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Are You There for Your Friends When They Need You?

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Are You There for Your Friends When They Need You?

What do you value most in a friend? Honesty? Loyalty? Humor? Shared interests? Listening skills? Empathy?

What about simply being there when you need someone?

In “Being There,” David French, an Opinion columnist, writes about a time when he was not present when a friend needed him most:

I want to begin this column by sharing with you one of the worst things I ever did. I was only 18 years old, but that was no excuse. Late one night I got a call from a close friend. “My dad’s on the way to the hospital,” he said. “It’s really bad.” His voice was shaking.

I was shocked. I didn’t know what to say. More important, I didn’t know what to do. I told my friend that I was so sorry. I told him I’d pray for him. And then I went to sleep. I called my friend the next morning. No answer. I asked around. He was at the hospital.

The same pattern repeated for two long days: I’d call. No answer. I’d ask about him and find out he was at the hospital. But I didn’t go. To this day, I can’t replicate the thought processes that kept me away. I remember feeling some irrational confidence that his father would be fine. I remember being busy. I remember feeling not quite prepared to face such pain and loss. Then I got the call: My friend’s father had died.

I did go to the visitation. I knew — at the very least — that’s what friends do. What happened next is burned into my heart. When I walked in the door, my friend came up to me, looked at me with immense hurt and said, “Where were you?”

I had no answer then. I have no answer now. I failed, and the older I get the better I understand the magnitude of my failure. I had violated the first commandment of friendship: presence. Simply being there was all that had been required. I couldn’t pass even that one simple test.

Mr. French connects his personal story to what he calls America’s “loss of belonging, our escalating loneliness”:

According to an American Perspectives Survey, between 1990 and 2021, the percentage of Americans reporting that they had no close friends at all quadrupled. For men, the number had risen to 15 percent. Almost half of all Americans surveyed reported having three close friends or fewer.

The statistics raise the question: Why? I’d suggest that a big part of the answer lies in the story I told above. Ever since I’ve started thinking and writing about America’s loss of belonging, I’ve been asking people what virtue they value most in a friend. I’ve asked people who are religious and secular, white-collar and blue-collar, men and women, Black and white. And it’s remarkable how often the answer boils down to the single virtue I mentioned above, of presence, of being there.

Time and again I hear versions of this answer, one that grows more salient the longer you live and the greater the headwinds you face: “A friend is there when you need him.” “A friend picks up the phone when you call at 2 a.m.” “A friend stands with you.”

Students, read the entire Opinion essay and then tell us:

  • What do you think makes someone a good friend? How important to you is the virtue of simply being there?

  • Is there a time when you were there when a friend really needed someone? Has anyone been there for you? Describe a memorable moment: What happened? How did being present make a difference, for you or for your friend?

  • Mr. French begins the column with what he calls “one of the worst things I ever did.” What is your reaction to his story? Have you ever wanted to be there in someone’s time of need but didn’t know what to do or say?

  • Mr. French writes that he believes that behind the story of America’s polarization and division is “our loss of belonging, our escalating loneliness” and the “extraordinary decline of friendship.” What do you think of his analysis? What do you think we can do about the loneliness epidemic? Can deepening the bonds of friendship help to heal our nation’s divisions?

  • What will you take away from the essay? Did it change how you think about friendship? What recommendations do you have for others about being a good friend?

Spying

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Spying

Use your imagination to write the opening of a short story or poem inspired by this illustration or, describe a memory from your own life that this image makes you think of.

Tell us in the comments, then read the related article to learn more.


Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Picture Prompts here.

Word of the Day: ostensible

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Word of the Day: ostensible

The word ostensible has appeared in 58 articles on NYTimes.com in the past year, including on May 2 in the book review “A Novel Depicts One Disordered Night in the Life of a Teenager” by Hermione Hoby:

The ostensible setting is an institution called Last Chance, a boarding school for troubled boys in a dilapidated old house in the countryside. With uncharacteristically printable eloquence, the usually profane Shy sees the building as being “hunched over the garden like a chunk of grumpy history.” Despite the best efforts of the saintly-patient staff, it’s a grim place, not least because “the boys just rip and rip at each other, endless patterns of attack and response, like flirting’s grim twin.”

The book’s true setting, however, is the sprawling, shifting terrain of Shy’s mind. Though the novel’s time frame is just a few hours of one night, it’s a night of “a shattered flicker-drag of these sense-jumbled memories” and one in which “the solid world dissolves then coheres like broken sleep, and he shambles into it, remembering.” In other words, the night’s as big as Shy’s life.

Can you correctly use the word ostensible in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how ostensible can be used in a sentence, read these usage examples on Vocabulary.com.


Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.

Film Club: ‘How a Rare Portrait of an Enslaved Child Arrived at the Met’

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Film Club: ‘How a Rare Portrait of an Enslaved Child Arrived at the Met’

2. After watching, think about these questions:

  • What questions do you still have?

  • What connections can you make between this film and your own life or experience? Why? Does this film remind you of anything else you’ve read or seen? If so, how and why?

3. An additional challenge | Respond to the essential question at the top of this post: What can we learn from the remarkable journey of the painting, “Bélizaire and the Frey Children”?

4. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

5. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

6. To learn more, read “‘His Name Was Bélizaire’: Rare Portrait of Enslaved Child Arrives at the Met.” Alexandra Eaton writes:

One reason “Bélizaire and the Frey Children” has drawn attention is the naturalistic depiction of Bélizaire, the young man of African descent who occupies the highest position in the painting, leaning against a tree just behind the Frey children. Although he remains separated from the white children, Amans painted him in a powerful stance, with blushing cheeks, and a kind of interiority that is unusual for the time.

Since the Black Lives Matter movement, the Met and other museums have responded to calls to reckon with the presentation of Black figures. When the European Galleries reopened in 2020, the museum included wall texts to highlight the presence of African people in Europe and to call attention to issues of racism, previously unmentioned. In the American Wing, which had presented “a romanticized history of American art,” Kornhauser said, a presidential portrait was recast with the consciousness of the present: John Trumbull’s 1780 portrait of George Washington and his enslaved servant William Lee identified only the former president until 2020, when Lee’s name was added to the title. However, unlike Bélizaire, Lee is depicted at the margins, lacking in any emotion or humanity.

Jeremy K. Simien, an art collector from Baton Rouge, spent years trying to find “Bélizaire” after seeing an image of it online in 2013, following its restoration, that featured all four figures. Intrigued, he kept searching, only to find an earlier image from 2005, after the painting had been de-accessioned by the New Orleans Museum of Art and was listed for auction by Christie’s. It was the same painting, but the Black child was missing. He had been painted out.

“The fact that he was covered up haunted me,” Simien said in an interview.


Want more student-friendly videos? Visit our Film Club column.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

What Students Are Saying About Timed Tests

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What Students Are Saying About Timed Tests

While the author said that you would not want a surgeon who rushes through a surgery, the opposite is actually true. When a patient is under sedation for too long, the outcomes are often bad. One would not want a surgeon to have your skull open for three days while he/she figures out what to do. Likewise, the accountant example proved the opposite point than that the author made. Taxes are due by a certain day, and if the accountant cannot get them done by that day, there is a penalty.

Timed tests teach children the skills of time management and prepare them for life. Timed tests help us get ready for the very real deadlines of life, deadlines that both sexes, and people of all races will face. The truth is that real life won’t wait for you to finish on your own timelines.

Joseph, Block 1, Hoggard High School

I believe that time pressure does affect students to make silly mistakes under pressure and should be changed to grasp a full understanding of a student’s knowledge. However, with an increase in time, I believe that there should also be an increase in difficulty. For example, with an increase in time on the math section, there should be an increase in difficulty in the questions such as introducing more complex topics like calculus. This way, the knowledge and understanding of a student can be better understood by what they actually know, rather than their knowledge when they are stressed. On the other hand, the time constraint on the tests can show colleges and jobs how that student performs in high stress situations and if they would be a good fit at that institution.

Pranav, Bentonville West High School

Thinking under pressure is a valuable skill in society no matter what career path you choose. Whether it is braking quickly to avoid running a red light, to negotiating a business deal, being able to think on your feet is an underappreciated skill. Timed tests encourage students to think fast, but not necessarily shallow. The time limits allow students to grow in areas that they struggle in to the point where they could do it in their sleep, and definitely under pressure. However, not all skills need to be graded under a time limit. While there is value in working under pressure, there is also value in thinking thoroughly about a topic in a low-pressure environment. A balance between timed and untimed assessments is best for students looking to enter any career, as slow, thorough thinking and fast, skilled thinking are both valued.

Lydia, Bentonville West High School

I can see both sides of this discussion. On the one hand, I agree that in certain situations tight time limits can create additional stress and harm certain students more than others. For more open-ended questions, like writing prompts, time constraints can limit deep thinking or thoughtful responses, with the optimal strategy being to follow a template and use your first thought or initial reaction. However, I can also see the benefit of time limits. In certain situations — namely math — certain skills have the express purpose of shortcutting a long and tedious method. Time limits are also practical for standardized tests. If there is no limit, students will be incentivized to take an exorbitant amount of time to complete the test. Finally, I disagree with Grant’s assertion that speed isn’t correlated with competence or importance in the real world. Speed can reflect how ingrained concepts are in the student’s mind and how efficiently they can be applied.

Liam, Glenbard West High School

What’s Going On in This Graph? | Oct. 25, 2023

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What’s Going On in This Graph? | Oct. 25, 2023

Whether consumers purchase electric vehicles to save money on gas and maintenance, reduce the amount of greenhouse gasses, create high-paying jobs or drive a stylish car with a nearly silent engine, the increase in their rate of popularity is very impressive. Some have described the worldwide growth of the number of electric automobiles, trucks and other vehicles as exponential.

1. After looking closely at the graph above (or at this full-size image), answer these four questions:

The questions are intended to build on one another, so try to answer them in order.

2. Next, join the conversation online by clicking on the comment button and posting in the box. (Teachers of students younger than 13 are welcome to post their students’ responses.)

3. Below the response box, there is an option to click on “Email me when my comment is published.” This sends the link to your response which you can share with your teacher.

4. After you have posted, read what others have said, then respond to someone else by posting a comment. Use the “Reply” button to address that student directly.

On Wednesday, Oct. 25, teachers from our collaborator, the American Statistical Association, will facilitate this discussion from 9 a.m. to 2 p.m. Eastern time.

5. By Friday morning, Oct. 27, we will reveal more information about the graph, including a free link to the article that includes this graph, at the bottom of this post. We encourage you to post additional comments based on the article, possibly using statistical terms defined in the Stat Nuggets.

We’ll post more information here on Thursday afternoon. Stay tuned!


More?

See all graphs in this series or collections of 60 of our favorite graphs, 28 graphs that teach about inequality and 24 graphs about climate change.

View our archives that link to all past releases, organized by topic, graph type and Stat Nugget.

Learn more about the notice and wonder teaching strategy from this 5-minute video and how and why other teachers are using this strategy from our on-demand webinar.

Sign up for our free weekly Learning Network newsletter so you never miss a graph. Graphs are always released by the Friday before the Wednesday live moderation to give teachers time to plan ahead.

Go to the American Statistical Association K-12 website, which includes teacher statistics resources, Census in the Schools student-generated data, professional development opportunities, and more.

Students 13 and older in the United States and the Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

GUEST POST: Leveraging AI in a Research-Driven Way: Augmenting feedback during spaced retrieval practice using ChatGPT

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GUEST POST: Leveraging AI in a Research-Driven Way: Augmenting feedback during spaced retrieval practice using ChatGPT

If you use edtech in your classroom, you’ve probably seen at least one of the tools you use recently advertise their brand new “AI feature.” 

At Podsie, the core of what we’re building has always been research-driven, so as the AI hype rages on, we’ve been asking ourselves, “How can we leverage the recent advances in AI and LLMs in a research-driven way?” Put more concretely, are there research-backed teaching practices that AI makes easier to facilitate? 

Before diving into that question, let me first zoom out a bit to explain what Podsie is.

Podsie is a free web app that allows teachers to provide personalized, automated spiraled review for each student throughout the school year. It’s grounded in the highly effective, evidence-based strategies of spacing (1), retrieval (2), interleaving (3), and personalized review (4)

At a high level, here’s how it works:

  1. On the Podsie web app, teachers assign questions to students on something they’d recently learned.

  2. Students practice these questions (retrieval).

  3. Each question is then inserted into a cumulative Personal Review Deck that tracks student mastery of each question over time. It then determines the optimal next time for the student to review that question (spacing). 

  4. Over time, as students learn more in a class and get assigned more questions on Podsie, each question for that subject cumulatively gets mixed in with other questions they’ve already learned (interleaving).

  5. By the end of the school year, the Personal Review Deck may have hundreds of questions accumulated (depending on how much content your course covers). Still, at any given moment, each student would only focus on practicing the questions that they need to practice (personalized review). 

Quick aside: If you want to learn more about Podsie, feel free to check out any of the following: our  1-minute overview video, our podcast episode on The Learning Scientists, or our former guest post on The Learning Scientists

Podsie’s area of growth: providing better feedback for students

While we think we’re doing a good job of enabling teachers and students to use the strategies mentioned above easily, there’s one other evidence-based principle we’d like to facilitate better: providing feedback.

Research has shown that retrieval practice yields better learning outcomes if relevant feedback, such as the correct answer, is provided (5). That’s why on Podsie, the answer is shown to students after each student’s retrieval attempt. However, further studies indicate that just showing the correct answer isn’t enough when it comes to helping students tackle new inference questions that require a deeper understanding of the original underlying concept (6). Instead, providing an explanation is needed to ensure that students can be successful on other related questions. Concretely, we’ve also noticed many instances on Podsie where even after showing the correct answer, the student will still miss that question on subsequent attempts, especially for questions on a higher order than simple recall on Bloom’s Taxonomy (7)

To address this problem, Podsie allows teachers to add an “explanation” that gets displayed after the student answers the question. Unfortunately, adding an explanation can be time-consuming, so as of right now on Podsie, of the 72k questions teachers have created, only 26% (19k) have explanations.

As a result, we often see cases like the one below, where even though the student is putting forth a lot of effort, the results could be better. In this case, the student has now missed this question 4 times in a row since first seeing the question 19 days ago. 

How Concerned Are You About the Cost of College?

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How Concerned Are You About the Cost of College?

College can be very expensive. And navigating how to pay for it can be confusing for many students and families.

There are long, complicated forms to fill out. There are unfamiliar financial terms, like “unsubsidized loans” and “interest capitalization.” There are different prices that different students pay because of financial aid and discounts — sometimes called merit aid — offered by the schools.

As The New York Times writes: “Unfortunately, shopping for college isn’t as simple as shopping for clothes or groceries. It’s more like shopping for airline tickets. Prices can vary widely, even for people sitting in the same row — er, students attending the same college.”

The Times interactive “How Do I Pay for College?” addresses those topics, and more, in language that is written directly to students in a question-and-answer format. A search bar, powered by machine learning, can help readers find the most relevant information. And the project is a work in progress, which means that students (and adults) can suggest new questions and topics that they want to see included.

How concerned are you about the cost of college? What questions do you have about how to pay for it? How much will the cost of college influence your plans after graduating high school?

Here’s an excerpt from the interactive:

I’m just a teenager! Why should I be thinking about this?

Thinking about paying for college and planning a career can seem overwhelming, so know that you’re not alone if you feel a bit lost. Take a deep breath. It’s understandable that you may have only a vague idea of what you want to study in college, or what path to follow to achieve your goals (if you even know what they are yet). But sorting all of that out is part of growing up — and you’ll be better prepared to make decisions if you learn about different types of colleges, how much they cost and the process for paying those costs. And the earlier you start, the better.

In the United States, high school students are, unfortunately, asked to make decisions about financing college that can affect their lives for years to come. By studying up on how student loans work, for example, you can make an informed choice about whether, and how much, to borrow, which can have a long-term impact on your finances. — Ann Carrns

Students, spend a few minutes using the interactive, and then tell us:

  • Are you worried about how expensive college is? To what extent do you think the cost of college will affect your decision about what to do after graduating high school?

  • What questions do you have about paying for college? If you could talk to a financial-aid expert, what would you ask?

  • Type your questions into the search bar, or scroll down to see if they are addressed in the F.A.Q. What did you learn? Did the F.A.Q. help to clear anything up for you?

  • What questions or topics do you suggest should be added to the F.A.Q.? We’ll share these comments with the editors, so there’s a chance your input will help them to add information as the year progresses.


Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Exercise

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Exercise

What do you think this image is saying? How does it relate to or comment on society? Can you relate to it personally? What is your opinion of its message?

Tell us in the comments, then read the related article to learn more.


Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Picture Prompts here.

Word of the Day: oeuvre

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Word of the Day: oeuvre

The word oeuvre has appeared in 112 articles on NYTimes.com in the past year, including on July 19 in “Our Favorite Magical Creatures Live at Ghibli Park, So We Had to Go” by Mike Ives:

Ghibli Park, which opened in November outside Nagoya, Japan, pays homage to the eccentric, enchanting films of Studio Ghibli, a company co-founded in the 1980s by the director Hayao Miyazaki. We took our two toddlers there because their favorite movie is “My Neighbor Totoro,” a beloved 1988 Miyazaki film starring the spirit creature and its cat-bus sidekick.

… Ghibli Park is not a place to “turn your brain off,” Mr. Alt told me. “It demands a level of intellectual engagement that most parks do not.” When I booked our visit, in March, a bit of mental stimulation sounded nice. I imagined wandering the grounds in dappled sunlight, musing on Mr. Miyazaki’s cinematic oeuvre as our boys paused to collect acorns — just as the two sisters who star in “Totoro” do. (The boys, who are Anglo-American, love the acorn scenes so much that they learned the Japanese word for the nut, donguri, before the English one.)

Can you correctly use the word oeuvre in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how oeuvre can be used in a sentence, read these usage examples on Vocabulary.com.


Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.