Dweck, Dorfman, and Moyer: Achieving Personal Success

Effort. Grit. Determination. Tenacity. Work Ethic. Competitive spirit.

These qualities, above others, contribute to success in one’s lifetime. Having read Mindset by Carol Dweck as a book study the the inaugural year of the Downingtown STEM Academy (2010-11), I have thought a lot about how these characteristics determine success. I have enjoyed encouraging the growth of my students and my three boys using a growth mindset approach; I never say they are talented or gifted but rather that their success comes through hard work. Their daily practice and constant performance builds success, not sheer luck, “giftedness”, or inherent talent. No book has changed my life quite like Dweck’s book. It is an easy summer read and very important for educators, parents, and athletes alike.

A few years ago, I heard All-Star and World Series pitcher Jamie Moyer speak on NPR about his then-new book, Just Tell Me I Can’t. I was amazed how well his message of determination and hard work meshed with Dweck’s growth mindset, but I am also a bit biased. Moyer played for the Baltimore Orioles in the mid 1990s, when I was a teen enjoying the burgeoning successes of my favorite baseball team. In the late 1990s when Moyer pitched for the Seattle Mariners, I saw him again when the Mariners played the Orioles at Camden Yards. Moyer did not pitch that day, but he did help shag fly balls in the outfield during batting practice. I remember distinctly, standing in the right-center field seats at Camden Yards, and the fans were cheering loudly for Moyer. He turned, smiled, and acknowledged the fans, giving thanks for their support. He tossed many batting practice balls into the stands that evening before the game, a move not common for visiting baseball players. In 2005 I moved closer to Philadelphia, and soon Moyer followed when he was signed by the Philadelphia Phillies. I again enjoyed watching his dominating success as part of the Phillies success and World Series team in the mid 2000s. Perhaps I am biased because of my love of baseball and his contribution to two of my favorite teams, but I really enjoyed his book.

Now, I teach an hour outside of Philadelphia, at a school well-known for its continuing success. A school which encourages academic struggles and determination that leads to personal and school-wide success. Our motto, “Effort Creates Intelligence,” is a snapshot of our school culture. Reading Moyer’s book provided a real-world example of a growth mindset, or as my school distills, how effort leads to success. Moyer’s book is peppered with sports psychology and gems of advice both from Moyer and his mentor Harry Dorfman, who wrote many books about sports psychology, including The Mental Game of Baseball. Below are a brief overview of some of these gems.

“Failure is wanting without work.” -Harry Dorfman

“Believe it and you become it.” -Harry Dorfman

“Learn one thing a day, and learn it well. That gives you a chance to get better, because any problem can be solved. Any setback is temporary, and you can learn from it if you do the work.” -Jamie Moyer

“You can only control what you can control.” -Jamie Moyer (and surely Dorfman)

“Experience isn’t what happens to you; it’s what you do with what happens to you.” -Aldous Huxley

“When we fail to learn, we’ve learned to fail.” – Harry Dorfman 

Moyer’s book marks a practical example of Dweck’s growth mindset, Dorfman’s mental game of baseball, and precisely how to achieve success in your life, through hard work, dedicated practice, and constant, incremental improvement. Moyer’s example is a refreshing reminder that hard work pays off, and you can control your own destiny when others count you out.

Springboard into Success

In December 2014, I attended the Price Waterhouse Cooper, Knowledge@Wharton High School Seminar for High School Educators on Business and Financial Responsibility. The seminar was as rich in information as the title is long in words. Of the amazing information I received, I attended a session titled “Defining Success: Helping Your Students Navigate Their Future” by Wharton professor and award-winning author G. Richard Shell. His presentation was very engaging, but I thought the emotion tied to his message might fade. You know the feeling- you leave from a seminar presentation alive with ideas, but after returning to work and life for a few days, the message fades. Dr. Shell’s message remains with me still.

Dr. Shell encouraged us, as teachers, to define our own success, and he suggested we avoid following a path of success defined by others. Teachers, he has found, often get into their profession for very virtuous, fulfilling reasons, but some feel the pressure to promote themselves away from what makes them happy. Some pursue careers “up the ladder” toward administration though their heart remains in the classroom. I thought about that message for some time. After receiving my doctorate in education two years ago, I was flooded new paths to pursue. However, when I consider new paths now, I keep coming back to Dr. Shell’s advice; do not promote yourself away from your happiness. I define happiness in two ways: First, being a present, aware father and husband. Second, being a present, aware, and dedicated classroom teacher. While my definition of happiness may change, I am not willing to sacrifice my current happiness for someone else’s definition of success.

Dr. Shell gave each participant in the seminar two copies of his book, Springboard: Launching Your Personal Search for SUCCESS. I generally avoid books about success. I often wonder why authors write about success; if they define success by telling others about success, I am not sure I want to subscribe to their message. But, Dr. Shell’s message was so compelling in December 2014, I started reading his book on train ride home from the seminar. For the remainder of this (just ended) school year, his book stayed on my nightstand. I found his book easy to read and very thought-provoking. I enjoyed reading small sections before bedtime and reflecting about success and its fit in my life. Finally finishing his book (the school year just ended), I can say confidently what I felt from the beginning; I am very happy exactly where I am. I will not do anything to promote myself beyond my happiness.

I am blessed to teach in my dream job, as a teacher at the Downingtown STEM Academy. Our students and teachers continually receive recognition for their amazing work. After reading Dr. Shell’s book, though, I realize my mission might be different. Dr. Shell teaches a success course with students at University of Pennsylvania. He helps them recognize they can define their own happiness and then pursue a path toward it. My school is filled with students with a passionate drive toward success, but I do not know if they understand the path they pursue. Are they on their own path or one ascribed to them by someone else? I would like to offer a year-long success program in my school, following a model described in Dr. Shell’s book. Yes, many of the students in my school are very talented, but I am not sure they know what this success means for them or the community around them. Such an enlightened understanding of their path toward their individual success would be very beneficial to my students.

I strongly encourage you pick up a copy of Dr. Shell’s book, Springboard: Launching Your Personal Search for SUCCESS. Reflect on its message and let it inspire you to define and pursue your own path to success. How do you define success? What can you do now to find success? How will it change who you are and who you will become?

Julia Kivlin Volleyball Tournament, 2015

As teachers, we all know learning is much more than what happens in school between 7AM and 3PM. Learning is also much more than the homework we assign or the extracurriculars in which students participate.

Last evening, I had a blast playing in a staff and student volleyball tournament to benefit the Children’s Hospital of Philadelphia in memory of Julia Kivlin. Julia passed away before her ninth grade year. I taught Julia’s sister, Kate, and I know the heartbreak of losing a sister to cancer much too young. Last evening’s volleyball tournament was in memory of Julia, who loved to play volleyball.

Three students came to me Friday during school and asked if I wanted to play on their team. The students, outstanding sophomore volleyball players, assured me we would not lose. I have recently found it harder to participate in these events, with a family of young boys, but now that they are getting older, I said yes. Thanks to Sophie, Jasmine, and Mary, our team was awesome. I think it is fair to say Mr. Lowe, Mrs. Gantert-Lee, Emily, and I were just role players. On such a superb team, we dominated. It was not until our last two games that we fought hard. We made it to the final game but were defeated.

Our schools are more than the building we occupy eight hours a day, roughly 200 days a year. We are a community that grows, learns, competes, celebrates, and unfortunately grieves together. To the Kivlin family, Julia will always be remembered because of a strong Downingtown community that will always celebrate her life.

#EdcampDtown

Two years ago, I attended my first EdCamp at its birthplace- Philadelphia! Going in, I was reluctant that I would learn anything new. When I left, I was overwhelmed with new ideas; I have never had that experience with professional development. The EdCamp, unconference model of professional development, opens professional development in a way many teachers never experience.

Rather than the sit-and-get professional development we all experience, EdCamp encourages multi-directional, collaborative, shared experiences from professionals, both leading the session and in the audience. This is the first part of the EdCamp I love. You are expected to contribute. In fact, the leader of your session is not the expert on the topic. It is expected you come to participate, share, and take away new ideas. If you do not participate, you miss out. The second part of EdCamp I enjoy is “the rule of two feet.” If you happen to attend a session you realize is not benefiting you, you are expected to leave and find another session. You do yourself no good to listen to shared ideas that do not apply to your educational situation.

After such a great first experience with the EdCamp model two years ago, I encouraged colleagues to attend EdCampPhilly last year. We had a blast. By inviting some DASD colleagues and their friends, I made local connections, shared great DASD teaching practices, and had a blast.

But now, it’s our turn. Kristie Burk enlisted a few daring individuals to pull together an EdCampDtown. We need your help. First, we need your expertise. Come share the best practices and wisdom you practice every day. Second, be bold. Even if you have not led a work session at a professional conference, come, lead and share. I plan on holding sessions on topics I am not comfortable with, so I can learn. For instance, I love using Google Drive, and I like to think I’m pretty savvy with it. My session will encourage the audience to share best practices with Google Drive. There’s always something new to learn with Google!

So, come on out. Share. I can’t wait to learn with you!

#EdCampDtown Saturday, March 21, 8:30-1PM, at the STEM Academy.

A Reflection after Reading FDR and the Jews

FDRIt has been a long time since I have posted to my blog. Let me begin with… I teach International Baccalaureate History of the Americas and International Baccalaureate Economics. All 120+ of my students are IB-level students, which simply means my work is cut out for me. Added to this, I am still in the first years of each course, so I am consistently preparing new material for my classes. I rarely have time to add cogent thought to my blog anymore. Well, until today.

Recently I took a trip to Rome, Italy (more on that to come, I’m sure), and I took along a book I have had on my shelf at school for some time, FDR and the Jews. In about a week, I will have a very short amount of time to teach my students about the Holocaust. I am very comfortable with the topic, having read personal testimonies, witnessed dozens of Holocaust speakers, and read secondary source history of the events. However, one question my students ask often, and I often oversimplify in answering, is why did the United States do nothing about the Holocaust.

 

Through their book, Richard Breitman and Allan Lichtman present four different major periods in Roosevelt’s presidency and his impetus to help Jews during each period. The first phase focuses on his first term as President. This phase is dominated by the domestic affairs of ailing a troubled nation during the Great Depression. During this phase the plight of American and international Jews takes a back seat to domestic reforms. The second phase focuses on Roosevelt’s second term up until the start of World War Two. During this phase, Roosevelt is more activist toward helping Jews, but his actions toward international Jews is simplified to trying to alter the constrictive US immigration quota. The third phase, in the early stages of World War Two, is fraught with more difficultly. While Roosevelt desires more international action against Axis aggression and in support of international Jews, his hands are again tied by domestic constraints and politically minded decisions. While Roosevelt wants to speak out against the belligerent Nazi regime, he finds such speech difficult lest he be accused of taking sides in a war while leading a neutral nation. The last phase, Roosevelt has undeniable proof of the horrors of the Holocaust, and the United States is active in World War Two, but military objectives and stark reality of saving the remaining European Jews limit his actions.

Breitman and Lichtman present a very interesting account of a personal Roosevelt and his actions during his presidency. They portray an individual who wanted to act, but whose career ambitions, political handcuffs, military objectives, or other roadblocks made action difficult.

Upon completion of this book, I was left with an awful sense that Roosevelt wanted to help Jews internationally, but he could not. A president with grand popular appeal, who stretched the power of the executive more than any other president, who led a country with vast material resources, this President had little power to help the Jews. Thus, I have arrived at this personal conclusion. Individuals should not wait for the actions of governments to protect the lives of those in danger. Even when it seems impossible for a government lay aside and not act, unfortunately it is possible. Yes, while many examples exist of governments helping protect or assist the less fortunate, the Holocaust and recent genocides present the awful conclusion that governments are very slow when responding to such crises. Individual actions save lives. The resistance fighters, those who hid Jews from persecution, those who acted to protect Jews while risking their own fate… these are the models of action and courage in the face of danger. These individuals should inspire modern action against tyranny, abuse, genocide, and injustice.

I do not fault Roosevelt or the United States government for being slow to react to an international crisis. I do not fault current administrations for inaction against international crises. The actions of governments will most always be slower than necessary in times of need. Knowing this, I realize now that when tyranny, abuse, or injustice present itself, I cannot must not wait for others to stand against it. Individual actions are fast, and individual actions save lives.

Should you shop on Black Friday?

Black Friday
Reuters photo from 2014

With Black Friday only one week away, should you venture to the stores, looking for the best deals? Consider the origins of Black Friday and the economics behind the day before heading out. Podcasts below are brought to you by International Baccalaureate Economics students from the Downingtown STEM Academy, the number one ranked high school in Pennsylvania.

A Review of Year Zero: A History of 1945

Image“An astonishing global history of the pivotal year 1945 as a new world emerged from the ruins of World War II.”

Many approaches exist to teaching World War II. The International Baccalaureate (IB) History of the Americas course approaches World War II through its causes, practices, and effects. Doing so, students in the IB History course receive a global view of World War II. This approach is still heavily focused on the military history of the war. Much like the results of World War I causing many global conflict, including World War II, the results of World War II are still impacting the world today. Unfortunately, these results are often overlooked. Teachers and students are too quick to move onto the next topic that the results are simplified.

For this reason, I picked up Ian Buruma’s book, Year Zero: A History of 1945. I hoped I could recommend it to my students as a supplement to understanding the results of World War II while providing me context for better teaching about the war. Buruma’s book is set up in three thematic sections: Liberation Complex, Clearing the Rubble, and Never Again. Within each theme, Buruma examines different regions around the world in 1945. He provides some context for his investigation outside of 1945, but he holds true to his sole focus of 1945. Topics detailed include: retribution of the victors; postwar war crimes trials internationally; the relationship between the USA and USSR that led to the Cold War, with some mention of the Potsdam and Yalta Conferences, the transfer of power in Germany, Japan, France, China, Indonesia, Philippines, and Great Britain in 1945; and some mention of displaced persons worldwide.

Buruma’s book provides clear connection between World War II and the origins of the Cold War, the conflict in Korea, General MacArthur’s career, the second half of the Chinese Civil War, and the Vietnamese conflict in French Indochina. These connections, in particular, are lacking in many histories of World War Two; these are the connections necessary for students of modern world history. Buruma details them very well. I particularly appreciate the last chapter of his book, One World, in which he examines the origins of the United Nations. In this he calls for the need of a global security organization while questioning whether one can be successful. This parallels nicely with Henry Kissinger’s critique of collective security in Diplomacy.

Overall, I thoroughly enjoyed Buruma’s book. It is a quick read, even for someone taking notes. I recommend the book for teachers and very mature readers studying the end of World War Two. The global connectedness of this book make it very applicable as a complement to studying World War Two as a topic for IB History of the Americas. Year Zero includes very graphic detail in the chapters on retribution, which make me hesitate to recommend this book for younger readers. This detail should not be ignored, but as a teacher, I would be more discreet with the detail.

Ian Buruma’s Year Zero: A History of 1945 is an important read for anyone who wishes to understand the full implications of World War Two on the next seventy years.