Courage of famous failures (and one not so famous failure)

We showed this incredible video to teachers at our opening meeting for back to school. We were discussing one of our essential questions on growth mindset, our emphasis for the first quarter. It's very interesting and inspiring to see the struggles these famous world changers faced on their path to success.

After watching the inspirational video, one of our teachers suggested the school create a similar video, to share with our students, that included the challenges (also known as failures) that BHS teachers had overcome in their lives. I was very excited about this great idea and plans are developing to make just such a video.

But then I started thinking about what failures I would share that could be included in the video. I really don't think I have a story nearly as compelling as these famous people. However, as I considered some of the challenges in my past, I realized there were some definite hurdles in my life. Maybe revealing these challenges would benefit some of our students. Maybe my story, and the story of other teachers in our building, could be that spark of inspiration a student needs.

Of course, our goal is to show that every person will encounter struggles, but the important thing is to never give up. It's much better to try and fail than never to try in the first place. And failure isn't the end. If you fail at something that just means it's not the end. You have to keep at it.

Here are a few of the setbacks I think I will share in our video:

1. I was held back in 2nd grade because I wasn't succeeding in the classroom. I think I was a pain in my teacher's neck...or pick another part of the anatomy.

2. I was bullied relentlessly throughout junior high and was the 'fat' kid. I often dreaded going to school and can remember feeling hopeless after some of the things that were said or done to me.

3. Our family moved three times while I was in high school so I never stayed anywhere too long. It was difficult to make lasting friendships, and I often felt like an outsider.

4. Although I was an average high school basketball player, I made a failed attempt to play college basketball. Actually, I was briefly on the team, but I never fulfilled my dream of actually playing at the college level.

5. As a young teacher I was placed on an 'improvement plan,' and I totally deserved it. And ultimately, I learned from this humbling experience.

6. I applied unsuccessfully for a number of principal or assistant principal jobs, before a school finally took a chance on me.

7. After getting my first principal job, a former supervisor commented to a colleague, "I didn't know if he'd make it as a principal. I thought it could go either way."

Coaching students to follow through

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It's always best to influence students in positive directions with the least use of positional power possible. We want to save our power for only when we really need it and help develop students' abilities to make good decisions. We want our students to develop good judgment and operate with social reciprocity as part of a community of learners. When we do this, we are empowering our students to own their behavior, learning, etc.

But we all know there are times when we are coaching kids that we really want them to commit and follow through with a direction we've established together. We've all had those experiences where we thought a student had agreed to a decision only to lack follow through. They may nod approvingly, but that should not be mistaken for a true commitment to action.

Here are a couple of phrases I sometimes use to try to get a firmer commitment and call them to action. After discussing an issue with a student and arriving at a solution, I will ask them to summarize our discussion, "What is your understanding of what we've discussed?' I might follow that up with another question, "How will you take responsibility in this situation?" And finally, "What are you going to do next (or next time)?"

If I am not able to get a feeling of mutual cooperation from this type of discussion, I might get a little stronger with my accountability language. I want to invite the student to offer a stronger commitment beyond just head nodding. I think questions are usually much more powerful than statements, "Can I fully count on you to follow through with this plan?"

After having a conversation like this, it is much easier to address the lack of follow through if it still occurs, "When we discussed this last time, I remember you agreed to do such and such. When we don't follow through on commitments, there are consequences for self and others."

But most of the time, if we get a really firm commitment, students will do their best to follow through with their actions. Of course, having a great relationship built on mutual respect is so important for any of this to be effective.

Starting the journey towards 1:1

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Yesterday I met with district leadership to officially get started toward what our digital future will be. We are establishing a committee to examine the digital readiness of our school and to explore the direction we need to take to fully support learning in our digital world. All along the way toward whatever may be I plan to blog about our journey. I hope to make our learning journey visible.

I have to admit I'm a little impatient. I really want to see students have the opportunity for consistent access throughout the school day and even beyond school. I feel like each day that passes is filled with missed opportunities for learning. But I realize we need to get this right. We need to enlist all the voices and get a shared vision and make the decisions confidently, knowing we had all the information we needed.

So here were a few thoughts from our district level meeting.

1. We need to assess what access our students have to devices at school and at home. We plan to develop a survey to do this.

2. Where are our teachers in their thinking on using technology in the classroom? How can we help everyone understand this is a learning initiative and not a really expensive project that won't change pedagogy.

3. We will ask our committee to help establish goals for our school. What do we really want our students to gain from their digital experience as learners?

4. Before we get too far into this process, we have to make sure our network infrastructure is right. We can't launch a new initiative on a crippled network.

5. We recognize that teachers need professional development for any digital initiative to be successful. What will that look like?

6. We will start with the big picture of why we are doing this and then move to more specific decisions about what, how, and when.

7. And one more that I considered after the meeting, how can we include student and parent voices in the process? We need engagement to arrive at the best solutions.

Our first committee meeting is in less than two weeks. Exciting stuff!