responsibility for self.

59 Why settle for anything less???

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61 Contact: Should you want Dr. Dallmann-Jones or Lynn Stoddard to speak with or train your educators in the concept of Educating for Human Greatness call or Anthony Dallmann-Jones PhD 440 Seaview Court – 1911 Marco Island FL

62 You may buy the book EDUCATING FOR HUMAN GREATNESS AT: or

63 In Review: The Six Pivotal Principles Value Positive Human Diversity - nurturing each child as a special person to develop their unique gifts, talents, abilities, and skills that can be developed to benefit society. Draw Forth Potential - In contrast to traditional education, which focuses on helping children overcome deficits, this principle is aimed at helping children build on their unique assets. Respect Autonomy - each person ultimately decides for him/herself what information or influences s/he will use for growth. Respect the inalienable right of every person to be responsible for his or her own learning and behavior. Invite Inquiry - pursuing personal interests invites students to ask questions and seek knowledge and wisdom. Support Professionalism - teachers are no longer treated as workers on an educational assembly line, but as creative professionals who know how to diagnose the needs of each child, work with parents, and nurture positive diversity. CommUNITY for Great Schools - The traditional role of parents as spectators on the educational sidelines can be changed to that of active team partners united with teachers to help children realize their amazing potential as valuable contributors to society.

64 In Review: The Seven Dimensions of Human Greatness Identity – Help students learn who they are—as individuals with unlimited potential, develop their unique talents and gifts to realize self-worth and develop a strong desire to be contributors to family, school, and community. Nurture health and physical fitness. 2.Inquiry – Stimulate curiosity; awaken a sense of wonder and appreciation for nature and for humankind. Help students develop the power to ask important, penetrating questions. 3. Interaction – Promote courtesy, caring, communication and cooperation. 4. Initiative – Foster self-directed learning, will power and self-evaluation. 5. Imagination – Nurture creativity and creative expression. 6. Intuition – Help students learn how to handle their emotions and recognize truth with their hearts as well as with their minds. 7. Integrity – Develop honesty, character, humility, morality and responsibility for self.


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