3-2-1 TUESDAYS WITH MS NIV

Issue #237, 21st January 2025

Can you recognize and unlearn outdated or unhelpful patterns as a student/educator/parent? Here are some tips that you might find useful in unlearning to learn. All the best.

For Students:

1. Examine your learning habits. Notice when you’re:

• Using memorization when understanding would serve better
• Sticking to one learning method that isn’t working well
• Holding limiting beliefs like “I’m just not good at math”
• Avoiding asking questions for fear of looking foolish
• Prioritizing grades over actual learning

For Teachers:

1. Reflect on teaching practices that may need updating:

• Assuming all students learn the same way
• Relying too heavily on traditional lecture formats
• Holding unconscious biases about student capabilities
• Teaching to the test rather than for understanding
• Using outdated disciplinary approaches

For Parents:

1. Consider parenting approaches that might need revision:

• Comparing siblings or children to each other
• Projecting your own educational experiences onto your child
• Overemphasizing academic achievement at the cost of wellbeing
• Using shame or criticism as motivational tools
• Solving problems for children instead of guiding them

What are some common signs something needs unlearning?

• When it consistently leads to frustration or poor outcomes
• When it conflicts with current research or best practices
• When it creates anxiety or resistance
• When it’s based on outdated information or circumstances
• When it limits growth or exploration

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Three images of the week

Two Thoughts of the Week

1. “For the best return on your money, pour your purse into your head.”
   Benjamin Franklin
2. “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”
   Alvin Toffler

One Video of the Week

Ken explains how the accumulation of everything we have ever experienced or learned, for better or worse, shapes us into the person we are. He proposes that if we were to “Unlearn” that which was destructive to our growth, we could learn to be more self-reflective and critical of our own beliefs.

Dr. Spring, is an Associate Professor of Sociology. He has been an active member of the Belmont community since 2002. He holds an M.A. in Sociology with a focus on community development from the University of Toledo and a Ph.D. in Sociology with a focus in social and cultural theory from Vanderbilt University.

Dr. Spring was the recipient of the Harold Love Community Service award from the Tennessee Governor’s office and Tennessee Department of Higher Education for his role in creating the YMCA Literacy Program in Middle Tennessee. His current research focuses on the relationship music in identity formation within popular culture. In addition to his community service and research, Dr. Spring has been interviewed by more than 20 local and national news publications and has appeared in several documentaries discussing various aspects of culture which have aired internationally on Bravo!, Current TV, and nationally on PBS.

Reading with Ms. Meenu: Tip of the week

Dealing with the First Chapter of reading a book:

Sometimes it’s hard for students to get started on a new book, particularly if the text is challenging. Instead of having kids struggle on their own to prepare adequate notes for the first literature circle session, it’s often helpful to let groups have a less formal first chapter meeting.

After the literature circle students have created their ground rules and calendars, have the members take a few silent minutes to pursue their new books, examining the title, cover art, cover or inside blurbs table of contents and so forth. Then have students set up a two-column chart in their journal and write down three predictions in the first column. In the second column, they note their reasons for their predictions. To discourage kids from copying directly from the cover we might say: When you look at the  over, use your imagination. We want you to look carefully at the cover art and plot information but predict some story details that aren’t specifically mentioned. Your prediction should bring up something new yet plausible.

After all the students have made their individual predictions, have them share their ideas. Even for homework have students read the first chapter, using sticky notes to mark:

·         The introduction of new characters

·         Setting details 

·         Places where they were confused

The following day let them trade information on characters and setting and so on. After reading the first chapter ask them to reflect on following:

How did your predictions based on the book cover change their reading the first chapter?

Which first chapter predictions do everyone see to agree on?

Which character has your group decided will be the most important ones? Why?

Happy Reading!
Meenu Gera, Consulting home and school librarian and reading guide.

And Finally…

Dear reader,
I work with the school leadership team as an advisor. I collaborate with teachers as a pedagogical trainer. I help parents as a parenting counselor. I engage one-on-one with students as a personal guide and mentor. This weekly newsletter shares what I read, learn, and experience.

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