On The Fly

2018 is upon us, have you taken time lately to gaze at the heavens? During this winter holiday viewing the moons of Jupiter reminded me to  . . . dream lofty dreams. In 1632 Galileo Galilei published his seminal work Dialogue Concerning the Two Chief World Systems. My 1953 hardcover copy is of the cherished books in my library. It reminds me that persistent efforts leads to discoveries that benefit future generations. In the forward, is a reminder of the power of the written word as penned by Albert Einstein, “A man is here revealed who possesses the passionate will, the intelligence, and the courage to stand up as the representative of rational thinking against the host of those who, relying on ignorance of the people and the indolence of teachers in the priests and scholars garb, maintain and defend their positions of authority.” Galileo is considered one of the most influential thinkers in history, why? First his uncanny ability to use his senses to skillfully and me

Podcasting - Inside GIA Education "Eighty-five percent of the reason you get a job, keep a job, and get ahead in that job, is the right mental attitude." - Zig Ziglar. On Thursday, December 13, 2012 the  Gemological  Institute of America (GIA) celebrated the committed people (among them, Jim Lucey, Richard Liddicoat, and Robert Crowningshield) who have celebrated 25 years plus of service to GIA. Their career - an integral part of their personal and professional life. - I’m honored and privileged to be among this elite group (January 19, 2011). I’ve spent the past few days reflecting on what it means to serve in this capacity. First, I’m proud to say career loyalty has always been a tradition in my family; my grandfather served for 50 years in his job at International Harvester. My father served 45 years at Briggs Manufacturing in Abington, Illinois. My younger brother has served over 35 years at Caterpillar. In today’s corporate culture we are an anomal

As a golden dawn breaks against a deep blue night sky a picturesque crescent Moon hovers just above the horizon . . .  “tis the season” of Thanksgiving. The maple trees are in full fall regalia. Many have deposited their leaves. This year we have a lot to be thankful for. We have our health, our family, and yes, that includes Missy and Junior – the tabbies. . . . Its 4:00 am, can’t sleep, too many details including dinner to be prepared. This year - like many before - Lori and I are hosting Thanksgiving dinner for friends and family. Lori is the chef and my self-appointed post is to prepare the house for guests.  This is no small endeavor, the preparations really began about three weekends ago, once the commitment was made. That’s when the repairs really began. A house becomes a home when the family accepts the reality there are always little things that demand repair. At our house these repairs are always neglected until guests are expected. Handyman - I’m not - for e

 “Let’s hike to Nevada Falls , the weather is clearing today, and it’s only about a seven mile hike. I want to try out my new technique for a controlled fall using my hiking poles.” “You want to do what,” asked Lori at breakfast? “You do realize that hike is a 1,900 foot elevation gain! It will take us about seven hours.” “This may sound silly to you, but, since my last trip to the Sierras I’m perfecting a technique that allows me to improve my pace while descending the mountain trails without falling . . .” For our 24 th anniversary we were drawn once again to the tranquility of the Yosemite Valley. Experiencing the National Parks - that’s what our vacations have become; exquisite solitude, exhilarating experiences, and the delight of re-discovery. Once we arrived, no set plans just go wherever nature leads you.  This year, we arrived in Yosemite later than usual; the gold and crimson colors were clearly evident. The vibrant colors of fall tiptoed up the mountain walls. E

An anomaly that often struck me about the peculiar manner of my friend Hercule Peridot was the precision of his methods, yet the impulsive nature of his personality. Still, somewhat early morning, I carefully descended the hotels narrow staircase. To my surprise, found Peridot sipping coffee in the gathering room. He was impeccably dressed; a fine silk vest, dashing red necktie, and his shoes their customary adamantine luster. “What a marvelous view!” Ponte Vecchio Bridge “Yes, yes indeed, this splendid morning, we find ourselves in the heart of the city center, on the Arno River. He motioned to the window, “the famous Ponte Vecchio Bridge. Join me for breakfast, my boy.” said Peridot, as he waved his hand over our Petit-déjeuner. “We have a tasty selection of cheese, and pastries. With a theatrical motion he kissed the fingers on his right hand, “And the coffee is simply superb. What could be better, I believe the Italians call it La Dolce Vita , the sweet life."

Peridot: Photo Robert Weldon Gemstones have been my fascination since childhood and, although in 1985 I embarked on the study of gems, I could never get a handle on practical gemology until I met Hercule Peridot. My name is Adamas Bontemps; as you will see, I was destined to discover the power of that elusive skill, the science of deduction. That cold, windy February day in Chicago would change my life forever . . .  It was 1982 when I first met Peridot; he was on the docket as the primary lecturer for a weekend gem seminar at the Natural History Museum in Chicago. It was a three-day affair. Peridot’s expertise was diamonds; in his flamboyant, jocular style, he captivated the audience with the power of the spoken word. The history, lore, the remarkable properties, and most of all, his enthusiasm and love for the study of that elusive gem. Day two of the conference, it was as if my mind was radiated by a glowing light, “That’s exactly what I want to do!” That day was magic;

Ediza Lake - photo by Robert Weldon "Whoa!" - for an instant my concentration lapses, feet flailing in the air, a quick flash of puffy white clouds in a clear blue sky, a golden brown hillside cluttered with very large boulders, twisting as I fall, the next instant I hit the ground hard . . . pain shoots through my left hip, "damn!" My immediate thought, “Oh no . . . will I be able to get up, how will I get down this mountain?” Descending the mountain with hiking pole in one hand and fishing rod in the other, a slower pace, very unpredictable. A habitual quick check padding my pocket; camera, fishing rod, my ankle, my back, nothing broken. Ok, let’s try to get up. My partners, Robert Weldon and Brendan Laurs were further up the mountain photographing the majestic view completely unaware of what just happened. For me, this moment was the culmination of all my training and instincts converging in a painful flash. It was day two of our high Sierra adventure.

Half Dome photo by: Patrick Ball It’s a disarming thought, always do what you say you’ll do—simple yet profound. It’s another way to show the world your commitment to integrity. More importantly, it’s how you demonstrate your dedication to your professionalism. As Socrates said, “Know thyself.” In a classroom environment, doing what you say you’ll do becomes paramount in the students’ minds. It can be as simple as this: You’re reviewing the equipment, books and tools each student receives for your class. The student who lives to challenge you says, “The pencil in my packet is broken.” Without giving it much of a thought, you say, “We’ll get you a new one during the break.” Well, it better be a new one, and you better get it before or during the break. If you get busy with other issues that arise and forget to replace the pencil, not only have you ruined your reputation with that student, but he or she will spread the word that you don’t keep your promises. Today’s Tip:

Let’s face it. You’re the expert in your field. You know your subject matter inside out. Whether you’ve taught for a number of years or just beginning, how many times will you present the same material? Many of you could present the information in your sleep and sometimes probably feel like you do. How did you become the master of your subject? By teaching it to someone else, over and over again, of course. If you want your students to master what they’ve learned from you, they need to do the same. Let them practice teaching it to someone else. Sharon Bowman, M.A. has a terrific tip you might like to try: Terrific Teachers Have your students pick a partner and ask them to teach the other person one skill they just learned. One person explains the skill and demonstrates it, and has the other partner practice it. Then they reverse roles and repeat the process with another skill. Give it a try. Start a lab session or break up a lengthy lab session after a break with

Grade School Smithfield, Illinois You’ve just finished one of your best presentations yet and you triumphantly close with, “Are there any questions?” What’s the usual response? That’s what I thought — nothing. You’re looking at blank faces and vacant stares! Questions are your best teaching tool. Timely questions from your audience can “turn the light on” for a struggling student. So you say, “No questions? OK, let’s move on to the next subject.” You know this question is a sure way to silence a group, is this your intention? If not, try the following: Say to the group, “You have 30 seconds to turn to your neighbor and tell that person one question you still have about what you just learned.” Wait 30 seconds then say, “Would one or two of you share with the whole group the question your partner asked?” Or give it a twist: Instead of having your students come up with questions, write a question for all to see about what you just presented and have them pair up and

Attendance problems, late assignments, whispering with others in class, “You can’t imagine how demanding this group is. My students are such a problem, they make this class intolerable.”  Have you ever caught yourself sharing the misery of your “difficult students” with other instructors on break, or before and after class? If so take the following challenge: The next time you talk about a student with anyone else make it something constructive and positive. Then as you walk away from the conversation pat yourself on the back and consider how good it feels to build up others instead of tearing them down. I’m convinced when you treat people exactly like you see them you get the results you expect.  It’s like mining for diamonds, you move tons and tons of dirt to find a single gem diamond – but you don’t go into the mine looking for dirt — you go in looking for the gems. According to Earl Nightingale; “Our environment, the world in which we live and work, is a mirror o

Evaluating diamond rough in South Africa “When the student is ready, the teacher appears.” I was reminded of this quote recently while teaching a diamond grading class in Seattle. The teacher is the student in you. As educators, we tend to forget what it’s like to be a beginner. You tend to take for granted things you do by habit. You explain things based on your level of knowledge and understanding, rather than on the student’s level of mental preparedness. People selectively hear what they’re ready to hear when their experience, confidence, and skill balance. I call this selective absorption. Learning  a new skill can be a struggle. Facts, figures, and formulas, set up mental roadblocks for students who think they must memorize these things to understand the concepts. It’s not always true that memorization leads to understanding. Students learn best when the instructor challenges them to teach themselves.  That requires drawing out what they know in relation t

Photo by; Patrick B. Ball Transport yourself to a simpler time—the late 18th century. It’s spring. Stop for a moment and listen. With a palm to your ear, can you hear the birdsong? As you stroll the gardens, feel the lush lawn  beneath  your feet, smell the fresh mountain air at Monticello , Thomas Jefferson's retreat in Charlottesville, Virginia. On this beautiful spring morning, we begin with a tour of Jefferson's home. Our docent, dressed in period attire, is a knowledgeable guide and polished presenter. He begins with the story of how Jefferson welcomed his guests in this very entrance hall . As we make our way through the house, it strikes me that the adults in our tour don’t ask questions. Later that morning, I slip into a group of third-graders. With small hands and arms flailing, the kids barrage the docent: “Did they brush their teeth?” “Why is there dirt here?” “How did they wind the clock ?” Questions that adults perhaps considered but were too embarrassed

Earl Nightingale “We become what we think about.” I must have been about nine when that  quote  first entered my  subconscious , growing up in Cuba, Illinois. My family’s morning breakfast routine was to listen to the local radio station: “WBYS - AM and FM—Canton, Illinois.” That jingle vividly echoes in my mind. Little did I know that Earl Nightingale’s daily five-minute program, “Our Changing World,” would have such a profound impact on me. His deep, resonant voice could captivate the imagination. The program first aired in 1959, then continued for five minutes a day, five days a week for more than 40 years. Heard on more than a thousand radio stations, it was the most widely syndicated program of its time. Almost 50 years later I still start my day with this positive daily routine, set aside time just to listen and think. Enjoy music, audio-books, or podcasts that make your heart sing. For me, it’s “The Strangest Secret for Succeeding in the World Today