Showing posts with label Change. Show all posts
Showing posts with label Change. Show all posts

Wednesday, June 10, 2020

Share Understanding and Spare Pain

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Like many of you, I've had so much on my mind lately. I have several blog posts upcoming that will express more of what I'm feeling. But I wanted to share this quick bit with you. 

If we only read and share things that confirm our current thoughts, feelings, and beliefs...

If we only pursue our own certainty and confirmation of our current way...

If we only listen to the stories of people who are like us...

If we only seek to debate "the others" and don't really listen to them...

If we gather in our tribes and seek opponents instead of allies...

If we dismiss, diminish, deny, or invalidate the pain of others...

If we avoid the things that make us uncomfortable or that are painful...

If we don't question ourselves deeply, our motives, our hearts, our privileged lives...

Then we will never grow, and we will never love more deeply, and we will spread even more pain in this pain stricken world.

How can we develop a spirit of curiosity and empathy for others? Leave a comment below or respond on Facebook or Twitter. I would love to hear from you.

Monday, March 2, 2020

Combine Your Skills With Technology

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The best advantage is the ability to combine your human abilities with the best tools available.

In the world of chess, the best players in the world can no longer beat the best machines in the world.

However, a combination of top players with machines can nearly always defeat a machine-only opponent.

Even more impressive, a slightly above average chess player teamed with a machine can defeat the top computer chess algorithms in the world.

Some people push for technology like it's the answer. But technology doesn't usually solve problems alone. 

Although technology is getting smarter every day, it's most effective when people leverage the technology to solve problems.

It's the combination of well-developed human skills and the effective use of technology advancements that will lead to the best opportunities.

What does this mean for modern learning? How are you taking into consideration the tools your students have at their fingertips?

If students don't learn to leverage their skills with technology, they will always be at a disadvantage.

Learning must consider the world our students live in, and we mustn't cling to the world we grew up in.

If you’re teaching just as you were taught, you’re basically teaching in a time capsule. 

And as a result, your students will be precisely prepared for a world that no longer exists.

How are you teaching your students to leverage technology? How have modern tools changed what is taught or how it is taught in your discipline? Leave a comment below or respond on Facebook or Twitter

Saturday, February 29, 2020

Doing Your Best Work


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No one does their best work out of compliance or out of obligation. 

No one does their best work expecting a reward. 

We do our best work when we see it as a privilege, a contribution, and an enjoyable experience. We do our best work because we want to, not because we have to.

Can you do quality work out of obligation or compliance? Probably so. But you won't do your best work.

Can you do quality work to earn a reward? Probably so. Many people will work very hard for rewards. But again, I don't believe you do your best work for rewards.

I'm not suggesting you won't try hard even if it's out of compliance or even to seek a reward.

But your passion, your purpose, your gifts are greater than transactions. 

This for that. 

Give to get. 

Rewards and punishments.

You'll do your best work when you care about the work. When you care about the people who benefit from your work.

The reward is in the work itself and the opportunity to contribute to something larger than yourself. It's the opportunity to make a difference. It's the opportunity to do something of significance. It's the opportunity to use your unique gifts and strengths in meaningful ways.

Your best work comes from your desire to add value to others. It's from a desire to contribute, not from a desire to be highly esteemed or to avoid punishment.

It's not that we "have to," it's that we "get to" contribute from our very best selves.

Teachers and leaders must create conditions where students/others can do their best work. That means they need a measure of autonomy to use their gifts. They need a purpose larger than themselves. And they need the opportunity to take risks, be creative, and make choices about their learning and the direction of their efforts.

If we're creating an environment driven by compliance or by rewards and punishments, we may get more work out of people, but we won't enjoy the best work from people.

Saturday, February 15, 2020

Experience Alone Is Not Enough


I recently finished reading Peak: Secrets From the New Science of Expertise by Anders Ericsson and Robert Pool.

One of the things in the book that was interesting to me was related to the impact of experience on performance. In 2005, Harvard Medical School published a review of existing studies on how years of practice in the field influences the care of doctors.
"If years of practice make physicians better, then the quality of care they give should increase as they amass more experience. But just the opposite was true. In almost every one of the five dozen studies included in the review, doctors' performance grew worse over time or, at best, stayed about the same.
 The older doctors knew less and did worse in terms of providing appropriate care than doctors with far fewer years of experience, and researchers concluded that it was likely the older doctors' patients fared worse because of it. Only two of sixty-two studies had found doctors to have gotten better with experience."
Other studies have noted similar results when looking at medical professional decisions as well as the performance of nurses. Counter to what might seem intuitive, experience didn't seem to correlate with improvement. The reasons for this phenomenon aren't completely known. However, it seems very clear that with few exceptions, experience alone is not enough.

I'm guessing this truth might also apply to educators. If you've worked in education long enough, you've probably observed people who have continued to grow and improve, but you've probably also noticed that some people tend to stay the same in spite of experience, or even decline in some sad cases.

So what makes the difference? How can experience be valuable to continued growth and improvement?

Here are three ideas I might suggest...

1. Not knowing can be a strength. 

As we gain experience in the profession, we can fall into the trap of being certain about things when we shouldn't be. We are no longer curious or open to other perspectives or open to new information. We cling to our beliefs even when they aren't true or helpful. A better approach is to test our ideas and beliefs and seek opportunities to abandon unhelpful approaches in light of new information and possibilities. Sometimes unlearning can be as valuable as learning.

How are you challenging your own beliefs and practices?

2. Widen your perspective.

While we may feel experienced because of the amount of time we've spent in education, our experience may be limited in its useful because of the context that surrounds us. In other words, unless I see beyond my classroom or school, I may not be able to accurately reflect on what is possible for my classroom or school.

Something that has been helpful to my own growth has been examining my own experiences with those of others from different schools. I've learned from visiting others schools, from connecting with other educators outside of my school, from hearing their stories, and from consistent engagement with the larger education world on Twitter. I've also gained perspective from reading professional books and articles. It's important for ALL educators to pursue these types of opportunities to support their own growth.

If we don't widen our perspective, we create a type of professional bubble, where the types of ideas and practices we know and develop are probably very limited. We don't know what we don't know, and we get locked into a certain type of thinking.

How are you seeking to widen your perspective beyond your current context?

3. Reflection is required for learning

As John Dewey said, "We don't learn from experience. We learn from reflecting on experience." Experience alone will not result in growth or change. We must have a process for collecting feedback about our experience and then considering how we might adjust in light of that new information.

If we're not careful, we rush on to the next thing without slowing down to consider what might be different next time. The tyranny of the urgent keeps us from a process of reflection and adjustments that might result in a better learning experience for our students.

How are you developing and refining a process for continual reflection?

Does this sound right to you? What are your thoughts on experience and effectiveness? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Thursday, February 6, 2020

3 Ideas You Must Reject If You Want to Grow


Growth requires change. And it also requires doing some things that aren't comfortable. We all have thought-patterns and beliefs that contribute to our progress or lack of progress. That's why it's so important to challenge any beliefs that might be standing in your way. Get uncomfortable by choosing some new habits of mind!

Here are 3 Ideas You Must Reject If You Want To Grow

1. Reject Your Self-Limiting Beliefs

Be careful of deciding that you're just not the type of person that could ever be good at a certain thing. Those limits may hold you back in ways you can't even imagine.

"I'm not creative."

"I'm not good with technology."

"I'm not athletic."

"I'm not organized."

"I don't have much energy."

"I'm not good at classroom management."

Reject these beliefs. Or whatever limiting beliefs you might have. They don't serve you well. Open yourself up to new possibilities. Take small steps to expand yourself. You have unknown and unlimited capacity. 

But these things are true, you say. No! These things are beliefs, not truths.

When you notice your limiting beliefs invading, reject them immediately...

"I'm experimenting with my creativity."

"I'm learning new things about technology every day."

"I'm getting more fit with each workout."

"I'm trying some new organization strategies."

"I have boundless energy."

"I set boundaries in my classroom, and I stick to them."

Read More: 4 Steps to Release Limiting Beliefs from Psychology Today


2. Reject the Idea That Experience Makes You Great

Some people believe the key to improving is just having more experience. But various studies have shown that experience doesn't necessarily correlate to greater knowledge or skills or improved performance.

Many people get to a certain level of effectiveness, often a minimum acceptable level, and become content to just stay there. They hit cruise control. As a result, their performance in the 10th year in the profession isn't much different than their performance in the 3rd year. They are doing the same things over and over like the entire town in the movie Groundhog Day!

The only way experience actually makes you better is through feedback, reflection, and adaptability. You must have a process for learning and action. 

Experience can be an excellent laboratory for growth, but only if you are using your experience to inform your efforts to build your own knowledge, skills, and other positive characteristics.

Read More: Experience Doesn't Predict a New Hires Success from Harvard Business Review

3. Reject the Notion That Trying Harder Is Enough

I've known many educators who are stressed out, burnt out, and maxed out because they keep trying to do more and more. They feel stuck. They feel like things aren't working, and the way they respond is to work even harder, to spend more time doing the same things.

And that type of determination is admirable to me. These educators are committed professionals who care so much about kids and learning they are willing to do whatever it takes. 

But it's not healthy.

And in the end, it's not effective. If you burn the candle at both ends for too long, eventually you're just melted wax.

A better approach is to work smarter, not harder. 

Instead of trying to do more, develop a process that helps you be more. Take care of yourself. Be healthy. Feed your mind and renew your energy every day.

Rather than spending more time with the same old methods you've always used, take some time to develop new knowledge and skills. What got you here, won't get you to the next level. 

Nothing's gonna change if nothing changes.

Be willing to try different approaches that might work more efficiently. Instead of trying to do more, try something different. That's where your creativity, your problem solving, and your innovation come into play.

Read More:

The Importance of Daily Renewal for Educators

When Trying Harder Doesn't Help from LeadershipFreak


What's your experience with overcoming mindsets that aren't helpful to your progress? I'm interested to hear from you. Leave a comment below or respond on Facebook or Twitter.

Friday, December 6, 2019

7 Things People Think or Say that Reinforce Mediocrity


In my previous post, I wrote how failure is not the enemy of improvement. Failure is actually a healthy part of learning and growth. The enemy of excellence is apathy or mediocrity. It's being content, either intentionally or unintentionally, with how things are.

That's how people, schools, organizations, etc. get stuck in mediocrity. They become content with just good enough.

There are lots of reasons people embrace mediocrity, but here are a few of the mindsets I've noticed over years of working in school leadership and reflecting on my own attitude when I fall short and observing the attitudes of others as well.

I think by reflecting on these things, we can learn to recognize them in self and others and explore ways to move past them.

1. "I already do that."

Rather than approaching a topic as a learner and looking for ways to adjust and grow, we defend our current practice and imply there is nothing more we can learn about this idea, practice, or approach.

2. "I tried that, and it didn't work."

Since I tried this already, and it didn't work, then clearly there is not room for me to explore this idea or topic again. I have eliminated any future possibilities based on my own personal experience. 

And the thing about this one is that often people didn't execute the practice or idea effectively in the beginning, or they don't give the idea enough time to determine if it could be effective with further practice and/or adjustments.

3. "That won't work with these students."

This way of thinking is extremely limiting and dismissive to students. Effective educators believe in their students, and they aren't the ones to determine if students can or cannot do something. They create the conditions where students have the opportunities to stretch their limits. They think, "If I get the conditions right, I believe my students can and will succeed with this challenge."

4. "What will the other teachers think?"

I remember hearing Ron Clark speak about how, in his first teaching job, his exciting, enthusiastic approach was getting wonderful results. Kids were learning more than ever, and they were loving it. 

But other teachers in the school were not loving it. Clark's principal came to him and said, "You're doing great, but you're making the other teachers very uncomfortable. Would you mind closing the door to your classroom?"

There is a serious mediocrity problem if teachers are not willing to learn from each other and cheer each other on. 

5. "We've always done it this way."

It's been described as the most dangerous phrase in the language. It preserves the status quo. It protects comfort and limits growth. It shuts down new ideas. 

This phrase reveals thinking that is closed minded, inflexible, and possibly even stuck in the past. We can't think creatively or make progress if we're not willing to try something new.

6. "I don't have time for that."

It seems like everyone in education feels the pinch of not having enough time, so in a way, this is a legitimate concern. However, it's also one of the strongest messages we say to ourselves that keep us stuck, that prevent us from moving forward. 

We all have exactly the same amount of time in each day, 1440 minutes in each day to be precise. If you truly "don't have time" to improve something, does that mean you are not currently wasting any of those 1440 minutes? Does that mean that there is no room for growth on how you prioritize the use of those 1440 minutes?

Not having enough time is one of the biggest excuses I know for not doing anything to grow, learn, or change. You may not have time to do everything, but you do have time to do something to grow, learn, and change.  

We make many decisions each day how we use our time. We should use it wisely.

7. What if something goes wrong?

The fear of failure is one of the biggest deterrents to progress and growth. It feels like a big risk to try something that isn't as familiar. It feels like a big risk to try something new or different. It feels safe to try things that have predictable outcomes. 

But the big risk is staying comfortable and avoiding new possibilities. Excellence requires positive risk taking. 

Can you think of any other phrases or messages that keep us stuck in apathy or mediocrity? Share your thoughts here or on Facebook or Twitter. I'd love to hear from you.


Friday, November 22, 2019

Never Ask a Student This Question About Their Behavior


Students who are in trouble almost always have a good reason for why they did what they did. Sometimes a student will admit fault and take full ownership, but that's not usually the case, especially for students who habitually shift responsibility. Usually, they explain away their behavior and how they were misunderstood or how someone else's bad behavior led to their actions. 

So how should educators handle that situation? Is it okay for a student to act badly if they have a good reason or feel justified in their behavior? Absolutely not. If they can explain their intentions, does that make it better? Not really.

I had this conversation with a student the other day. In life, people are going to know you by your behavior, not your intentions. So I hear what you're saying. You didn't mean to be disrespectful. You didn't mean to cause a problem. You had a good reason for what you did. But I can't know your reasons, truly. I believe what you're saying. But it's not for me to judge your intentions. No one can know what's in another person's heart with certainty. I can't know your intentions. But I can observe your behaviors.

And life will always hold you accountable for your actions. It might not happen immediately. You might get away with it for a while. However, the choices you make now will impact your future. And as someone who cares about you and your future, it's my job to help you be accountable now so life won't be so hard on you later.

So I never ask students this question:

"Why did you do it?"

That just reinforces the idea that if you had a good enough reason, it's okay to act badly. That if you had a good enough reason, it's okay to act in a way that's harmful to others.

Instead, ask the following:

"What did you do? Which choices you made caused a problem?"

"Who or what was harmed as a result of your choices?"

"What are the expectations (rules) here about these choices?"

"How might you correct the situation so it doesn't happen again in the future?"

Keep the focus on the behavior and not the underlying motivations. If the student tries to justify their behavior, keep coming back to the specific choices and how those choices aren't acceptable in this space. When we keep the focus on what happened and how it had an impact on others, we encourage full responsibility.

Wednesday, October 23, 2019

Do You View Students as Possibilities or Probabilities?


Earlier this month, we hosted a CharacterStrong training in our school. Our presenter was Houston Kraft, CharacterStrong co-founder. He was amazing with the teachers, staff, and even a few students who attended. 

After the day concluded, I couldn't stop thinking about how we must bring more of this type of hope, energy, and connection to the daily life of our school. All schools need this work. It's truly an amazing experience!

As Houston shared with the group, one other idea really jumped out at me from the day. I was reminded just how powerful our lens can be. Our paradigm or perspective can have a powerful impact on the people we interact with. 

It's true that how we see others, including our students, makes a huge difference in how they see themselves. Let me say that again, how you see your students influences how students will see themselves.



So consider this question Houston presented. Do you see your students as probabilities or as possibilities? Do you see their strengths and what's possible for them? Or, do you only see the deficits, challenges, and shortcomings? Do you only see what's probable for them based on how they show up today? Or what might be in their background?

After all, it's easy to build a case for how another person will behave or what they will achieve in the future. We know that in general past performance is often a good predictor of future performance. It's also easy to judge on other factors that limit our students and what they can accomplish.

However, if we want to add value, win hearts and minds, or be agents of change in our relationships, we have to see others for who they are becoming, not just for who they are right now. We have to see them as possibilities and not just probabilities. We have to see them as future world changers, as leaders, as influencers, as difference makers. 

And then we need to encourage them, provide experiences for them, and offer opportunities for them to rise up. How we view others has a big impact on how they view themselves. 


5 Ways to See Students as Possibilities


1. Notice their strengths and reinforce them every chance you get.

Every child in every school needs to hear an encouraging word every day. We need to build on the strengths of our students while simultaneously challenging them to stretch themselves to do hard stuff. 

2. Give them opportunities to lead and have responsibilities.

I love this quote from Booker T Washington...
“Few things can help an individual more than to place responsibility on him, and to let him know that you trust him.” -Booker T. Washington
What are ways you can give a student responsibility and demonstrate your trust in him or her? 

3. Listen to your students and respect their voice, background, and culture.

We need to be very careful about placing judgments on students because of our differences. Instead, we need to listen with caring and curious hearts. We need to recognize we're not there to rescue, fix, or determine their future. We're there to help, support, and influence them as they discover the story they want to create with their lives.

4. View mistakes as learning opportunities.

When we view mistakes as learning opportunities, we are far less likely to sort students or determine what's possible for them based on how they show up right now. Many highly accomplished people have leveraged their challenges, failures, and shortcomings to do amazing things in life. Maybe your student will be one of those stories. And your belief in them can make the difference.

5. Never crush a child's dream.

Yeah, we all know the odds of making it to the NBA are very slim. But my job as an educator is not to remind kids of what they can't do. Encourage their dreams. But at the same time, hold them accountable to the value of other things along the journey too. NBA players need to be coachable, they need to be learners, and they need to solve problems and use their thinking skills. So good news...my classroom can help you get ready for the NBA!

What other tips do you have for seeing students as possibilities? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Friday, June 28, 2019

Are You a Change Agent?


I noticed an educator recently who had 'change agent' listed in her Twitter bio. I thought that was cool. I think every teacher, every educator for that matter, should be a change agent. We aren't just teaching lessons, we're cultivating potential. We're helping students become world changers. We are helping them build capacity in a variety of ways. Academics is only one part of what we do.

This summer I've read a number of books on change. One that was especially helpful was Switch by Chip Heath and Dan Heath. I wanted to share a few of my notes and how I think it might apply to classrooms and schools.

Which of the following is most powerful?

Think, Analyze, Change or See, Feel, Change

Think, Analyze, Change is when we use data, evaluation, reasoning, and research to drive change.

See, Feel, Change is when we utilize stories, experiences, connections, and emotions to drive change.

For smaller adjustments and minor behavioral changes, Think, Analyze, Change seems to work fine. But for transforming change that requires much bigger shifts in thinking and behavior, emotion is critical.

Think about the biggest decisions and the biggest changes you've made in your life. I bet they were more driven by emotion than by analyzing. Where you went to college. Who you married. Deciding to have children. Buying a car or home. I'm sure you used your powers of reasoning in these situations also. But there were also very strong emotions at play.

Do most people get into too much debt because of a problem with analyzing or a problem managing emotions?

It's not uncommon for emotions to overpower the reasoning that we apply to a given situation.

So if you want the people (students, colleagues, staff) you are leading to change, it's probably more effective to help them 'see' and 'feel' why the change is important and not just present them with the reasons why they should change. 

You can't change them, but you can help create conditions where they can change themselves.

An example from Switch was a 1st grade teacher who told her students that by the end of the year, they were going to learn so much they would be as smart as 3rd graders. For 1st graders, it feels really good to be like a 3rd grader. It feels big and strong and important. So the teacher constantly revisited the idea that by the end of this class you're going to be like 3rd graders.

Our emotions are often driven by our identity, and we tend to act in ways that are consistent with how we see ourselves, who we believe ourselves to be.

Change agents use See, Feel, Change to help others see themselves in new and powerful ways. They see them not just as they are now, but for who they are becoming.

Here are five ways to use See, Feel, Change as a teacher or principal or parent. You can use these in any role.

1. Give people experiences.

Powerful experiences can be transformational. I remember moments my thinking changed entirely at a conference. We've sent teachers to Ron Clark Academy, even though we're a high school. And some of our teachers have credited that experience with a whole new trajectory in their teaching.

2. Give people affirmation.

Affirmation is not just giving a complement. Those are good too. But affirmation is seeing qualities in someone they may not see in themselves. My high school coach saw potential in me when I didn't believe in myself. That made all the difference. The person who influences you the most isn't the person you believe in. It's the person who believes in you. All of our students are future world changers. See the good in them.

3. Give people responsibility.

If you want people to rise, give them responsibility. It's amazing how the opportunity to take the lead can change a pattern. When you give responsibility, it shows faith and trust in someone. They don't want to let you down. The new responsibility can disrupt the pattern of disempowerment they've experienced.
"Few things can help an individual more than to place responsibility on him, and to let him know that you trust him." -Booker T. Washington.
4. Give people hope.

Some of our kids are hopeless because they don't think it matters what they do. Nothing will change. So we need to constantly tell stories of courage, perseverance, and triumph to let them know what's possible. We must give people something to believe in. Things can get better. We always have the power to decide. And our decisions will determine our destiny.

5. Give people connection.

And finally, give people connection. For people to change, they need to feel a sense of safety and belonging. They need to feel secure. They need to know they matter, that someone is listening, and that their presence here is making a difference. 

What are you thoughts on being a change agent? Is that something that's important to you? How are you driving change? Leave a comment below or respond on Facebook or Twitter. I would love to hear from you.

Wednesday, June 26, 2019

From Implementing to Transforming


Implementing a program or procedure can result in a certain level of success. But "implementing work" will never achieve the value of "transforming work."

Implementing is taking someone else's work and replicating it with fidelity. When we talk about best practices in education, that's implementing.

Implementing is the scripted lesson, it's following the established pattern, it's the well-worn path, the formula, the hack, the tried and true. It's doing it the way it's been done before.

We can train people to be implementers.

But implementing doesn't account for the unique gifts and abilities you have to offer. Sure, we should start with learning best practices. In fact, it's necessary to learn best practices. The work and wisdom of the past informs what's possible next. Tomorrow's progress is built on the progress of the past.

Tomorrow's progress is also build on your contributions. We should contribute to progress. As we develop our expertise, we should seek to make a larger contribution. We should be molding and shaping best practices.

That's transforming work.

Transforming work requires curiosity, creativity, imagination, and empathy. It makes a contribution to the world that is unique and beneficial. It's going beyond best practices to bring something new and better.

There are a million ways you can go from implementing to transforming. Rely on your strengths. Discover your passions. Grow your influence. You'll be more fulfilled when you do. 

Do the work you love. It's hard to love implementing when you could be transforming. 

Are you stuck in an implementing rut? Or are you using your full creativity and imagination in your work? Are you reaching hearts and minds with transforming work? Leave a message below or respond on Facebook or Twitter.

Friday, June 21, 2019

Don't Just Plan Lessons, Create Experiences


"How did you become a Chicago Cubs fan?"

I asked the question to a Cubs fan I was visiting with recently. And I wasn't being sarcastic, since I'm a St. Louis Cardinals fan, and that would be on point for fan behavior between the two teams.

No, I was just curious because he wasn't from a part of the country that isn't typically considered Cubs fan territory. He explained that some members of his family were Cubs fans but what really hooked him on the Cubs was when he attended a game at Wrigley Field (Chicago) as a young boy.

That experience, he said, was something he never forgot and resulted in his lifelong love of the Cubs. It was as simple as that.

Experiences are powerful. They can change our entire perspective for good or bad. In this case, a positive experience resulted in a deep attachment to a baseball team.

I'm wondering about how students experience school. Are we creating experiences that result in a lifelong attachment to learning? Are we creating powerful learning experiences that develop curiosity and cultivate interests?

While much of my own school experience was somewhat routine and mostly forgettable, there were some amazing experiences that really led me to want to learn more.

Most of those memorable experiences were projects or trips to visit interesting places. I remember visiting a cave, a Civil War battlefield, and even a museum with a real mummy, all part of opportunities through school.

I also remember creating a news broadcast and interviewing people from our community, as part of a project for class. I also remember competing in a stock market game, and I remember performing a classroom play.

I don't remember a single lecture from school. I take that back. I remember one very gifted social studies teacher who could tell stories from the Civil War that were so interesting I wanted to learn more on my own. He had us on the edge of our seats.

I don't remember any worksheet tasks standing out. I don't remember any tests in particular. 

Here's the thing. I'm not saying tests, or assignments, or routine work are all bad in school. I'm not saying they don't have value. But if we want our students to be inspired learners, we better look for ways to connect learning to positive emotions. We better give students experiences that really capture their attention in ways that go far beyond the routine.

In a time where standards mastery seems to be at the top of all priorities, I wonder what types of experiences kids are having? 

What type of experience are they having when remediation has been routine for them year after year in school?

What type of experience are they having when they don't have the opportunity to pursue things they're interested in?

What type of experience are they having when they don't get to learn outside the classroom by taking field trips?

A couple of high school principals were discussing how they are making sure any field trips in their school tie directly to meeting standards. I guess that's one way to look at it.

But for me, I want our students to have as many opportunities as possible to learn and interact with interesting people and places away from our school campus. I especially want that for our under-resourced students who might not ever have those opportunities otherwise.

There is a time for rolling up our sleeves and doing the routine work of learning and life. But if we're not also creating peak moments along the way, we are missing the joy in the journey. 

And we're probably missing out on potential passions, and maybe even missing out on developing a passion for learning.

The routine work should flow from a deep sense of purpose. We need to know our why. That's where lasting learning is nurtured.

As I wrote in my book, Future Driven,
Don’t just create lessons for your students. Create experiences. Students will forget a lesson, but an experience will have lasting value. We want to do more than cover content. We want to inspire learning.
Is your school making time for powerful learning experiences? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.


Tuesday, June 11, 2019

What You Do Matters


How important are bus drivers? Our kids' safety is in their hands. They are the first point of contact in the morning and help set the tone for the day. Bus drivers make a difference. And so do cooks. And custodians. And everyone else who gives so much to the life of a school.

I was speaking last week at the Cypress-Fairbanks Rigor, Relevance, and Relationships Leadership conference in Houston. It was a great event, and I enjoyed making some wonderful connections with educators there.

One of the people I met shared some valuable wisdom with me. The conference provided a shuttle to and from the hotel, and my driver's name was Tammy.

She drives a school bus for the district, but she's not just a regular school bus driver. She substitutes for all the bus routes in the Cy-Fair district (one of the largest in Texas) wherever she's needed.

I can't imagine how difficult that must be to drive a different group of kids every day, on a different school bus, in city traffic, with your back turned to them. That takes a special skill set!

Tammy is amazing! I was inspired by her commitment and her kindness. I asked her how she handles working with so many different kids while navigating unfamiliar routes.

I'm paraphrasing what Tammy said...and then adding a few of my thoughts too. She shared great advice and encouragement!

1. "They can tell I enjoy them and love them. And that makes all the difference."

When kids know you care about them and accept them, you'll bring out the best in them. The quickest way to change another person's behavior is to change your behavior towards them. Every kid wants to feel like they are easy to love.

2. "When I ask them to do something, I address them as sir or m'am. And when they follow through, I say thank you."

Kids are going to make mistakes. But if you make it a point to enjoy being with them, and treat them with great respect and care, there is almost no mistake you can't correct. They'll be far more open to your feedback when they feel that you have the highest respect for them.

3. "When those middle school students realize they can't get under my skin, I have them right where I want them."

The kids are going to test you and see how you respond. If it's with anger or frustration, the situation is likely to escalate. If you are firm, polite, and also calm and caring, you'll get a much better result. Let them know you're in their corner even when you're correcting them.

4. "I keep doing this because they need me."

Tammy explained she had thought about retiring, but I could tell she also felt great satisfaction and purpose in what she's doing. She sees purpose and contribution in what she does. She's making things better with each interaction she has.

5. "I can tell you put your heart and soul into what you do."

She said that to me. I was so honored and humbled. She gave me a big hug when she dropped me off at the airport. And I'm not even that much of a hugger. She encouraged me and affirmed me and added value to me.

Who makes the difference in your school?

Every person who works in a school makes a difference. Every person contributes to the culture of the school. 

What if everyone in your school gave as generously as Tammy to love and support the kids and the adults in the school? What if we all showed a little more care and appreciation for every person in every interaction? That's how you build a strong school culture.

Who is someone who inspires you? How are you giving generously to others? Leave a comment below or respond on Facebook or Twitter. I would love to hear from you.

Friday, May 24, 2019

Balancing Achievement and Agency


How do you define student achievement? Is student achievement defined by how students perform on some type of standardized assessment? When politicians, policymakers, and lots of educators too, talk about raising student achievement, it usually means raising test scores.

The problem is that test scores are a very narrow way to define student success and student achievement. That definition favors a certain type of student, magnifying a certain type of skill set, while diminishing a whole range of other factors that can lead to success academically and in life.

So why is it the current definition of student achievement is always tied to how students perform on one test that happens in one moment once a year? I want to see more emphasis on student agency. I want to find ways for students to connect to what they are learning, to apply what they are learning, to do things with their learning that are making a difference. To me, when students exercise agency and demonstrate growth, that is achievement.

When we are driven by preparing kids for a test, we may neglect preparing them for life. I'm not saying we can't prepare kids for the test and for life, but too often I think that's exactly what's happening. The test is driving everything in some schools. 

But does the learning stick? Will students remember the things they must know for the test? I really like how Will Richardson put words around this idea. He says we need to aim for learning that results in permanence. We should seek learning that has lasting value. When students have agency and ownership in learning, it's much more likely to have long term impact. When it connects to their passions and their goals, they're much more invested emotionally and intellectually.

Another question I would raise is this, does the learning shift perspective? Simply learning content and using it to answer test questions doesn't necessarily change who you are or how you see the world. And I think education should always result in more empathy and understanding. It doesn't just change what you know but helps you better understand who you are and how you can make a bigger difference.

If we want more permanence and perspective in education, we have to be willing to invest in agency. We must empower students and teachers to do things that are bigger than just mastering content standards. We have encourage creativity and connection and allow for learning that taps into strengths and passions.

So let's aim to get a better balance between achievement and agency. Achievement won't solve the world's problems unless our students learn they are powerful problem solvers. They must know first and foremost the significant agency they have to make a difference.

What are you thoughts? How are you specifically equipping students with greater agency and empowerment in your classroom and school? Leave a comment below or respond on Facebook or Twitter.

Friday, April 19, 2019

The Importance of Emotions in Learning




Earlier this month, Dave Burgess shared a great tweet of a slide from Amy Fast's presentation at What Great Educators Do Differently in Houston.
It's true. It's so important to do the emotional work, your emotional work to connect and care and empathize, because it influences the emotions of everyone around you. It influences others. 

How important are emotions? Emotions are "energy in motion." Our emotions are always moving us toward something or away from something. We don't always have to choose to follow those emotions, but they are powerful. Just understand that when a student or colleague is stuck in a performance rut, there is nearly always an emotional component to that.

Most people want to succeed and do well, right? They didn't wake up in the morning wanting to fail. But sometimes they lose their way. At some point, their thoughts, beliefs, or feelings start getting in the way. Their words and actions are impacted. They allow the obstacles to weigh them down or stall their progress.

We need to create positive emotions in our classrooms and in our schools toward each other, toward learning, and toward making a difference. We need to support each other and believe in each other and never give up on each other. A positive learning environment is a positive emotional environment.

How often are there moments in your school that bring great joy, hope, and purpose? Those moments help create a heightened state of emotion. A peak state of emotion leads to a greater sense of motivation.

Think about it...
When you are laughing, smiling, encouraging, connecting, complimenting, progressing, and succeeding, you will have more energy, enthusiasm, effort, excitement, enjoyment, engagement and more. 

And conversely...
When you are frowning, criticizing, isolating, blaming, or complaining, you'll reap what you sow with that too. You'll have less energy. You'll be more tired. You'll be less likely to take a risk or do something great.

If you want to increase learning and performance, create an environment that provides for positive emotional support and growth. Create a positive environment. Create an uplifting environment, a fun environment. Bring your best energy.

Be intentional to create opportunities for students and colleagues to have more positive emotions. When the emotional environment improves, everyone has a better chance to change and grow and experience more powerful learning and connection.

What are ways you create an positive emotional environment in your classroom or school?

How do you set the tone each day for connection and care?

What behaviors need to be addressed that are damaging the emotional environment?

I want to hear from you. Leave a comment below or respond on Facebook or Twitter. Thanks for all you do to bring your positive vibes each and every day!

Friday, April 5, 2019

7 Future Driven Questions to Discuss With Your Team


Earlier this week, I was speaking at What Great Educators Do Differently in Houston. It was a fantastic event with a great lineup of inspiring education leaders.

My topic was Great Educators are Risk-Takers and Difference-Makers! When I have the opportunity to work with school districts or speak at conferences, I want to remind educators that we're educating kids for the world they'll live in and not the world we grew up in.

It's an central message in my book, Future Driven

The world is changing faster than ever and schools need to be changing too. I always ask, "Is your school a time capsule (static) or a time machine (dynamic)?" We can't afford to teach to a test or simply prepare kids for the next grade level, or even college or career. We're preparing them for life and anything they might face.

We can't continue to prize student achievement while ignoring the critical importance of student agency. Kids need more opportunities to make decisions and take initiative. We need to develop future leaders and passionate learners, not just proficient test takers.

And the only way that will happen is by allowing teachers to have the needed professional autonomy to be risk-takers and difference-makers. Educators must have the freedom to take initiative and make decisions. They need the flexibility to use their strengths and bring their passions into their classrooms.

But I also want to challenge educators. What are you doing with the autonomy you have? Are you pushing limits? Are you challenging the status quo? Are you creating extraordinary learning opportunities that prepare students for a complex, unpredictable world? If we're going to crush student apathy, we have to start with addressing teacher apathy. We have to show up strong!

Here are 5 Future Driven questions to think about with your team...

1. What will students need to thrive in a complex, unpredictable world? (addressing rapid change)

2. How can our school better meet the unique needs of today's kids? (kids are dealing with new issues/pressures)

3. How can we create a place where kids who resist school are empowered to love learning? (compliance vs. empowered learning)

4. Do teachers have the autonomy they need to create deeper learning? (teacher agency)

5. Do students have opportunities to pursue and explore their own questions? (inquiry)

6. Are students expected to create and innovate in your classroom? (critical thinking, problem-solving)

7. How are students helping others through what they're learning? (empathy, service)

What other future driven questions do you think are relevant for educators to discuss? It's amazing how questions can help us make the best decisions. I want to hear from you. Leave a comment below or respond on Facebook or Twitter

Friday, March 29, 2019

Should All Educators Be Lifelong Learners?


The answer to the question seems obvious, don't you think? Of course, educators should be lifelong learners. 

But I recently heard an education leader give a presentation where he made a claim that expecting educators to be lifelong learners, at least in the sense of attending PD or reading on their own time, was unrealistic. 

Basically, he suggested that nobody has time for that. There are too many demands on teachers as it is. I found it interesting that in spite of his claim, he also shared he is currently writing a book for educators.

He suggested the best way for professional educators to learn was through experience and by reflecting on experience with others. And I agree, that is one way to learn.

He added that when he interviewed for open positions and candidates shared about being lifelong learners, that he didn't believe it for a minute. The universities are simply coaching their pre-service teachers on keywords they need to use in interviews.

My thinking is quite different on this issue. A big problem I see in schools is that too few are making time for their own professional reading and growth. Most people become satisfied with a certain level of effectiveness in their life, work, relationships, etc. and then hit cruise control. They don't continue to push the limits of their own possibilities.

But that's not the way strive for your potential, and it's not the way to become the most effective, fulfilled educator you can be.

So here are some of my thoughts about continuous learning for educators...

1. The quickest way to improve a school is for the people inside the school to work on improving themselves. When you individually learn more as an educator, your students win, and your whole school wins too. You make your school stronger by your growth.

2. People who don't make time for reading and growing will never break through their current capacity. They may get a little better, but they won't experience new levels of capacity. They won't have breakthroughs

Why? Because they are limited to their own perspective. As John Maxwell said, "Some of my best thinking is done by others." I learn so much from what some of the leading thinkers are writing and sharing.

3. I suggest the 5-hour-rule as a great way to learn and grow. Spend at least 5 hours per week reading to build your capacity. Many of the world's busiest and most successful people are consistent readers. 

4. The most common excuse for not reading is not having enough time. But we make time for what's important. We all have the same number of hours in the day. And I'm wondering if most of the same people complaining about not having enough time are finding plenty of time for Netflix, YouTube, and Facebook?

5. Seth Godin suggests the more professional your field, the more important it is to stay current. If we seek to raise the standing of education as a top profession, we need to strive to learn like other top professions.

6. You wouldn't want a surgeon operating on you who hasn't read the latest journals about the procedures he's performing. You want the best techniques. And your students deserve the best techniques too.

7. One of the best ways to carve our time for reading is to make it part of your morning routine. When you start the day focused on your own growth, you'll be better able to help your students with their growth.

Are you making time for your reading and growth? How do you find the time? Do you believe educators should be lifelong learners? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Friday, February 1, 2019

Are You Competent and Creative?


Shouldn't teaching be a creative profession? In my mind, most every profession should have opportunities for creativity. I think humans are made to be creative. And if we don't have the chance to use those abilities, we are mostly going through the motions. We're merely "doing" or "implementing" without much opportunity to use our unique gifts or strengths.

I'm referring to creativity here in the broadest sense. It's not just artistic creativity, although that's an important kind for sure. I'm talking about the ability to have ideas, initiate plans, and solve complex problems. Much creativity is needed for these types of activities.

So are you competent and creative? Having both. That's probably the best scenario. Being competent is knowing your stuff. It's being well-trained. It's having knowledge and expertise and maybe experience too.

But being creative is the ability to use what's available in novel and interesting ways. It's the ability to meet the demands of your current situation and add tremendous value because of your unique gifts and abilities. Being an expert is great, but it has its limitations. How are you leveraging your expertise to create the greatest impact? That's where creativity comes in.

I think we've valued competence to the extent in education that it's placed limits on what we're able to accomplish. When we simply double-down on past practices and past outcomes, we're not thinking in interesting ways. We push for more of the same and pile on greater accountability and less freedom for good measure. 

The world is changing and the skills needed to be successful are changing too. When we fail to adapt our practices to current and future contexts students will face, we are failing to help them adapt. We must adapt if we want students to also have the ability to adapt and meet challenges. We need creative schools. We need adaptable schools.

Recently, LinkedIn published a list of the top in-demand soft and hard skills of 2019. Creativity was at the top of the list for soft skills. That's right, creativity was number one. It's clear the global economy continues to shift from an industrial world to a world of innovation. Ideas are increasingly important. Creativity is increasingly important.

So back to the original question, are you competent and creative? Does your school encourage you to be both? Or, does it limit your ability to be creative? Do you feel boxed in? 

Every organization has some limits. But limits don't have to result in the end of creativity. It's sad when schools create structures and expectations that crush creativity. But it's equally sad when educators fail to use their creativity as best they can in the current situation, whatever it is. 

Even if you feel limited in your ability to use your creativity, use it to the fullest extent you can. You can still be creative. You may wish you had more freedom and flexibility in your work, but you can still create within your current situation.

Seek out others who are interested in finding ways to be creative too. You'll be a happier, more successful, and stronger overall as an educator if you're using your creative abilities as best you can.

How are you taking your creativity to new levels? When you're creative in your work, do you see better results and enjoy greater fulfillment? Leave a comment below. Or, share on Twitter or Facebook. I look forward to hearing from you.