Thing #11.5 Evaluation
1. My favorite was the screencasting. So easy and straightforward, so cool.
2. As far as achieving any lifelong learning goals, I can’t say that I did. I was already familiar with a lot of this technology. I have been doing and promoting technology in the school for a long time, and this was just business as usual.
3. No unexpected outcomes. Sorry. But I still love and use Big Huge Labs and Vokis.
4. This list of things was not as involved as Library 2 Play #1. With the first, you had to spend a lot of time reading and sampling, and then doing the assignment. This list was much more streamlined. You could wade into the material and start working with it right away. I appreciated that, especially since time was so limited to work on it. To be able to get up and running and working on the assignment was welcome. I would not do anything differently
Virtual worlds was one of my least favorites to try to think of ways that it could be used by my less sophisticated population. It was so “young adult.” As an adult I did enjoy exploring it, but as an elementary educator I felt it was for the most part a waste of time for me.
Thursday, December 17, 2009
Thing # 7
Having a school-wide never-ending problem with 5th grade science TAKS scores falling, I immediately start looking for video materials which will help my teachers in getting those science concepts to sink in. Since many of our kids are not the best readers, I immediately noticed Totlol, and tried it, but without much success. I filtered it as education and found a few science things, but any useful video material needs to be TEKS specific, or close to it.
Videos work well with our population in getting science concepts across.
Google video search was blocked by the district.
Success with Blinkx! It took some digging past all the pop stuff, but I keyed in mixtures and solutions and found this:
http://www.blinkx.com/video/mixtures-and-solutions/93Phq4P-I9agurRqAwNLeQ
I would use this as a library technology lesson in conjunction with 5th grade science TEKS.
One thing I noticed about Blinkx was that grade levels were not included. You would also have to preview and judge the quality and appropriateness of the video.
It’s also important to do technology just for technology. All the lessons can’t just relate to the TEKS and TAKS. The kids just need to explore what is there and discover to put them on the path of becoming life-long learners. My thoughts ran to a second grader I came across last year who was a gifted student and rather isolated in his class of definitely non-gifted peers. The boy was obsessed with oceans and all forms of ocean life. If I ever have a quiet moment and he is in here I will steer him into this site from PBS videos:
http://www.pbs.org/engage/live-chats/04-22-2009/fabien-cousteau
I have discussed Jacques Cousteau with this child and given him the biography.
Having a school-wide never-ending problem with 5th grade science TAKS scores falling, I immediately start looking for video materials which will help my teachers in getting those science concepts to sink in. Since many of our kids are not the best readers, I immediately noticed Totlol, and tried it, but without much success. I filtered it as education and found a few science things, but any useful video material needs to be TEKS specific, or close to it.
Videos work well with our population in getting science concepts across.
Google video search was blocked by the district.
Success with Blinkx! It took some digging past all the pop stuff, but I keyed in mixtures and solutions and found this:
http://www.blinkx.com/video/mixtures-and-solutions/93Phq4P-I9agurRqAwNLeQ
I would use this as a library technology lesson in conjunction with 5th grade science TEKS.
One thing I noticed about Blinkx was that grade levels were not included. You would also have to preview and judge the quality and appropriateness of the video.
It’s also important to do technology just for technology. All the lessons can’t just relate to the TEKS and TAKS. The kids just need to explore what is there and discover to put them on the path of becoming life-long learners. My thoughts ran to a second grader I came across last year who was a gifted student and rather isolated in his class of definitely non-gifted peers. The boy was obsessed with oceans and all forms of ocean life. If I ever have a quiet moment and he is in here I will steer him into this site from PBS videos:
http://www.pbs.org/engage/live-chats/04-22-2009/fabien-cousteau
I have discussed Jacques Cousteau with this child and given him the biography.
Wednesday, December 16, 2009
Thing # 11 Digital Citizenship
As an educator working in a community whose parents and students believe (literally) in witches, goblins, the chupacabra and the evil eye, certain aspects of digital citizenship are more important to me than others.
The articles and sites stress a huge lack of students being able to discriminate and judge sources of information on the internet. Tell me about it. My kids believe EVERYTHING they read and see. I was ready to hang my head and cry the day I was doing the thing on the Northwest tree octopus and I just took it on and on and on, and no one caught on that it was a fake. No one. I finally had to come clean. I am still wondering if they understood …
I was especially struck by the comment that the library “sanitizes” everything, and anything they read and hear in here, including of course the internet, has to be right … maybe that’s why they just couldn’t get the tree octopus thing. Isn’t the librarian always reliable and truthful?
As to a lesson on digital citizenship, I would include the following points / ideas
The internet is much more than Facebook and E-mail. But to use it as a valid source of information requires thinking and effort. That’s hard. Most people don’t like hard stuff.
Safety is paramount. At Halloween, I used to show students a picture on the internet of Ted Bundy, the serial killer. I would ask them to guess what he did for a living. They invariably came up with things like teacher, doctor, lawyer …I used his image to stress that people were not always what they seemed to be.
Bullying would be a big thing in our school. It goes on here, especially up in the middle schools. E-mails and internet social networks make it too easy since they are just typing their ugly little comments on a screen and saying things they would never have the courage to say to someone’s face. Internet social networks also lend themselves to impulsive statements. I even see it go on with teachers who fire off inflammatory e-mails to one another without thinking of the consequences. If they had to meet face to face and settle their differences, they would never make such statements as they would in an e-mail.
If you want to work and exist in this world, you have to by cyber savvy in many areas: word processing, texting, messaging as basics, and then for the higher paying positions, expertise is mandatory in all the areas.
Showing self -respect and respect for others is paramount. Use good internet manners in all cases. Don’t post gross stuff or tasteless pictures of yourself. What’s hilarious to a fourteen year old might cost them a job offer when they are eighteen.
As an educator working in a community whose parents and students believe (literally) in witches, goblins, the chupacabra and the evil eye, certain aspects of digital citizenship are more important to me than others.
The articles and sites stress a huge lack of students being able to discriminate and judge sources of information on the internet. Tell me about it. My kids believe EVERYTHING they read and see. I was ready to hang my head and cry the day I was doing the thing on the Northwest tree octopus and I just took it on and on and on, and no one caught on that it was a fake. No one. I finally had to come clean. I am still wondering if they understood …
I was especially struck by the comment that the library “sanitizes” everything, and anything they read and hear in here, including of course the internet, has to be right … maybe that’s why they just couldn’t get the tree octopus thing. Isn’t the librarian always reliable and truthful?
As to a lesson on digital citizenship, I would include the following points / ideas
The internet is much more than Facebook and E-mail. But to use it as a valid source of information requires thinking and effort. That’s hard. Most people don’t like hard stuff.
Safety is paramount. At Halloween, I used to show students a picture on the internet of Ted Bundy, the serial killer. I would ask them to guess what he did for a living. They invariably came up with things like teacher, doctor, lawyer …I used his image to stress that people were not always what they seemed to be.
Bullying would be a big thing in our school. It goes on here, especially up in the middle schools. E-mails and internet social networks make it too easy since they are just typing their ugly little comments on a screen and saying things they would never have the courage to say to someone’s face. Internet social networks also lend themselves to impulsive statements. I even see it go on with teachers who fire off inflammatory e-mails to one another without thinking of the consequences. If they had to meet face to face and settle their differences, they would never make such statements as they would in an e-mail.
If you want to work and exist in this world, you have to by cyber savvy in many areas: word processing, texting, messaging as basics, and then for the higher paying positions, expertise is mandatory in all the areas.
Showing self -respect and respect for others is paramount. Use good internet manners in all cases. Don’t post gross stuff or tasteless pictures of yourself. What’s hilarious to a fourteen year old might cost them a job offer when they are eighteen.
Wednesday, December 2, 2009
Thing #10 Virtual Worlds
As I explored and worked my way through the site and various blogs, etc., two things came to mind. The first was that this was totally inappropriate for grade school children, and the site is indeed for age 13 and up. For grade school children to use this, as the suggestion goes, teachers or librarians should demo the possibilities with an LCD projector. What puts me off in the site are the Barbie doll type girls and the boyfriend / girlfriend stuff.
The other thought that comes to mind is how useful and necessary such sites as this are for the adults and young adults. Within ten to fifteen years, much of what we do will be virtual and the skills to manipulate within the virtual world will be mandatory. I recall seeing a news segment on how potential medical school students wanting to become surgeons were evaluated partly on how well they could perform on computerized games. The reason for this being that much of the instruments they would be using in surgery would require the same hand to eye to brain coordination that computerized games presently require. Today, doctors. Tomorrow, almost everyone.
In the site, I did like and see possibilities in the "Be creative" section. Our children are in love with art, and for our population, art is one of the few creative outlets available to them. The opportunity to virtually design a car, or a dress, or whatever would be attractive to them.
I also liked Virtual Land. Our children are apartment dwellers, within very small insulated communities. The opportunity for them to dream out their own lot or house is appealling.
As I explored and worked my way through the site and various blogs, etc., two things came to mind. The first was that this was totally inappropriate for grade school children, and the site is indeed for age 13 and up. For grade school children to use this, as the suggestion goes, teachers or librarians should demo the possibilities with an LCD projector. What puts me off in the site are the Barbie doll type girls and the boyfriend / girlfriend stuff.
The other thought that comes to mind is how useful and necessary such sites as this are for the adults and young adults. Within ten to fifteen years, much of what we do will be virtual and the skills to manipulate within the virtual world will be mandatory. I recall seeing a news segment on how potential medical school students wanting to become surgeons were evaluated partly on how well they could perform on computerized games. The reason for this being that much of the instruments they would be using in surgery would require the same hand to eye to brain coordination that computerized games presently require. Today, doctors. Tomorrow, almost everyone.
In the site, I did like and see possibilities in the "Be creative" section. Our children are in love with art, and for our population, art is one of the few creative outlets available to them. The opportunity to virtually design a car, or a dress, or whatever would be attractive to them.
I also liked Virtual Land. Our children are apartment dwellers, within very small insulated communities. The opportunity for them to dream out their own lot or house is appealling.
Monday, October 26, 2009
Thing #9 Slideshare
Access to slideshare would be most valuable to us here at Ridgecrest. I have third, fourth, and fifth grade students all doing powerpoint shows on various research subjects. We have been wrestling with the problems of trying to save their work. So far, I have created share folders on SAN for them to upload their powerpoints into, but that is time consuming and often confusing to them. It would be a bit of a learning curve for them to learn how to use slideshare (logging in, creating accounts, remembering passwords …), but I can certainly see the value of it.
Access to slideshare would be most valuable to us here at Ridgecrest. I have third, fourth, and fifth grade students all doing powerpoint shows on various research subjects. We have been wrestling with the problems of trying to save their work. So far, I have created share folders on SAN for them to upload their powerpoints into, but that is time consuming and often confusing to them. It would be a bit of a learning curve for them to learn how to use slideshare (logging in, creating accounts, remembering passwords …), but I can certainly see the value of it.
Friday, October 16, 2009
Thing #8 Screencasts
This was a real odyssey, especially trying to work on a slow computer. I chose to use screencast-o-matic and it was most impressive. I had it working on the first try. It was easy to size and manage. Unfortunately, I was working on a rather slow desktop and the machine chose to be super sluggish while I was trying to record. In fact, it froze on me so I had to abandon that screencast.
Try #2 I tried again later, and all seemed to be going along well until the machine froze again near the end. There was a pause recording function, so I thought this would be a good time to pause the recording until the machine started to work again. When the desktop finally resumed, I hit play, but had lost everything.
Try #3 Using a laptop, I had much more luck. The screencast that I made was rather crude, and could have used some editing, but at least it got done. My problem came with saving to my documents. I couldn’t find it anywhere. I had to do a search function and finally located it and moved it to my desktop to be ready to upload to the blog.
The subject I chose to screencast was Accelerated Reader. We have a big push to start using this invaluable program again, and the teachers are afraid of it. I can send them all the screencast which shows all the simple and direct steps they need to take to get it going. Learning things visually is so much easier for them.
This was a real odyssey, especially trying to work on a slow computer. I chose to use screencast-o-matic and it was most impressive. I had it working on the first try. It was easy to size and manage. Unfortunately, I was working on a rather slow desktop and the machine chose to be super sluggish while I was trying to record. In fact, it froze on me so I had to abandon that screencast.
Try #2 I tried again later, and all seemed to be going along well until the machine froze again near the end. There was a pause recording function, so I thought this would be a good time to pause the recording until the machine started to work again. When the desktop finally resumed, I hit play, but had lost everything.
Try #3 Using a laptop, I had much more luck. The screencast that I made was rather crude, and could have used some editing, but at least it got done. My problem came with saving to my documents. I couldn’t find it anywhere. I had to do a search function and finally located it and moved it to my desktop to be ready to upload to the blog.
The subject I chose to screencast was Accelerated Reader. We have a big push to start using this invaluable program again, and the teachers are afraid of it. I can send them all the screencast which shows all the simple and direct steps they need to take to get it going. Learning things visually is so much easier for them.
Thursday, October 8, 2009
Wednesday, October 7, 2009
Thing #6 I-touch
I found the i-touch at first to be quite foreign. It took me a few minutes to get used to the sliding around and changing. But having used the mouse pad on laptops for quite some time, I suppose I got used to it quicker than I would have. At our school, we have no plug in mice for our laptops, so the students should quickly get used to the i-touches (if they ever arrive …)
We need to work on how to find more free educational apps. In my limited experience so far, I was only able to download a few appropriate apps. I still feel very green in doing this. Sometimes I had to try several times before succeeding in downloading the app. What I did download was a math facts and state capital app.
I believe of all the hardware that is due into our libraries, i-touch will be one of the most popular just by the fact that it is a lot like a play station.
Here is what I see groups of students doing with this hardware. Teams can be formed with one student serving as the leader. They drill each other on math facts, geography, and spelling. Points are kept on an on-going basis. This could be expanded into the whole classroom. Competition breeds learning. For example, the first team to master the 9X math facts in less than a minute is the leading team.
I found the i-touch at first to be quite foreign. It took me a few minutes to get used to the sliding around and changing. But having used the mouse pad on laptops for quite some time, I suppose I got used to it quicker than I would have. At our school, we have no plug in mice for our laptops, so the students should quickly get used to the i-touches (if they ever arrive …)
We need to work on how to find more free educational apps. In my limited experience so far, I was only able to download a few appropriate apps. I still feel very green in doing this. Sometimes I had to try several times before succeeding in downloading the app. What I did download was a math facts and state capital app.
I believe of all the hardware that is due into our libraries, i-touch will be one of the most popular just by the fact that it is a lot like a play station.
Here is what I see groups of students doing with this hardware. Teams can be formed with one student serving as the leader. They drill each other on math facts, geography, and spelling. Points are kept on an on-going basis. This could be expanded into the whole classroom. Competition breeds learning. For example, the first team to master the 9X math facts in less than a minute is the leading team.
Monday, October 5, 2009
Thing #5 Microblogging
Last Spring we opened a Facebook account and got a few surprises. We immediately got about 20 invitations to open up communications with friends and family already in Facebook. The web browser combed through our e-mail addresses and hooked them up with matches already in Facebook. It was surprising and a bit disconcerting.
Twittering is also interesting. It lets you tune into all the conversations and keep abreast with minimal effort. You have the choice to jump in or just learn and absorb. Sometimes that’s all a person has time to do. Just observe and absorb what you can.
We librarians seem to twitter a lot on e-mail without formally twittering. Just practicing I guess. When those chatty conversations get going, I always learn something. Maybe instead of using the e-mail we should set up a permanent twitter open all the time. Then we could all choose when and where to tune in.
All the blackberries and remote access stuff: this will only increase through the years. We have gone from hard-wired computers to laptops, and now the laptops are shrinking into the blackberries.
I really like this backchanneling idea. Many people are unwilling to take up time to ask questions, or feel their questions are not that important. Being able to shoot an instant message off to the speaker about a clarification would be welcome to most. Even better, having the speaker structure their presentation around the needs of the audience … wow! Wish our staff development could proceed like that.
Last Spring we opened a Facebook account and got a few surprises. We immediately got about 20 invitations to open up communications with friends and family already in Facebook. The web browser combed through our e-mail addresses and hooked them up with matches already in Facebook. It was surprising and a bit disconcerting.
Twittering is also interesting. It lets you tune into all the conversations and keep abreast with minimal effort. You have the choice to jump in or just learn and absorb. Sometimes that’s all a person has time to do. Just observe and absorb what you can.
We librarians seem to twitter a lot on e-mail without formally twittering. Just practicing I guess. When those chatty conversations get going, I always learn something. Maybe instead of using the e-mail we should set up a permanent twitter open all the time. Then we could all choose when and where to tune in.
All the blackberries and remote access stuff: this will only increase through the years. We have gone from hard-wired computers to laptops, and now the laptops are shrinking into the blackberries.
I really like this backchanneling idea. Many people are unwilling to take up time to ask questions, or feel their questions are not that important. Being able to shoot an instant message off to the speaker about a clarification would be welcome to most. Even better, having the speaker structure their presentation around the needs of the audience … wow! Wish our staff development could proceed like that.
Thing # 4 Videohosting
I am not terribly comfortable with Youtube. To me, 90% of it is junk, with maybe 10% worthwhile. I realize this is not the politically correct viewpoint. Seems like our kids spend a lot of their time playing with and getting bombarded by junk and if Youtube is not used correctly, it’s just more of the same. Which of course, brings us into the sphere of where we are supposed to be: supervising and teaching the kids the correct way to use such resources and keeping them from slipping off the path into the junk domain. The temptations are great. So are the challenges of keeping the whole Youtube thing closely monitored.
I do see great possibilities for teachers who are uploading. I also see tremendous needs, such as
Who oversees the appropriateness of the content?
Who oversees factual content?
How can duplicated efforts be controlled?
I like the idea of sharing and looking at student work even better.
1. It lets the student feel “published”
2. It showcases creativity
3. It encourages students to take pride in their work knowing that it might be seen on a global scale
4. It makes the ISD look like it is producing 21st century learners.
If we can get past the negative connotations of Youtube as something other than where people upload their trash, it can serve as a real educational tool. We’re going to have to work hard to keep it from resembling twittering and other tools where most of the content is completely banal.
I am not terribly comfortable with Youtube. To me, 90% of it is junk, with maybe 10% worthwhile. I realize this is not the politically correct viewpoint. Seems like our kids spend a lot of their time playing with and getting bombarded by junk and if Youtube is not used correctly, it’s just more of the same. Which of course, brings us into the sphere of where we are supposed to be: supervising and teaching the kids the correct way to use such resources and keeping them from slipping off the path into the junk domain. The temptations are great. So are the challenges of keeping the whole Youtube thing closely monitored.
I do see great possibilities for teachers who are uploading. I also see tremendous needs, such as
Who oversees the appropriateness of the content?
Who oversees factual content?
How can duplicated efforts be controlled?
I like the idea of sharing and looking at student work even better.
1. It lets the student feel “published”
2. It showcases creativity
3. It encourages students to take pride in their work knowing that it might be seen on a global scale
4. It makes the ISD look like it is producing 21st century learners.
If we can get past the negative connotations of Youtube as something other than where people upload their trash, it can serve as a real educational tool. We’re going to have to work hard to keep it from resembling twittering and other tools where most of the content is completely banal.
Tuesday, September 22, 2009
Thing #3 Skype
I must begin by stating that I approach Skype with mixed feelings. The plain truth is that I don't like telephones, especially cell phones. Society has made them more of an intrusion than a useful tool. Their usefulness is unbounded if used the proper way and at the proper time. Most folks just don't do that. So when I first encountered Skype, which is both telephone and real-time image, I was uncomfortable.
I went through the whole routine of applying for an account and entering the site and using it. Lisa Branon and I had a Skype conference call during a technology petting session. And it was an interesting experience. Everything is user-friendly, straight-forward and not too difficult. I felt a bit self-conscious during the actual conversation.
Translating that experience over to elementary, I can see how the children would have to be closely monitored while using this tool. I can just see them sitting there making faces at each other.
However, there are possibilities .... how nice it would have been when I was studying foreign languages to be able to dial up a native speaker and go back and forth with them. I never got enough practice with spoken French to consider myself very good. Skype could certainly have improved on that.
Another possibility is mentor contact. Instead of waiting for a weekly visit, a child could visit with their mentor on a daily basis from the classroom.
Travel also comes to mind. At Ridgecrest, travel for our students means going to Memorial City Mall or the apartment swimming pool. Some of them get down to Galveston. That's really uptown. Skype could go a long way in expanding their horizons by hooking them up with children or adults in other countries. A Japanese connection would be fabulous!
I must begin by stating that I approach Skype with mixed feelings. The plain truth is that I don't like telephones, especially cell phones. Society has made them more of an intrusion than a useful tool. Their usefulness is unbounded if used the proper way and at the proper time. Most folks just don't do that. So when I first encountered Skype, which is both telephone and real-time image, I was uncomfortable.
I went through the whole routine of applying for an account and entering the site and using it. Lisa Branon and I had a Skype conference call during a technology petting session. And it was an interesting experience. Everything is user-friendly, straight-forward and not too difficult. I felt a bit self-conscious during the actual conversation.
Translating that experience over to elementary, I can see how the children would have to be closely monitored while using this tool. I can just see them sitting there making faces at each other.
However, there are possibilities .... how nice it would have been when I was studying foreign languages to be able to dial up a native speaker and go back and forth with them. I never got enough practice with spoken French to consider myself very good. Skype could certainly have improved on that.
Another possibility is mentor contact. Instead of waiting for a weekly visit, a child could visit with their mentor on a daily basis from the classroom.
Travel also comes to mind. At Ridgecrest, travel for our students means going to Memorial City Mall or the apartment swimming pool. Some of them get down to Galveston. That's really uptown. Skype could go a long way in expanding their horizons by hooking them up with children or adults in other countries. A Japanese connection would be fabulous!
Monday, September 21, 2009
Thing #2
Playing with all these things is like getting into the sandbox and throwing it all around. Are we really working? This is how the students hopefully view it as well. Wordle appears "gimmicky" at first until you dig into it and consider the possibilities of its educational value:
1. Reinforcing sight words (did we used to refer to this as whole language?)
2. Personal word walls
3. Map of emotions for a student having a bad day
When I think Animoto or Voki, I think projects with excitement and flair. When a class receives an assignment for a project, the common reaction might be here we go again. When a class receives an assignment to be completed in Animoto or Bookr, the reaction starts with excitment. Look what we get to do! These image generators allow the student to be in control, encourages lots of creativity, is hands-on, and appeals not only to the visual learners, but to all learners.
I first encountered Voki last year and ran back to campus and sprang it on the PGP children. We had the time of our lives using the Barack Obama voki and e-mailing President Obama to our principals and teachers with a message. My only first grader e-mailed one of our assistant principals with the request that she come to work for the new President as his secretary. He would pay her $100!! Eduardo thought he was uptown.
Playing with all these things is like getting into the sandbox and throwing it all around. Are we really working? This is how the students hopefully view it as well. Wordle appears "gimmicky" at first until you dig into it and consider the possibilities of its educational value:
1. Reinforcing sight words (did we used to refer to this as whole language?)
2. Personal word walls
3. Map of emotions for a student having a bad day
When I think Animoto or Voki, I think projects with excitement and flair. When a class receives an assignment for a project, the common reaction might be here we go again. When a class receives an assignment to be completed in Animoto or Bookr, the reaction starts with excitment. Look what we get to do! These image generators allow the student to be in control, encourages lots of creativity, is hands-on, and appeals not only to the visual learners, but to all learners.
I first encountered Voki last year and ran back to campus and sprang it on the PGP children. We had the time of our lives using the Barack Obama voki and e-mailing President Obama to our principals and teachers with a message. My only first grader e-mailed one of our assistant principals with the request that she come to work for the new President as his secretary. He would pay her $100!! Eduardo thought he was uptown.
Wednesday, August 26, 2009
Thing #1
Loved the video. So simple, yet so creative. Of course we librarians can play a role like this. We already are in so many ways. Years ago, it occurred to me that one day we might be outsourcing our teaching to India, like we do so many other things. Our students would tune in each day to Miss Patel's geometry lesson from New Delhi, and attach their homework to an e-mail to her. If we face the major teacher shortage that is predicted, this could be a real possibility. If this were to happen, what is covered in this video would not be the "ideal," but rather would become stark reality. I can't help but think that this type and style of learning requires students who are self-motivated. We would have to catch them young and get them trained early in handling this. It's quite "Montessori."
Loved the video. So simple, yet so creative. Of course we librarians can play a role like this. We already are in so many ways. Years ago, it occurred to me that one day we might be outsourcing our teaching to India, like we do so many other things. Our students would tune in each day to Miss Patel's geometry lesson from New Delhi, and attach their homework to an e-mail to her. If we face the major teacher shortage that is predicted, this could be a real possibility. If this were to happen, what is covered in this video would not be the "ideal," but rather would become stark reality. I can't help but think that this type and style of learning requires students who are self-motivated. We would have to catch them young and get them trained early in handling this. It's quite "Montessori."
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