G.E. D. Report # - 29 The Real Way Toward Self Esteem

Newsletter #5 

Self Esteem is a Result. 

We talk about self-esteem a lot in school. We’ve had staff meetings, staff training sessions, development sessions – all about student self-esteem, and how to improve it. 

Self-esteem isn’t something you tell someone. It also isn’t something that, if repeated, magically happens. A person’s sense of self and self-confidence are results of creation... of creating something. It almost seems to be that the people in charge of schools think that if we just tell students that they’re wonderful people, they’ll have a glowing sense of self and feel great about themselves. 

Unfortunately, it doesn’t work that way. 

People gain self - worth by creating. Sensible children do not wish to be incomplete adults. There are no exceptions to that previous statement.   

There are tons of ways to make something. I try to do many small assignments throughout the year in class, culminating with a ‘portfolio’ of written work, and some art. That’s my method.   

There are tons of other things to do nowadays, especially with all the new avenues via technology. I urge students to create a blog via WordPress or blogger. It doesn’t have to be something massive. A paragraph a week gets you a good body of written work in one year. Starting a YouTube channel with spoken word content or artistic expression is easy. An online art portfolio is easy to make.   

These suggestions dovetail nicely with the way I do things in room 227. 

The mindset to change is from one of ‘passive’ to ‘active’. Instead of staring at a screen with someone else’s creation on it, make something for other people to read or look at.  

When all is said and done, you’ll have created something that is YOURS. It can be used as part of a resumé, or, more importantly, something to point to and say “That’s mine – I made that”. 

That’s how you build self-confidence and self-esteem. 

Sincerely, 

Douglas Marolla – English, MVHS, Room 227

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You Are a Cockroach

Introductory Quote from Bryant's "Unfinished History"

Newsletter #1 - The Rationale

--- Newsletter #1 ---

The catalyst that started this project was the idea of taking years of hard work as a teacher in the bad neighborhood, and the success that came with it, and move it onto the internet.

I started teaching in 1996.  The ‘World Wide Web’ was a new (and quiet) medium.  Windows 95 was a big deal.  Apple Computer had fallen to a distant second place.  I used Netscape Navigator to browse the Web.  My computer’s hard drive had 6.6GB.  Most people had pagers – a few had cellphones.

Think about how technology, communication, and media have changed since then.

Now think about how little school has changed.  Sure, there are smartboards, Google classroom, laptops and tablets, and quick wireless connectivity.  But students still go into a building for 7 hours a day, are grouped the same way, and get all the same assignments.  It doesn’t make sense to me.

This first newsletter is about philosophy:  I think it’s time we use the technology available to not only teach well, explain things clearly, and search for the truth, but also to use the tools we have to teach those who don’t fit into the narrow school paradigm we’ve been given.

Thank you,
Douglas Marolla
https://thefreelanceteacher.teachable.com/

Steve Jobs, by Walter Isaacson – Book Review

This originally appeared at http://www.thefreelanceteacher.com

The Jobs book was everything it was supposed to be.
I’ll start at the end. Walter Isaacson spoke with Jobs right before he died. Isaacson told Jobs that the book would have many things in it that he wouldn’t like. Jobs was happy about that. He realized that it would therefore not sound like a stock biography. The ‘approved’ biographies are all the same. They have a little bit about some of the public scandals, perhaps a few things that weren’t released to the public, but not much new or exciting. The rest is just hagiographic babble. The Jobs biography avoids this. There are times in the book where Jobs is such a jerk, I’m glad he died early. You read that right. I’m not proud of feeling that way, but in the interest of telling the truth, which this book does, I have to say it. Isaacson lets it fly when it comes to Jobs’ legendary rancid ability to be an asshole. The good thing about this? It brings about the most interesting parts of the book regarding Apple and the business world. How do you maintain such an arrogant, prickly personality and simultaneously create, ruin, then resurrect a company? And not just that, a company that has become a technological leader, an earnings behemoth, and an industry standard? One would expect a well spoken, polite, friendly guy to make deals and create goodwill. Isaacson shows with candor how Jobs was a rude jerk while using that trait to move himself and his company forward. This unlikely scenario is brought to light with granular detail.

Jobs was a relentless leader. Reading the book, it seemed to be that the was allergic to soft pedaling anything – ever. Beginning with the ‘start the IT company in the garage’ (true in this case), to the magnificent resurrection of AAPL from 1997-2010, Jobs was the helmsman who was able to get his top engineers to push themselves to create the products we rely on today. Where the book exceeds expectations is showing that you don’t need a meeting. There were production delays, design delays, manufacturing delays, disagreements among marketers, engineers, friends all throughout the creation of all the major Apple products. Jobs would decide which way to go himself. What would be scheduled in a meeting in other companies and take weeks, would be decided in 15 minutes at Apple. According to many in management, this simply cannot be the way to go. Actually, it can. As a crusading leader, Jobs would, in his rude way, explain why the other companies’ products in the same niche were ‘shit’ (an opinion), or ‘failures’ (quantifiable fact), He’d show how a lack of decisiveness, how the need to make every division of the company happy was keeping the products from being great. Even though he was a jerk about it, he was right. Being right doesn’t engender good feeling. Being right, successful, prickly, and rich alienates many. I think if Apple had failed, he’d have been pilloried by hundreds. Two things happened – Apple didn’t have any major stumbles, and Jobs died too soon.

An entrepreneurial take away that will stay with me: Jobs wasn’t a person to ‘give the customer what he wants’ type of guy. At the end of the book Isaacson writes about Jobs’ philosophy. Jobs was always explaining that the customer doesn’t know what he wants. He’ll know it when it’s put in front of him. Jobs quoted Henry Ford on this, mentioning that Ford once said that if he’d asked his customers wanted, they’d have said “a faster horse”. It takes a strong personality and a driven genius level mind to actually pre-empt the desires of your customers. Jobs was able to do that, from the beginning with his top gun technologist partner, Steve Wozniak, to the very end at the wheel of a multinational technology giant.

It’s an amazing story.

A Common App Supplemental Essay That Worked

This essay preparation piece originally appeared on www.thefreelanceteacher.com

Sometimes an essay has to use an old, tired topic. You have to write carefully so that your essay 

isn't also tired.

This supplemental was a classic topic - it asked you to describe a time of difficulty you experienced and how you got through it. This is an easy topic to understand, but it is extremely hard to write well on such a trite topic. This essay got the job done. This essay is here as a guide, to show best practices for when you write your own personilized, individual essay.

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Through out my life I had to always work harder than the rest of my peers and I never new why. It wasn't because of my station in life but because of the way I learned and understood material in school. In what I became a common thread in my life, I found out that I was different than everyone else. Whenever there was a list of directions given out to the class I would always miss one of the directions given. This confused me. When I realized my parents couldn't be at school with me, I knew I had to take the responsibility of being my best own advocate. I realized in order for me to understand all that was asked, I would have to meet with my teachers two weeks ahead of any major assignments. I began to do things that reflected a level of maturity unnatural for my age. I would schedule my days in advance so I would have time to meet with my teachers everyday so I could understand the material. After new material had been taught and reading assigned I made sure to reread the material two to three times and write down any questions I had in the margins or on a separate piece of paper. The next day I could ask the teacher and full understand the content. (DM: Notice a few things. The author manages to turn a weakness into a strength: he has a hard time processing information and had to work double time to keep up. He also admits that he's comfortable asking for help from the teacher. It is also specific about what he DID to rectify the situation.)


What I didn't realize was going on was that I was adapting to my environment, using the skills I did have to offset the ones I lacked. As I got older I realized that the human mind is pliable, and it manifested itself by forcing me to plan ahead. Because I was afraid of getting bad grades and looking foolish in class, I did whatever was necessary to avoid the dark place that peer ridicule can take you. (DM: Notice the language at the end of this paragraph - it's a smarter way of saying he "didn't let his peers get him down." See how this way is more profound)


This was a difficult transition. As I grew older I saw how much of our society won't let people figure out on their own how to overcome limitations. Under the guise of ‘compassion' or ‘help' I see education institutions in particular getting things done for people who have certain limits. Intellectually I now find this somewhat odd. I hear a lot about letting people learn – having an equitable opportunity to learn and excel. If things are done for folks, when will they learn how to do it on their own? Had I had someone to make my schedule for me, to give me extra time for completing a task, I would have never figured out how to operate on the same plane as my peers. (DM: Notice the rhetorical questions, and the old question about letting people sink or swim on their own, but without using that kind of tired language.)


I often get accused of being crass or unkind with views like these. I see it the other way. I think I am being more kind than most. I look at the old ways of sending young people through a rite of passage. If someone failed it wasn't the end of the world. In fact, it was seen as a boon to that person. He learned from that failure, and began to grow a thick skin that would block frustration. This sets people up for more success in life, and gives them useful tools. I know what it did for me. It was a transition that contained some bad memories and caused some hurt feelings, but I wouldn't trade it for anything. (DM: The last paragraph is the best one. The use of 'rite of passage', 'boon', 'I know what it did for me' all show vocabulary fluency and the ability to admit loss. It follows the question of the application well and ends with a clear, concise sentence.)

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500 plus words. Mission accomplished. An incredibly common topic handled with originality and skill. This applicant got into a small private college in Westchester County, NY.

The essay topics are usually similar throughout the years, especially on the Common App. Use this as a guide to mix in clear wording and fresh phrases in order to get the essay you want. Do not copy it - use the style and the structure.