Skip to main content

Dance, Jr.

Today, my student council and leadership class hosted a third- through fifth-grade dance. This was the first time we'd organized a dance for the younger students, and the first time student council and leadership worked together on a school activity. For some reason, that unity was the most triumphant part of all of this, even though they didn't really work together. The response to this dance was overwhelming. Never have we organized a dance with so many in attendance. There were throngs of kids dancing and playing and eating and hanging. We taught them a dance, played musical chairs, read them stories (okay, not this one), and led a dance-off.

This doesn't mean there weren't problems. A few kids got hurt. One was hurt when someone threw bead necklaces into the crowd. A girl went after one and either stepped wrong or was stepped on, because she injured her foot. Another girl seemed to be hyperventilating, and had to wait outside to catch her breath. This was the scarier of the two. She was okay.

Fun was had by most, and we had a cause: we're donating the proceeds to fund breast cancer awareness and research.
Labels:

Comments

Post a Comment

Popular posts from this blog

Persuasion

At different points in history, governments have devoted men, women, and resources to try to persuade others to their side. One significant example of this occurred in Germany under Adolf Hitler. Hitler knew how important it was to make sure the German people were on his side as leader of the country. One way he did this was by controlling what people heard. Specifically, near the beginning of World War II, Hitler made it a crime for anyone in Germany to listen to foreign radio broadcasts. These were called the “extraordinary radio measures.” He did this to ensure that Germans weren’t being persuaded by enemy countries to question their loyalty to Hitler. He knew that a German listening to a radio broadcast from Britain might persuade that German to believe that Great Britain was the good guy and Hitler the bad guy. This was so important, in fact, that two people in Germany were actually executed because they had either listened to or planned to listen to a foreign radio broadcast (one...
Post a Comment
Read more

Comparison

Psychologists and others have studied ways in which we compare ourselves to each other. One man named Leon Festinger argued that we tend to compare ourselves to other people when we don’t know how good or bad we are at something (like football or playing the guitar). One way we do this is when we compare ourselves to those who are not as good as we are, to protect our self-esteem (called “downward social comparison;” example: we’re playing basketball and miss most of our shots, but we feel okay because a teammate wasn’t even given the ball). Another comparison we make is when we compare ourselves to others who are doing much better than we are (called “upward social comparison”). When we see others who appear to be doing better than we are, we can respond by trying to improve ourselves, or by trying to protect ourselves by telling ourselves it’s not that important. There was a study published in 1953 by Solomon Asch, who asked students to take part in a “vision test.” The par...
Post a Comment
Read more

Thoughts on Academic Purpose

If I could tell my students how to choose a path of employment, I would emphasize that no effective writer, historian, athlete, musician, or scientist became such without dedicating themselves to some goal. For that to have taken place, however, the respective expert must have had a firm idea about why they were doing what they were doing. In other words, they must have had purpose. Karl Marx spent countless hours in English libraries, I would share, to understand the functioning of society in order to improve it; while Isaac Newton often went without food to gain a firmer grasp of the science of motion, and eventually revised that science. They did this because they had a clear purpose, a real reason for doing what they were doing that would affect others around them. I would communicate that whatever passion students tap into, it should be embarked upon with that kind of clear goal in mind. While they may not know which passions they have yet, I would emphasize that school is a time ...
Post a Comment
Read more