Why we love Ferb

Have you ever seen the animated show Phineas and Ferb? It’s about two brothers who love inventing and can’t stand lazing around, so they fill their summers with their crazy ideas- doing things they are “a little young” to be doing, and driving their sister insane.
One of the brothers, Ferb, says almost nothing every episode. His character speaks only at the end of the show, and even then, not every time. The things Ferb says can be at times, poignant or proverbial and at others, funny and juvenile. But no matter what he says, it’s always exciting to hear him speak. And I wondered, why is that?

If someone is generally silent, it’s almost like a big event to hear them speak. In these cases profundity is often expected unconsciously. However, even though the expectations are often higher, in general when they speak, what they says gets valued more than what someone who talks often says. If Ferb and his brother Phineas were to say the same thing, we would perhaps, value Ferb’s comment as “genius” and Phineas’s as “whatever.” We appreciate what Ferb says, more, because it’s like a rarity, whereas when Phineas talks, we write it off as more of the same old babble.

Coming from someone who can’t seem to stop talking, I think there might be something to be said for taking a page out of Ferb’s book. Listening more and talking less certainly seem to have their rewards.


Inside a Listening Session

(cross posted from the Cooperative Catalyst)

Over the summer, when David Loitz sent out a request for Imagining Learning Listening Session planners, I said, “Why not?” and agreed to organize one. Months later, after numerous emails back and forth between David, Charles Kouns (the founder of Imagining Learning) and Mr. Bo Adams (my old teacher, who was helping me put it all together), I filled out my consent to be recorded form and knew that the day was finally here.

On November 15, I arrived at Unboundary for the “Listening Session,” full of energy, but unsure of what to expect. I’d heard that a Listening Session was an opportunity to share ideas on what we, as students, imagined school should be. What I found was a fun, small, thoughtful community, bursting with ideas and jokes and smiles. With 6 other students from schools around the metro Atlanta area, led by Mr. Kouns and his partner, Stella Humphries, we started the process of cultivating ideas.

Personally, I hadn’t been so sure how easily 6 strangers and I would interact over topics that lots of people shy away from. But as soon as we started the first round of sharing our responses to 8 journal questions, Mr. Kouns had created, I could tell this was going to be something special and exciting. On some questions, our answers were extremely varied, on others (including the unlikely question who was your favorite person as a child), the answers were repetitive, creating connections between us.

The second part of the listening session involved telling a story about something you heard (or read) that influence the way you live your life. Here, the experiences were all over the board, but the underlying ideas were pretty similar. Things that stuck in our heads were those that motivated us, pushed us to keep going, or to get back up when we fall.

The final part of the listening session definitely made us all come closer. Stella led us on our education journey, in our heads, which was to help us collect and roughly visualize all our thoughts. After that, we split into two groups to collectively brainstorm our ideas of what we wanted in an ideal school and how we visualized that happening. To share our thoughts, we “immortalized” our visuals on paper, painting, drawing and sponge-ing our school to life.

Below are photos of our “masterpieces”- the tree that contains the values that group deemed most necessary in a school and the “No Boundaries” Roller-Coaster school . One of my teammates remarked that, “he had never felt prouder of something he’d made.”

A big thanks to Mr. Loitz, Mr. Kouns, Ms. Humphries, and Mr. Adams for first and foremost, listening, and for all the work that you do to help make school a place where all children want to go.

I had a great time at the listening session. I gleaned lots of new ideas on what other students actually want in their schools and made new friends in the process. I’m excited to potentially organize one again.

Here are a few links if you are interested in learning more about Imagining Learning or Listening Sessions.
– Imagining Learning’s website 
– Imagining Learning on Facebook
– Charles Kouns’ TEDxKatuah talk: “Listening for the Wisdom of Young People”
– Mr. Adam’s two wonderful blog posts on the Listening Session
1.Empathy. Listening Sessions. Imagining Learning.

2. “How do we educate young people to thrive in a world of possibility?” #ImaginingLearning #ListeningSession @Unboundary

Chinese and its Mysterious Connection to Abolishing Grades

Every Saturday, I drive to the nearby middle school and situate myself in a class full of Chinese kids aged 6 and 7. Why? Because I want to learn Chinese. Out of my own desire, I am enrolled in classes that take up 2 hours of my Sunday. The beauty of these classes to me is not only are they Chinese classes for the Chinese but the students here are placed into classes almost solely based on level or preference, not age. What if our normal schools were like that?

I know high school sophomores who could tutor seniors in calculus, who could teach the Latin class, and who write their own computer programs. These same students are often stuck in classes suitable for their age, but not their ability.

I am thankful that my school is not so much like this. There can be seniors in a freshman language class and sophomores in a senior math class. To the best of their ability, they try to “sort” based on ability.

Why then, is this not the norm? Why is it customary for us to jump through all the hoops at the average pace? What if I want to go through one set of hoops faster than another set? We aren’t all equally talented and or abilities aren’t equal across departments. If so, why are we put through school all at the same pace?

Not being in an environment with your peers is not at all bad, or boring, or uncomfortable and anywhere near as socially awkward as people make it out to be. I can attest to that, because somewhere in the back row, feeling tall for the first time in my life, Chinese, a language of precise tones and complex characters, became fun for me.