In Milwaukee, kids call it “The Cheese”

1. In Milwaukee, kids call it “The Cheese”

6. Wonder why?

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

9. Education starts before school! "The driver said, ‘Kids we've got porn, do you want to watch it',” one of the pupils told reporters. "Everyone started shouting yes, yes! and he just put in a tape and we watched it on the small TV screens on the bus all the way to school." The children were aged 12 to 15. --Reuters Newservice

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

11. If you saw it coming is it still an accident?

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

13. The Six Pivotal Principlesof a Deliberate Education From the New Book Educating for Human Greatness Lynn Stoddard & Anthony Dallmann-Jones PhD www.EducatingforHumanGreatness.com

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

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

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

17. Draw Forth Potential - In contrast to traditional education, which focuses on helping children overcome deficits, this principle is aimed at helping children build on their unique assets. The 2nd Pivotal Principle – Educating for Human Greatness. Stoddard and Dallmann-Jones. 2010

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

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

20. “Good learners and sound reasoners center their attention and activity on the dynamic process of inquiry itself, not merely on the end product of static knowledge.” --Neil Postman & Charles Weingartner. Teaching as a Subversive Activity. 1969.

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

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

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

24. “When teachers, parents, and members of the community reach out to children in a caring, supportive way, children know that they belong. They are able to form attachments and respond in a positive, caring way. Parents, child care providers and teachers must recognize the need for children to have a caring environment. Schools, families and communities must increase their involvement and collaboration to support children.” --Eugenia Hepworth Berger . Parents as Partners in Education. 2007.

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

26. Education is not supposed to be about staying in school so you can succeed at staying in school. That can get real boring! Remember being bored in school? Tick….Tock…

32. Educating for human Greatness!???? Why have we NOT aimed for the STARS? Why in the world would we not be

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

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

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

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

37. Kids are currently riding “the cheese” so theycan go to school for more and more testing revolving around common standards. Q: Why?

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

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

40. “Because I am beingEducated for human Greatness!” Why should I settle for less?

41. IMPORTANT BACKGROUND INFO Educating for Human Greatness What is it all about? How is it different?

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

43. A Comparison of Two Philosophies of Education Conventional Education Educating for Human Greatness • Student achievement in curriculum(i.e., grade-point averages) is the main goal of public education. • Human greatness is the main goal. Parents and teachers unite to help students become valuable contributors to society.

44. A Comparison of Two Philosophies of Education Conventional Education Educating for Human Greatness • A common core curriculum, imposed bypoliticians, is the boss over parents, teachers and students. • Curriculum is the servant of parents and teachers, chosen and adapted by them to embrace a variety of needs in all youngsters.

45. A Comparison of Two Philosophies of Education Conventional Education Educating for Human Greatness • The aim is for standardization – attempting to make children alike in knowledge and skills. National and state standards for student uniformity are imposed. • The aim is to nurture human diversity - helping students discover and develop their unique talents and gifts. High standards are adopted for developing student individuality.

46. A Comparison of Two Philosophies of Education Conventional Education Educating for Human Greatness • Has a low estimate of human potential. Ranks people with I.Q. tests. • Sees unlimited potential in every person. Acknowledges that human intelligence is not numerically measurable.

47. A Comparison of Two Philosophies of Education Conventional Education Educating for Human Greatness • Tries to measure student growth in curriculum. • Assesses student growth in the qualities of human greatness and contributive behavior.

48. A Comparison of Two Philosophies of Education Conventional Education Educating for Human Greatness • Parents are not meaningfully involved in public or private education. • Parents are involved as full and equal partners with teachers to help students grow in their qualities of greatness.

49. Why Must We Surrender the Joy of Learning by Going to School?

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