Opinion
4A
Saturday, May 22, 2021
FROM THE EDITOR
Moving on, but
The Observer
remains a part
of me
was not expecting to write this column this
soon. After a bit more than 18 months as
editor of The Observer, I’m returning from
where I came — the East Oregonian — to be the
news editor.
My stay here has been something of a blur
— settling
in during
winter 2019-
PHIL
20, ready to
WRIGHT
OBSERVER EDITOR
get to know
La Grande
and Union County as the coronavirus hit, then
changeover in our newsroom since November
2020. And just as we are at full staff and begin-
ning to see the fruits of that, I’m heading out the
door.
Yeah, it’s a selfish move. But it is one I really
didn’t imagine myself doing. And then, I never
quite imagined myself as an editor during most of
my career as a reporter.
I saw more stability in being a reporter than
in moving into an editor’s chair. And let’s face
it, my people skills are what they are. I work on
them, sure, but that’s a constant job.
But the offer to helm The Observer newsroom
came during a point of big changes in my life,
and after being the public safety and courts guy
at the EO for years, I was feeling weary of cov-
ering the next home fire or fatal car crash.
I talked over taking this position with people
I’m close with and respect. One bit of sage advice
stuck home — did I really want to keep doing
what I was doing until I was done?
Nope. I didn’t.
Working as The Observer editor was the
hardest, most challenging job I’ve done. Even
moving to Japan in my 20s without speaking any
Japanese does not compare to this. Did I want it
easier? Of course. But easier would not have been
better, or at least not better for me.
I told our publisher — one of my bosses —
Karrine Brogoitti that I didn’t “feel” like the editor
until after doing this gig for about a year. That
first year was on-the-job training. I still see it that
way. But I would not have even lasted that long if
it were not for Karrine, and Andrew Cutler, the
EOMG’s regional editor and my other boss, and
just about everyone else here at The Observer.
This crew did so much to help me and work
with me and make me feel welcome. Devi
Mathson and Kelli Craft in the front office, Dor-
othy Kautz, our graphics designer, and Lisa
Lester Kelly and Dick Mason in the newsroom,
as well as Ronald Bond, the sports editor who
had to serve as the everything editor before I
arrived and who was my No. 2 for months.
Takes a village, yes? About did for me, and I so
appreciate all these villagers.
I don’t believe “things happen for a reason”
or some cosmic thing has plans for anyone’s life.
Opportunities come. You take them or not. I’m
taking this not because I’m tired of being the
editor here. Not even close. I feel like I was just
starting to hit a stride.
Sure, I get to go back to Pendleton, where I have
family and friends (haven’t moved yet, though). But
that also is not central to my decision.
I’m taking this because I don’t know if the
opportunity will come my way again, and I’ve
grown and learned so much here that I’m keen to
try my hand at a larger canvas.
While I won’t be involved with The Observer,
this place will be a part of me and what I do for
years to come. And who knows? Other changes,
another opportunity and I could be back.
I
EDUCATION CORNER
Asking questions is the pathway to
comprehension and problem-solving
SCOTT SMITH
EDUCATOR
nderstanding the world
around us is the goal we
want all our children to
achieve. We want them to under-
stand and explain what they see,
hear and read. It should be really
simple. You see it, you talk about
it and you can write about it when
you’re older. For some reason, it just
doesn’t work that way for everyone.
Problem-solving is a natural ability
humans can accomplish. Yet, many
people need a little nurturing to
become a master at the skill of
understanding (comprehending) and
problem-solving (vocal, written or
demonstration).
One method for developing
problem-solving skills in chil-
dren is through questioning. Ques-
tioning activates the part of the
brain for problem-solving. It
doesn’t matter what age, whether
the child is 2 or 22, using ques-
tioning strategies aids in fostering
everyone’s ability to problem solve.
Example: Which do you eat faster
with, a fork or spoon? This type of
questioning asks the brain to use
existing information to respond to a
new problem.
Sounds simple, but it’s harder
than you think! Living in a fast-
moving world, it sometimes feels
like we have to get things done
quickly. Therefore, we often tell or
give the child resolutions to issues
so we are able to move on. We do
the problem-solving for the child,
therefore, they quickly learn that
in order to get the information
U
they need, they simply ask. Frus-
tration hits when a child has not
had practice, is asked a question
and expected to respond orally or
in writing, and is at a loss for what
to do. Hurried adults become frus-
trated and often give a response
something like, “Just figure it out!”
Have you provided the oppor-
tunities for your child to know
how to figure things out, or have
you assumed they should know?
The child is showing they have not
developed their problem-solving
ability and, without prior practice,
everyone becomes frustrated. The
teaching moment is now. Use ques-
tions to help them draw their own
conclusions, right or wrong, and
learn from the experience.
Starting with giving the child a
simple choice is best. Remember,
it is OK if they choose something
different than what you think is
best. Many times they will, but this
is where learning takes place. So
if they have a choice of pop or ice
cream and they choose pop, but
others have ice cream, they may
change their mind after everyone
gets their treat. You just have to
remind them that it was their choice
for the pop, and next time they
might be able to choose ice cream. I
can almost guarantee there may be
a tantrum — but remember, don’t
solve it for them. Don’t offer to
trade. Now, if they ask you to trade,
they are starting to use their own
problem-solving, and it becomes
your choice whether to trade or not.
This method works no matter the
child’s age.
Asking questions such as, “Do
you think that’s the best choice?”
“Which do you think would go
faster?” or “What would you do
Write to us
EDITORIALS
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Observer editorial board. Other columns, letters and
cartoons on this page express the opinions of the
authors and not necessarily that of The Observer.
LETTERS
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We edit letters for brevity, grammar, taste and legal
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with all that money?” forces them to
trigger the thinking process and go
into problem-solving. The struggle
comes in guiding them with ques-
tions to draw their conclusions.
The world moves into slow motion,
and the child is faced with ques-
tions. The No. 1 thing the child is
fearing is making the incorrect deci-
sion. Thus, we move into the child’s
world of decision-making using
questions, helping them make their
decision or draw their own conclu-
sions. When given more and more
opportunities to allow them to nur-
ture the skill of problem-solving,
they will get quicker.
If you have a child you notice is
struggling with problem-solving,
choose a time to work with them.
Trying to have a teaching moment
when the whole family is waiting
might be difficult for everyone.
Seek out a time you are able to
spend time with them and guide
them in developing their prob-
lem-solving skills. You might con-
sider starting with one situation
each day, allowing them to make
their own decision.
Start asking questions, and
you’ll see your child’s ability to
problem solve, discuss and even
write about situations make remark-
able growth and their ability to
answer school questions as well.
———
Scott Smith is a Umatilla County
educator with 40-plus years of
experience. He taught at McNary
Heights Elementary School and
then for Eastern Oregon University
in its teacher education program
at Blue Mountain Community
College. He serves on the Decoding
Dyslexia Oregon board as
its parent/teacher liaison.
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