Pâte à Choux & Cream Puffs – Gluten-Free, Sugar-Free

 

pâte à choux

pâte à choux

Pâte à choux means roughly “cabbage paste”.  You can use this recipe to make cream puffs, éclairs, profiteroles, puffed swans, Paris-Brest, Gâteau Saint-Honoré… the possibilities for piping dough out of a pastry bag are endless.  This post will focus specifically on using pâte à choux to make cream puffs.  These are delectable treats that you can just pop into your mouth look like cute little cabbages.  ”Chou(x)” in French has an affectionate connotation, and you might call your loved one “mon petit chou”… my little cabbage.  It’s like Americans calling their kids pumpkin, sweet pea, sugar, sugar pie…

The original name for this pastry dough was “pâte à chaud” which means “hot paste”, because the dough is cooked twice — once on the stove and then in the oven.  This is the exact same technique and ratios as pão de queijo, so don’t be intimidated.  The only fancy thing here is that we pipe these with a bag and then slit them open and fill them with cream.  Yum.

Cream Puffs – Gluten-Free, Sugar-Free

pâte à choux:

1 cup cold water

1/2 cup unsalted butter

3/4 tsp. salt

1 cup gluten-free flour mix*

4 large eggs

1 egg, beaten for egg wash**

* I follow Shauna’s recipe for an all-purpose gluten-free flour mix, and I just throw in whatever flours and starches I have on hand.

** It’s traditional to dorure (egg wash) the cream puffs before baking them, but I forgot to do this with the first batch.  I did it for the second batch, and, for some reason, they just weren’t as good.  I liked the first batch sans dorure better.  The dorure does make the puffs very shiny and golden, though.

 

filling:

1 can of coconut milk

a few drops of vanilla to taste

a few drops of stevia to taste

 

Preheat the oven to 425 F.

Put the water, butter, and salt into a small pot.  Bring the water slowly to a boil over medium heat until the butter melts.  You want the butter to melt before the water boils, so resist the urge to crank up the heat.  Just when the water boils, take it off the heat and add the flour.  Stir it together with a wooden spoon.  It will be gloppy and sticky.  Put it back on the heat and keep stirring.  You are letting the paste dry out here so that the water will evaporate.  That’s good.  When the paste starts to look kind of oily on the surface, take it off the heat again and let the paste cool a little bit (you don’t want it to immediately cook your eggs).  Beat the eggs together in another bowl, and then add the eggs to the paste and blend together.

Put the paste into a pastry bag fitted with a plain tip (.5 inch).  Pipe the dough into 1-inch rounds onto parchment-lined baking sheets.  Dorure if you choose.

Put the puffs into the oven, and then drop the heat to 325 F.  Do NOT open the oven to look at them.  The beginning of the baking process is crucial, because the steam from the eggs in the high heat is what makes the little puffs puff.

The puffs are done when there are no more little shiny balls of moisture on them.  This was about 15-20 minutes for me, but it may be more or less for you.  Check them often, about every 5 minutes.  Place the baking sheet on a rack after you take it out of the oven, and let the puffs cool for at least 15 minutes (or your cream will melt when you smear it inside).

While the puffs are puffing in the oven, make your coconut cream.  Slice each pastry puff in half carefully with a small knife.  Use a clean pastry bag with a plain tip, and load it with coconut cream.  Use the pastry bag to pipe your desired amount of cream onto the bottom half of the puff.  Place the top of the puff on top of the cream et voilà!  

Eat and enjoy.

Some variations:

* You can dip the tops of the cream puffs into melted chocolate.

*You can spread some of that chocolate as a base layer on the cream puff before pipping the coconut cream in… or you could put a thin layer of raspberry jam in there, too…

*If you use ice cream instead of coconut cream, you have profiteroles.

 


 

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Nama Yatsuhashi – Sugar-Free, Gluten-Free, Dairy-Free

Nama Yatsuhashi

Nama Yatsuhashi

These sweets are one of my favorites, and they are inherently gluten-free and dairy-free.  In Kyoto, Japan, they are one of the many delicious and popular sweets made with sweet red bean paste (azuki bean paste).  Only when I began reading recipes for them did I understand why I fell in love with them so madly — they’re basically raw dough.  Anyone who knows my cooking knows that I love raw dough.  These sweets remind me of trips to Kyoto that I took with one of my best friends five years ago and more, so making these felt very special for me.  Honestly, I don’t know why I haven’t thought to try these before.

The original version has sugar in both the dough and the bean paste.  Neither needs it.  The azuki bean paste here was so delicious that I might make it again just to have as a sweet snack or as breakfast.  The dough is easy and quick to make, but it takes a lot of effort to roll out thinly, so allow time for that.

The nama yatsuhashi I made turned out very brown due to the cinnamon that I used.  They look like they’re chocolatey, but they’re not at all.  I didn’t add the cinnamon until after microwaving the dough, and that made it fairly difficult to fully incorporate the cinnamon well.  Next time, I’ll add the cinnamon to the flours, so that’s what I’m putting in the recipe here.  If it doesn’t work next time, then I’ll revise it here.

Also, I don’t usually use the microwave for any sort of cooking.  In fact, I haven’t had a microwave for years, but the house we’re in now came with one, and I have to admit that it’s useful for thawing meat… and making nama yatsuhashi.

I used the following websites for bases to make these amazing sweets:  Just Hungry’s recipe for azuki bean paste, this excellent recipe for making the yatsuhashi using steam on the stovetop, this recipe for how to make these in the microwave, and this terrific video that shows how to make it step by step.  I bought the flours (except for the potato starch) at a Japanese market.

Azuki Bean Paste

Azuki Bean Paste

 

Nama Yatsuhashi – Sugar-Free, Gluten-Free, Dairy-Free

Makes about 16 nama yatsuhashi

 

Red Bean Paste

1 cup azuki beans

a pinch of salt

2 medjool dates, chopped small (pits removed)

 

Dough

12 Tablespoons Joshinko (rice flour)

6 Tablespoons Mochiko (sweet rice flour)

2 Tablespoons ground cinnamon

1 Tablespoon roasted soybean flour

20 Tablespoons water

potato starch (for dusting and rolling the dough)

 

Preparing the red bean paste:

Soak the azuki beans for 24 hours.  Cook in the pressure cooker for 15 minutes.  Drain the azuki beans over a bowl so that you save the azuki bean water from cooking*.  Put the azuki beans in a small pot on the stove.  Add the chopped medjool dates, and heat over medium-heat.  Add some of the cooking water to the beans to keep them from getting dry, but don’t add so much that it becomes bean soup.  You just want a nice, slightly moist bean paste.  Cook for about 5-10 minutes, then remove from the heat.  Put the beans on a plate and spread around.  Leave to cool at room temperature.

* You can also drink this azuki bean water as tea in small amounts.  It’s good for the kidneys and the urinary tract.  On that note, when you’re eating azuki beans, be sure to drink plenty of water afterwards as they are a diuretic.

Preparing the dough:

Mix the joshinko, mochiko, cinnamon, and roasted soybean flour together with a fork in a microwavable bowl (or tupperware).  Add the water, and mix together.  It’s helpful to use a paddle like you would with a rice cooker for this.  Cover the bowl with plastic wrap and cook in the microwave for 2 minutes.  Remove and stir.  Put back in the microwave and cook for 1 minutes.  Remove and stir.  Put it back in the microwave again and cook for 1 more minute.  Finally, remove and stir one last time.

Put a sheet of parchment paper on the counter top and dust it liberally with potato starch.  One the dough has cooled enough to handle it, dust the dough with potato starch and knead it until it’s smooth.  Don’t be afraid to use a lot of potato starch.  Put the ball of dough on the parchment paper.  Place another sheet of parchment paper on top of the dough.  Using a rolling pin, roll the dough out until it is very thin, almost translucent but still able to be peeled easily off of the paper.  Continue to dust with potato starch as you need to in order to prevent sticking.

Using a knife, cut the dough into squares.  The easiest way to do this is to cut a straight line on two edges of the dough, and then fold in one corner until you have a square that is the size that you want it.  Repeat until all of the dough is used.

Assembling the nama yatsuhashi:

Place a small amount of azuki bean paste in the center of each square of dough.  Fold the dough into a triangle, pulling one corner to its opposite corner and pressing down the edges of the dough together.  There should not be any bean paste oozing out from inside.  The edges should be clean, and there should be some space between where the bean paste is inside and the edge of the dough triangle.  Repeat with each dough square.

These are delicious plain or with tea, especially green tea.  I refrigerated them overnight, and that made them a little tough.  I recommend just covering them with plastic wrap (if you miraculously have some to save) and storing them on the counter or in the cupboard until you want to eat them again.  They’re best fresh, so don’t let them sit around too long… as if that were a possibility.

Eat and enjoy!

 

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Banana Pudding – Gluten-Free & Sugar-Free

DSCF6264

My boyfriend loves banana pudding.  After the first couple of times that I made it for him, he asked me to teach him to make it, and now he makes it at least once a week for himself, sometimes more.  I’m allergic to bananas, so I only try a taste of what he makes.  The picture above was made by him, and I think this might have been the best version yet – the smoothest and creamiest.

This is a recipe that really benefits from having your mise en place ready to go.  In other words, get all of the ingredients ready before you put the heat to the milk and corn starch.  If you turn your back to go hunting for your banana, the corn starch will clump up, and the pudding will turn out lumpy.

Chilling is optional.  My boyfriend likes to eat the pudding warm, but if I make it for him, I usually make it earlier in the day and chill it in the refrigerator so that he has a surprise later.

I used this recipe from Joyfull Mother as the base.

 

Banana Pudding - Gluten-Free & Sugar-Free

2 cups whole milk

1/4 cup corn starch (maybe a bit more, depending on how thick you want it)

1 ripe banana, mushed

2 eggs, whisked

1/2 tsp. vanilla extract – optional

ground cinnamon

 

Combine the milk and corn starch in a small pot.  Stir with a fork or a whisk to get rid of any lumps.  Heat slowly on medium-low.  Don’t let it boil.  You want it to slowly thicken without bubbling up into a boil.  After about 5 minutes, add the eggs and stir.  Continue cooking for about 2 minutes more, then remove from heat, and add the bananas.  Stir well until smooth.

Refrigerate for at least 2 hours if you want to serve it cool.  Otherwise, pour it into bowls and sprinkle the cinnamon on top.  Sometimes I like to make a thin layer of cinnamon covering the entire surface of the pudding.  Other times, it’s nice just to sprinkle cinnamon on the center and let some of the banana pudding show through.

Eat and enjoy!

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Pao de queijo – Gluten-Free, Sugar-Free, *2 recipes: With and Without Dairy*

Dairy-Free Pao de Queijo

Dairy-Free Pao de Queijo

This is an inherently gluten-free cheese bread from Brazil.  It is similar (but slightly different) to chipa in Argentina, pan de queso in Colombia, and gougeres in France.  I’ll do chipa and pan de queso in another post.  They’re all related but have some differences in their recipes.

I used the recipe from the back of the bag of flour – Amafil’s polvilho azedo – and Elisa Teixeira’s blogpost as well as the kitchn’s recipe for pao de queijo.  Pao de queijo uses sour cassava flour.  Cassava is also known as tapioca, yucca, and manioc.  The sour cassava flour does make a difference, although the bread will turn out fine with the regular tapioca starch.  The sour cassava flour gives it that fermented, cheesy flavor, even before you add the cheese.  I’m lucky enough to live in a town with a huge Brazilian population, so I was able to find a bag for a very good price of sour cassava flour.

A note on the cheese.  The first time we made these, we used 1 cup mozzarella with 1/2 cup parmesan.  They were good, but I thought that the parmesan was a bit too strong.  When I talked with my favorite local Brazilian bakery, they told me that they use only mozzarella.  So, the second time I made these, that’s what I did, too, and I liked the milder flavor better.

This bread is really easy to make, and it keeps well for several days.  You can reheat them in the microwave for about 5 seconds to warm them up.

Pao de queijo – with dairy

1 cup whole milk

1/2 cup sunflower oil

1 tsp salt

2 cups sour cassava flour

2 eggs

1.5 cups shredded mozzarella cheese

 

Preheat the oven to 375.

Boil the milk, oil, and salt over medium heat.  As soon as the mixture boils, add the flour and stir.  Remove from the heat.  Add the eggs and stir.  Add cheese.  Mix until the cheese is well incorporated.

Coat hands with oil*, and roll into balls about the size of a ping-pong ball or golf ball (your choice).   Place on parchment paper lined baking sheets.

Cook for 20-25 minutes or until golden on the outside.  When you tap them, they should sound slightly hollow.

*The oil helps to make the surface of the balls smoother.

 

Pao de queijo – without dairy

1 cup water

1/2 cup sunflower oil

1 tsp salt

2 cups sour cassava flour

2 eggs

1-1.5 cups shredded Daiya mozzarella cheese (Add 1 cup first, and if you think you need more, then add more)

 

Preheat the oven to 375.

Boil the water, oil, and salt over medium heat.  As soon as the mixture boils, add the flour and stir.  Remove from the heat.  Add the eggs and stir.  Add cheese.  Mix until the cheese is well incorporated.

Coat hands with oil*, and roll into balls about the size of a ping-pong ball or golf ball (your choice).   Place on parchment paper lined baking sheets.

Cook for 20-25 minutes or until golden on the outside.  When you tap them, they should sound slightly hollow.

*The oil helps to make the surface of the balls smoother.

 

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Strawberry Shortcake – Gluten-Free & Sugar-Free

IMAG0184

I used this recipe from glutenfreegirl as the base, and I used this tutorial from oh she glows for coconut cream.  I’ll try this again and see if I can use coconut oil instead of butter to make it dairy-free, too.  If you try out variations, let me know in the comments.

Strawberry Shortcake – Gluten-Free and Sugar-Free

1 tsp. ground flaxseed mixed with 3 tsp. warm water (mix and let sit for 5 minutes to gel)

315 g all-purpose gluten-free flour (no xanthan or gums)

1/2 tsp. kosher salt

1 Tbsp. baking powder

113 g unsalted butter (1 stick) – chill in the freezer first and then cut up into small squares

2 eggs

2/3 cup coconut milk (from the can — don’t use the lite)

extra flour for rolling the dough

1 lb. strawberries

coconut cream from one can*

*I use the Whole Foods brand of coconut milk (always the full-fat) and it works beautifully.

 

Preheat oven to 425 F.  Cut the butter up and put it in the freezer to keep it chilled.  Add the water to the ground flaxseed and let sit for about 5 minutes.  Whisk the flour, salt, and baking powder together.  Cut in the butter either with a pastry cutter or your fingers.  Keep going until it resembles wet sand.  Add the eggs and mix together (I use my hands for this).  Add the coconut milk.  (Again, I just use my hands, but I’m sure a spoon would work pretty well, too).  Mix the dough together until it just holds.  It will be sticky.

Put the bowl with the dough in the refrigerator (no need to wrap it) for about 15-30 minutes while you cut up the strawberries and whip the coconut cream.  Keep the coconut cream and the strawberries refrigerated until ready to assemble the shortcakes.

Take the dough out of the refrigerator.  Grab a chunk of it and dust it with flour to make it less sticky.  Roll it out gently between two sheets of parchment paper to about 1/3 inch thickness.  Choose your cutter size (or use the rim of a drinking glass or jar).  Cut out circles of dough and place them on parchment-lined baking sheets.  Bake for 15-20 minutes or until golden brown on the bottom and slightly golden on top.

To assemble the shortcakes, take one disc of baked dough and top it with a dollop of coconut cream.  Place a few strawberry slices on top of the cream, and then place a second disc of baked dough on top.

Eat and enjoy!

NOTES:  I felt like the whipped cream needed a touch of stevia to sweeten it, although if there are more strawberries, then maybe it’s fine.  Next time, I want to try the dough with coconut oil (to make it dairy-free) or ghee (to make it casein-free).  I might also roll the dough thicker before cutting it.

 

 

 

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Lean In

My final grades are finally in for the university. The proctoring is done, the exams graded, and now I’m actually planning for the next term so that I can really have a full week (or two! … miracle of miracles…) off without the impending spring term looming behind me. Things are winding down and up in that excitement of holidays, changed routines, special foods, special rituals… all of the excitement that usually leaves me secretly looking forward to the relief of January.

Last year, at this time, I was struggling to fight through walking pneumonia. It was brought on by a combination of a sulpha drug for an infected spider bite with an overload of stress from work. I was exhausted. Drained. Sick. December was overcharged with everything.

This year, I feel happy in a way that is quiet, that makes me think of my feet pressing solidly into the ground.

I make less money right now than I ever have as a post-graduate adult, but I have more independence than I have ever had. I have an incredible boss who is kind and fair, and he listens to what his teachers have to say. REALLY listens. He listens to the students, too. Heck — he actually KNOWS all of the students in his program. I am grateful for a job where the only time I feel stressed is simply because I’m tutoring so much that I’m tired. I don’t feel resentment. I don’t go to bed angry every night because of what’s happening at work.

The students that I tutor have become my little community here, and I love working with them. It is a gift to be able to work one on one with another person at any age… to have this time where we dedicate our energies to learning together.

All of this gratitude feels incongruous with the outrage that I feel about the Sandy Hook shooting. I’ve been pretty vocal about my opinions on Facebook, and I don’t really feel like opening up the whole debate here. What I do want to say, though, is that we have a problem in our values when a high school of 3000+ high-poverty students has only 1 social worker yet has an in-school police station staffed with more than 2 police officers. NCLB babbled on and on about “back to basics” and cut art, music, even recess… but the “basics” of food, shelter, and health are not being met.

We have to change the mentality of this society as a whole to one where everyone cares about everyone having enough, not just “I have more than I need and you don’t need as much as I do.” This has to be a community-driven initiative. No more blaming the parents, no more abandoning of responsibility by scapegoating “choice.” One can only have the right to choose when one has access to different options. If the access isn’t there, then what choice is there? I don’t understand why every school can’t have a fully-staffed community health clinic, dental clinic, and counseling service. Sure, the parents can choose which services the kid receives, but the parents can also rely on the teachers and the community that revolves around the school to support them as a family and to support the health and well-being of their children.

The phrase that keeps running through my mind in this past week is “Lean In.” On Friday, before I had heard about the shootings, the kids that I tutor were so excited about learning about the American coins which I had scattered on the library table that they literally leaned in to manipulate the coins. Their elbows pushed against each other in excitement to participate, and they stopped looking at the clock, stopped thinking about when were they going to get to use the computers… and they were completely present, completely focused and engaged.

I think that’s what we have to do. On a personal level, I feel like I have had to learn to slow down, to make choices that involved big changes and a lack of certain securities that I was used to (more disposable income, health insurance…), and to lean in towards what really drives me everyday — my love of connecting with people and learning together.

As a society, we cannot step back and hold our hands up helplessly in a gesture of “What could we have done? What can we do?” We must lean in towards each other to discuss and to listen.  We must slow down to do this, to look carefully at the facts that we have, and to find solutions that will be the root of a safe and sustainable future for everyone in this society.

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The Need for Rest

Raise your hand if you feel like Friday is your most productive day of teaching. … Bueller? Bueller?

I didn’t think so.

In the midst of lengthening school days and cries for more, more, more… I am finally understanding the need for rest.

In every teaching job I have had, I burned out. Teaching is exhausting. LEARNING is exhausting. The exhaustion spectrum burns at both ends — teacher and student. Especially in language teaching.

I understand that schools substitute as childcare (a larger societal issue that definitely needs to be address), but I staunchly believe that more is not more.

My current teaching position at a university runs on a four-day schedule. Classes are held from 8:20 to 1:40 pm Monday through Thursday. There are four 70-minute periods. Students clock 18 hours of language study in that timeframe which is the minimum they need for their visa requirements.

There is study hall offered Monday through Thursday for two hours every afternoon. It is offered for 5 hours during the day on Fridays. There are volunteer tutors plus a full-time staff teacher in the study hall to assist students with problems that may arise.

This is the sanest schedule I have ever seen.

Most of the teachers in this program are part-time and have additional jobs, anyway, so the schedule accommodates that. In addition, this schedule accommodates our Muslim students’ desire to attend mosque services on Friday.

The biggest benefit is that it gives both the teachers and the students time to rest. Granted, I have other teaching gigs I do on Fridays, but the variety is stimulating, and it’s different than doing class management every day. The students also get a break from the day-to-day routine of classes and tests.

Last year, at this time, in my former job, I battled with walking pneumonia for more than a month. This year, I haven’t been sick yet at all.

I realize that I’m talking from the perspective of a higher ed IEP program, but I think that this could easily apply to high schools as well, if not elementary schools. In France, there is no school on Wednesdays, and that’s the day when students do their extracurricular activities outside of school.

Teachers, can you imagine how much you could do if you had one day a week with no classes? As teachers, we never have enough time to meet or any time at all. We never have enough time to get caught up on grading AND plan exciting and innovate lessons. We definitely don’t have time to cram in our own professional development as teachers.

Tsunesaburo Makiguchi suggested that students attend only half a day of school and spend the other half in an apprenticeship. For the 21st century world, maybe this means an internship, community service, or simply working. In this way, students are learning outside of the classroom and contributing to the larger world. For students who need to work to help support their families, they can do so without it being such a heavy burden on top of their studies.

Personally, I found my afternoon post-lunch high school classes to be not so terrific in terms of learning. I would have been happy to have traded an afternoon class everyday for a morning class only 3 or 4 times a week.

When it comes to learning, it’s not about quantity but quality and efficiency… and having time to rest. Maybe you’re the type who thinks best under the gun, but, for me, some of my most creative ideas both as a student and as a teacher have come when I was swimming laps in the pool… or making cookies… or taking a walk… or just… doing… nothing.

I’m not advocating laziness, just time to rest and time to process everything that we’re learning (and, as teachers, we’re always learning).

What do you think? What kinds of school schedules have you heard of or experienced that worked really well for you? Do you think that lengthening the school day correlates to more learning?

I look forward to hearing from you… but don’t expect a response tonight. Tonight? I’m resting.

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What is “smart”?

This week’s blog post is in response to a fascinating article posted on NPR.org a couple of weeks ago, “Struggle For Smarts? How Eastern and Western Cultures Tackle Learning” by Alix Spiegel (Nov. 12, 2012):

Courtesy of NPR.org

This article has been making the rounds on Facebook and Reddit.  Aside from the issue of overgeneralizing “East” and “West” (… if by “East,” he means “Japanese,” then why doesn’t he just say that?  Does “East” also include the teaching practices of China, India, Burma?  By “West,” does that include only the US, or does it also include Canada, Mexico, and all of South American?… Those hemispheres are big….), it brought up some very insightful points.

I really like the example that Stigler gives of a Japanese teacher inviting the weaker student in the class, and I’ve been thinking about it in my own classes ever since.  I loved how he described his own discomfort as an observer at watching the boy struggle with the math problem.  How often do we only call on the students who we know will know the answer?  How many opportunities for real learning are we skipping over because of our own discomfort and impatience?

I completely agree that Americans are profoundly uncomfortable with struggle.  The author of the article quotes Stigler as concluding that Americans view being smart as the cause of success in school while “Asians” (Japanese?) view being smart as a process… something that you struggle and work towards.

This makes complete sense given how narcissistic this country has become.  In a system where the leaders are more often than not full-blown narcissists (think Romney and the like here), there is no room for struggle and growth.  Instead, one thinks, “I should already know this, why don’t I?… I must be a failure!”  It becomes very difficult to explore and to try new things with this mindset.  If one can’t succeed and be the best, then why bother with trying it at all?

I realize that this sounds deeply un-American, and many people reading this might scoff and take offense with what I just wrote, but I hold fast to this belief.  I think about the pressure on kids to take harder and harder classes in high school and the push to fill one’s resume with an overwhelming load of extracurricular activities, accolades, and accomplishments.

I know this is true, because that’s exactly what I did.  I walked into university with my freshman year completed thanks to AP credits.  I rarely got more than 6 hours of sleep in high school due to all of my extracurricular activities and my drive to not just do okay in my classes but to get A’s.  I didn’t take Biology AP, because science was hard for me, and I wasn’t sure if I would do well.  Now I wish I had.  Calculus AP traumatized enough to steer far away from any math classes in college apart from the mandatory core classes.

It wasn’t until my senior year of college that I realized that it didn’t matter whether I did well but only that I learned.  I took macroeconomics and microeconomics just for fun.  I love them, and, to my surprise, I was good at them.  I worked hard on the homework problems, and I listened more carefully in class than I probably did in most of the classes that were “easier” for me.  I wish I had approached all of college this way.

To be able to explore means to be comfortable with one’s vulnerability and one’s own need.  By need, I mean that one has to feel comfortable saying, “I don’t know how to do this…. Can you help me?  Can you show me?”  And one must know that the person who can offer the help will do so in a kind way, in the way of a guide and not an examiner.  In a society obsessed with high-stakes testing and merit pay, this is impossible.

If we lose our ability to explore, then we stunt our creativity.  If learning is equated only with success and mastery, then the opportunities for learning are severely limited.

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La educación prohibida – Forbidden Education – Part 3 (final post)

Before I start this last blog posts about this excellent film, I want to give a shout-out of appreciation to the producers and director of this film who made it accessible and free.  Theoretically, in this age of information technology, it should be easier to access various media.  I don’t find this to be the case with films, especially independent films, so I am really grateful that this film walks the talk and makes viewing it a democratic act in and of itself.

So let’s plunge into the film for one last look and a few criticisms that I have of it… as a teacher, I got a little impatient with all of the talk about theory and pedagogy.  I wanted to see the theories in action.  Only at the very end did the film show some quick shots of the schools that the interviewed teachers taught in.  I wish that the teachers could have given us a tour of their classrooms.  Even better, I wish that we could have seen the classrooms in action, maybe just be a fly on the wall there for fifteen or twenty minutes.  I’m not sure who else is really watching this film besides teachers and people interested in education.  Being a teacher means being an observer, so let us observe, because the chances of me actually getting to go to most of these schools and spend the day are slim.  Do what you espouse in the — don’t tell me, show me.  Even better, let me see for myself.

My second criticism is that there was quite a bit of over-idealization of several topics:  the past, technology, and families.  The narrator often turned to the past as an ideal time when learning was holistic and integrated.  I’m not so convinced that this was the case.  At one point, the film talks about how technology (specifically the Internet) has given equal access to knowledge and has knocked down the elitism of knowledge being only available to those with access to universities and libraries.  Yes, it is true that the Internet has opened up a lot of access… but as we all know, the Internet is not always a valid source of information.  That aside, however, I don’t see any change in structure yet of elitism being dismantled, at least not in here in the US.

The third point of idealization is in regards to families.  The film suggested that it is always best for the children to spend more time with their parents and their families.  Parents and families should be integrally involved in the child’s education.  Yes, I agree with this, IF the parents and the families are healthy and actually have the child’s best interests at heart.  Assuming that this is always the case is naive.  Sometimes, the best thing that happens for a child, especially one coming from an abusive family environment, is that they get to spend 8 hours a day somewhere else, far from the family and in a place where there is potential for being cared for and guided by a healthy, loving adult.

Another criticism is that the film was heavily slanted toward Montessori pedagogy.  Personally, I like Montessori pedagogy (maybe that’s a blog post for another day) based on what I have studied about it and learned about it from different teachers.  However, in the film, it started to feel a little black and white, as if Montessori schools are the only schools that even attempt to provide a holistic education for children and all other schools are just mindless and antiquated institutions.  In my own experience, I have seen many of the principles proposed by this film put into action by teachers in some of the toughest education environments.

In fact, very few of the ideas in this film were revolutionary.  I had learned the pedagogy put forth by this film in my M.Ed. program save for some of the particular principles of Montessori classrooms.  I wish that the film had taken a broader view and had included teachers from non-alternative environments.  I think this would have helped to make the film’s proposition a more global one and less limited to alternative schools (by this, I mean Montessori, Waldorf, and schools in these veins).

My last criticism is that the film didn’t touch on the fact that, since schools are a reflection of society, it is not just the schools that must change but the entire society itself.  If we say that grades have no purpose, that they are subjective and ineffective, then society has to stop using them as a measurement of success.  We have to let go of the rankings systems that so many live and breathe by.  We have to change our values as a society so that we value the unique creative abilities of the individual instead of basing a person’s value on their external accomplishments or their test scores.

We have to find meaning in ways that cannot be measured or quantified but only felt and understood by the heart.  On that slightly sappy note, I’ll end my review of this excellent film.  I hope that some of you have had a chance to watch it.  I look forward to a dialogue about it with you.

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La educación prohibida – Forbidden Education – Part 2

La educación prohibida – Forbidden Education

 

This is the second post in reaction to the film that I posted the link to in my previous post, La educación prohibida – Forbidden Education – Part 1, and reflects on some of the various ways that this film inspired me.

The film is bursting at the seams with points for discussion, but here are some of the ones that I found most intriguing:

* The role of the teacher is “helping to bring about the normal development of a human being,” not just feeding information to the students.  This is pure Freire pedagogy.  The teacher is not the “master” but the “facilitator.”  Students are innate learners, and their natural curiosity should be the impetus for learning.  This point is fairly simple and maybe obvious, but it’s easy to forget when an administrator is breathing down your neck about test scores.

* Teachers have to be in a constant process of self-development.  They must be in touch with their own emotions in order to help students learn how to process and express their emotions.  This is an extremely important part of “growing up.”  I am curious — who works at a school where the process of self-development and the emotions of teachers are really taken into consideration, recognized, and responded to?  And by “self-development,” I don’t mean piling on more and more professional development.  If teaching is based on a relationship between the student and the environment, and the teacher is part of that environment, then how does the school meet the teacher’s needs for processing the emotions of teaching?  I think that this is one of the major causes of teacher burn-out.

* Teaching is not a job to do alone but in teams.  YES!  Anyone who has ever worked with an effective team of teachers knows that collaboration makes everyone a better and more confident teacher.  Teachers need support, and they need time every week, if not every day, to collaborate.

* Children are the reflection of society itself.  A low graduation rate, a high drop-out rate, apathy in kids, gang violence… these are not the problems of one school or one neighborhood or one state.  They are problems that must be addressed and resolved by all of society.

* The goal of teaching should be to teach students how to feel good about themselves.  If they feel good about themselves, they will feel love for others, and they will cooperate with others.  “Feeling good” about oneself, though, is not achieved through external accomplishments, however, but in the fulfillment of one’s own curiosity within a supportive and loving environment.  We need to ditch the rewards and punishments system that we so often rely on and trade it in for a pedagogy based on love.  A terrific book that relates to this is Teaching With Love and Logic by Jim Fay.

* Grades have no purpose.  Students should evaluate themselves.  Education should be process-oriented, not action-oriented.

* Curriculum should not be standardized.  Instead, each individual school should offer a variety of classes that reflect the uniqueness of its students, its teachers, and its community.

* Schools should be “open.”  Education doesn’t stop at the school door, and education doesn’t happen in a vacuum.  Students should not be isolated from society, but instead, the entire city should be the classroom for students to learn from.

* Children should learn within a range of ages, and they should not be separated into grades based on their ages.  In mixed age classrooms, students learn from each other and benefit from the support of an intergenerational community.  Older kids learn responsibility and gain pride by helping the younger kids.  The younger kids find protection and guidance from the older kids.

* Students should be able to study topics when they want to, not based on the schedule of a school.  Maybe a student isn’t ready to master algebra at age 13, but at age 15, it clicks.  Education should be an exploration, and students must be the drivers of their own exploration.

* Art is a right.  Art is essential for the healthy expression of individuals and communities.  Just because they haven’t made a standardized test for it yet doesn’t mean that it isn’t essential to learning.

* Children should be happy in learning.  Education should not be solely for the purpose of achieving happiness in the future (by accumulating knowledge, by obtaining diplomas, by passing classes…. all of these hoops that must be jumped through in order to get to “life”), but it should be enjoyable in the moment.  The process of learning as inseparable from happiness made me think immediately of Tsunesaburo Makiguchi’s writings on value-creation in education.  Makiguchi was an incredibly prolific writer and educator who was light years ahead of his time.

So… what’s your opinion on these points?

Preview… in my next (and final post) on this film, I’ll address some criticisms that I have of it.  

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Filed under Films, In the Media, K-12