Posted by Marcia Klimes on Jul 20, 2017; 3:26pm
URL: https://nabble.aealearningonline.org/Topic-4-Narrative-Voice-tp3794p8686.html

It’s hard to determine what children ought to learn, because we can’t really tell until after they’ve grown up and we see what they’ve missed.  A good way to find out then might be to look at successful people and determine what they learned.  Of course, that involves how we measure success.  Some think of success as advancement in a career; some, as gaining respect of colleagues; some, as making lots of money.  There are many other examples, but for me it is measured by a willingness to take responsibility for one’s actions, being helpful and kind to mankind, being grateful, and supporting oneself with some type of work.  

My husband and I have four children.  They are all married, and each have children for a total of six grandchildren.  We strove to make sure that children were learning basic skills in school like math, English, etc., but also regularly challenged them with problem solving techniques.   Identifying a need or a problem is followed by researching what to do about it.  Next,  finding the materials or skills needed to fix or develop.  Most often, implementing includes making mistakes.  We rejoice in those!!  Learning from mistakes is a basic tenet of problem solving, and there are many steps to a final, successful project.

Our sons both work in the computer science industry for large companies where they solve problems daily to help customers and colleagues.  Aside from his work space, one takes apart and repairs cpu’s, montitors, and other computer parts sometimes as a volunteer and sometimes for pay.  The other enjoys building and designing wood projects with a specific, unique purpose for their home, such as a specifically sized type of ladder/stool for his 3-year old daughter to use by the kitchen counter in order to “help”.  

Our daughters both teach, which of course, involves daily problem solving people skills, but also, like-long learning as exemplars to students.   Units and lessons do not remain static from year to year, and in fact, they are ever changing.   Both of them have begun to play the game of bridge where their problem-solving skills shine.

In the first paragraph, I referenced my measure of success.  All of our children measure up to those standards, and with those qualities have become exceptional doers, movers, and shakers in their work environment, community, and family.  Most of all, we can see stunning outcomes in our grandchildren.  They are grateful children.  They do not show signs of feeling entitled.  They are concerned about other’s needs and willing to step up and help without being asked.  They make mistakes, and learn from them.  They’ve learned there are consequences to their actions, and sometimes they’ve even changed their behavior as a result!   Much of what children ought to learn comes from parents and their home environment, but as teachers, we can demand skill-learning while reaching for application of skills leading to problem-solving.