About energy: Loving the mannequin challenge

I am loving the mannequin challenge.   

For those of you who havimg_7301en’t seen it, the mannequin challenge involves a group of people freezing in place in the midst of a typical human activity. Somebody generally videotapes it.

Seeing people frozen-still like this is surreal.  It reminds me of an episode of the Twilight Zone.

Here’s a few examples from the staff and kids at my school: this, and this, and this one too.

What appeals to me is the fact that teachers could get middle school kids to stand still for the time it takes to shoot the video. Adolescents typically cannot sit still for 30 seconds, let alone 5 minutes.

It takes special people to match the energy of middle school kids. img_7254

I have this experience with some frequency in my role as a middle school principal:

Parents or some other civilians are upstairs by the security desk and I’m asked to come up and escort them downstairs to the guidance office or a classroom they’ve come to visit.  I meet them and ask them to follow me through the hallways when the bell rings to signal the change of classes.



I walk ahead as kids spill out into the hallway.  

The next thing I know, I’ve lost my visitors!  I turn around and they’re nowhere to be found, lost in a sea of 12 and 13-year-olds.*

They couldn’t keep up because most people aren’t used to the rhythms and the tempo of typical adolescents.

Any middle school teacher knows that one of the most exciting but challenging aspects of the job is the frenetic pace of life with the kids here. The executive function portion of the adolescent brain, the part that slows things down so we don’t make poor decisions, hasn’t fully developed.  As a consequence, middle school kids seem to be operating at  78 rpm while the rest of us are at 45rpm.  The engines in their brains have more acceleration than brake.

img_7252Great middle school teachers understand this phenomenon and capitalize on it in classroom instruction by including frequent transitions and movement in their lessons. They don’t just do one thing in a lesson (like lecture); they do at least three different activities because they know the limits of an adolescent’s attention span. They add interesting twists to lessons because middle school kids thrive on novelty.   And yes, they do the manquin challenge because, well, it’s just so cool!

I’m pretty sure the mannequin challenge is going to get old soon… but I’m loving it while it lasts!
* There’s a trick.  Use the biggest kid you can find, usually an 8th grader on a high protein diet, as a lead blocker.  I’ve been following the same kid since February of last year. Kid’s huge! I’m gonna miss him when he goes to the high school.

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About EdCamp, Friends and Family

Have you ever been “Sharpy-Boy” ?

“Sharpy-Boy” is when you forget to register for a conference and you have to use a sticker label  to create your name badge by hand ( there’s “Sharpy Girl” also of course).


EdCampLI Chalk Logo: Courtesy of   Lucy Kemnitzer

You’ve all been to conferences.  You sign in. Get a name badge that was printed for you in advance.  Everyone has a neatly prepared badge — with their name — title — school district — all proudly displayed on their badge, neatly protected in a plastic case — hanging — from a lanyard.

And there’s Sharpy-Boy over there with his sloppy sticky label (generally a leftover intended for a third class package that didn’t need insurance) — peeling a
way from his jacket — with his smudged name scribbled by an exasperated graduate assistant or administrative intern who muttered “We only sent 3000 e-mails about this conference… #@%*!”, avoiding eye contact — “sorry, we don’t have any conference folders left”.


The Name Badge of Shame.

(My wife [@sharpy-boydmgately] is a marvelous educational leader who rarely forgets to register for conferences; so for me the phenomenon described above is magnified as I walk into the keynote, half a step behind her, head hung in humiliation, “This is my husband, ‘Sharpy-Boy’”.  With one smudgy Avery label I’ve brought shame on my entire family.)

I’ve been Sharpy-Boy… it’s not fun.

I want to talk about EdCamp but first a disclaimer; this is not a post about the superiority of EdCamp over conventional “Conference” learning.  That position has been asserted far too often and I don’t agree with it.  Much as I promote EdCamp, I also love attending conferences and hearing from experts in the field, including practitioners who are doing jobs similar to me and are accomplishing great things.

This post is about the “culture” of EdCamp.


Don and Danielle with “The Boss”

I’ve had a hand in organizing several EdCamps this year.  Each had a slightly different complexion.  EdCamp Long Island in its third year had over 350 people experience self-directed learning.  We have a core team of people who co-founded EdCampLI and work together to put this together.  If every committee I worked with functioned like this team, there’d be no limit to what could be accomplished.  A substantial portion of the Annual Conference of State Administrators of New York State (SAANYS) which I attended used the EdCamp structure.   I also had a hand in the planning of nErDCamp Long Island and an in-district EdCamp professional development day that paired my home district with a neighboring school district.  All of these events were highly successful.   The EdCamp model of professional development of learning is a sure thing, people always come away having learned and made connections that will improve their professional practice.

There’s a feeling of teamwork at an EdCamp that’s difficult to describe.  You know how when you have a dinner party and your sister’s new boyfriend constantly offers to help you clean the table or do the dishes or get the chairs out of the attic and after he leaves you discover that he fixed that leaky faucet in the downstairs bathroom? That’s what EVERYBODY is like at EdCamp!  I was blown away by the number of people throughout the day who jumped in to help make the event a success. And I’m talking about people I don’t even know and people I’ve only interacted with digitally.  At EdCampLI, every 5 minutes somebody was asking me what they could do to help or just seeing something that needed to be done and doing it. Whether it was moving boxes of books, cutting sandwiches at lunch, straightening up tables with swag or helping to distribute raffle tickets, the success of this event was a result of the work of nearly every person in attendance.


Session Board at EdCamp Syosicho

At EdCamp everybody is friends, family even, and we don’t need no stinkin badges!  There’s something about the EdCamp Model of professional development that makes friends and family out of everyone.

Probably because, like a family, or an excellent school for that matter, everyone at EdCamp is galvanized in their efforts around a common goal:  learning and improving the lives of children.

EDCAMP — Sharpy Boys welcome!

Posted in edcamp, Educational Focus, Leadership, Random Thoughts, Reflections, Uncategorized | 2 Comments

About envy: Using mentor texts

We guide students to use “mentor texts” in their development as writers.  Ralph Fletcher explains that mentor texts are, “…any texts that you can learn from, and every writer, no matter how skilled you are or how beginning you are, encounters and reads something that can lift and inform and infuse their own writing. I’d say anything that you can learn from – not by talking about but just looking at the actual writing itself, being used in really skillful, powerful way.”


Some mentor texts

Adults use mentors in their writing also.  I look at exemplars of excellent writing when I set out to write a particular piece.   I also also collect examples of fine writing to use later.  This is the close relationship between reading and writing that we encourage our students to embrace.  We read to think and we write to think and this forms a cycle that feeds on itself.  Effective writers are always looking for examples of mentor texts to use in their work.

But Leonard Cohen makes me angry.

Leonard Cohen is a Canadian writer and musician who has been around since the 1950s.   He’s got a new album out so he’s doing lot’s of press lately. I recently heard him interviewed on the radio.  I listened in my car and at one point he read one of his poems:

“Ring the bells that still can ring

Forget your perfect offering

There is a crack in everything

That’s how the light gets in.”

I had to pull over to the side of the road. Really!? REALLY Leonard Cohen ?!download-7

Reading these lines, you feel like you’ve been shot with an arrow. Maybe two arrows; one that pierced your brain and the other one that shot you right in the heart.  Leonard Cohen is so awesome that it makes me mad.  

When you think about how we learn to do things and study mentors it’s an interesting thing. Consider basketball.  I don’t think kids who watch Steph Curry are angry at him, they actually love him. They watch him play and they feel that one day they’ll hit three pointers from the 50 yard line. I love watching him play, but I rarely play basketball anymore so I’m existential about his abilities.

I’ve been teaching myself how to cook for the past seven years. I still consider myself a rank amateur but I love it. When I eat out at a restaurant and the food is fantastic, I’m not angry at the chef like I am at Leonard Cohen.  Perhaps I feel that cooking like a chef is within reach. I have a few recipes in my cooking repertoire that my wife finds sublime. This gives me hope that one day I can cook like Mario Batali.

I don’t cook as often as I write however. With work and everything else going on in my life, I have little time to devote to cooking except maybe on the weekends.  But I write every day. I email, text, tweet, blog, pen letters, Post-it notes, greeting cards… I’m writing all the time.   Yes, WRITE! —  the same thing that Leonard Cohen does. But reading him makes me think I need to find a different word for what I do, because they seem like completely different human functions.  

There is a lesson in here about the examples we hold up to students in the learning process.  The challenge for educators is finding models for student that are both lofty and seemingly attainable.  This is a dynamic process.  The goal is constantly changing as students develop and skillful teachers are able to find that “just right” text or individual that will inspire students to do their personal best.

In the interview, Leonard Cohen talked about his life and his poetry.  He’s dated Joni Mitchell and Rebecca De Mornay.  He spent five years in a monastery in the mid 1990’s  meditating.  He was even ordained as a Rinzai Zen Buddhist monk and took the Dharma name Jikan, meaning “silence”.  You know I’ve been trying mindfulness, I really need it.  So far the best I can manage is 8 minutes before I start thinking about the scarecrow and the flying monkeys from the Wizard of Oz (they were so mean to him).  Or bicycles. Or tomatoes (they’re fruits?! No way). But this guy managed to do it for five years.  More reasons to be angry at Leonard Cohen.  

Prior to the interview, Leonard Cohen had not existed in my universe except on the edges of my consciousness. I’d heard the name and I know he has a song in the first Shrek movie.  But he makes me angry.  I’m so mad at him that I’m going to read every novel and poem and listen to every song he’s ever written.  




Posted in Best Practice, Educational Focus, Personal Best, Random Thoughts, reading, Reflections, Teaching/Learning, Uncategorized | 2 Comments

About spelling: Could you do it?

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Check out this video from the spelling bee today…

Look what middle school kids can do!

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About “developing”: Teacher evaluation

I’m a life-long fan of the New York football Giants.  We’ve had season tickets in my family since 1963 when my dad and my uncle bought a pair of tickets to see them play at Yankee Stadium.   My brothers and I grew up taking the subway to games with my dad to watch the Giants lose every other week to one or another NFC rival (usually the Redskins).  But I try not to let my football passion get in the way of spending time with my family on a Sunday. download Like many other fans, instead of watching games live, I DVR the game and watch it later.  Problem is, it’s hard to avoid somebody telling you the score before you’ve had a chance to watch the game.  I try to impose a media blackout on my friends and family but often the score finds you in the least likely places.  Cab drivers, priests, store clerks, dry cleaners… am I the ONLY one who taped the game!?  It’s difficult to enjoy the game when you already know the score.  In fact, when I know the final score, I rarely bother to watch it.  


This has me thinking about the latest iteration of the plan for evaluation of teachers in New York State, Annual Professional Performance Review (APPR).  Here’s an oversimplified explanation of APPR.   Each school district adopted a research-based rubric that is used as a criteria to provide teachers with feedback on their performance during formal observations.  An administrator, the observer, visits the teacher a designated number of times (usually two for tenured teachers) and highlights indicators on the rubric for teaching elements in the standard in one of four rated categories: highly effective, effective, developing and ineffective (HEDI).  The administrator notes evidence to support the ratings.   Ideally this is a supportive process, a conversation between two professionals who are knowledgeable about teaching and learning.    


A snapshot of the NYSUT Rubric

This year, a small but significant change was made to the regulations that is a potential game-changer, and not in the good way!  In past years, observations were not scored, there was no number attached to these performance levels or to the final observation. Elements were highlighted: ineffective – developing – effective – highly effective; but there was no number attached.  Commencing this year every teacher observation receives a score between 1-4.  So each of these individual elements is assigned a number (not all elements must receive a score, some may be “not observed”) and these are added up and averaged to arrive at a score for each formal observation.  Essentially, every formal observation is reduced to a number between 1-4.  So a lesson could be rated a 2.73, 3.47, 3.97, or even a 4.0.  


This is a problem for several reasons:  


  • Scores are reductive.  The complexity of learning (and teaching) cannot be reduced to a single number.  Teaching is an art, and a science.  The teaching and learning process should not be reduced to a number.  Numbers oversimplify.  Nobody wants to be reduced to a number.  When I get dressed for work, I might ask my wife how I look in my suit, but I don’t want her to rate me with a number between 1-4 (and vice versa).  


  •  Scores interfere with innovation.  Think about sports, teams play more conservatively when they are protecting a lead.   If I know I’m getting a score, I’m going to stick with my strengths and avoid taking risks, after all, “I gotta get a 4!”  


  • Scores denote competition, winning and losing.  Learning is not about competition.  I want to get better; I want everyone around me to always become better.  That’s what learning means, we acquire new knowledge and skills and we become better. Teachers shouldn’t find themselves thinking about whether or not their score is higher or lower than the score of the teacher in the room next to them.  We should all be rowing with the same set of oars in the same direction.


The challenge for school leaders in this system is to forge relationships with teachers in which there is a path that leads to everyone getting better.  I am not certain whether this will occur through the APPR process or in spite of it, but I am confident that leaders and staff who are committed to what’s best for kids will find a way.


Posted in Best Practice, Leadership, Reflections, Teaching/Learning | 1 Comment

About professional development: EdCamp is the better way!

Here’s a confession, I’ve been responsible for some pretty horrible professional development (PD).  When I think about the faculty meetings I ran when I was a new principal, I am embarrassed.  Often, my faculty meetings were the Don Gately Show.  I like to think it’s a pretty good show (my wife’s not complaining).   I tried to sprinkle in the occasional joke or amusing anecdote, but my approach was deeply flawed.  Teachers had little choice in participating; they were required, by contract, to be there. If the topic was not meeting their needs, they had to wait until I was done to complain about me in the parking lot.  I surely was never the smartest person in the room; the smartest people in the room didn’t get a chance to share their expertise because I didn’t create a structure for them to do so.  

And, oh the PowerPoints, I ‘loved me some PowerPoints’.   I relied on this magical Microsoft tool like a crutch. As an assistant principal I was an eaedcamplirly adopter so I remember a time when I could dazzle my faculty with animations and wiggly text. The principal would sometimes ask me, “Don, can you do that PowerPoint thing for the faculty meeting?”  I’d beam with pride! But like the hack magician sawing the lady in half, it took a while for me to let go of that thrilling trick.  There are teachers out there with handouts I foisted upon them at faculty meetings, three slides to a page (so they could take notes?!), 107 slides in all.  If I am ever considered for appointment as education commissioner, some journalist will dig these handouts up and my career will come to a screeching halt.  


Fortunately, due to a combination of factors, I’ve gotten better at faculty meetings.  Through experience, research, learning from others, better principals and maybe just because I got sick of listening to MYSELF, my faculty meetings have become improved settings for learning, at least I hope so.

I’ve done some bad PD, but so have many of my colleagues, both in the administrative AND the teaching ranimages-2ks!  It’s staff development like this that has created the need for EdCamp.  Above I described a formula for “How NOT to contribute to teachers’ learning.” EdCamp upends all of these approaches.

At EdCamp, participants choose the sessions they are going to join; in fact, attendees decide the topics to facilitate on the day of the event, there are no preset subjects or scheduled workshops. At EdCamp, you’re not stuck in a room.  Governed by the law of two feet, if the session you decided to attend is not meeting your needs, feel free to get up and go someplace else. EdCamp is free.   Breakfast and lunch is provided by sponsors who care about education and want to contribute to innovative professional learning models that improve learning for kids as their teachers share and bring ideas back to the classroom.  EdCamp’s eschew the “sit and git” model of PD, relying more on conversation than presentation; ‘sorry Don, leave your Power Point and handouts at home’ (sniff sniff).  Everyone has a voice and so we get to hear from the smartest people in the room – commonly referred to as the room itself.  They take place on Saturdays so everyone who attends an EdCamp WANTS to be there.  Participants are committed to learning, sharing and connecting with others who share their passion for getting better!

So, that was a quick pitch for EdCamp!!  You’re no doubt energized to find and attend an EdCamp. As luck would have it, this Saturday, October 1,  is the third annual EdCamp Long Island. Over 700 people have already registered to attend but there’s room for 700 more.  Join us at Berner Middle School in Massapequa on Saturday morning at 8 AM, register here.


We’re re-inventing professional development… join us!!  

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About learning: It’s like riding a bike, but first you have to learn

I am trying to teach my five-year-old, Juliet, how to ride a bicycle.  I know the way to teach a kid to ride a bike, the right way to do it. You seat them on the bike, you get them going, then give them a big push and let go. I’ve done research and found this to be the best way and I’ve successfully used it to teach four of Juliet’s siblings to ride.




But with Juliet I made a mistake that many parents make when they teach their kids; I tried to push her too fast, too soon. The problem is, my daughter is different than my other kids.  Of course, they’re all different.  She took a couple of falls and now she doesn’t want to get back on that bicycle. . She has said this, “Daddy, I don’t want to do it, I’m scared.”  I try to reason with her but she just reasons right back at me, “You don’t understand, why would I do it if I’m scared?  There’s no reason to try to like things that are scary.  It doesn’t make sense.”


And we go back-and-forth… but I still haven’t gotten her back on the two wheeler. This is a problem for me because, as anyone who knows me will tell you, I have a genuine passion for bicycles and bicycle riding.  The bicycle is my favorite thing.  I’ve written about it on this blog several times.


I made the mistake that we make sometimes as teachers; I forgot how difficult it might be for someone to learn the thing that I’m most passionate about. As an English teacher I did this too. I took for granted that my students knew how to do things that for me had become second nature.  I love to read. I’ve been reading for a long time. In fact I have a Master of Arts in English literature. I’m so passionate about reading and writing that I forget how difficult it was for me to learn to do these things when I was a child myself.  I would assume that my students could do things that I hadn’t prepared them to do.


There’s an expression, it’s like learning to ride a bike, once you can do it, you never forget how. This is true about many things in our lives, not just bike riding.  Cooking an egg, sinking a lay-up, writing in cursive… are all skills that we remember how to do long after we’ve learned how.  What gets lost in this idiom however is the fact that we once didn’t know how to ride a bike, we had to learn.  Cycling involves a complex series of minute adjustments and corrections:  slight right, slight left, left, right, slight right again, turn right, turn right again, left again and again… you can’t even explain it in words.   Once we know how to do it, we don’t even notice what we’re doing while we’re pedaling forward. If we have to think about it, we’re not going to be able to ride the bike. There is a well-known experiment  in which a welder altered the geometry of a bicycle’s steering in such a way that turning right made the bike go left and vice versa, nobody was able to ride the thing.   The algorithm to riding a bike is extremely complicated.


This has implications for teachers:


  • We need to be prepared for the fact that students are not going to learn the first time out what it is they’ve been taught. For every lesson, teachers need to ask, “What are the common misconceptions in this concept?   Where are students going to encounter confusion?  What are the potential challenges?” And the teacher must prepare for these obstacles.


  • Teaching is not telling. I can talk to Juliet all I want about cycling, but if I don’t find a way to get her back on the bike to try it again, she’s not going to learn.  We learn by doing things.  The teacher’s job is to CAUSE learning by creating conditions and activities through which this will occur.


  • We need to communicate to students that they empathize with them and that they are attuned to their learning difficulties. It’s you and me against the curriculum. I’m going to do everything I can in my power to make it easier for you, to make it accessible to you.


  • All kids are different.  They all learn differently and demonstrate their learning in diverse ways.  Just as each of my own five kids is unique, each of the 25 kids in front of us in class is an individual with their own readiness levels and ways of learning.  We must constantly examine our impact and adjust our teaching according to the needs of our students.

I’m not sure how long it’ll take me to get Juliet back on that bicycle but my passion is going to feed my persistence to get her to try again.  Riding a bike is just too awesome for us to give up!




Posted in Best Practice, Reflections, Teaching/Learning | 7 Comments

About Muhammad Ali: Let your kids rebel … a little

Our most enduring memories are forged during our middle school years.  I was very saddened by the passing this year of former heavyweight champion Muhammad Ali.  I feel like I grew up with Ali.    I was ten when The Fight of the Century was fought between Ali and Joe Frazier, the reigning heavyweight champ of the world.  It was the first time that two undefeated boxers fought each other for the heavyweight title.  An undefeated Ali had won the title from Sonny Liston in 1964, and defended his title successfully until he had it stripped by boxing authorities for rejecting induction into the armed forces in 1967.  Ali was protesting the Vietnam War and asserting his new-found Muslim faith.   There was civil rights significance to Ali’s stand as well.  In many of his remarks at this time, Ali clearly linked his refusal to go to Vietnam to the black civil rights movement.  


Ali defeats Liston for the title.

Most of the kids in my class were rooting for Frazier.  It was natural that you would do that in my neighborhood at this time.  All of our parents had served in the Armed Forces.  My father had been in the Army, his two brothers served in the Navy, my mother’s brothers were in the Navy and the Army.  So our parents took a dim view of Mohammed Ali’s refusal to serve his country in the armed forces.  They called him a traitor.  Joe Frazier was never in the military because he had a wife and kids but he said that he would have served if he’d been drafted.  Frazier represented a hard-hitting, working-class sort of individual from Philadelphia with whom our parents felt an affinity.  But I decided I was going to root for Mohammed Ali.  


I wish I could say I backed Ali because of civil rights ideals or opposition to the Vietnam war, but this would not be true.  At 11 years old I was not a civil rights activist.  I was however, perhaps for the first time in my life, willing to assert myself against adults and against other kids.  I even bet another kid in my class a dollar that Ali would win.


This is what middle school kids do.  They find ways to assert their independence.  It is perfectly natural for them to do so.  In fact, this is one of the defining characteristics of adolescence.  If your children don’t try to test boundaries, establish interests and relationships of their own, that is when you should worry that maybe you’re doing something wrong as a parent.  The middle school years are when kids begin to rebel in their style, their music, and their interests.  Everything is open to critique because young adolescents need to put some space between themselves and us!  


As it turns out, Ali lost that fight to Frazier.  I still owe that kid the dollar I bet but…. I felt good that I’d asserted my independence.   In fact, I think even my dad was proud of me.  One of my brothers tattled on me to him,  “He’s not for Frazier, what do you think of that?”  My dad replied, “What does it matter, Donald can root for anybody he wants.”  He understood something about adolescence.  There are perfectly acceptable ways for our children to assert their independence and as adults we should encourage this.  Most grownups can distinguish between reasonable rebellion and dangerous decision-making in their kids.  Let your kids make mistakes and choose their own paths so that they can grow up to become successful independent adults.  


Posted in adolescence, Educational Focus, Parenting, Personal Best, Reflections | 1 Comment

About a teacher: Not just a “Regular Guy”

What is your earliest memory?   I vaguely recollect riding on the monorail with my parents at the 1964 World’s Fair in Flushing Meadow, Queens.  

The monorail was one of three attractions at the Fair from the Disney company (the other two were It’s a Small World and the Carousel of Progress which are now in the Disney theme parks).   


I’ve since been to Flushing Meadow Park many times because I have brought my own kids to visit the Queens Museum which houses the Panorama of the City of New York which is a scale model of the entire city, also a World’s Fair exhibit.  When I first went there I used a pair of binoculars you could borrow to locate my own house, 1530 Albany Avenue in East Flatbush, Brooklyn.


Last spring I had the opportunity to attend the world premiere of a film by a young and astounding filmmaker. Modern Ruin: A World’s Fair Pavilion is a documentary about the

Movie Poster1 (1)

Film Poster used with Permission by Matt Silva

history of the 1964 World’s Fair and especially the New York Pavilion.  The filmmaker is a teacher from our school, Matt Silva.  Matt teaches technology and also videography.  His students create professional quality videos that support numerous school initiatives.  Each year they produce a video to accompany our bully prevention kick off that is the centerpiece and a highlight of the day.  The subject of the documentary was the New York Pavilion, a structure originally built for the 1964 World’s Fair.  The Pavilion remains in the park today and is slowly deteriorating.




Matt was originally inspired to create the documentary when he took students in his middle school technology class on a trip to visit the Highline in Manhattan.   The Highline is a unique civil engineering accomplishment.  It’s designers repurposed the dilapidated Westside Highway into an elevated urban park that runs from 19th to  33rd Street on the west side of Manhattan. As a child I rode  in a car on the Westside Highway with my family on our way to my grandfather’s bungalow in Upstate New York.  Such was the state of the highway’s disrepair that my dad joked, “It’ll be a miracle if we don’t fall through this thing before we get there.”   I was scared!   


Highline NYC

Matt planned the trip to the Highline so that his students would understand how urban planning works, how architects and engineers can re-purpose a structure to make it more useful for its present environment and context.    Matt understood how important it was for his students to see firsthand the results of an urban planning initiative.  He also invited Architect Frankie Campione, the principal engineer of CREATE Architecture Planning & Design, to come to school and discuss efforts to preserve the Pavilion.  Field trips and guest speakers are among the most powerful and memorable learning experiences for middle school kids.  They allow students to grasp the relevance of concepts they learn in the classroom and they cement connections between the curriculum and the world in which we live.


On the way back from Manhattan on the day of the trip, Matt had the bus pull off the Grand Central Parkway to visit the former site of the 1964 World’s Fair and see the New York Pavilion, which sits in it’s original location next to Flushing Bay in Queens.  Inspired by the visit, Matt challenged his students to create a plan for the repurposing of this aging and dilapidated structure.  Matt kicked off the activity by reading a quote by the late activist and preservationist Jacqueline Kennedy Onassis, who, in the 1970’s, when she stood up to fight against demolition of one of New York’s finest architectural landmarks, Grand Central Terminal remarked:

“Is it not cruel to let our city die by degrees, stripped of all her proud moments, until there is nothing left of all her history and beauty to inspire our children? If they are not inspired by the past of our city, where will they find the strength to fight for her future?”

Students used computer-assisted design tools to create the plan for their vision. They imagined and designed amusement parks, aquariums, museums, shopping malls and community swimming pools that were organic to the Pavilion structure.  It was a fantastic example of middle school project-based learning.

But Matt himself became hooked on the project.  He was intoxicated with the idea of preserving and re-purposing the Pavilion in a way similar to what was accomplished with the Highline in Manhattan. Serendipity gave way to commitment as Matt became a supporter of efforts to preserve the Pavilion.   Along with several like-minded individuals, Matt formed an organization called the People for the Pavilion whose purpose is to raise awareness and educate the world about the rapidly decaying New York Pavilion.  From Matt’s passion and his association with the organization came this superb documentary.  


At the film premiere, a member of the preservation society introduced the film by saying, “Our relationship with landmark spaces begins with a powerful story.”    Matt’s documentary created a powerful narrative about a structure that occupies an enduring space in the imaginations and memories of generations of people.   Matt interviews many of the key figures in the history and the preservation of the pavilion and tells the story of its place at the Fair and in the history of design and architecture.  I am a fan of the documentary form. I love documentaries by Ken Burns, I have enjoyed his series on baseball, the Civil War and especially Jazz.  Modern Ruin: A World’s Fair Pavilion can hold its place with any of these fine works. What is most astounding to me about these efforts is the fact that someone who I know, a regular guy, could have accomplished what he did.


But in truth… Matt’s not a “regular guy” — Matt’s an amazing teacher.


Here are a few things his story illustrates about AMAZING teachers:  


  • They find ways to involve their personal passions in their teaching.  And it’s reciprocal, their teaching ignites passions beyond the classroom!


  • They pursue their enthusiasms and realize that every single one of us can make positive changes in the world.  Their kids are inspired to do the same.


  • They aren’t afraid to pull the bus off the parkway if they think there’s powerful learning someplace.  If Matt hadn’t taken that detour on the way back from the Highline, the New York Pavilion might still be a pile of rusty steel.


  • They dream big and they aren’t afraid to pursue their ambitions.


  • They understand that enduring understanding comes from authentic experiences.  The Highline and the Pavilion are real places built by real people.  Young adolescent learners can grasp their importance and place in history and become excited about their preservation.  There is no substitute for the power of this kind of learning.  


  • They make connections with people both inside and outside their schools to benefit their learning and the learning of their students.


So… if you’re inspired by Matt’s (@SilvaB612) work, connect with him yourself, and be AMAZING! Your kids deserve no less!!

[Since doing the small scale “Ideas competition” with his students, Matt co-founded People For the Pavilion, produced the documentary and this has lead the organization to partner with the National Trust for Historic Preservation to organize and launch a full scale International Ideas Competition.  More info can be found at: www.nyspideas.org ]

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About a song: What does it “mean”?

As principal, I make it a point to do informal
walkthroughs for at least 40-60 minutes each day (well, that’s the plan anyway).  It is the best part of my job to learn alongside teachers and CZ6Kr_PWEAETayW
kids throughout the school.  I stopped by one of my teacher’s (@bess_murphy) classrooms this week.  I’m going to call her Bess, (cause that’s her name — Bess).   

Bess was teaching students about measures of central tendency.  She modeled a problem at the board and demonstrated how to find the mean, median, and mode.  She asked kids to tell what would be the best method to find the measure of central tendency for a new data set that she provided.  They were to pair with the student next to them and work it out together,

Bess then cued up this song and it played for about 40 seconds.

Get it?  Mean… the song is called “MEAN”…TAYLOR SWIFT   MEAN  Lyrics    YouTube

Like the arithmetic average… the MEAN !

As the song played, some kids got it and some kids didn’t, but it was so inventive and so much fun.  The students got right down to business.  

I only joined the class for about 10 minutes but from this snapshot I gleaned several takeaways:

  1. This little instructional moment was quite natural for Bess to pull off… she didn’t make a big deal out of the song… she  just had it queued up and it played in the background as the kids started to work.  Awesome teachers naturally integrate innovative and engaging approaches into their practices organically.  This is especially important for adolescents with their finely attuned sense of “corny”.   Don’t “over-sell” it … let it happen.

  2. There’s always room for music;  we don’t use it nearly enough in teaching.  Bess does.  It’s been written that music may help structure the intense feelings of adolescents into a beat and a pulse and hence make them primed for academic work  (Brewer, 2016).  EVERYBODY loves music, it speaks to our minds and our souls.  Music is mathematical, and this was a math lesson so —  why not?

  3. The lyrics in this song contain a great lesson for kids:

But someday I’ll be living in a big ole city

And all you’re ever gonna be is mean, yeah

Someday I’ll be big enough so you can’t hit me

And all you’re ever gonna be is mean

Why you gotta be so?…

They speak to an adolescent’s insecurity and fragile self-image, to asserting one’s identity in the face of a bully.  Developing students’ social-emotional literacy (SEL) and resiliency doesn’t mean dispensing with the stated curriculum to do a “special SEL lesson”, good teachers integrate SEL into the curriculum.  

I’d remark that I hoped the kids looked up the lyrics when they got home but I suspect I was the only one in the room who wasn’t singing this song in my head as it was playing.  And this brings me to my next takeaway….


4. Awesome teachers are “with-it”.  They are in touch with the music and the fashion and the expressions … the CULTURE of their students.  Anytime a teacher can chime in with something insightful about song choices, movies, games or a fashion statement, they gain instant credibility and build rapport (Barnes, 2015).  By playing a Taylor Swift song, Bess was communicating an important message to her kids, they are important enough for the teacher to pay attention to their interests and passions (and that she likes Taylor Swift also).  

This was only a brief snapshot of a terrific learning moment but I promised myself I would share what I observed because, at our school, we are all LEARNERS!  Thanks Bess!


Barnes, M. (2015). 5 Things Cool Teachers Do – Brilliant or Insane. Brilliant or Insane. Retrieved 30 March 2016, from http://www.brilliant-insane.com/2015/03/5-things-cool-teachers-do.html

Brewer, C. Does Teen Music (Rap, Rock & Roll) Belong in the Classroom?  (2016).Songsforteaching.com. Retrieved 31 March 2016, from http://www.songsforteaching.com/teachingtips/usingteenmusicraprockroll.php


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