The 30-Day Total Body Transformation

This morning, I closed my eyes, held my breath, pulled in my stomach as far as I possibly could, and submitted to a "preliminary body assessment," a procedure -- accomplished with a tape measure and a scale -- that essentially provided a numerical "before" picture of my overweight and out-of-shape body prior to beginning what Ben -- my new semi-personal trainer -- refers to as "A 30-Day Total Body Transformation."

I refused to look at the resulting numbers. I was afraid that actually seeing the bad news in black and white would send me to my bed with the jumbo bag of Dove chocolate hearts left over from Valentine's Day. "Tell me," I told Ben, "what the numbers were after they've gone down." (And please -- please, please -- make them go down!)

I'm not, you understand -- by any stretch of the imagination -- obese. If you saw me walking down the street in jeans and a baggy college sweatshirt, you probably wouldn't even think of me as fat.

Ah, but under that deceptively youthful clothing lurks the body (and the belly) of a middle-aged, post-menopausal, chocolate-craving, mostly sedentary woman, with a busy schedule, a lonely kitchen, and a car that brakes for fast food. My cholesterol is rising and my blood pressure is soaring and I hate how I look. And I know that if I want to live as long as I plan to live, and as well as I hope to live -- if I ever want to feel good about myself again -- I have to get it all together now. The problem is, I don't know how. Hence Ben and his 30-Day Total Body Transformation Program.

But as lovely and supportive as Ben is, getting it together at this stage of my life is difficult and pricey and time consuming and it hurts. So, I'm not at all sure I'll succeed. It would have been so much easier to simply keep it together in the first place. If I'd only known how!

According to an article in the NYT, "the number of overweight kids has tripled in the last 30 years, and an alarming number of American children have high cholesterol, high blood pressure, and diabetes." USA Today says that almost 20 percent of children ages 6 to 11, and 18 percent of kids ages 12 to 19 are obese. How are those kids going to get it together when they're my age? How many of them will even live to be my age?

Recently, Michelle Obama announced the “Let’s Move” initiative -- a campaign to combat childhood obesity. It's an issue that needs attention from all of us -- from a First Lady who's made it clear that her kids are her priority, to teachers whose career choice has made the statement that all kids are their priority.

I hope educators everywhere will jump on this bandwagon (or jump off and run alongside it : ), and -- whatever their politics -- throw themselves into this campaign and teach our kids and our students, not just how to be smart and successful and good citizens, but also how to live long enough to enjoy it.

Let's kick our kids out of the house and our students out of the classroom -- and if that's not possible, let's bring in activities like Wii Fit and Dance Dance Revolution and Twister to get them moving inside. Let's organize games at recess and join in. Or, if that's not possible, let's organize older students to run games for younger ones.

Let's teach our kids what to eat -- and what not to eat -- in words they can understand and in ways they can follow. (Ben says, when shopping, stick to the perimeter of the supermarket -- to the fresh fruits and vegetables, the dairy products, and eggs, and lean meats -- and stay away from the processed foods clogging the middle aisles.)

Let's do whatever we have to to make sure our kids know how to keep it together before it's too late to get it together.

Why I Love the Web

My mother always claimed (with evident exasperation) that the very first -- and by far most frequent -- word I spoke as a child was "why?" "Why do cows sleep standing up?" "Why do clouds float?" "Why does c-a-t spell cat?" "Why don't hurricanes happen in Idaho?" "Why do I have to...?"

I haven't changed a bit. I still find myself with a million (or so : ) questions a day -- Who...? What...? When...? Where...? Why...? How...? -- on a million (or so) different subjects. What has changed is the opportunity to get immediate 24/7 answers to my questions -- all of my questions -- as long as I'm within easy reach of an Internet connection. Unlike my mother, the Web never tires of providing, not only answers to my questions, but more lovely questions to be answered as well.

It's safe to say, then, that I love the Internet. I love the instant access to information, to socialization; to debate and fraternization; to the important, the interesting, the trivial, and the just-plain-weird. Yes, my name is Linda and I'm an information junkie -- and the Internet is my drug of choice.

In my job, of course, I have many opportunities every day to indulge my craving for informative (and weird) online resources. This morning, for example...

I started with the wonderful -- a brand new site review for Laura Candler's updated Teaching Resources site. We first reviewed Laura's site in 2000, but it's grown substantially since then (both in quantity and quality) and after undergoing a major redesign last summer, the site definitely deserved another look. I hope you'll take another look at Laura's site too. It's a perfect example of the kinds of quality educational resources the Web can offer.

And then I moved to the weird as I read Art Wolinski's blog, Truth, Lies, Rumors, and Rumbles. In Tuesday's entry, Art talked about a new site called chatroulette.com -- and you have to read about it to believe it. I haven't provided a link to chatroulette.com because you really should know what you're getting into before you end up there. So read what Art has to say before visiting. And then consider how much less amusing life would be without the Weird World Web!

Not everything online is weird -- or wildly wonderful -- of course. But if you want some more reasons why I love the Web, check out...

Lifeboat to Mars -- a free online simulation game from PBSKids that makes learning biology fun for kids.

Safe Kids Song -- an Internet safety song for kids in K-4/5 from SafeKids.com.

Sporcle -- a great site for quizzes and trivia games or, as the site puts it, for "mentally stimulating diversions."

Harry's Big Adventure -- bug-related educational resources (lesson plans, games, information, visual aids, more) from Terminex.

Raptors in the City -- a real-time, inquiry-based science and technology program starring peregrine falcons.

Edutopia -- The George Lucas Foundation's success stories for what works in public education.

Looking for more? Browse our Site Review Gallery.

Have a site (or more) you're dying to share? Post A Comment. I'd love to hear from you.

Have a great week!

Cool Contests for Cold Weather Kicks

"Loud are the thunder drums in the tents of the mountains.
Oh, long, long
Have we eaten chia seeds and dried deer's flesh of the summer killing.
We are tired of our huts and the smoky smell of our clothing.
We are sick with the desire for the sun
And the grass on the mountain."

I came across this Paiute Late Winter Song the other day -- on the very day, in fact, that Punxsutawney Phil predicted six more weeks of winter -- and it so perfectly expressed my own feelings as January moved glacier-like into February (yet still nowhere near spring), that I had to share it with you.

I know all of you can't really appreciate the seemingly endless misery of the cold, damp, dreary, slippery, sleety (Did I say "dreary?") mess we in the northeast call winter -- my daughter texts regularly from San Diego to remind me of that : ) -- but I'm sure every teacher can appreciate the late winter "stuck-in-the-hut-sick-with-desire-for-spring" feeling that permeates classrooms this time of year. What to do to snap our students -- and ourselves -- out of these winter doldrums? What to do until the sun once again warms the grass on the mountains -- and thaws out our frozen brains?

Well...how about a contest? Certainly nothing is more brain-thawing, more mood-warming, more mental-muscle-flexing -- for students and teachers -- than a healthy hot-blooded competition. (Witness the Superbowl!) And there are a number to choose from this time of year. Try one of these:

In an effort to foster the development of the next generation of scientists, Discovery Education and 3M have teamed up to encourage students in grades 5 - 8 to develop their science curiosity and share their passion through the Discovery Education 3M Young Scientist Challenge. To enter, students must submit a one- to two-minute video about a specific scientific concept. This year's approved topics focus on the science of safety and security. The contest deadline is May 27, 2010.

Science students with an interest in the environment might prefer the Siemens We Can Change the World Challenge, a sustainability challenge in which students in grades K - 12 work with an educator or mentor to identify and create solutions for environmental issues. It's an opportunity for kids to make a difference and win cool prizes! The deadline is March 15, 2010.

The brand new PBS Teachers Innovation Awards program is another contest that encourages video (or photographic) entries. This one is for teachers, however. Designed to honor innovative educators from all levels of preK - 12 education, the competition asks entrants to explain why they are innovative educators and to submit a video clip or photograph showing how they inspire their students. The deadline for this competition is March 12, 2010.

Are you a graduate student, an ed-tech expert, or a teacher/researcher? The National Center for Technology Innovation (NCTI) has announced its 2010 Tech in the Works Competition, which seeks proposals for collaborative research of innovative technologies that provide greater access for students with disabilities. Up to four awards of $20,000 will be made. Letters of intent are due March 23, 2010.

On a slightly more manageable scale, No Name-Calling Week’s Creative Expression Contest invites U.S. students in grades K - 12 to submit essays, poetry, music, or other artwork that convey their experiences and feelings about name-calling, and their ideas for putting a stop to verbal bullying. No Name-Calling Week is a project of GLSEN, the Gay, Lesbian and Straight Education Network, in collaboration with more than 50 national education and youth service organizations. The deadline is February 26, 2010.

Hungry for more? The 2010 Heinz Ketchup Creativity™ Contest invites U.S. students in grades K - 12 to show their creativity by designing Heinz Ketchup packets. And this year -- for the first time in Ketchup Creativity history -- artwork of one of the top 12 winners will appear on Heinz® Ketchup bottles in addition to the single-serve packets. To top it off : ), that student also will receive $5,700. Better hurry, though! Heinz might be the slow ketchup, but the contest ends quickly -- on February 26, 2010.

Speaking of food...The Organic. It's Worth It In Schools contest, sponsored by the Organic Trade Association, invites teachers, parents, students, and community members to vote for their favorite school to win an organic garden or a fully stocked organic vending machine. Individuals “vote” by signing up for an electronic newsletter featuring organic tips, recipes, and more. Be prepared to work for this one, though. A school must receive at least 1,000 votes (newsletter sign-ups) to win. The deadline is May 1, 2010.

Do you know of any additional contests that can help students and teachers kick the winter blahs? Click Post A Comment to share your suggestions. And have a fabulous February : )

Sticks and Stones

The other day, I was watching Momisms, Anita Renfroe's breathless three-minute riff on things Moms say to their kids -- set to the William Tell Overture. And as I listened, I heard in her words the words of my mom -- and of my daughter. It's fascinating, isn't it, that no matter how hard we work at not turning into our parents, how often we end up sounding like them, and how inevitably we pass their advice -- both good and bad -- down to the next generation.

One of my Mom's favorite momisms was "Sticks and stones will break your bones, but words will never hurt you." It never made sense to me. Even as a child, I knew that words could -- and often did -- hurt. But that didn't stop me from repeating the inane bromide years later when confronted with my own bickering children..."Mooooom. He said I was...She said I was...He called me...."

"Enough! Sticks and stones might break your bones, but words will never hurt you."

I was reminded again of that particular momism when I read about a campaign called Spread the Word to End the Word. If you're not yet familiar with "Spread the Word," it's an initiative of Special Olympics and Best Buddy International to eliminate the use of the word "retard(ed)" in everyday speech by asking people to sign an online pledge to never use the r-word again. The goal is 100,00 pledges. Today's total is 51,669. Have you taken the pledge yet? If not, March 3, 2010, is "Spread the Word to End the Word" Awareness Day. Get the toolkit and use it to raise awareness in your classroom and in your school. And then take the pledge with your students. Let's make sure that the r-word, at least, is one word that doesn't hurt anyone again.

Speaking of the Olympics (and video), be sure to check out The Science of the Olympic Winter Games, a 16-part video series from NBC Learn and the National Science Foundation. Narrated by NBC News anchor Lester Holt, the free videos make science more accessible to students by illustrating how scientific principles apply to competitive sports.

FYI: NBC is broadcasting the Olympic Winter Games from Vancouver, Canada, February 12-28, 2010. The USA National Special Olympics Games will be held July 18-23, 2010 in Nebraska.

Helping Kids Help Haiti

Like all of you, I'm sure, I've been horrified this past week by the images of death and destruction coming out of Haiti. Even my grown children are finding those images hard to deal with; their reactions range from tears to "turn it off -- now!" If adults can't bear to watch the devastation, how hard must all this live coverage be on our children?

It occurs to me that in this era of instantaneous images, kids often are immersed in disasters as they occur, making a tsunami in Samoa or an earthquake in Haiti seem as up-close-and-personal as the local weather. Our children no longer are just watching news reports of far-away disasters; they are virtually experiencing them, literally watching as victims suffer and die. How can we -- as parents and teachers -- help them cope?

Hopefully, the resources below will help you not only find the best ways to talk to our children about the earthquake in Haiti, but also provide you with lessons and activities that will help our children reach out to its victims.

FEMA for Kids includes lots of information for kids on weather-related disasters, including where such disasters are most likely to occur. The section for parents and teachers includes lessons and activities on disaster safety and preparedness.

Helping Children Cope With Natural Disasters from the National Child Care Information and Technical Assistance Center offers a list of organizations that can provide information for adults working with children who have experienced traumatic events associated with natural disasters.

Helping Children Cope With Loss, Death, and Grief is a printable list of excellent tips for parents and teachers from the National Association of School Psychologists.

The U.S. Department of Health and Human Services' Substance Abuse and Mental Health Services Administration's Tips for Talking About Disasters includes a number of pdfs, ranging from "Questions to Help Children Talk About a Disaster" to "Marking Disaster Anniversaries in the Clasroom." All provide excellent suggestions for appropriate home or classroom lessons and activities.

You don't have to be Catholic to utilize the lesson plans, simulation activities, prayer services, stories, and Web links at Going Global With Youth, an initiative of Catholic Relief Services (Click "Resources for Catholic Educators and Youth Ministers"). Although most of the lessons and activities are more appropriate to church-based youth groups, many can be adapted for classroom use.

Reading Rockets' article It Happened Over There: Understanding and Empathy Through Children's Books explains how parents and educators can use books to talk with kids about natural disasters like the earthquake in Haiti -- and offers suggestions for children's books and Web sites about Haiti and about earthquakes.

Helping Our Children in Difficult Times -- featuring Marc Brown's Arthur -- is primarily geared to parents of very young children; preschool and primary teachers might find this a helpful printable to send home with students.

CBS News provides full coverage of the disaster in Haiti, as well as advice from psychotherapist Robi Ludwig on How to Talk to Kids About Haiti. The site also includes an extensive list of charitable organizations providing aid to Haiti.

KidzWorld offers a somewhat more manageable list of ten charitable organizations accepting donations for earthquake victims in Haiti.

In Helping a Child Comprehend and Cope With Catastrophe, Charlotte Reznick, an associate clinical professor of psychology at UCLA, provides 13 tips for helping kids cope with the devastation in Haiti, as well as several suggestions for ways kids can raise money to donate to disaster victims.

You'll find more fundraising suggestions for kids at How Kids Can Help Kids in Haiti. Help Your Kids Help Haiti offers even more quick and easy fundraising activities appropriate for kids at school or at home.

If you know of another organization, Web site, or resource for teachers, parents, and kids struggling to understand the disaster in Haiti and/or help the victims, please click Post A Comment to share your suggestion.

A Question of Quality

Every day, I spend a little time searching a variety of news sources for important or interesting -- or funky -- education news articles. Most of the articles wind up featured on Education World's EDscoops page. Every once in a while, an article strikes a chord and shows up on my blog. Such is the case today.

The first article to catch my eye was from The Courier-Journal, which reported that the state panel overseeing teacher licensing in Indiana had approved new rules that "will allow future educators to spend less time learning how to teach and more time focused on subject matter." According to school superintendent Tony Bennett, "We crafted these changes with the belief that students' academic success is determined, in large part, by the quality of their teachers."

I agree with Mr. Bennett's premise that teacher quality is the single most important factor in student academic success; I strongly disagree with his conclusion that teacher quality is determined more by subject-matter knowledge than by classroom management and instructional skill.

In fact, the second relevant article I read this morning was from Education Week. Majoring in Math Not Always a Classroom Plus cites a report released last year by the National Mathematics Advisory Panel that "found no evidence of a link between teachers’ degree attainment in college and student academic gains in elementary and middle grades." There is a difference, the article points out, between mathematical knowledge and "mathematical knowledge for teaching" -- and policy makers need to keep that distinction in mind when setting standards for teacher quality.

The bottom line -- in my mind -- is that prospective teachers first and foremost need to know how to teach. If they don't learn how to do that well, nothing they do learn will benefit their students.

The Most Important Child in the World

Welcome back...to a new year...a new semester...a new start...with a not-so-new -- but hopefully newly motivated -- group of students.

I begin this new year as a new -- a first time -- grandmother. My grandson's name is Gavin Chase and he's absolutely beautiful, absolutely perfect. And I think, as I look at him (We simply can't take our eyes off him :), that no one has had a chance to screw him up yet -- and I wish I could keep it that way.

I wish I could tell his parents how to avoid all the mistakes I made with his father. But I know they'll do their best without my advice. And I know they'll screw up at times -- like I did -- with or without that advice.

I wish I could tell the bullies who will harrass him, and the friends who'll betray him, and the girls who'll break his heart, to be kind to him instead -- because he is innocent and trusting and un-screwed up and I want him to stay that way. But I know I can't perfect the world for him any more than I could for my own children.

But mostly, I wish I could say to the teachers who, in just a few short years, will have so much to do with who this child becomes: In your classroom, he will be just one child among many. But to his family -- to his parents and grandparents and aunts and uncles and godparents -- he is the most important child in the world. Remember that. For me.

And have the best new year ever.