Interview

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ISSUE 7 | NOVEMBER 2015
Interview
PAGE 7
THE
Parent’s
PAGE23
A MAGAZINE WRITTEN BY KIDS FOR KIDS
People we admire
PAGE22
My view
PAGE12
Who are these
famous people?
Editor’s Pick
PAGE13
Motivate. Activate. Celebrate.

WELCOME
Index:
Welcome ..............................................2
Editorial Calendar ..............................3
History..................................................4
Food for Thought ...............................5
Poems....................................................6
Interview .............................................7
Art..........................................................9
My View.............................................12
Editor’s Pick.......................................13
Learning Lesson................................14
Kids Corner........................................15
Harvard Contributor........................16
Educators...................................... 18-19
Parent’s Corner................................20
People we admire .............................22
Parent’s Corner..................................23
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Contributors:
Darian Razdar, Camron Razdar
Growing Through Failure
It seems rather indisputable - no one is perfect. And
by virtue of this fact alone, there is no human who
is immune to failure. More often than not, we fail
to act like the ideal parents we’d like to picture in our
minds; the best friends we dream to have; the caring
neighbors we desire to see next door; or these continuously
successful professionals we know live inside us.
Throughout our lifetime, there are thousands of big
and little failures that make us feel unsure and dissatisfied.
Yet, as Confucius wisely advised centuries ago,
“Our greatest glory is not in never failing, but in rising
every time we fail.”
As children grow, they grow through failure.
Through figuring out who they are not, they discover
who they are. Through understanding what makes
something wrong, they grasp what makes it right.
The world has certainly changed since the times
of Confucius, but human beings still perfect themselves
through failure. Growing Through Failure, our
November issue, is a tribute to learning to rise.
Arina Bokas
Editor
Kids’ Standard Magazine
Arina Bokas
www.kidsstandard.org
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EDITORIAL CALENDAR
2015-2016 Editorial Calendar
September 2015
Learning for Life
failure, how can a teacher help to develop a
growth mindset in students; stories about
overcoming failure)
December 2015
Peace on Earth
others, stories about self-discovery, understanding
of others; papers about differences
in people)
April 2016
The Digital Kids
(What does it mean to learn, what learning
experiences matter, what should be taught
in schools; stories of memorable learning
experiences)
October 2015
Creative Spark of Innovators
(What is global citizenship, how can schools
and communities promote ideas of globalization
and understanding of other cultures,
why global awareness is important,
international experiences and learning that
promote peace and acceptance)
January 2016
Learning to Think, Thinking to Learn
(How can technology be used in classrooms
to facilitate learning; why technology is a
priority; how can parents use technology to
engage kids in learning and discovery; coding;
stories involving use of technology or
about technology)
May 2016
Listen to Your Art
(Importance of art, how art can be used to
inspire thinking and learning; stories about
various art genres and their transforming
power)
(What is creativity, how teachers/parents
can promote a creative mindset, projectbased
learning and making; inventing, experimenting,
and solving problems)
November 2015
Growing through Failure
(What value does failure have, how can
failure be used to develop grit and perseverance,
what life lessons could be learned from
(What’s a culture of thinking; how can
schools promote independent thinking;
opinion or position papers, learning through
thinking)
February 2016
Heartfelt Learning
(Ideas for social and emotional learning;
how can schools and parents teach emotional
intelligence to children, stories of love,
kindness, gratitude, a positive mindset)
March 2016
I Want to be Me
(How can children grow understanding of
SELF: how I am smart, how I belong, how I
am different; multiple intelligences, self vs.
June 2016
Learning is Everywhere
(Learning with families, opportunities to
learn outside of school: trips, library visits,
museums)
July-August 2016
Family Dinner
(Stories about relationships
in a family, connections
between kids
and parents, meaningful
experiences involving
families; how can
parents connect with
children amidst of constant competing
priorities; how to find time for important
discussions)
November 2015
3
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HISTORY
By: Joey T
6th grade, Clarkston Schools
Abraham Lincoln was the
16th President of the
United States and
the first Republican.
Lincoln had very little
schooling, but he chose
to read a lot when he had
time. Since he was seven
year old, Abraham Lincoln,
like many children of his time,
had to work to support his family.
He worked harder and longer
than most other children, because
he was exceptionally tall and strong
for his age. He was physically capable
of handling work around the
farm, especially after the death of
his mother, when he was only 9
years old.
Lincoln entered politics in 1834,
when he was 25 years of
age. He first served in the
Illinois Legislature and
later in the U.S. House of
Representatives. Then, in
1860, he was elected the
President. When he took
office, the north and south were
bitterly divided. Abraham Lincoln
was the one and only President of
the United States of America during
the American Civil War. To this day,
we still celebrate Lincoln’s birthday
because of his great personality and
leadership.
By: Matthew Adams
8th grade, West Bloomfield Schools
Leonardo da Vinci was an Italian inventor, architect,
scientist, musician, and an artist. Leonardo was born
in Vinci, Italy. From the early years, he was exposed to
his dad’s painting tradition. When he turned fifteen, his father
apprenticed him to the famous workshop in Florence.
One of Leonardo’s first big successes was to paint an angel
in Verrochio’s “Baptism of Christ.” Leonardo’s painting was
so much better than his master’s that Verrochio allegedly resolved
to never paint again. Today da Vinci is best known for
his art, including two paintings that remain among the world’s
most famous and admired, Mona Lisa and The Last Supper. Art,
da Vinci believed, was connected with science and nature.
Largely self-educated, he filled dozens of secret notebooks
with inventions, observations and scientific theories. His natural
genius crossed so many disciplines that he epitomized the
term “Renaissance man.” Even though he was proclaimed by
his contemporaries as a great artist, they did not fully appreciate
his genius - the combination of intellect and imagination
- that allowed him to envision such concepts as a bicycle, a
helicopter, and an airplane, based on the physiology and flying
capability of a bat.
Da Vinci had an interest in engineering and made detailed
sketches of the airplane, the helicopter, and other
flying machines, the parachute, the submarine, the armored
car, rapid-fire guns, contact lenses, and other incredible
inventions that were centuries ahead of da Vinci’s time.
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FOOD FOR THOUGHT
WHEN FAILURE MEANS SUCCESS
By: Erin McNeil,
12th grade, Clarkston Schools
I
shy away from the unknown. That’s not
to say I won’t take part in it eventually,
but it takes careful thought and reasoning
beforehand. It involves a lot of self-given pep
talks. Once I begin something, though, I try
my hardest to succeed. I’m no stranger to the
“try, try again” mantra.
When I first learned to drive, the only
vehicle available was my mom’s stick shift.
A little daunting, but “I’m a smart kid and I
catch on pretty quickly,” I thought. Except I
didn’t. I stalled over and over to the point of
tears. Things went downhill fast one day. I
stalled first at a busy intersection at a green
light, then again before turning left onto a
ramp for I-75. A car behind me proceeded
into oncoming traffic around me, sending
me into a panic attack expressed in a vibrant
string of curses and hyperventilation. After
that, I called it quits.
Months later, my dad forced me back
in. Stalling twice, we got to the first hill
in my neighborhood. Frustrated and annoyed,
I parked the car right on that hill
and stomped home, leaving my dad inside.
I vowed to never drive a manual transmission
again, even though it was my only option.
I stayed resolute until my own craving
for freedom and independence finally won
out - I admitted to myself that I was afraid
of failing. So, I plucked up my courage,
swallowed my pride, and, after many more
nerve-wracking attempts, conquered that
manual transmission. Freedom grasped, independence
achieved, I had worked hard
and succeeded: Exhibit A, proving the validity
of the “try, try again” motto.
However, perseverance isn’t always the
answer. After years of playing National level
and Varsity volleyball, accompanied by one
spinal fracture and two hip tears, I came to
realize that I no longer loved the game. But
quitting? That was taboo since “no one”
quits a Varsity sport in Clarkston. I struggled
for weeks with self-doubt: Would my
teammates still respect me or would they
shun me at school? Would I disappoint my
“Instead of taking one approach or the other
in every situation, make the decision whose
outcome will improve your life. Take your
time, think about it, give yourself a peptalk
if you must, but then act confidently,
knowing it will be right for you.”
coaches? I took a few weeks off volleyball to
think and realized that I was simply happier
without it.
With all the courage and confidence I
had, I broke the news to my coaches and
teammates. To my surprise, they were impressed.
They, too, were aware of the stigma
of quitting athletics and respected me
for making the choice that was right for me.
Even more surprisingly, I felt respect for
myself as well. I felt like I was getting back
who I was, what I wanted, and what made
me happy. It was terrifying to leave the
sport I’d lived and breathed for the previous
six years, but starting a new life without
volleyball opened up new opportunities and
room to try new things. Quite simply, it was
the bravest thing I’d ever done.
In the candid words of W. C. Fields, “If at
first you don’t succeed, try, try again. Then
quit. There’s no point in being a damn fool
about it.” There is never one solution for
everything. Instead of taking one approach
in every situation, we should make decisions
that improve our life. Take your time,
think about it, give yourself a pep-talk if you
must, and then act confidently, knowing it
will be right for you.
November 2015
5
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POEMS
Storm of the Year
I heard a sickening crunch
and I could only watch helplessly
as the boat cover was torn off before my eyes.
I could see every bent,
destroyed,
screw fly out,
and each metal post
torn and ripped apart.
Leaving nothing but twisted and wrecked metal.
I saw ragged, ripped pieces
jolted from the frame,
and launched through the stormy air,
only to land halfway across the lake.
Our faces were the ideal picture of “Shocked”.
And the only thing I could mutter was
“Oh my God.”
The cover was completely in the air now,
fully at the mercy of the ruthless wind.
It tumbled through the air,
jagged pieces still flying off at every angle,
until it caught our dock.
The metal supports crunched
and contoured around the dock.
Twisted in place,
by a warped and rough
makeshift brace.
Only to hang on there
throughout the storm.
By: Derek Gruebnau,
8th grade, Clarkston Schools
Swirling Tunnel of Fear
The weather was cold and warm
The perfect in between.
The pool was pure serenity
Until the wind whipped up.
I decided to go on the playground instead.
Almost simultaneously after leaving the water
I dried off from the intensity of the wind.
I curiously glanced behind me
A grey tunnel of wind was heading straight toward me.
The piercing screams of children arose from behind me
TORNADO!!!!!!
Everyone began to sprint in seperate directions.
The tornado was leaving a trail of disaster.
Trees torn into two
Houses completely ripped away from the ground
Cars being flown through the air
And I was next in its path.
Even through the screaming, I could hear my heartbeat.
My instincts took action, I bolted to the car.
I could hear the loud slap of my flip flops slaming against the pavement.
My hands wouldn’t stop shaking, I couldn’t grab hold of the handle.
My family came to join me, opening my door
“Come on, it’s time to go”.
As we drove away, I gazed through the back window
There was a loud screeching sound
The swing set was separating from the ground
There was a snapping sound, and the swing set flew into the air.
I turned back around, everyone was dead silent.
All the pain, and destruction
The people who didn’t have a car to escape
The ones in those houses that flew into the sky
I am lucky to have made it out with no harm done
And those images will be forever burned into my mind.
By: Daniel Andary,
8th grade, Clarkston Schools
The Unexpected Sprain
One hot summer day
we had so much fun.
We jumped and played
underneath the sun.
We lost track of time and didn’t
have a worry.
Here I am to tell the story:
The anticipation rose,
our pounding hearts quickened,
our excitement increased.
“ONE, TWO, THREE” we yelled.
We jumped off the slide,
soared through the sky
feeling like birds,
thinking we could fly,
my friend and I.
We landed with a boink,
sinking into the rubber.
But then we bounced upward,
laughing at each other.
High in the air,
midway through flight,
I began to realize that something wasn’t
right
I started to panic so I flailed and
shrieked,
hitting the ground,
my ankle went weak.
Sitting up and realizing what happened,
I laughed.
I laughed through the pain,
not feeling it at first,
not expecting a sprain.
But then it hit me:
My ankle ached.
It hurt.
It throbbed.
I couldn’t cry.
I couldn’t sob.
I tried to stand.
The pain made me wince
and I clenched my hands into a fist
---
All good times must always end.
I’m sorry but it’s true my friend.
Some unforeseen events may happen,
the results may very quickly sadden.
But continuing onward with the pain,
I had to deal with it,
I had a sprain.
By: Nathan Aberlich
8th grade, Clarkston Schools
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INTERVIEW
Interview with Kevin Kast
ELA teacher, football and softball coach
By: Owen Britt
7th grade
Lake Orion Schools
What led you to be a teacher?
When I started at CMU, my goal was to
become a teacher. However, instead of
getting a teaching degree, I actually got a
bachelor’s degree in journalism. From there
I went into sales for about 9 years, but there
was always something missing - working
with young kids. I knew I had to become
a teacher and a coach. I went back and
earned my teaching certificate and master’s
degree from Marygrove College. That was
one of the best decision I ever made for
myself. I taught for five years at Orion Oaks
Elementary before moving onto the middle
school, where I now teach 8th grade ELA.
Lake Orion is a great community to raise
a family, to teach, and to be a community
member. I love teaching in the community
where I live.
Did you face any failure on the road
to be where you are now? If so,
how did you overcome it?
I would say that I wasn’t the best sales
guy. Sales wasn’t satisfying. There was
always something gnawing at me. That
was the first step in realizing my desire
to be doing what I really wanted to be
doing: teaching! It wasn’t easy though.
I had to quit working for 2 years while I
went to school. It was financially hard. But
the sacrifice in the end was worth it. I love
what teaching brings for me.
Did you have a teacher/coach that
influenced you or helped you overcome
a failure?
While in high school, I wrestled for Tim
Fagan. He was relatively young and a former
wrestler for Michigan. I learned from
Q
A
him more about life than about wrestling.
He had high expectations for his team. He
made us work as hard as we could. He
pushed us to be the best we could be. However,
he also cared about us as individuals.
He took time to get to know us, learned
what made us tick, and used that to get
the most out of us. My senior season we
reached the state finals. We would never
have gotten to that point if it weren’t for
Coach Fagan’s enduring belief in our ability
to reach our full potential, regardless how
many times we had failed before.
How do you think sports can impact
a student’s success?
Athletes can learn life lessons on the playing
field, such as putting the team above
individual success, working hard pays off,
and every member of the team is important.
Sports is just like life. When you become
older and begin a career, it’s not all about
yourself. Just like in sports, you want to
make your teammates better for the success
of the team. Just like in sports, where if you
work hard to be the best you can be, you
are likely to be a starter, if you work hard
at your career, you are likely to move
up in the ranks. And lastly, each person
with whom you work has value to the
company. Like in sports, you’re only as
good as the weakest link.
Do you think playing a sport can
change a student’s ability to overcome
a failure?
Failure and sports go hand in hand. There
is no team or a player that experiences only
success. On any given play, a football player
might lose an individual battle. In softball,
a player might boot a ball and make an
error. A professional baseball player makes
millions if he or she gets a hit every 3 out
of 10 times at the plate. That’s 70% failure.
However, it’s how we deal with failure that
defines us. If a person makes it a priority
to win the individual battles, it will lead to
success.
What advice would you give
to a student on how to become
successful?
Keep trying. I teach writing, which is
not an easy task. We write and we write.
Many times the writing in the beginning is
not very good. However, we continue to
write, continue to revise, and by the end,
all of my students are better writers. The
only way to fail is not to put in the practice,
to accept failure, and to give up. Students
should always strive to do their best. Don’t
ever give up!!!
November 2015
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MY VIEW
Fictional Tale about the
REAL WORLD
By: Evan Hall
9th Grade , Clarkston Schools
NASA’s famous slogan is “Failure is
not an option”. In my opinion, it was
inspired by a place that we all know
very well - our schools.
In the past ten years of school I have
learned a lot - from the simple ideas of addition
to the complicated issues in foreign
policy. Yet, I have a weakness that surfaces
whenever the subject matter of school
comes up during a conversation. Failure.
It’s probably my most feared word.
Once I was asked by a teacher after a test
if I was okay with the idea of failure; my
immediate response was a “no.” Why not?
I became a deer in headlights. No one ever
asked me about why my fear existed. My
“I have failed a lot
when it came to life
skills. But at school,
I couldn’t recall a
moment when I had
actually failed.”
explanation at the time was a bland stale
piece of bread - “Failure is bad.” But why?
A deep conversation with myself was on
order to discover the mysterious answer to
the idea of failure. At first it was difficult
to know where to begin. I had failed before
in life. My first steps as a child weren’t
the perfect example of how to walk, and
when I started to ride my bike, the parking
lot at my local middle school grew into
a landmark of tears and frustration. With
my Dad’s reinforcement, I finally made
it, and now my bike is my sole method of
transportation for traveling anywhere. I
have failed a lot when it came to life skills.
But at school, I couldn’t recall a moment
when I had actually failed.
My old report cards dating back to fourth
grade show series of A’s repeated over and
over again. I was motivated by fear. The
fear of failure. Each school year, I was
told that if my grades did not meet certain
requirements, I would fail. Kids could
think of a million different things of what
could happen then - from a time out to
being sent to a faraway island because
Mommy and Daddy don’t love them anymore.
Unfortunately, it’s still the current
state of our education.
If taking first steps or learning to ride a
bike never requires a punishment for not
knowing how to do it at first, why is school
different? It’s hard to understand why
schools promote only success and disown
failure if failure is part of life. Many of those
who failed at school are now the innovators,
business workers, world leaders, and
even the CEO’s of the largest companies in
the world.
So am I okay with failure? I would fail
every class to prove that grades aren’t
everything, but in the secluded world of
education, they are the only thing that
keeps me alive. For all my years in school,
I have relied on a lifeline of blood that only
pumps the letter “A” through my system.
Failure is not an option; my goal in life is to
succeed. I choose to keep walking down a
narrow hall of success, passing doors leading
to new experiences and opportunities.
For too long, I have heard that success is
the only way in a place where our children
go each day to learn a fictional tale about
the real world. That is not the real world at
all. Success is not a letter or percentage; it’s
character. Failure isn’t a cliff that leads to
death; it’s a journey up a hill that becomes
your life.
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EDITOR’S PICK
Who are these famous people?
During his life, he only sold
ONE painting out of 900 that
he had made.
1
As a sophomore, he was rejected
from his high school’s varsity
basketball team.
His first children’s book was
refused by 27 publishers.
His early businesses failed and
left him broke five times before he
founded his successful company.
2 3
4
He was fired by a
newspaper editor because
“he lacked imagination
and had no good ideas.”
5
His teachers felt he was
hopeless and would never
succeed with the violin or
in composing.
7
Teachers told him
that he was “too
stupid to learn
anything.” Work
was no better - he
was fired from
his first two jobs
for not being
productive enough.
6
A recording
company’s experts
told them “no”
because they didn’t
like “their sound,
and guitar music
was on the way
out.”
8
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LEARNING LESSON
There is Always a
Lesson to Learn: A
Tribute to My Teacher
By: Katelin Fields
5th grade, Clarkston Schools
IT’S OKAY
Everyone has gone through failure.
You have failed; your best
friend has failed; everyone has
failed at some point.
But when you fail, let’s say a test,
you learn from it. For example, you
couldn’t figure out 9x8. You might
have gotten 81. All in all, you see
when you get your test back that 9x8
is not 81.
You may go up to your teacher and
ask how to get the right answer. Your
teacher surely would help you figure
it out.
It’s not how badly you fail; it is
how you overcome it that matters.
For instance, if you get a lot of problems
wrong on a test, you have a few
choices:
1. Start crying
2. Check with your friends to help you
figure out the right answer
3. Keep to yourself until school is out
4 Ask your teacher for help
Obviously, some choices are better
than others. The first one would draw
attention to you quicker than a bull in
By: Alison Martino
5th grade, Lake Orion Schools
lipstick. Plus, people would want to
know what is wrong and if/when you
tell them, they will want to see your
test score that you probably aren’t
happy with. It’s up to you if that is
okay.
The second choice would tell your
friends what problem you got wrong.
Most people would be okay with that,
but some people want to keep their
scores to themselves and that is completely
okay, too.
The third choice would probably either
annoy your friends, because you
are not talking to them, or upset you
yourself because you are not talking
to your friends. This would be hard for
most people.
The fourth choice is most likely the
best bet, because your teacher will
always help you and this way you
don’t have to tell anybody or annoy
anybody in any way possible.
It’s okay to do badly at something;
you just have to realize you are human.
But, the way you handle the
problem just shows how much you
think before you do something.
It was my first day of 4th grade at Springfield
Plains Elementary.
“Did everyone understand the 1,000 model?”
asked Mrs.Kroll, my new teacher, at the end of
math.
“I didn’t,” I said. I was nervous as I was the only
one to raise my hand.
“Why didn’t you understand?” she asked.
“Well, I don’t understand how you make a 3D
model that represents 1,000,” I answered for myself
and my math partner, Brandon.
“ I will visit you tomorrow and see what you have
come up with,” she promised.
With that we ended math.
The next day, we worked on the same concept, but
this time, during math Mrs.Kroll came to Brandon
and me, “So have you two come up with a plan?”
she asked.
“Not yet,” we answered in unison.
“How about...” she started, but I was faster and interrupted,
“A 3D box that can open and hold 1,000!”
I shouted out.
“Brilliant, now get to work!” she said.
Right before math ended for that day, Mrs.Kroll
asked once more, “Did everyone
understand the 1,000?”
I knew I got and stayed quiet.
“Katelin, did you understand the 1,000 model?”
she asked now for the third time. It felt so great that
she cared.
“Yes, it was the coolest thing ever, thank so
much for everything!” I blurted out with a ton of
excitement.
“Great, I’m so very glad you understand!” Mrs.
Kroll smiled.
From that time on, I learned that it’s okay if I am
having difficulty understanding or if I make mistakes.
Also, failing is always totally okay because
there is always a lesson to learn! I never really had
understood how I learned with my other teachers,
but I did with Mrs.Kroll. She challenged me and
encouraged me to never give up. Mrs.Kroll made
learning fun and creative so I understood it better.
Mrs.Kroll, you are so amazing, and I will never forget
my 4th grade!
14 www.KidsStandard.org
Publication INC.

KIDS CORNER
Conquering the Stride Circle
By: Amaya Cruz
6th grade, Lake Orion Schools
You can do it, Amaya!” my coach said. I believed her. I
“ always did. But for the first time, I really thought about
these five words...
After years at gymnastics, one day I got an offer to move up
to level three - the first level at which one can compete. I was
very excited about the news and to show my coach the skills I
knew. The hardest skill for me was the stride circle (a skill on
the uneven bars in which one does the splits and circle around
the bar). I told my coach that sometimes I get nervous about
doing this skill. She said that it was alright and that we could
work through it. For the first few weeks, she helped me attempt
my stride circles.
Finally, I decided I was ready to try it on the low bar by
myself. I was nervous. I tried it and banged my leg on the bar.
It hurt. I failed and failed again. And I tried and tried again.
About two weeks later, I was more confident with my stride circles
on the low bar, even though I could never make it around.
Still, I told my coach I was ready to try it on the medium bar
- the size bar needed for the competition.
I climbed on the medium bar and sat there for 30 minutes.
My arms were getting sore. As my heart was beating faster and
faster, and I pushed myself - COME ON, COME ON, and JUST
DO IT!!! I finally flipped around the bar and fell off, worse than
ever. I wanted to cry not because it hurt, but because of disappointment
and anger. I paused stride circles for a while until I
felt ready again. A month later, my stride circle on the low bar
got better, so I decided it was time to do it on the medium bar
again.
“You can do it, Amaya!” my coach said. I believed her. I
always did. But for the first time, I really thought about these
five words… One, three, five, ten and fifteen minutes of thinking
went by, and, to my own surprise, I attempted it on the medium
bar. I knew it would be awhile before I perfected my skill
and made it all the way around, but I tried and I was happy.
From that time on, I knew what I had to do. I worked as hard
as I could for a month until huge scabs formed on the back of
my leg from falling. I took a short break and came back ready
to work super hard and focus on EVERYTHING I had learned.
I asked my coach to help me on the first stride circle just to
get a feel. She was surprised at how good they were and said I
didn’t need her help.
I thought about all of my failures and what they taught me. I
tried to relax and work at the same time. I knew, I really knew
at this moment that I could do it. I let go of my fear, and I made
it all the way around. I was so used to failing, that it seemed
unreal. I tried it again. It was official. In my world, I was a
champion.
1. Vincent van Gogh
2. Michael Jordan
3. Dr. Seuss
4. Henry Ford
5. Walt Disney
6. Thomas Edison
7. Ludwig van Beethoven
8. The Beatles
if you can
dream it
you can
do it
-walt disney
Answers of Page 13
November 2015
15
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HARVARD CONTRIBUTOR
Mistakes and Learning
By: Maleka Donaldson Gramling
Harvard Graduate School of Education
What is a mistake? Mistakes
happen when there is a
mismatch between one’s
expected and actual performance
1 . Although each of us is familiar
with making mistakes, we do not experience
mistakes in the same way. How we
define a mistake, how important a mistake
feels, and how we eventually respond to a
mistake can vary greatly depending on the
person and the circumstances. This means
that when two people make the same mistake
in similar circumstances, one might
feel sad or angry, while the other stays
calm and immediately gives it another try.
Moreover, when the same person makes
an identical mistake in different situations
(e.g., in front of the class at school or at
home alone), he or she might respond to it
completely differently.
Even though the way we respond to our
mistakes is subjective and situational, it
has a powerful influence on our behaviors
and learning. What exactly is happening
to us? The brain and the body have a
physiological reaction when we don’t
get the expected outcome – neurons
fire in particular patterns 1 ,
heart rate slows, and the
palms might sweaty 2 . We
also experience an emotional
response, which is
influenced by the type
of feedback we receive
and our disposition toward
mistakes based on
prior experiences and
personality 3 . Often,
during the learning
process, making
a mistake might
feel like a very negative
emotional experience. If
children feel threatened
by mistakes, they may be
less willing to try again 4 .
That is unfortunate because researchers
have found that making mistakes, and
subsequently receiving corrective feedback,
plays a powerful role in helping
learners to remember new information
and get better at acquiring new skills 5 .
So what can educators do to make the
most of student mistakes?
• Urge students to expect to make
mistakes when they are learning
Maleka Donaldson Gramling holds a Bachelor
of Arts in Biology from Harvard College and
two Master of Education degrees from
Harvard Graduate School of Education,
concentrating in Human Development &
Psychology and in Learning & Teaching.
Her doctoral research focuses on
teachers’ responses to student mistakes,
and aims to help teachers become more
metacognitive about their feedback
interactions with students.
something new. In order to improve,
they need to practice, and it is not
likely that they will always get it right
the first time.
• Emphasize effort, not outcome 6 . Effort
and hard work are what help students
learn so you should encourage them
be persistent and ask for feedback if
needed.
• Give prompt, very specific feedback
framed in a positive way 7 . As someone
who already knows a lot about
what they are trying to learn, a teacher’s
feedback can enhance student
understanding 8
Bottom line, students need to understand
that if they aren’t making any mistakes,
chances are they aren’t learning.
References
1 Gehring, Goss, Coles, Meyer, & Donchin, 1993;
Kim, Iwaki, Imashioya, Uno, & Fujita, 2007
2 Hajcak, McDonald & Simons, 2004
3 Weiner, 1985; Smiley & Dweck, 1994
4 Fredrickson, 2001; Tomaka, Blascovich, Kelsey,
& Leitten, 1993
5 Pashler, Cepeda, Wixted, & Rohrer, 2005; Huesler
& Metcalfe, 2012
6 Dweck, 2006
7 Hattie & Timperley, 2007
8 Vygotsky, 1978
16 www.KidsStandard.org
Publication INC.

We have activities for all ages, skill levels and interests.
Stars & Stripes Kids Activity Center offers
SOMETHING FOR EVERYONE!
Gymnastics (Ages 1-18)
Tumbling (Ages 5-18)
Dance (Ages 2.5-16)
Karate (Ages 3-18)
Warrior Training (Ages 5-17)
Piano (Ages 5-Adult)
Preschool
Competitive Cheerleading
Competitive Gymnastics
Birthday Parties
Summer Camps
Panda Warriors 5-7 yrs.
Monday 5:30-6:15pm
Friday 4:30-5:15pm
Friday 6:15-7:00pm
Saturday 1:45-2:30pm
Sunday 11:30-12:15pm
Eagle Warriors 8 & up Co-ed
Monday 4:30-5:30pm
Sunday 1:30-2:30pm
Tiger Warriors 8 & up Girls
Monday 6:15-7:15pm
Friday 5:15-6:15pm
Saturday 11:45-12:45pm
Sunday 10:30-11:30am
Dragon Warriors 8 & up Boys
Monday 7:15-8:15pm
Friday 7:00-8:00pm
Saturday 12:45-1:45pm
Sunday 12:30-1:30pm
Full Class
Descriptions Online
Schedule available at www.StarsandStripesKids.com
4630 White Lake Rd. Clarkston, MI 48346 248-625-3547

EDUCATORS
By: Erika Lusky
Special Educator
Reuther Middle School
Rochester Schools
Let’s admit it: for a long time, we,
teachers, have been protecting
students from failure. We bailed
them out due to lack of wait time on
our part or discomfort with productive
struggle. Perhaps, pressures from parents
had something to do with it as
well. It certainly serves as a
quick fix, but what does it tell
our students?
Success rarely comes before
failure. Every person is
a testimony to this. We have
known fear and doubt. Yet,
we have also met courage and
success. We have hit plateaus in
our progress, but with confidence, we can
name a time we felt triumph. Before we
walked, we crawled. Before joy was discomfort.
This is no different for our kids.
Grit is not taught, but rather learned.
What words we use in our classrooms can
greatly influence students’ perceptions of
themselves and affect formation of resilience.
We need to give them courage to
move forward even when they’re afraid.
Carol Dweck, the Lewis and Virginia
Teaching the Value of
FAILURE
Eaton Professor of Psychology at Stanford
University, suggests that by emphasizing
effort and actions with phrases such
as “I can see you have pushed
yourself,” rather than praising
a person, “You’re so smart,”
we can motivate students and
hold them accountable to their
commitments.
How we talk about learning
is very important. This can either
truly stop kids in their tracks or graciously
open up a new opportunity. Not
only should our comments address what
was done well or poorly (feedback) but
also, and even more importantly, offer
guidance for future learning (feedforward.)
Yet, more than anything, our own actions
- how we face our challenges and deal with
our failures - set examples for students. As
teachers, we should often and openly try
new ideas and model different approaches
with the understanding that failure may
occur and it’s normal. It’s essential to give
ourselves and our students permission to
pursue own interests. As Robert Vallerand,
a Professor of Social Psychology, points out
- passion predicts practice.
As human beings, we have a natural proclivity
to question how others perceive us,
what they think of us, and what will they
say if we fail. The real power, however,
comes when we are able to work strenuously
toward challenge regardless of this
external validation. As we go through life,
we embrace a chance to start over again
with a smarter approach; we discover that
our first path isn’t the only path after
all. We learn to value our efforts, not to
blame others, and to feel sincerity over
fluff. We learn what matters. A variety of
influences will shape our students as they
ride their own wave of finding out what
matters to them. While we can’t always
control the water, we can offer them an oar
or two.`
18 www.KidsStandard.org
Publication INC.

EDUCATORS
By: Glenn Gualtieri
Principal , Glenn Gualtieri
Bailey Lake Elementary Clarkston Schools
Failure
is an
Option
By: Glenn Gualtieri
Principal, Bailey Lake Elementary
Clarkston Schools
I
recently witnessed fifth grade students
design, engineer, construct, and fly
paper airplanes. They observed the
flight of their plane compared to that of others.
Some planes flew higher, longer, and
straighter than others. After a trial flight
and observations, students made modifications
to the design and construction of their
airplanes. The process of modifying and flying
was repeated a few times, resulting in an
obvious improvement in the airplanes that
struggled to maintain flight during initial
trials. Notably, the airplane flight was not
the only factor that improved: the students’
sense of ownership during learning and celebration
of success improved dramatically
Sometimes what we call
failure
is really just
that necessary
struggle called
learning.
as well. A follow-up discussion had students
conclude that their final product was
a result of the failed attempts.
Learning, as life, presents challenges and
obstacles in your desired path. Struggles in
learning are often seen as something negative
in the journey to becoming successful. I
would claim that, through failure, a learner
gains an appreciation of the learning journey
while exceeding the desired expectation.
The goal of an elementary education is
to help students develop dispositions to be
successful in a chosen life path. Yes, we
want students to learn skills, but more so,
we want them to acquire dispositions to use
those skills. Information is easy to obtain; it
is literally at our fingertips. Students need
to learn how to process, connect, and transfer
this information. This is a deeper level of
learning and thinking than a generation ago.
Failure in the learning process will deepen
the development of these dispositions.
It’s difficult for parents to watch their
child fail. It is instinctual to swoop in and
assist to avoid seeing the one you love experience
failure. I caution parents to fight the
urge to intervene when they see that their
child is failing on a task/ assignment or in a
conflict with peers.
Consider something in your life that
brings you joy and satisfaction. Consider
the struggles and challenges endured while
“Failure is only the
opportunity to begin again,
only this time more wisely.”
- Henry Ford
creating or enhancing it. Would it have
brought the same joy and satisfaction if
there were not obstacles and challenges to
overcome? Would you have been where
you are now if failures were not experienced
on the way? Failure is always an option - an
unintended but desired detour on a productive
journey of learning.
November 2015
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PARENT’S CORNER
I WANT
MY KIDS
TO FAIL
By: Joshua Raymond, Parent
Long Meadow
Elementary / West Middle,
Rochester Schools
I
want my kids to fail. Failure is one of
the most important experiences they will
ever have. The road to success is paved
with failure because failure teaches us how
to succeed.
I want my kids to fail. It is only when they
fail that they have an opportunity to pick
themselves back up. It is only when they fail
that they learn to work hard. It is only when
they fail that they learn what doesn’t work.
It is only when they fail that they learn that
all people need help. It is only when they
fail that they learn empathy for struggles of
others. It is only when they fail that they
learn that life is not always fair. It is only
when they fail that they understand what
being human is.
I want my kids to fail, but not to the point
that they are emotionally broken. Right now
I am there to give a pep talk, spend time
with them, and believe in them as they continue
to try. But I will not always be there.
This motivation needs to become internal;
then they will succeed because they believe
in themselves.
I want my kids to fail, but not to the point
that they are physically hurting, when they
cannot afford to feed, shelter, and clothe
themselves. While they are under my care,
the consequences of failure are not threatening
to their health and welfare. This is the
time to fail in order to succeed.
I want my kids to fail in the classroom.
This is true education! When children learn
with minimal effort and are rewarded with
Joshua Raymond
“I’ve missed more than 9000
shots in my career. I’ve lost
almost 300 games. 26 times,
I’ve been trusted to take
the game winning shot and
missed. I’ve failed over and
over and over again in my
life. And that is why I
succeed.”
– Michael Jordan
“The pupil who is never
required to do what he
cannot do, never does what
he can do.”
– John Stuart Mill
A’s, they come to believe that success is
easy. I want them to struggle, to not always
succeed on the first try – or the twentieth, to
learn that asking for help is okay, and to see
that success is often a long process.
I want my kids to fail. To do so, I supplement
their education at home. Our kindergartner
has learned by doing second grade
math that there is a strong correlation between
her effort and scores. When she has
a rough quiz, she often chooses to do three
or four practices to see a better result on her
next quiz. This drive will take her further
than her natural intelligence.
I want my kids to fail, as every parent
should. If children are struggling, help them
to learn perseverance. If they are never having
difficulties in school, wonder why not.
Ask to challenge them and make them work
harder. Failure is one of the most important
lessons to learn.
20 www.KidsStandard.org
Publication INC.

FEATURE
Spooky similarity!
• Abraham Lincoln was elected to Congress in 1846.
• John F Kennedy was elected to Congress in 1946.
• Abraham Lincoln was elected President in 1860.
• John F. Kennedy was elected President in 1960.
• Both were particularly concerned with civil rights.
• Both wives lost their children while living in the White House.
• Both Presidents were shot on a Friday. Both Presidents were
shot in the head.
• Lincoln's secretary was named Kennedy. Kennedy's Secretary
was named Lincoln.
• Both were assassinated by Southerners.
• Both were succeeded by Southerners named Johnson.
• Andrew Johnson, who succeeded Lincoln, was born in 1808.
• Lyndon Johnson, who succeeded Kennedy, was born in 1908.
• John Wilkes Booth, who assassinated Lincoln, was born in
1839.
• Lee Harvey Oswald, who assassinated Kennedy, was born in
1939.
• Both assassins were known by their three names.
• Both names are composed of fifteen letters.
• Lincoln was shot at the theater named 'Ford.'
• Kennedy was shot in a car called 'Lincoln' made by Ford Booth
• Oswald ran from a warehouse and was caught in a theater.
• Booth and Oswald were both assassinated before their trials.
• And here's the kicker:
• A week before Lincoln was shot, he was in Monroe, Maryland.
• A week before Kennedy was shot, he was with Marilyn
Monroe.
November 2015
Specializing In:
• Recreational Gymnastics
• Recreational Tumbling
• Recreational Trampoline
• Cheerleading & Cheernastics
• Parkour & Free Running
• Competitive Gymnastics
• Competitive Trampoline &
Tumbling
• Friday Night fLipOut,
Open Gym
• Adult Open Gym, Capoeira
• Birthday Parties & Field Trips
• Camps
233 Kay Industrial Dr | Orion Twp,
MI 48359
Register
for classes now
248.340.0910
www.flipspotgym.org
500 East Second St
Rochester, MI 48307
21
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PEOPLE WE ADMIRE
What Led you to be a
School administrator?
Insights from Sarah Manzo,
Principal, Oakview Middle
School, Lake Orion
I
knew that I wanted to be in education
right when I was little, because my
parents and grandmother were teachers.
When I was just starting teaching,
seeing a strong woman in a leadership
position, especially in science and math,
was a rarity. It was odd. So that’s why I
wanted to influence younger women to get
into these areas. Once I got into education
and became a teacher, I felt I had a positive
influence on young women. I thought, “I’m
doing a pretty good job of influencing the
25 kids in my class; I’d like to have more
of an impact.” As a school leader, I could
influence the teachers, who then could influence
kids in their class. I feel that my
positive influence is reaching out to more
people.
What is the most rewarding part of your
job?
There’s a lot of rewards. Anything from,
“I really like this part of the school” to
people saying “We’ve really noticed that...”
Sometimes, it’s just a smile from a kid,
or just walking in the hall and looking at
children. But probably the most rewarding
part is hearing the positive comments from
people.
Did you face any failure on the road to
be where you are now? If so, how did you
overcome it?
I’m a very reflective person, and I have
high expectations for myself. So, yes, I have
experienced failure, at least in my own eyes.
If I’m launching a big project, or, like now,
trying to get many ideas off the ground, and
it doesn’t go exactly how I have planned, I
might think of that as a failure. However, as
I get older and a bit wiser, I look at it differently.
Maybe some aspects of the program
‘Set your good habits now.
A lot of times, especially for
teenagers, it’s easy to fall
into bad habits. Practice
hard work, self-motivation,
perseverance. Understand
different viewpoints and
lifestyles.’
Sarah Manzo, Principal
failed, but this means we need changes to
make it better.
What advice would you give to a student
on how to become successful?
I would say, set your good habits now.
A lot of times, especially for teenagers,
it’s easy to fall into bad habits. Practice
hard work, self-motivation, perseverance.
Understand different viewpoints and lifestyles.
Be a caring, open person. The more
open you are, the more things you learn. At
times, I have to have difficult conversations
with somebody, whether it’s a student or
a teacher. It’s hard to point out to people
that the things they do are not helpful,
because they don’t see it. It’s important to
understand that no one comes to work and
says, “You know what, I’m going to be a
really bad teacher today!” It’s important to
be open.
What do you like to do outside of work?
My family is very busy. Both my boys
play a lot of sports. I am an avid reader. I really
love to read. We don’t get a lot of down
time, but I get opportunities to read when
sitting in a rink or in a field. I think family
is very important. You can never get back
those family years.
By: Charlotte Anke, 7th grade
Lake Orion Schools
22 www.KidsStandard.org
Publication INC.

PARENT’S CORNER
Growing Through
Failure
Maggie
Razdar
Publisher/Founder
You stumbled, and fell. Let me be the first to say, I salute you. You did something
most of your naysayers are way-too-terrified to do. You explored a
dream. Now, dust yourself off, patch up your cuts and scrapes, salvage your
valuable lessons-learned, and get ready for what’s next.
Let’s be real: failure is an inescapable part of life. I wish it wasn’t so, but everyone
has had some sort of failure in his or her life. They may have taken a dive in school,
their career, a business venture, or a close relationship. While many quickly abandon
new ideas because of past failures, many of the most successful people of our
time encountered numerous failures before reaching their goals. People like Steve
Jobs reimagined failure as a critical component to success. At one point in his epic
career, Jobs was actually fired from Apple - the company he created - once it went
public. He explained,
“I didn’t see it then, but it turned out that getting fired from Apple was the best
thing that could have ever happened to me. The heaviness of being successful was
replaced by the lightness of being a beginner again, less sure about everything. It
freed me to enter one of the most creative periods of my life.”
We all have choices about the failures we encounter. It’s not the failure itself, but
the way we explain it to ourselves, that causes it to have a negative connotation.
We all respond to failure and setbacks differently. What makes the difference is our
self-talk, the stories we tell ourselves. This internal dialogue can either push us to
persevere or spur us to run for the hills. The self-talk of successful people sounds
something like this:
“This is temporary. This will pass. While I can’t change the past, I can change my
future.”
Just as physical healing differs from person to person, timelines for overcoming
failure are different for everyone. While some may be able to bounce back quickly,
others may need some more time. So, don’t pressure yourself to power through it.
Take the time you need to recover. Nurture your wounds, allowing them to heal
properly, so you’ll be strong enough for the next leg of your journey.
Fear of failure is often greater than the pain of the original failure itself, due to
the long-term implications of emotional paralysis. Push through the fear. There are
brighter horizons ahead.
One of the best ways to overcome failure is to surround yourself with people
who truly care for you and your success. One of the greatest things I have ever
learned in my life is that while failure can be painful, it often brings us closer to
those who matter most. If you’re struggling, look around. There are always people
who are willing to be encouraging and supportive, even in our darkest moments.
In the meantime, take time to laugh. Enjoy the small moments. Celebrate each
and every victory, big or small. Begin to set new goals for yourself, keeping your
eyes on the big picture. What may look like a pretty bad idea from close up may
look much better from a distance. Don’t be afraid to step out again, believing that
everything will work out the way it should. Because, it usually does.
November 2015
23
Publication INC.

OPTIMIST INTERNATIONAL
Optimist International
is a worldwide
volunteer organization
made up of more
than 2,500 local Clubs
whose Members work
each day to make the
future brighter by
bringing out the best
in children, in their
communities.
DID YOU KNOW?
For Every member of an Optimist Club,
33 young people are impacted positively
per year? That’s 2.6 million internationally,
317,000 in Michigan, and 3800 in the
Clarkston/Lake Orion Area alone!
TO CONTACT CLARKSTON OPTIMIST CALL
ROBIN BROSE 248-909-9289
TO CONTACT LAKE ORION OPTIMIST CALL
DONALD BROSE 248-736-8833
LAKE ORION EDUCATION FOUNDATION PRESENTS...
Destination: Dragon Dreams
50/50
Scholarship Raffle
Drawing Open to Everyone!
(Must be 18 to Purchase Ticket)
Win up to $25,000!
Tickets: $50 each!
Optional Cash Payout!
(After Taxes)
Drawing Saturday, November 21, 2015
LOEF Evening for Education at Indianwood Country Club
Visit www.lakeorioneducationfoudation.org
or call 248-608-2700 for more information or to purchase a ticket