College Campuses Featured in Movies

Cinema has a very particular way of making us suspend disbelief, and we love it and even call it entertainment. Movies about college in particular may seem to test our suspension of disbelief because of all the crazy antics that happen in typical college films. In any case, several of these films about attending a university usually feature a particular campus. There are some universities that have been featured more often than others, for one reason or another.

University of Toronto

This college campus has been featured in a ton of movies. The setting for more popular movies like Time Traveler's Wife, Mean Girls, Tommy Boy, Good Will Hunting, and The Bride of Chucky, the University of Toronto tends to end up featured in the movie theater quite a bit. There are also several films that are not as popular, such as Shadowland, Take the Lead, The Prince and Me, and Paper Chase, which had scenes take place at this popular university.

University of British Columbia

It seems that Canada's colleges are used as movie sets a lot, because the University of British Columbia was the site for such movies as Good Luck Chuck, She's the Man, X-Men: The Last Stand, The Butterfly Effect, Perfect Score, and The Exorcism of Emily Rose. Several television shows were also filmed there, including the Smallville series and Battlestar Galactica.

Harvard University

Something you may not know about Harvard is that it is the oldest educational institution in the United States, founded in 1636. This historic site lent itself to movie sets for films like Love Story and The Great Debaters, but that was the last movie filmed on Harvard's actual campus because the university prohibited filming on its grounds. Movies wanting to portray Harvard were only allowed to shoot in look-alike locations instead of on campus. Legally Blonde and Across the Universe were just a few of the films not allowed to record their scenes on campus.

University of Southern California

Everyone knows that the University of Southern California, better known as USC, always ends up portrayed in films. However, the college does not always "play" itself; some movies portray the college as Oxford or the aforementioned Harvard. Being John Malkovich, Forrest Gump, Young Frankenstein, and What Women Want were all filmed on the USC campus.

University of California, Los Angeles

Of course the University of California, Los Angeles, or UCLA, would be the subject of many films. In fact, this university is at the top of the list when it comes to being featured in the most films. Since it is situated so close to Hollywood, using UCLA for a college film makes sense. Films like Erin Brockovich, American Pie, Old School, The Nutty Professor, and How High all feature UCLA as its campus. Several television shows also use UCLA for their set, like Alias, The O.C., and Buffy the Vampire Slayer.

Columbia University

Not to be confused with the aforementioned University of British Columbia, this campus has been featured in several films, such as August Rush, The Mirror Has Two Faces, Mona Lisa Smile, Anger Management, Hitch, and Malcolm X.

Resiliency: The Art of Bouncing Back Better

Ever wonder why some people seem to be able to deal so much better with adversity than others? We've all heard the cliche's "When the going gets tough, the tough get going" or  "When life serves you lemons, make lemonade".  Easy to say - harder to do. And yet most of us know  persons who remain upbeat no matter what the situation, people who deal with life's tougher moments and still come through as good or better than before.

The ability to deal with, and bounce back from tough times is called resiliency. Clinically defined, resiliency is the capability of an individual to cope with stress and adversity in ways that are both effective, and allow a person to respond constructively to future challenges. In other words it's how to deal with tough times and come back better than ever. for 21st century learners, coping with an ever changing and uncertain world, resiliency is a much needed skill.

Everyone admires resilience. The big question is where to find it? Is it something a person is just born with? Is it genetic or a product of circumstance? Some people believe that resilience is some sort of random magic: that people either have it or they don't. Others believe resiliency comes from a variety of internal and external factors: that it is sometimes inherent in a person's nature, but that it can also be developed, or impeded, within a person depending upon external influences and circumstances.

One thing experts do agree upon is that resilient individuals are better able to cope with change, and even if we are not certain where resilience comes from, we do recognize its characteristics. Resilient individuals are positive, focused, flexible, organized and proactive. Resilient individuals see life as challenging but full of opportunities. They make goals and determinedly forge forwards to attain them. They are open to different possibilities and options and develop strategies to deal with the unknown. Ultimately they are forward looking. they engage with their surroundings and work with them. They are survivors, by and large, happier and more content than most people.

Resiliency should not to confused with motivation. Anyone who has faced a difficult decision knows how easy it can be to procrastinate to delay the moment of truth. Resilience does not trump Newton's first Law of Physics.  A body at rest will stay at rest, unless acted upon by an outside force. Instead, resilience, or its lack, becomes evident once the force has been applied. Resilience shows up in to how a person reacts to adversity. Patience may be a virtue, but jut sitting around waiting for something good to happen is neither efficient nor effective as a resilience strategy.

As adults working with children we need to both model and develop resilience for both our students and colleagues. The antithesis of resilience is burn out: with its attitude of indifference, apathy and inactivity. Being resilient takes effort and resources. Not everyone has the strength of will to do things completely on their own. Children need to be taught to enlist and be the support of others. Together we can all seek and share the load. Resilience  involves being willing to adapt one's style to suit the situation. Some people respond best to encouragement, some require a firmer nudge; the key is to support people in a positive manner.  Relentless optimism is not nagging, and positive insistence is not running a person down till they want to quit, contrary to what reality television shows portray. Ironically it is is the perseverance and resilience of regular people on such shows that makes them popular. More than anything, we need to remember to build some fun and reward into the task. Just because something is hard doesn't mean it has to engender feelings of hopelessness. Real resilience includes learning to laugh at adversity, finding ways to overcome it and celebrating even the smallest successes.

Adversity and change are hard. Life happens and its not always easy. Helping each other to cope and succeed is a good thing. By staying positive, focused, flexible, organized and proactive we can deal with most of life's challenges. When things get hard we can, through our own efforts, or, with the help and support of others get through and come out better for the experience. Resilience is not about sailing through life unchallenged, but rather about how we deal with challenge. Like another cliche states "its not how many times you get knocked down, it what you do when you get back up that matters". Resilient folks bounce back and push on better than ever!

Promoting Positive Mental Health Practices In Schools

21st century learners exist in a complex and often confusing world.Consequently, the issue of student mental health is more important every day. Healthy, happy children learn better, and there is a growing recognition that the psychological well being of students is affected by factors present within and surrounding students. Mental health can be measured not only in the absence of symptoms or problems, but also in the resilience of individuals to cope with the anxieties and stress that they face, both at school and in the worlds they live in.

Promoting positive mental health needs to be a goal for effective and caring schools. According to the Canadian Institute for Health Information (CIHI) " Fostering the development of positive mental health by creating supportive environments and addressing the broader determinants of mental health are key to the promotion of positive mental health". The Canadian Joint Consortium for School Health (JCSH), recognizes that schools are source of social connection, safety and belonging for many students and encourages schools to adopt healthy school policies, promote positive social and physical environments, use appropriate teaching and learning activities and to partner and collaborate with families and other organizations with a similar focus on youth education.

Reprinted below are the JCSH's checklists for schools and positive mental health. How does your school stack up?

Healthy School Policies

does your school......

1. provide alternatives to zero tolerance policies that allow for continued school connnectedness  and restoration for challenging students?
2. ensure that all staff and students are held accountable for upholding and modelling rules pertaining to respect and appropriate behavior?
3. have policies that contribute to the emotional and physical safety of all students?
4. accommodate the learning and social needs of all students, including those with special needs?
5. offer ongoing pro d related to positive mental health?

Positive Social and Physical Environment
does your school.....

1. encourage and allow students to participate in decision making?
2. foster an atmosphere of empathy, trust and cooperation?
3. have a welcoming student centered environment?
4. showcase student achievement?
5. design physical spaces so that students can easily access facilities?

 Teaching and learning  
does your school.....

1. provide students with an enhanced understanding of diversity?
2. incorporate culturally relevant themes into its instructional activities?
3. offer students opportunities to learn and use social skills?
4. accommodate individual learning needs?
5. support the autonomy of learners by listening to student perspectives?

Partnerships
does your school....

1. interact with home regarding learning issues?
2. adopt policies that ensure collaboration community and government organizations?
3. offer opportunities for participation in school - community action groups or committees?

For more information regarding Positive Mental Health please see "Schools as a Setting for Promoting Positive Mental Health: Better Practices and Perspectives". This 80 page plus document gives examples of good practice, and is designed to encourage dialogue and action in this are, with the goal of improving mental health outcome for Canadian students. It can be found at www.jchs-cces.ca

Myth of Socialization

Before committing to homeschooling my children, I thoroughly researched both the pros and cons of homeschooling.  While there were various "cons" mentioned throughout my research, there was one overriding concern expressed by those who were opposed to homeschooling... (prior to reading the word, I do so hope that you have the proper mental picture and actually hear the sound effects of dun, dun, dun, duh from Beethoven's Symphony No. 5 in your mind) "SOCIALIZATION."

For those who are convinced that "socialization" is the preeminent goal and achievement of brick and mortar schooling, nothing will ever sway them from their position.  Which is fine, to each their own.  For me, however, education is my predominant concern and focus.  Actual understanding, obtaining knowledge and truly learning is my uppermost priority.  Socialization is an important part of development, but I do not believe that it is the "end all, be all," nor is there is only one "proper" method to obtain said "socialization."

It is my opinion that homeschooling is as unique to each individual family as our own homes are to each of us.  Who has ever walked into someone's home and found it decorated exactly the same as your own?  What kind of a crazy experience would that be?  Every sofa, throw-pillow, drape, picture, and chotchkies all identical??? It would be very creepy.  What about our individual taste and style?  I could never move into a house completely decorated by someone else and feel as if I was "at home."

So why is it that we not only accept, but expect total conformity and uniformity in education?

"Socialization" is a myth when it comes to homeschooling.  Homeschooling is not an "institution" that can be pegged into neat little categories.  Homeschooling is a choice made by individual parents to treat the education of their own children individually.

Will some people choose in their individualized education plans for their own unique family to isolate their children?  Perhaps.  Might some people choose to overcompensate out of a fear of a lack of socialization and over-schedule their children?  Maybe.  In life, people choose all sorts of different things. How many times have we wandered into the mall or Wal-Mart and wondered how on Earth someone could ever choose to wear that?   Your choice does not have to be mine, or vice versa.  Thank goodness!

I don't worry about socialization.  According to the Oxford Dictionary, "socialization" is the ability to mix socially with others or to behave in a way that is acceptable to their society.  My children are "socialized."  They are not isolated.  They are respectively a Girl Scout and Boy Scout in troops/dens comprised of children who are in traditional schools.  They both play sports.  They are also in a homeschool co-op group.  They play outside with the kids in the neighborhood.  They go to birthday parties and spend the night with friends.  They laugh.  They cry.  They skin their knees.  I would never allow them to become isolated.  It is not my style.  I am personally way too social for that.

The New York Times ran an article the other day inviting kids to comment on whether or not they would want to be homeschooled.  The comments are extremely interesting.  Many children were adamantly opposed to the idea of homeschool for socialization issues and rarely cited any educational concerns.  There were stark contrasts between the writing skills between traditionally schooled children and homeschooled children.  I found them fascinating.  Brick and mortar schools did not fare well when one looked at the child's ability to write a cohesive, grammatically correct comment.

"I think homeschooling is dumb. I think homeschooling doesn�t prepare kids for the real world. they don�t learn how to socialize with other people. Some parents may sugar code the kids. So they might not know everything there suppose to know. no i do not agree."� Leslie R

"Being homeschooled you can miss out on makeing friends and you might not have that well of an education. you would be missing out on alot. you need to be socaila and confident about talking in front of peopl and being around everyone and when your homeschooled it doesnt prepare you for that."
� Chelsea 

I think I will continue to "sugar code" my kids and I won't worry about their being "socaila."  I will, however, continue to worry about the state of education in our country.

Hiatus

I expect to be posting a lot less for a while.  Various personal and professional responsibilities will likely consume much of the time I would have used for posting.  I hope to post about those professional issues soon, but until then, thanks for reading these past months.

Is Homeschooling Working?

I haven't had a chance to post a new blog in quite a while.  Some of my friends have been very delicately asking, "So is everything still going okay?"  Since they haven't seen any of my ramblings or tirades posted, they are getting a bit worried.  Have no fear!  We are just busy... really, really busy.

Academically, things are rocking along.  Science and history are the kids' favorite subjects.  They love it and more importantly, they actually understand what they are learning!  Our experience at a STEM exposition which we attended at the Gwinnett School of Math, Science and Technology several weeks ago illustrates this understanding.

One of the instructors gave my youngest a one-on-one demonstration of a scientific principle in which a fluorescent lightbulb lit up without actually be connected to a power source.  Here is a recap of their conversation.  It did not go the way the instructor expected.  I believe she was expecting a comment from him along the lines of, "Cool!" or "Neat!"  That is not quite what she got.  Of course, I will be unable to refrain from little editorial comments here and there.  Sorry!

After watching the light bulb light up:
My Son:  "It is kind of  like a covalent bond, they are sharing electrons, right?"

Instructor: (flabbergasted) "Uhh, (large pause) yes!  How old are you?" [Apparently she is thinking he is must be extremely short.]

My Son: "Seven."

Instructor: (completely shocked look) "Where do you go to school?"

My Son: "I don't."

[This worries me a bit when I first hear his answer. No school?  Are you kidding me?  What about all that work we do?  Remember math, language arts, spelling, science, history etc.???  We "do school!" Hmm, perhaps I am getting a tad defensive here.  Might he mean something else?  Duh! He is quite concrete and very literal.  He does not, in fact, "go" to a "school." Note to self:  Switch to decaf.]

Instructor looks at me a bit bewildered at this point.  I explain to her that we have just begun homeschooling and in all fairness, we are studying chemistry.

Instructor:  "Well it is certainly working."

Yes, yes it is!

Living and Learning in Interesting Times

Many people have heard the phrase, "may you live in interesting times". Less well known is the fact that it is actually one of a sequence of three statements; the other two being, "May you come to the attention of those in authority" and "may you always get more than you wish for". Taken together, these three statements are  quite ironic. They seem to wish a person well, when actually they are a curse, wishing the recipient far more stress than they ever bargained for.

These statements could easily apply to today's schools. Who wouldn't support a school system that is interesting, brings students more than they hoped for and is overseen by well intentioned authorities? Much is made of the need to engage students, to prepare them for an uncertain future and ensure that they are overseen by alert, caring and responsible  people. While such efforts are honorable and well intentioned, for many students school is already stressful place, and the urgency with which the new education agenda is being promoted must be tempered with an ethic of care and calm.

The world is already a fast and confusing place. Many students lives are programed from the moment they wake until late into the evening. If its not school, then its after school activities, a job or even just an active social life. Even unscheduled time is filled with stimulation, as kids get wired into  their computers, smart phones, ipods or television sets.  Its little wonder that some students tune out, shut down or display any number of anti social behaviors. For many, such behaviors are defense measures against the bombardment of relentless stimulation.  Research indicates that stress and other mental health issues now impact as many as one in four students.

In our district we like to talk about developing students who are not just the best IN the world, but also best FOR the world. To do that we need to consider what is truly in best interests of students and take steps to promote personal wellness and positive mental health at least as much, if not more, than the academic, technological and active social agendas. While it is important for students to engage and be active with the world around them, it is even more important that they have a healthy base from which to launch their efforts. Keeping well needs to be more important than keeping busy. Considerations such as sleep, nutrition, and healthy recreational activity, where the focus is fun, rather than constant competition, need to be in the forefront of the new education agenda, not tacked on, and dealt with as wishful after thoughts.

There is no doubt that we do live in interesting times, It is also interesting how many of us yearn for the "good old days" when life was simpler. Its important to remember that for our students the future is now. What will they remember when they look back? As we prepare them for an unknowable future, we also need to do our part to provide students with a less stressful and healthier present. Taking the time to advance an agenda that emphasizes personal care, wellness and positive mental health has a positive impact on that future. In a world where instant results and a constant pressure to achieve are increasingly the norm, we must take the time to make sure a 21st century education is really a blessing  and not just an ironic curse.