Does Your Classroom Offer Cash-Back Rebates?

Grading as a Kind of Manipulation

Earlier this summer I did something I vowed never to do again. I fell for a deal with a cash-back rebate. You know, the kind where you follow a complicated set of instructions and then mail-in all the required papers and hope it pays off. If you're lucky, you'll get your rebate check back in the mail in a few weeks.

I'm not sure why I fell for this again. I guess I thought the deal was just too good to pass up. After the rebate, the synthetic motor oil was going to be a great buy. And I didn't even need it right away. I had just changed the oil in the vehicle I planned to use it in.

But in spite of my best intentions, I failed to ever claim my rebate. I kept the receipt. I had the bar-code and the rebate form. I was good to go. But then I got distracted. I forgot about the rebate for awhile. And when I thought to finish the process, I couldn't find the receipt anymore. Game over.

Now I am just a resentful consumer. I'm irritated with myself for breaking my promise to never try for these offers. And, I'm irritated with the brand for manipulating me with a rebate offer they know many customers won't complete. They count on it. They are manipulating customers to buy knowing many consumers won't ever complete the rebate process successfully.

But it's so frustrating, and it's not customer-focused. If they really wanted to give me a great deal, they'd just give me the $10 off, without all the hoops. They don't actually want me to be successful. They want me to fail.

You've probably been frustrated by a rebate offer too. I think most people have. But not getting my $10 bucks is not the end of the world. But when similar tactics are used in the classroom, it undermines the foundation of learning.

The Problem With Points and Grades

In schools, the currency is not dollars and cents, it's points. And for a student, the more points you earn the better grade you get in the class. Students start learning this at a very young age, as soon as grades matter to them and their parents.

The points themselves are not the problem. The problem is how the points are used. Students learn to see the points as part of a transactional system, the game of school. The goal is to earn points. We have used the system to the extent that many students have forgotten how to learn just for the sake of learning. The first question students ask in many classrooms after an assignment is given is, "How many points is this worth?"

Clearly, classrooms and schools aren't offering cash-back rebates, although I'm guessing students might say it was great if we did! But when we further a grading system that is transactional, in essence, we are using sticks and carrots to manipulate behaviors and results. It's very similar to what companies do when they use rebates.

Just like the rebate is used to manipulate, points can be used to manipulate, too. Teachers have used the power of points for all sorts of reasons. To get students to participate, to show up on time, to choose right answers, and even to bring boxes of Kleenex.

Students are even sorted and ranked according to how well they play the game and earn points. I'm not a fan of sorting or ranking when it comes to learning. But this is especially concerning since earning points is often more about compliance and selecting right answers than showing good thinking or solving problems creatively.

In the current system, teachers even communicate the importance of an assignment by how many points it's worth. "The test tomorrow is worth 100 points so you better study tonight."

It's well-intentioned manipulation. And when used on rare occasions it might be helpful. Teachers are always trying to influence student behaviors and decisions. And for good reason. We will do just about anything to motivate students to learn. But as soon as sticks and carrots become routine in the classroom, students come to expect them all the time.

Point Chasing Never Empowers Students As Learners

The problem with transactional systems is they only change behavior for a moment. They never last. In fact, they work against most some of the most valuable things we want students to gain from school. They rob empowerment. They steal intrinsic motivation. And they even undermine relationships. 

Some students get so frustrated with the points game, they just quit caring. They refuse to play along and choose not to care about how the teacher or the school 'grades' them. And it's not just the kids who are 'at-risk' or 'underprivileged' who tend to reject this system. Often some of the most intelligent and creative students see through this artificial construct and pull back from learning in school.

Some of these same students have passions outside of school they pursue as self-motivated learners. They pour themselves into hobbies, interests, and causes. They will read online for hours, they will create art or practice an instrument, or they will share ideas on message boards or through social media on all types of important topics.

We do our students a disservice when we don't empower them as learners at school too. If students leave school less excited about learning than when they entered, we have failed them.

Learning Isn't About Transactions Between Students and Teachers

We don't have to use transactional systems in classrooms and schools.

Some companies choose not to use rebates. They let their product or service stand on its own merits. They communicate the value of their products with a compelling message of why they are helpful and beneficial to us. And because we believe in their product, we are willing to pay full price.

Likewise, classrooms and schools offer something extremely valuable to their end-users. What could be more valuable or more helpful than learning, for the sake of learning? But we have to remind our students of the wonder and awe of learning. We have to package it in ways that are interesting and attractive. This is especially true when they have come to view learning as part of a system of compliance to ultimately earn a grade.

Cash back rebates don't build loyalty with consumers, whether they ultimately receive the rebate or not. And a school culture driven by points and grades won't build loyalty with students either. It won't transform students into self-motivated learners. Only empowerment and authentic learning experiences will do that.

Question: How do you empower your students and avoid the compliance-driven classroom? I want to hear from you. Leave a comment below or respond on or . 

7 Questions To Guide Decisions Of School Leaders

"I am not a product of my circumstances. I am a product of my decisions." -Stephen Covey

Making good decisions is important for all us. Whether we are working with students, with parents, or even with colleagues, our decisions ultimately define our success. And the key to better decisions is better thinking. We must never make a key decision in haste. Instead, we should consider the problem from everyone's perspective, collect advice, and ask ourselves the questions that will help us make the wise choice.

Our decisions can have a big impact on the school, learning, and ultimately our students. So it's very important to make the best decision possible. Of course, I often make decisions and then come to realize later that with different information or a different perspective, I might have acted differently in the situation. When we make decisions we are doing the best we can with the information we have at the time.

That's why it's so important to ask tough questions to make sure the decision is the best one possible with the available knowledge. I want to think through my decisions and test my thinking with questions that help me clarify my values and ensure that I'm acting in a way that is congruent with my beliefs. I want my actions to line up with what I believe and what I profess to others.

These seven questions have helped me make better decisions. I'm sure there are others you could add to the list as well, but these are the ones that I keep going back to.

1. How can I help you? 

This first question is the essence of servant leadership, the leadership approach that recognizes leadership is service and turns the old paradigm of leadership on its ear. Leadership is not about power over others, or being in charge. Instead, it is about helping followers be successful. It's about helping others reach their goals. Robert Greenleaf coined the term servant leadership, and he described it as a type of leadership that strives to help followers be healthier, wiser, freer, and better able to be leaders themselves. Leadership does not just create followers who are dependent on the leader, but it creates new leaders who are able to extend their influence and become change agents.

So as I make decisions, I must always remember this question, "How can I help you?" This question begins with empathy, the ability to see things from another person's viewpoint in a caring way. Sometimes I need to speak the words aloud and offer to help. Other times my actions and attitudes may demonstrate this mindset even if the words go unspoken. But my goal as a leader must always be to help those around me be the best they can be. If someone in my school needs anything I can help provide to be successful, my job as a leader is to try to move mountains to get it done.

"The secret to success is good leadership. And good leadership is about making the lives of your team members better." -Tony Dungy.

2. Is this good enough for my own child? Would I want this for my own child? 

As a parent I will do just about anything to support the success of one of my kids. I want them to have the best opportunities possible. I want them to have the best teachers, and I want them to have experiences in school that cultivate a love of learning and lead them to find who they are as people and as learners.

As I consider situations in my school against this high standard, there are times when I realize we're not quite there yet. There are things that need to improve to best meet the needs of students. I guess there will always be areas to improve, but I don't find this discouraging. Instead, I find it exciting to know that we can create better opportunities and continue to grow so that every student finds optimal success.

I will share that this question has helped me to find clarity on tough decisions in the past. When there are times the task may seem too big or the obstacles insurmountable, asking this question has helped me stay focused. I've also used it with others in my school to help frame a situation on a personal level. Parents don't want excuses about why something can't be done, they want heroic action that overcomes any hindrances and ensures that their student is receiving the best.

3. Will this decision preserve or attack the dignity of a child? 

Our words are very powerful and can do great good or great harm. By considering this question, it helps me focus on the humanity of a child in each situation. We must always strive to build up and not tear down. We must treat others with dignity and respect. As Todd Whitaker writes, great teachers and principals treat every student like they are good. We must presume positive intentions and come alongside students to help them succeed. 

There is never a place in a positive school for cutting sarcasm, public humiliation, or harsh treatment of a student. Even the best teacher will occasionally make a mistake in how they treat a student, but we should work quickly to restore any break in the relationship. When everyone in a school makes decisions that consistently preserve dignity and respect, the culture will be one of mutual cooperation and shared success. I explored this topic in greater depth in a previous post.

4. As I make this decision, what am I ultimately hoping to achieve? 

Part of effective decision-making is the ability understand how decisions are going to impact the goals of the individual or organization. I may be justified and have good reasoning for a decision, but if it is going to ultimately hinder the mission of our team, maybe I need to reconsider my decision. There is great finesse and wisdom in knowing how to help others be successful. Sometimes it means overlooking things that might be personal pet-peeves of the leader.

As we make decisions, we should always consider the purpose of the decision and if a particular action will lead to the purpose being accomplished. We should also consider if the decision will do any harm beyond the main purpose. Many schools have implemented policies to try to fix a specific problem, but have unwittingly harmed culture or created distrust. You must consider if the purpose is large enough or is there a higher purpose that might be jeopardized in this decision? Effective leaders see the big-picture.

5. How does this decision impact learning in our school? 

Some decisions or situations may not affect learning greatly or at all. If this is the case, why make these decisions important in your school? We spent too long trying to solve the issue of whether students should be allowed to wear hats in our building or not. Ultimately, most everyone agreed it really didn't affect learning so why make an issue of it. Other decisions, however, greatly impact learning. We need to have tough discussions about our schedule, course offerings, assignments, and grading. Are we making decisions based on what's best for learning or what's convenient for adults?

I would add one other part to this question. Does the decision have the potential to transform learning in this classroom or school? I think we spend too much time trying to incrementally improve the same stuff we've always been doing. We should all be thinking about how we can do things that could be a complete game-changer for our students. We need to think big!

6. If you had no fear, what would you do? 

Sometimes change can be frightening even if we truly believe change is necessary. Fear causes us to hesitate, to think small, and to avoid difficult conversations. We are all governed by fear to one degree or another, but nothing great was ever accomplished without risk and a possibility of failure. We must practice taking risks in small ways and build confidence in our risk-taking to reach for our really big dreams. If a decision is good for students and will improve learning, what are you waiting for? If you had no fear, what would you do?

7. In any situation, how will the best people respond to this decision? 

There will almost always be critics of any significant or meaningful decision. We cannot please everyone. What's right is not always popular and what's popular is not always right. But in any situation, we should consider what the best people will think. If my very best teachers will not support a decision, then perhaps I need to consider why I feel this is the best decision in the first place. If the best teachers are unable to support a decision, then maybe I need to go back to #4. What exactly do I hope to achieve if even the best people in the building are not on board? Conversely, how often do we delay or lower our expectations because of the worst people in the building (students or teachers)? We shouldn't aim lower or expect less because a few people seem to find a problem for every solution. If the best people are supportive, then even in the face of some criticism, a school can successfully move forward.

Question: What other questions would you include to guide effective leadership decisions? I want to hear from you. Leave a comment below or respond on or .

This is an update from a previous post published here in April 2014. 

Technology Is An Every Day Thing

What are some things you use every day? I bet I can predict with great certainty a few of them. Let's see. I'm guessing you use your toothbrush every day. How about water? Electricity? Hopefully clothes, unless you are appearing on the reality show Naked and Afraid. Good grief. What will they think of next? 

Umm...I'm guessing you use a bed every day (or night), probably a car, and you can't forget this next one. It's very important. You probably use a toilet every single day. It's necessary, right?

I'm sure you're amazed right now at my ability to know you so well. It's almost like I know everything about your daily life. You might be a little creeped out. Has that crazy Twitter principal been stalking me? 

But wait, I'm not done yet. There is one more thing I bet you use every day. In fact, I think you might be using it right now. Most of us use one or more of these nearly every singe day. If you are a teenager, you might have confused it with one of your other four limbs.

That's right. You guessed it. It's a connected device. For you teenagers, that doesn't mean it's connected to your body. It could be a mobile phone, a laptop, a Chromebook, an iPad, or one of the many other varieties out there. We like to connect every day.

I'm guessing many of you even use several of these devices during your typical day. You probably have a couple at home, at least one at work, and a smartphone that goes with you everywhere. 

I just ran around our house and did a quick audit. Drum roll please. I counted 29 web connected devices in our home. We need to have a garage sale. Of course, who would buy a Palm Pre smartphone? It was a great device in 2010. Just shows how irrelevant a device can be in just six years. The Palm brand has gone the way of the dinosaurs. Extinct.

So last year was the first year our school was 1:1. Every student had a Chromebook to use for learning every day. One of the reasons our school made this move was because we all use technology in our everyday lives, so why should school be any different?

Before 1:1 came to Bolivar High School, using technology was not necessarily an everyday thing. We had computers in the library, in computer labs, a few scattered around in different classrooms, etc. But there was not consistent access. Some students rarely used a device for learning.

As we made the transition to 1:1, we knew every teacher was in a different place in terms of their comfort and skill with using technology. Of course, we are always striving to increase the comfort and knowledge of our staff. And we like to nudge people out of their comfort zone, too.

But since everyone was in a different place, we didn't set any universal expectations. There weren't any quotas or mandates on how to use the Chromebooks. Every teacher is unique, and the curriculum they teach is unique too. So we didn't expect everyone to use the Chromebooks in the same way, or equally as often.

We simply asked everyone to look for ways the technology could provide value and enhance learning for students. And I believe every single teacher in our building used the Chromebooks to support learning in one way or another. That's a good thing.

But even though all of our teachers were open-minded and supported the need to go digital as a school, some just didn't see the relevance as strongly for their classroom. I'm guessing there were a whole variety of reasons the devices were used or under-used in each classroom.

But consider these questions. Do you have multiple devices in your home? Do you rely on a device daily? Is your ability to connect important to your learning? Do you feel your ability to connect is empowering to you? If you are a digital learner, I'm guessing you answered yes to those questions.

Even if you didn't answer yes to all of the previous questions, consider the following. Do most professionals use devices every day? Are the most successful people connected learners? Is our world becoming increasingly digital? Will more opportunities come to those who are competent digital learners?

It just seems obvious to me that our students will need to be digital learners to be successful in the future. Heck, they need to be digital learners now in order to get the most from their school experience. There are tools and resources available online that far exceed the resources we could provide otherwise.

And almost every school has realized this to some extent. I haven't visited a school yet that isn't using computers or digital learning in some way. 

But technology should be an every day thing. It shouldn't be a special event, a remediation strategy, a canned learning program, or an enrichment activity after the real learning is done. It should be an authentic part of learning. It should empower us, connect us, and give us new opportunities. It should stimulate curiosity, creativity, and help us solve problems.

Technology can be used to support learning, but it can also be used in ways that transform learning. And it is far more likely to be transformational when it is used regularly. It just becomes a normal part of learning and not an add-on or special event.

Now you might be thinking that using technology in every class, every day sounds rigid. And don't we sometimes need a break from tech? Don't we need to unplug occasionally? Aren't students using technology every day anyway? Some students are probably using technology too much, right?

We absolutely need to keep some balance in mind. Too much screen time can be bad for us. We need to unplug from time to time. I took a month-long break personally in July 2015. There are benefits to pausing and stepping away from devices.

But that's not a reason for limiting tech in the classroom when it could be so helpful. I recently learned about the Project Red research study, a large-scale look at practices in 997 schools across the U.S. The report includes seven key findings about the effective use of technology in schools. One of the key findings was related to the importance of daily technology use:

Schools must incorporate technology into daily teaching to realize the benefits. The daily use of technology in core classes correlates highly to the desirable education success measures (ESMs). Daily technology use is a top-five indicator of better discipline, better attendance, and increased college attendance.

The Project Red report shows how powerful technology can be when it is used effectively. There were all sorts of positive outcomes in schools that implemented technology well, including the benefits found from daily use of technology instead of intermittent use.

So I would challenge you to consider how you are using technology in your classroom. Is it an every day thing? Even if your students don't have access to school-issued devices, what can you do to help them develop as digital learners? I would love to hear from you. Leave a comment below or respond on or . Here we grow!

15 Essential Skills Your Students Must Develop Now To Meet The Challenges Of An Uncertain Future

What are you preparing your students for? College or career? The next grade level? Standardized tests? Or something more? We can't afford to be shortsighted in these challenging times. But is it even possible to predict what students will need to be successful in the future? The world is changing at such a rapid pace, the only constant seems to be rapid change and increased uncertainty. 

In fact, one report estimated that 7 million jobs will disappear globally within the next five years. The same article reported over 2 million newly created jobs will help offset that loss. These new opportunities will emerge in technology, professional services, and media. These extreme shifts are happening because of advancements in robotics, artificial intelligence, and biotechnology.

Of students entering primary schools today, 65% will someday work in jobs that don't yet exist. That is staggering to contemplate. You can even use this handy calculator to find out the likelihood your job could be automated in coming years.

LinkedIn published a list of jobs advertised on its site that barely existed five years ago. 8 of the 10 jobs on the list belong to the digital world—Android developer, digital marketing specialist, cloud services specialist—to name a few. It's easy to see examples of how technology is changing the workplace.

Beyond the implications for employment, changes in population, politics, culture, climate, diversity, etc. will also present significant challenges in other areas of life. Being 'future-ready' goes beyond just 'college/career' readiness, because life extends beyond our need to earn a living. 

Tragic events in just the last few months illustrate the magnitude of the problems we face in our contemporary world. Just last night there were the Dallas Police Shootings, preceded by the Philando Castille shooting in Minnesota and Alton Sterling shooting in Louisiana. This summer we've had Brexit, more ISIS bombings, the Orlando night club massacre, and more bad news about rising ocean levels and climate change.

While the future should be viewed with optimism, the current headlines are warnings of the need for change. To navigate the challenges of these disruptive times, we need the mindset of adaptable learners. It's the ability to adjust to meet the needs of the future by learning, unlearning, and relearning. We must develop the ability to quickly learn the knowledge and skills needed to survive and ultimately thrive.


The list below includes 15 skills that will help your students adapt and be ready for the challenges of today and tomorrow.

1. Problem-Solving

It's not enough to know information. You must know how to apply information to new contexts and use reasoning and critical thinking skills to find solutions.

2. Creativity 

The ability to develop new ideas is extremely valuable. People will create value by divergent thinking and seeing problems in completely new ways. Creativity is art, but it's not just art. It extends to every area of life and thought.

3. Communication Skills

Both written and verbal communication skills are needed to express ideas and create content. 

4. Taking Risks

Adaptable learners are willing to take risks to try new things. They step out of their comfort zone to pursue learning and innovation. Fear of failure doesn't hold them back.

5. Continuous Growth

It's not enough to develop expertise in an area and then ride the wave the rest of your life. Constantly growing and learning and building on expertise is the wave of the future.

6. Recognizing Opportunities

Adaptable learners see new possibilities and seize them. They don't wait on the sidelines hoping things will work out for them. Instead, they jump into the game when a great chance comes along.

7. Building Networks

Being connected is critical for adaptability. Learning is multiplied when you draw on the power of your network. Networks are a source of help, support, encouragement, and ideas.

8. Utilizing Teamwork

Teamwork involves shared ownership of goals, tasks, and outcomes. Together we are able to achieve more. A high-performing team is characterized by positive interdependence of team members. Or in other words, you have each other's backs.

9. Leveraging Resources

An adaptable learner uses available resources to the maximum. As future resources become scarce, it will require wisdom for how and when to use resources to provide the greatest value to self and others. 

10. Managing Change

Change can be unsettling and even frightening. The learner who will thrive in the future won't deny change or simply react to change. With the right mindset, it's possible to shape and influence change while remaining flexible. 

11. Interpersonal Skills

Learners need skills to relate to others positively. Our success in life is tied closely to our social skills. Empathy, compassion, honesty, trustworthiness characterize the adaptable learner.

12. Embracing Diversity

Globalization continues to make our world smaller and more interconnected. Diversity will be more evident in every aspect of life. As a result, there will be even greater need to work effectively with others who have racial, cultural, religious, and political backgrounds different from our own. 

13. Life Mission/Purpose

When learners recognize a purpose for life beyond themselves and work to make the world a better place, everyone benefits. A future ready learner recognizes the need to give back.

14. Sharing Knowledge

Adaptable learners create value, not by storing up knowledge, but by sharing it with others. Being recognized as an expert comes from the influence of sharing what you know and the ideas that identify your brand.

15. Perseverance

Perseverance is perhaps the most important skill of all. The future will demand the ability to stay with problems longer, to be persistent, and to never give up.

Question: What skills would you add or remove from this list? How are you helping your students become adaptable learners? I would love to hear from you. Leave a comment below or respond on or . 

Why Blogging Isn't What You Think It Is

It's been a couple of years now since I started blogging here. Starting a blog is not really the hard part. Continuing to blog is what's tough. To be successful, you must constantly remind yourself why you started in the first place. And I think for many people, they don't really have a clear vision of why they are blogging.

It seems to be the thing to do. It starts with Twitter. You feel the excitement and support of being connected to other educators. You really start to think about things in new ways. Ideas are flowing. Others in your network are sharing posts from their blogs. You get some encouragement, and you're on your way.

But the newness wears off soon. It doesn't seem like anyone notices what you write. You get discouraged or distracted and pretty soon your blog is a distant memory.

Years ago, I had more than one failed experience with blogging. They were failures in the sense that I didn't continue to add new content, and I don't think anyone ever read the content that was created. I had some vague notions of why I wanted to blog, but I didn't have the commitment to continue.

Writing is hard work. And to create writing that is valuable to others is extra hard. I think many people view blogging like it's a public journal. It's a way to work through their thoughts. They write for personal reflection and self-expression, and there is absolutely nothing wrong with that.

However, your audience will demand more. If people are going to read what you write, it needs to be valuable to them. As educators, we face many of the same challenges. So you have valuable things to share from your knowledge and experience. When you are able to share something that is helpful to another teacher or principal, that is powerful. Together, we can solve more problems, offer much needed encouragement, and challenge one another's thinking.

It's also helpful when you make learning in your classroom or school more visible to your community. There are amazing things happening that deserve to be noticed. It's not self-promotion, either. I know you don't want to come across as bragging. But bragging on your students and promoting learning is part of what we do as educators. We need to sell learning.

So even though personal reflection and self-expression are valid reasons to blog, it's important for the ideas we share to be received. Someone needs to see them. If you don't see growth in your audience or at least consistent response from your audience, it's tough to stay motivated.

Blogging is ultimately about the audience. It's not about how big the audience is, but it is about how you bring value to the audience, whatever the size, through what you share. The sense of audience is one of the reasons blogging is so helpful for personal and professional growth. It forces you to really clarify your ideas and how they might be beneficial. You want your writing to be relevant and helpful to your readers. 

I realize this is vulnerable turf I'm treading. It's really scary to publish something you really believe in and to have the response be underwhelming. It happens to me all the time. I can never predict how an idea will be received. It requires the willingness to take the risk and put yourself out there. I often read over a post later and find mistakes and wonder why I thought that was a good idea in the first place. Not everything you share will turn out the way you'd hoped.

The important thing is that you are sharing. You should be proud of that. It's really a shame when outstanding educators don't share what they do with others. I've known some amazing teachers who really didn't share their work with anyone, even in their own school. They were completely focused on their students and their classroom and didn't seek to have an impact beyond that circle.

But other teachers do amazing work in the classroom, and then have tremendous influence as leaders in the whole school, and even make an impact beyond their school. Blogging is one way to do that. You can share your journey with others in ways that make an impact on your profession. You can contribute to making education better for all of us.

You may feel like you have nothing to contribute. You are selling yourself way too short. Everyone...and I mean everyone...has knowledge and wisdom that is valuable to share. I am reminded of the Bill Nye quote, "Everyone you will ever meet knows something you don't." Your thoughts matter and can help your audience succeed! You have incredible experiences, talents, and perspectives to contribute!

Blogging is about better thinking. When I am working on a blog post, it really pushes my thinking. I have to consider if my ideas make sense, will they be helpful, are they worth sharing? I spend time thinking about the ideas I want to share in my blog. When I have an idea that I want to write about, I make some notes about it. I get inspiration for posts from reading books and blogs, from interacting on Twitter, and when I'm just going about my day. I never know when something will trigger a thought or idea.

There is a creative process in all of this that is valuable to me. It requires my sustained thought. I am always harping on my own kids about creating vs. consuming. I don't want them to constantly be consuming YouTube, Netflix, Instagram, etc. and never creating anything. I have to walk the walk if I'm going to expect this from them. 

I guess in a way I've always viewed myself as a writer, but for years I was writing very little. As educators, we all know how important literacy is. If our subject matter is important enough to learn, it is worth writing about too. If our classrooms and schools really matter, aren't they important enough to write about? We need to model this for our students. Find your identity as a writer. How many teachers and administrators are not writing anything, ever? I wrote a post earlier about how important it is for educators to be readers, but they should be writers too. In fact, I think we should be writing alongside our students as they write too. 

I cannot imagine giving up on blogging again. I've found it to be incredibly valuable. And I really look forward to the day when I can look back over a period of 5 or 10 years or longer and see how my thinking has changed over time. Because I should be able to trace my own growth in a way that I couldn't before.

I recently heard Pernille Ripp speak at the Model Schools Conference in Orlando. It was a thrill for me to introduce myself after her presentation. Pernille is one of my favorite bloggers. She is truly authentic and transparent in sharing her work as a 7th grade English teacher. She doesn't come across as a person who has it all figured out (even though she is brilliant), but she generously shares the work she is doing in her classroom. She has created tremendous value for her audience. I observed other educators greeting her with stories of her impact. It's amazing what can happen when you decide to share.

If you are considering blogging, summer is a great time to start. You can write some posts and also plan for some later posts you might want to explore when you have a classroom full of kids again. Pernille is constantly sharing what her students have to say about learning. She uses her blog to give them voice. If you are thinking about blogging, I would urge you to visit her blog. I'm sure you'll find it inspiring.

I would also like to hear from you. How can I help you on your blogging journey? What's standing in your way? What passions can you share through your blog? Leave a comment below or respond on or .

The Power of Whimsy in the Classroom

About 10 years ago, I was principal at a small rural school in Southwest Missouri, and somehow found myself as both principal and head girls basketball coach...at the same time. I would tell you I drove a bus route and mowed the grass, too. But that wouldn't be true. But I did coach girls basketball and was the principal for grades 7-12!

I had coached for several years prior to becoming a principal, so this whole coaching thing was not new to me. And we were pretty good, too. It didn't hurt that one of our players averaged about 40 points a game and would go on to be the all-time leading scorer in Missouri history.

We were in a very important tournament and facing one of the best teams in the state from a class larger than us. I knew they were going to be tough to beat. So for my pregame speech I decided to take a big risk. I was going to do something so crazy and unexpected that it would, hopefully, motivate the team and take away some of their nerves.

I went into my speech about our opponent and how they were pretty good, and we were going to have to play our best game to beat them. And that there would probably be times we would want to give up, but we had to be the ones who didn't flinch. We couldn't let them get the best of us.

I had brought along a large bucket that I prepared upon arrival at the gym by filling it with water. It was sitting on a small table in front of me as I delivered the opening to my speech. I'm sure the players wondered why it was there.

And then I explained, "I'm going to show you what it means to push through even when things get tough. I'm going to stick my head in this bucket of water and hold my breath for as long as I possibly can. And the whole time, I'm going to think about why I started. I'm going to focus on how bad I want to do my best, to stretch myself, to test my limits."

Now I realize there is a distinct difference between weird and whimsy. And right now, you may be thinking I'm weird. But that's okay. Stay with me.

The girls on the team stared in utter disbelief at what they were seeing. But they definitely weren't bored. Engagement was high at this point in the lesson!

And then my head went under. And I stayed under. And I stayed under some more. Until I couldn't take it any more. 

I came up gasping for air, paused to regain my senses, and then, with my arms flailing wildly, exclaimed, "Now go out there and play your best game yet." We all put our hands together in the huddle. You could see the electricity in their eyes. Some were grinning, maybe even giggling a little, but they were ready to play, and I knew it had worked.

We went on to win by the narrowest of margins. It was probably our best win of the entire season, and we won 25 games that year.

Too often in our classrooms we have lost a sense of whimsy about learning. It should be fun and exciting. It should challenge us to reach higher and do more. It helps our fears melt away. It helps us believe in our possibilities. It should never be mundane or boring or predictable.

Now you may be thinking that life doesn't always work that way. Sometimes we have to just do boring stuff, and kids need to learn to do stuff that isn't always exciting. You may be thinking that you're not an entertainer, you're a teacher, right? I've heard this before, "Kids nowadays want to be entertained all the time. They want instant gratification."

But I don't think life has to be mundane and boring. My wife and I are traveling and staying in a hotel as I write this. This morning at breakfast one of the guys working there was joking around with us and having a good time. You could tell he was really enjoying his job. He was making it fun. He could just as easily be putting in his time and hating life. But instead he was busy putting a smile on our faces. 

The people who really make life better for all of us know how to take even the mundane and boring parts of life and make them wonderful. It's not about being an entertainer. Some of us aren't entertainers. But we can all look for the whimsy in what we do. We can ask our students to partner with us in making learning fun. Ask them to help you.

We ultimately want exactly the same things our students want. It's two things. We want community (fun, whimsy) in the classroom. And, we want learning (curiosity, creativity) in the classroom. Yes, your students may not always act like they want either, but they do. You just have to help them get past all the defenses they've built to self-protect. School (and life) hasn't always felt safe to all of them.

Here are some questions to consider related to bringing whimsy to your classroom:

1. Would you want to be a student in your own classroom?
2. If your students didn't have to be there, would you be teaching to an empty room?
3. Do you ask your students about how things are going in your classroom, from their perspective? Not to find out if you're a good teacher or not. But out of curiosity of how they feel and how that information might help you make better decisions for them.
4. What are ways you can bring more whimsy into your classroom? In my example, I was doing something completely crazy that might be totally out of character for you. I would still challenge you to do it anyway. But there are also things related to how you design your lessons that can be whimsical and awe-inspiring. 

I challenge you to bring more whimsy to your classroom. If you are in your off-season (summer break) right now, what a great time to plan some new possibilities for this next school year. Set a tone from the start that your classroom is going to be filled with whimsy and excitement. 

If you need some more inspiration, I would highly suggest you read, Teach Like a Pirate by Dave Burgess. It's an outstanding book that will undoubtedly inspire you!

Question: How are you bringing whimsy and surprise to your classroom? Is that important to you? I want to hear from you. Leave a comment below or respond on or .

Seeing Tech Failure as an Opportunity to Learn

A few years ago our school went through a very difficult time with technology. Nothing worked. Nothing. At least that's how everyone felt. I knew it was bad when students were hammering on stone tablets in classrooms!?!

There were several factors that created the problems we experienced, and even though I'm sort of a techie principal, I felt helpless to address all of the issues we faced. Our network was a mess. Computer labs didn't work properly. It was impossible to print anything. Our limited tech support staff was overwhelmed.

Image retrieved: http://leadkrabi.com/services/computer-consulting/

Thankfully, we are far past those days now. Just this past school year, we made a significant digital conversion by placing Chromebooks in the hands of each of our 800+ students. Although there were a few issues, overall our network is strong and most of the time the Chromebooks worked great. Teachers were singing the Hallelujah Chorus.

And for good reason. 

Technology failure can be one of the most frustrating things a teacher can face in the classroom. It can leave you feeling helpless and embarrassed. In fact, the fear of a technology fail is one of the main reasons teachers are hesitant to try new things with technology. What if it doesn't work? What if something goes wrong? What then?

It doesn't help that in far too many schools, technology is not adequately supported. Computers are old. Networks are slow. Students don't have much access to a device except when a teacher schedules a trip to a computer lab. And just showing a video or having students comment on a blog post can be almost impossible as a result of the blocks and filters that are in place. It seems there can be so many barriers to using tech in the classroom. 

Another reason some teachers don't use technology is they are afraid they will do something wrong. Technology can seem impossible and scary. Some aren't sure if they have the skills to succeed. Or they believe they will mess it up. And when your confidence is wavering and you don't feel successful, it's really hard to take risks and learn more. By the way, educators should always remember some students probably feel this way about learning reading, math, or grammar. But that's a topic for a different blog post.

Instead of seeing technology failure as failing, what if we embraced technology failure as an opportunity to learn? It's great when students see teachers modeling perseverance, flexibility, and problem-solving. All of these qualities can be on full display when something goes wrong with technology in the classroom. It's a great opportunity for the teacher to take on the role of learner. I believe we need more examples of teachers learning right alongside their students.

I mentioned earlier that our Chromebook launch this year was successful. It was definitely not a tech fail. However, I promise you there were more technology failures than ever before in our building, because students and teachers were using technology more than ever before. But what a great opportunity to teach problem-solving and perseverance. I often write about how important it is to be adaptable as a future-ready skill. Being adaptable with technology is extremely valuable in a world where technology is changing so fast and is such an essential part of how things get done.

So how do we handle the inevitable technology failures we are bound to experience? Should we just play it safe and only use technology in ways we feel most confident? Or just copy another stack worksheets instead? Absolutely not. Embrace failure. Expect it. Nothing works right all the time. Don't let problems with tech keep you from using it in your classroom.

If you get frustrated every time you have a problem with technology, you're either going to be frustrated all the time, or you'll just give up. It would be a shame if you didn't use technology because of your personal fears or preferences. It's so important for our students to have experiences using technology as a learning tool. So make up your mind before you start that technology failure is possible and prepare for how you will respond when it doesn't work right. Even though technology itself won't make your class great, it can contribute to a more relevant and effective learning environment. Ultimately, technology is awesome in the classroom where there is also an awesome teacher, like you!

Using Tech Failure as an Opportunity to Learn

Here are 11 tips for dealing with tech failure in your classroom.

1. Plan for it. Don't be surprised when tech fails. Expect it.

2. Think in advance about what could go wrong. This can help prevent some problems in the first place. It's great to test the technology in advance if possible to make sure it works. 

3. Talk with your students up front about how technology sometimes fails. Explain what will happen in your class when something doesn't work. Teach students in advance the mindset you want them to have. Let them know we will find a workaround and press on. It doesn't mean the lesson is over or learning stops.

4. Enlist students to help solve the problem. The smartest person in the room is the room. Alone we may be smart, but together we are brilliant. Your students can be a great resource to help correct a tech fail.

5. Build your own technology skills so you have more knowledge to draw on. Try to overcome your fear of technology. No one really taught me how to use tech. I just click on stuff to figure out what happens. You can do this too.

6. Send for support. You may have a technology coach or technician in your building who can offer a helping hand.

7. Use Google, or YouTube, to search for answers. When I'm faced with a technology problem, I can almost always find a solution online. 

8. Don't allow the limitations of technology in your school keep you from doing what you can. I mentioned how bad technology was for a while in our school. Many of our teachers still found ways to use technology as best they could. We have to do our very best to create an up-to-date classroom even if our tech isn't up-to-date.

9. Model risk-taking and problem-solving for your students. "We're going to try this to see if it works. If that doesn't work, we'll try something else. We're going to figure this out!"

10. Always have a Plan B for your lesson. If the tech doesn't work and troubleshooting doesn't result in a quick fix, it may be time to move forward with the lesson in a different way. Be adaptable. Thank anyone who tried to help fix the problem and then give clear directions about what will happen next.

11. Don't apologize. Usually tech failures just happen and aren't anyone's fault. It's Murphy's Law, right? If it's not your fault, don't apologize to your students for the problem. If you feel you must apologize when you see those sad eyes staring at you, only do it once. And then move forward.

One thing we are doing in our school to help address tech failures is empowering students. We created a student tech team to support all things related to digital learning in our school. They call themselves the SWAT Team (Students Working to Advance Technology). The group was organized last school year, and they've already provided PD to teachers on Chrome apps/extensions, held a tech night for parents to showcase how digital tools are being used in the classroom, and visited our middle school to share about our high school 1:1 program. Our goal is for this group to take on a greater role in sharing Chromebook knowledge and responding to tech failures when they occur.  

Question: What's your worst technology fail? How do you respond when technology fails in your classroom or school? Are you open to taking risks and trying new technology? I would love to hear from you. Leave a comment below or respond on or .