Perky Paradox Models Plenty of Life Skills…or Core: It’s Who You Are!

Registration for the Face to Face With Greatness seminar in Temecula, CA, April 9-10, needs to be in to Erika Lundquist by tomorrow!  She can be reached at evlundquist@gmail.com.  I encourage you to attend, either for the first time, or as a refresher.  You’ll be so glad you did! ~Teri

Wow!  There has been so much going on over here at TommyMom, that we’ve not revisited the “Perky Paradox” in quite awhile; which is a profile in CORE and Love of Learning years based on my own upbringing.  Visiting CORE frequently is vital to a strong and stable Leadership Education as you will see…We’re now well into the high school years.  I’ve honestly spared you grim details in between…trust me.

I confess that there could be other possible subliminal reasons for “not coming here” in awhile.

And for me, they are scary.

Because I’m such a shallow individual now in certain areas of my life…

Some people, in spite of Leadership Education tend to digress…

Or they’re heavily influenced by their CORE and Love Of Learning friends.

I say this tongue in cheek…

but not really.

SEVERAL of you posted comments and concerns about the “upstairs bedroom” photo…

And whether or not our friendship was immediately null and void because of this disclosure.

The answer is…N-O.

But while DeDe was “racey” and quite a “looker”…

I, on the other hand, at this point in my life, was…

Teri the Cheerleader

“The Amish Cheerleader.”

I’m the one on the far right…

You didn’t know that the Amish sent their young to secular institutions so that they could experience “getting out more”, did you?

My boys HOWL at this picture.

I actually think it secretly frightens them.

My youngest once brought it to me and wanted to know why, if I was a cheerleader, they didn’t take my picture with these nice girls, too?!

At this point in time, driving an hour to work daily had taken its toll on my dad…

( remember this is Washington, not California, folks!)…

and we had finally moved to the community where the church was located.

And lived next door…

In this house.

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It was quite an adjustment.

Nearly Gilligan’s Island…

“No phones, no lights, no motor cars, not a singly luxury!”

I would’ve felt like Robinson Crusoe, except for one thing…

By this time, I was hooked on country life and its benefits!

There were many weekends, on a Friday night…

when we still lived “in town”…

that my dad would make the drive for me to “stay the night with DeDe.”

His infinite wisdom had paid off.

The city slicker was STILL quite inept at farm life…

but I LOVED to be there!

I can only recall one time, in all of our 11 year tenure at this church..

when DeDe came to stay the night with ME.

She had a standing commitment…

to this milk cow that was the “love of her life” for many many years.

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And she had to milk…

Faithfully…

At 5 and 5.

A.M. …and P.M.

but the P.M. wasn’t quite as traumatic or inconceivable.

Or she had to pay her dad to do it.

And she wasn’t about to commit to that!

She had 4-H duties…

and bills to pay.

Pretty much by the time she was 10!

Her dad was one of the smart ones, too.

Now the reason that DeDe…

And her mother…

And three sisters…

were a paradox, was because of this…

Diana Apr 19 1975

Trust me when I say…

Manure pile by day…

Prom Queen over and over and over again by night!

The gowns were profuse!

By this time, the English Tudor palace house had been constructed “across the street”…

On the “other 80 acres.”

This girl, to the Amish cheerleader was a “woman of the world!’

She could muck barns by day…

milking twice in there as referenced…

jug the milk, sell it to locals, and be in the shower and ready for a date…

faster than you could say “Green Acres.”

And date she did.

Constantly.

Miss Social Butterfly.

She was attending the local high school…

While I was in a private church school that resembled a military academy!

The school district was one of the first nationally, trying out year round education in our area…

it was a new concept with no track record.

After much debate and contemplation…

My dad, along with input from my brother and I, decided that it would be best for us to attend a private school.

For two years.

They were long years, believe me.

At this point, I would like to highlight yet some more of the seeming “quirks’ in this relationship…

We were being educated in two totally different methodologies…

Wouldn’t that tend to cramp the friendship?

It brought us closer together.

We shared a common worldview…

and tons of time together, going about daily business…

minus a television and equally mindless activities.

And we didn’t know the difference…

or feel especially “deprived.”

All involving a tremendous work ethic and consistency.

Well, DeDe’s incredible work ethic…

and my “nose-in-yet-another-book” consistency.

But make no mistake…

it was making indelible impressions and lasting habits.

Watch CORE closely..

for “out of it spring the issues of life.”TeriSig

to be continued…





What are the benefits of a “Zillio?”

Just a quick reminder that if you have not yet attended a Face to Face with Greatness Series, there is a tremendous opportunity coming up in Temecula, CA, April 9-10.  Registration can be made through Erika Lundquist at evlundquist@gmail.com through Tuesday, March 9th.  Face to Face with Greatness is life changing and opens up many avenues for understanding where Leadership Education and the tenets of Liberty and Freedom are concerned.  It is a not-to-be missed opportunity!

Kay Emerson is one of the most gracious, delightful people that I have had the pleasure of meeting.  She has invented a math manipulative that will blow your socks off!  Today, we are going to talk with her about why the Zillio is revolutionary, how it can not only benefit your children but you as well, and take a sneak peek into her presentation for the FATJEF, April 24, 2010 in Rancho Cucamonga, CA.

I so encourage you to go over to www.zilliogames.com, where you can see the zillio in action, “test drive” a game for yourself, and download tutorials, games and suggestions for interactive use.  The support system for this product is nothing short of amazing, and it was MADE for Leadership Education!

KayEmerson

Hello, Kay!  I’m so sorry that I’m late today for our appointment!  I was counting citrus for a wedding that I’m attending this weekend with my 8-year-old and lost track of the time.  He was counting by twos today!

It’s not a problem, Teri.  Let’s just dive right in together, okay?

You are always so gracious, and again, I apologize.  Can we begin with you explaining why you developed this math manipulative?

I’d be delighted! When I was in school, I did well in math.  I took Calculus in high school and went on to even more advanced math in college, but there was always this nagging feeling that I knew I wasn’t comprehending the “what” and the “why” of what I was doing.

When I was working in classrooms, it occurred to me that both students and many of their teachers didn’t know how math concepts related to one another. Many of the 3rd and 4th graders could perform the math, but there was no meaning behind it.  I wanted to come up with something that would be fun, challenging and help to develop a numbers sense.  While I was taking upper level math courses in college, at times I wanted to raise my hand and request that they show me the concept in clay!  Of course, I fully understood that with many math concepts this wouldn’t even be possible.  I also knew that I could DO the math, but I wanted to get my mind around it with a concrete illustration.

I also wanted to design with the goal in mind that I could come up with something that would address the whole child; not just as a student, but as an emotional, learning being.  I wanted to encourage the development of risk taking skills, acknowledge the pleasure of accomplishment and reinforce the teaching of critical thinking and reasoning skills as well as computational skills.

Consequently, the games are designed for a wide range of skills.  Youngsters that can barely add, can play games at the same time as kids that are factoring and have mastery of multiplication.

Alright, Kay, I can feel myself beginning to sweat already! What if you were a person that had horrible experiences with math and crummy teachers?

Teri, I would like to address several things here for a couple of minutes, okay?

The Zillio can be a little intimidating initially because it can do a lot.  It’s a lot like a Cuisinart, really.  A Cuisinart can chop carrots and other vegetables or it can build a gourmet meal.

I recommend that you let children take the lead and you act as the resource.  Starting with games is a great way to begin. Children accept information as a given and begin playing without having to “have it all figured out” in advance.  There is a game that we play often that seems very simple.  In fact, when kids begin to play “Sunken Treasure” they often say, “This is really dumb.”   However, about halfway through the game, the adults that are always cast as the “Pirates” in this particular scenario, start to win everything!  The kids immediately switch to “Hey, this isn’t fair!” The adults always respond, “Of course it isn’t!  We’re PIRATES!”  We always play it multiple times, and the kids begin to pick up on the patterns of intentional misdirection in the game and begin naturally using very advanced critical thinking skills.

Contrast that with 15 teachers in a problem solving workshop.  They tried to think the entire game through before they made a move, so it actually took them longer to solve any of the problems, because they weren’t experiencing it as they went along!

It’s funny, because when you play Monopoly, you don’t troubleshoot why houses are green and hotels are red!  You just play the game!  I heard a great illustration about the digital age.  It was stated that children are digital natives, while most adults are digital immigrants.  I think that the same can be true for math concepts that the Zillio teaches.  Children “just do it”, while adults do mental translations based on earlier educational experiences.

A major university in Chicago just did a study and the highest level of math anxiety is within elementary education.

Are you serious?

Very.  They have now shown that because children pattern on gender during the K-2 grade experience, they tend to pick up the anxiety of the teacher where math is concerned as well.  This is, unfortunately, very prevalent in young girls.  They follow the teacher.

Some of the testimonials and endorsements on your website are simply amazing where the success of  the Zillio is concerned.

Games are one of the most successful ways to teach math and math patterns.  When we go through and work adding and then fractions, we can move fluidly into algebraic notation, because they can see the patterning.  Use once, use many.  Once you learn how to apply something to integers, it’s a small thing to have them move into fractions and have that same success.

You are coming to the FATJEF in April.  Would you care to share with us some of the concepts that you will be covering there?

Well, I would like to start off by playing a game that fits a 6-11 yr-old age range, and then will segue way into a game that would be appropriate for 15 yr olds.  As we play the game, we’re going to talk about how different children at different stages of development play games, how to observe where they are and how to gently direct them next.

The workshop will also include discussion of how to make the games work collaboratively as well as competitively; along with how to modify them for your specific learners needs.

From games, we will move into a lesson on fractions and how we can look at meaning; equivalency and operations with concrete examples.

One of the strengths of middle school age students that have Zillio experience, is the ability to understand the strengths, power and fluidity of algebraic types of equations, because we’ve done our job by laying the foundation early on.

I am starting to relax, Kay, and am looking forward to this workshop!  Can you address the people that can’t attend and what can be done for folks wanting “long distance” support?

Tutorials are included with each Zillio, but we offer tremendous telephone support, so if you hit a snag in any scenario, with any child or learning environment, we are here and would love to help you.  We can go “mountain to mountain” by helping you to step through exercises over the phone with us on one Zillio, and you on yours.  We also show you where you can go on the website for our tailored support materials.  We can’t always anticipate people’s needs, and acknowledge that we don’t always hit the mark, but we are willing to adjust and rework where necessary so that your needs are met.

For example. we were working with a Professor at the University of Florida in a seminar that she was teaching highlighting a Special Education Curriculum.  All of the teachers were humming along in their workbooks, but came to equivalent fractions and hit a snag.  None of them were confident in the directions and how to implement them.  We spent 10 minutes on the phone, and they all went out and taught it with great success!

Sixty percent of our people have an initial “what do I do with this thing?!” reaction, but once we play and interact, it all turns out!

Well, I have one that I purchased from you at the CHN, and I can honestly say that my kids have figured out some things so intuitively that I am amazed!  I think that my own math stigma will be greatly helped by attending your workshop at the FATJEF.  I can honestly say that you have such a calm, reassuring presence about you, it makes me WANT to tackle some of the things that scare me.

Teri, you make people feel so good about what they do.  There are days when you wonder why you’re doing what you’re doing, but today, I’m feeling pretty good about it! Anyone can use the Zillio along with their children and recover what they’ve lost in translation or the classroom.  It’s all about experiencing and understanding.

Awww!  Thank you, Kay!  I can’t wait for you to come and I AM attending your workshop.

I am always excited to be a part of anything that helps people to feel comfortable with what they can offer and bring to the “party!’

The pleasure is honestly all mine, Miss Kay.  I sincerely thank you for your time and look forward to seeing you.TeriSig



Let’s Look At a Simulation, Shall We?

Today, we are going to look at a simulation that occurred last week with scholar age youth, and get feedback from what was realized through this exercise.

If you are a mom with Core or Love of Learning Phase children, sit tight, read up and start asking yourself what you can do to embrace what the future holds.

If you have scholar age youth, I hope you glean inspiration and thought provoking insight.

Regardless of where you are, who you are, or what your station in life currently is, know this…

These are some GREAT young people that give me HOPE in the future!

I firmly believe that we are in good hands, and LOVE the organic approach to the Thomas Jefferson Education process!

If you’re one of the AWESOME scholar age youth in these photos…

Yes!, “You’re REALLY on here today!”

And from me…

the moderator and facilitator of TommyMom…

Know one thing…

YOU ROCK!

The assignment was to research and argue the Dred Scott Decision from both sides of the spectrum.

This involved…

Studying both good and bad forms…

Logic and how it works…

Writing a brief.

Studying what constitutes citizenship…

What it means to be a birthright citizen…

Small group discussion…

Viewing selected YouTube videos…

Discussing what you saw from every possible angle.

Going to the Law Library…

Finding out how to use the resources there to obtain information.

And here we go!…

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The big day has arrived.

Selection was deliberate and carefully considered in case more than one scholar age youth from a family was participating…

They were placed on opposing sides.

Openings always consist of a prayer and the Pledge of Allegiance.

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The “Supreme Court Justices” entered the courtroom and the trial began.

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You listened to opposing counsel and formulated your rebuttal, knowing that you were both being timed.

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An unexpected twist for both sides…

the justices begin to insert questions and interact based on the briefs that they had been given.

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Presenting counsel was allowed to seek assistance from within their team…

from individuals that had specialized in specific areas of research that were being challenged.

Those individuals were permitted to present based on their findings as well.

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Then the Justices took a recess in order to come to their decision.

The courtroom waited…P1000538

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The verdict was given, after the Justices returned…

The call was given, “All rise!”…

The Marshall announced the Justices…

And in this particular case…

Dred Scott won, based on the arguments presented!

And now for the bigger question…

“It’s been a grueling month!…Can we go back to being friends?!”

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So…

I had the privilege of asking these young people for insights into what they had gleaned from this process…

Would you care to hear?

‘I really appreciated the real life experience.  It is very different from just reading about something and processing it on that level.’…

‘The benefits of developing the ability to exercise and practice serious teamwork were amazing.  Knowing how to work well with others is invaluable.’…

‘The power of persuasion is, well, …POWERFUL!’…

‘I learned to not let up on the resources that you get from research, because even if it may not look like you’re going to need them at the time…you might.’…

‘In the future, it would be beneficial to study even harder for better application.’…

‘It is very difficult to argue from a perspective that you have absolutely no real point of reference for ! Try as I might, I can’t fathom human slavery on this level; and trying to place myself in a position to have this frame of reference was nearly impossible.  It made me that much more grateful for the price that has been paid for my personal freedom.’

From a “Justice” ( M-O-M)…

‘I came in with the perspective of looking at how these kids could’ve been better prepared.  As I watched how the other two justices operated, I learned a great deal from them both. I then began to look at how I could have prepared better, based on the information in my brief, so that I could’ve been more effective in my delivery and content as well.’ ( Hmmm…could this be “You, Not Them” in action?!?)

From the mentor…

‘I think that I could’ve been far better prepared myself ‘…

‘I would be really interested to see them participate in a simulation again with a more relevant case…

although the citizenship issues were very relevant and the amount of knowledge that they gained from choosing this case

and studying what constitutes citizenship, was invaluable.’

‘I think all in all, they learned some tremendous skills and abilities from going through this process.’

‘To listen to their small group discussion, leading up to this trial was very fulfilling.’

As TommyMom, I will second that.  I couldn’t believe their ability to discuss the different angles of this case..

that seemed somewhat boring and irrelevant on many levels when I was in school!

Did they have fun?

They would tell you yes!

Was it difficult?

Again, yes.

Worth it for what they gained?

Absolutely.

Mission accomplished!…
So, what have you gleaned from this?

Anything you need to research or work on?

What holds you back from this activity in your Leadership Education community?

We’d love to hear, so please share!TeriSig

Simulations: The Secret Weapon of Leadership Education

This week, in addition to our usual profile interview for the upcoming FATJEF in Rancho Cucamonga, CA. on April 24, 2010; I wanted to highlight a simulation involving scholar aged youth.

I asked our mentor extraordinaire, Dr. Shanon Brooks of ReValue America and Face To Face With Greatness, to give us some insight into the simulation process and what the benefits of this activity are.

He graciously supplied the following information.

If you don’t have scholar aged youth, now is definitely the time for “You, Not Them” application!

Read on, and feel free to leave a comment about what you learned!

You’ll be glad you did!TeriSig

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Simulations: The Secret Weapon of Leadership Education

Compiled by Shanon Brooks

A significant amount of my time in the navy was spent in a simulator.  Our lives depended on being skilled in maneuvering our mammoth 560 ft submarine in the dark depths of the Atlantic Ocean.  The high level of proficiency and coordinated efforts of the crew was integral to successfully diving and surfacing and underwater deployments that could last as long as 6 weeks.  These skills were honed by hundreds of hours simulating these maneuvers over and over again.

A key component of Leadership Education is Simulations. Similar to my experience in the navy, academic simulations hone critical thinking and speaking skills that are difficult to acquire anywhere else. Participation in such activities are critical to the development of all future leaders.

The legacy of using simulations in American Liberal Arts education extends back to the famous professor of the College of William and Mary; George Wythe.

Wythe’s study of jurisprudence prompted him to revive the practices of “readings” and “mootings,” which had not been used at the famous English Inns of Courts since the 1600s. One of Wythe’s students, John Brown of Staunton, who was later to become one of Kentucky’s first two U.S. Senators, has left an account of Wythe’s innovations:

Mr. Wythe, ever attentive to the improvement of his pupils, founded two institutions for that purpose, the first in a Moot Court, held monthly or oftener in the place formerly   occupied by the Gen. Court in the Capitol. Mr. Wythe and the other professors sit as judges. Our audience consists of the most respectable of the Citizens, before whom we      plead causes given out by Mr. Wythe. He has [also] formed us into a Legislative Body, consisting of about 40 members. Mr. Wythe is Speaker to the House and takes all          possible pains to instruct us in the Rules of Parliament. We meet every Saturday and take under our consideration those Bills drawn up by the Committee appointed to revise the laws, then we debate and alter (I will not say amend) with the greatest freedom. I take an active part in these Institutions and hope thereby to rub off that natural bashfulness which at present is extremely prejudicial to me. These exercises serve not only as best amusement after severer studies, but are very useful and attended with many important advantages.

Wythe’s chief aim as an educator was to train his students for leadership. In a letter to his friend John Adams in 1785, Wythe wrote that his purpose was to “form such characters as may be fit to succeed those which have been ornamental and useful in the national councils of America.” “Mr. Wythe’s School”—both in his study and in the Wren Building at the College of William and Mary—produced a generation of lawyers, judges, ministers, teachers, and statesmen who helped fill the need for leadership in the young nation.

Simulations allow for vicarious decision-making and problem-solving experience in areas such as government, business, even home and family without the risks commonly associated with inexperience.

But the root purpose of simulations is to teach the student how to exercise imagination and vision, cardinal hallmarks of every great leader and statesman.

Simulations can consist of mock congresses, moot courts, business planning, model UN and various other fictional and real scenarios where students take on roles and work individually and in teams to identify and solve problems.

Scenarios are developed from historical, current and possible future events.

Simulations should be held regularly, with the interim used in research, negotiation and planning.

In addition to the skills of researching, writing, communicating and working in teams, simulations help future leaders to prepare for, manage and rally during actual events.

All students will benefit from hours of simulation experience.

Sources:

1.   William Munford, quoted in: Alonzo Thomas Dill, George Wythe: Teacher of

Liberty (Williamsburg: Virginia Independence Bicentennial Commission,

1979), p. 43.

2.   Forrest McDonald, The Formation of the American Republic (Baltimore:

Penguin Books, 1965), p. 158.

3.   The Rev. Andrew Burnaby, quoted in Dill, p. 7. I am indebted to Dill’s George

Wythe: Teacher of Liberty, op. cit., ref. 1, for much of the information in this

article.

4.   Colonial Williamsburg Official Guidebook (Williamsburg: The Colonial

Williamsburg Foundation, 1972, 7th ed.), p. 90.

5.   Charles S. Sydnor, American Revolutionaries in the Making (New York: The

Free Press, 1965), p. 51.

6.   Tucker later authored the first American textbook on jurisprudence. See Park

Rouse, Jr., Virginia: The English Heritage in America (New York: Hastings

House Pub., 1966), p. 108.

7.   Jefferson, quoted in Saul K. Padover, ed., Thomas Jefferson on

Democracy (New York: D. Appleton-Century Co., Inc., 1939), p. 91.

8.   Fawn Brodie, Thomas Jefferson: An Intimate History (New York: W. W.

Norton and Co., Inc., 1974), p. 62.

9.   Jack P. Greene, The Quest for Power (New York: W. W. Norton and Co., 1972,

first pub. in 1963 by the University of North Carolina Press) 528 pp.

10.   The mixed government theories are explained in detail in Gordon S.

Wood, The Creation of the American Republic, 1776-1787 (Chapel Hill:

University of North Carolina Press, 1969), see esp. pp. 197-255.

11.   Lyman H. Butterfield, et al., eds., Diary and Autobiography of John

Adams, 4 vols. (Cambridge, Mass., 1961), II, p. 230.

12.   Edmund Burke, quoted in Wallace Note-stein, The English People on the Eve

of Colonization (New York: Harper and Row, 1954), p. ix.

13.   John and Katherine Bakeless, Signers of the Declaration (Boston: Houghton

Mifflin Co., 1969), p. 99.

14.   Ashbel Green, “The Life of the Rev’d John Witherspoon, D.D., Ll.D., With a

Brief Review of His Writings; and a Summary Estimate of His Character and

Talents,” MS, New Jersey Historical Society, Newark, N.J., n.d., p. 106.

15.   George Wythe to John Adams, Dec. 5, 1785, quoted in Oscar L.

Shewmake, The Honorable George Wythe(n.p., 1954), p. 16.

16.   Forrest McDonald, We the People: The Economic Origins of the

Constitution (Chicago, Ill.: University of Chicago Press, 1958), p. 259

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