It’s tempting to sit in the corner and then, voila, to amaze us all with your perfect answer.
But of course, that’s not what ever works. Seth Godin
The other day I gave a presentation in an undergraduate class about using social media in teaching. During the discussion, I was asked if students should continue to blog when they are done classes.
Yes. Continue to blog and share your learning. Make it a part of your professional practice. Don’t see it as an add-on but as part of your daily learning practice. Everyday is a Professional Development day. See your blog as part of your PD practice.
Blogging helps me to put my ideas down and work through them. Part of my online Portfolio shows the work that I am doing. It is also a place where I can share what I am thinking about, pondering, exploring,….. Blogging is a part of my Professional Development. Sometimes I blog openly about it but other days I write just to work through ideas and thoughts. Not everything needs to be published.
Ship before you’re ready, because you will never be ready. Ready implies you know it’s going to work, and you can’t know that.
The purpose isn’t to please the critics. The purpose is to make your work better.
Polish with your peers, your true fans, the market. Because when we polish together, we make better work. Seth Godin
This is the part with which many, including myself, struggle. When is it “ready”? That’s not easy to decide. Harold Jarche recent post a half-baked idea discusses why blogging is important for everyone:
“I’m thinking of doing some coaching in a few years and helping people make decisions around food and nutrition”, I was told the other day by a young man working in a shop. My advice was to start a blog: now. While he had no intention of freelancing for the near term, he needed to get his thoughts in order. A blog is a good place to do this over time. You can start slow. The process builds over time. My early blog posts were pretty bad but they helped me see what ideas I could revisit and build upon. And it took time.
“And it took time.”
In my post Blogging as a Professional I discuss some of the reasons teachers should blog and some of the things to consider when you start out one of which is “why” you want to blog. This is important for keeping your focus. It’s easy to begin blogging but it takes time to develop your voice and produce your best work. Todd Henry discusses this in his latest book Louder Than Words. He calls this the Aspiration Gap
“When this gap exists, it’s often due to high personal expectations founded in your observation of the work of other people you admire. When you are incapable of producing work that meets those high standards, it’s tempting to give up far too soon. For this reason, many people either quit or move on to something more “reasonable” simply because they were frustrated by their temporary inablility to achieve their vision”
One reason I blog is because it’s part of my professional mission
“To relentlessly pursue supporting educators to develop creativity and innovation in the classroom through connections, relationships and effective professional development.”
There are many people whose work I admire and follow. I don’t see my own work meeting those standards. Many days I hesitate to push “publish”. I know that being consistent is important just as it in any other aspect of life because it helps to improve your skills. To make progress we have to consistently practice. As Seth Godin says,
What works is evolving in public, with the team. Showing your work. Thinking out loud. Failing on the way to succeeding, imperfecting on your way to better than good enough.
The interesting thing about this idea is that my portfolio may have found you, or you may have found it, but in both cases, anyone can see it. There are different ways I can share my learning through different mediums. I love to write, but I also am able to share through visuals, podcasts, video, or things that I couldn’t even imagine.
But, as George points out, not all the learning he does makes it to the portfolio to be published
I also have the option of allowing you to see it or not. I do have spaces where my learning is for my eyes only, or in what I choose to share.
This is a crucial point. Not all we do is ready for shipping. The learning process isn’t about publishing everything. Some works are in the incubation stage, some are in the development stage and some are at the sharing stage.
You should ship when you’re prepared, when it’s time to show your work, but not a minute later. Seth Godin
Sharing our work isn’t easy but it is necessary for growth and development. Feedback from others helps us to reflect on the work being done.
How are you continuing to develop and learn as a professional? Are you sharing that with others and getting feedback? Do you have an online portfolio? Are you shipping?
Your mindset and attitude influence your success. What’s yours?
I’d love to hear your comments and feedback so leave comment. Thanks for taking the time to read
Taking a Leap
Some leaps, like across a puddle or over an object on the floor, aren’t that big. We do them without even thinking. They don’t scare us and we don’t really think about them. Unless we’re 6. And the puddle is very large. And we aren’t wearing rubber boots. But, if you’re like me 6 year old, you’ll leap anyways. Because it’s fun. And you just might make it. And the worst that can happen is your socks get wet. And it’s fun. So much fun that even if you do get wet, you’ll do it again and again.
As we get older, we begin to assess the leaps we take a bit differently. Will it ruin my shoes? Do I really want to walk around with wet socks? I might hurt my ankle. I might fall and that would look bad to people. It might be fun but…. so we quit even leaping over puddles. We avoid them, going around them so we don’t have to leap.
Seth Godin, in his post on February 29th celebrates leaping. A whole year? A whole year for leaping!
Leaping powers innovation, it is the engine of not only our economy, but of a thrilling and generous life.
Of course, you can (and should) be leaping regularly. Like bathing, leaping is a practice, something that never gets old, and is best done repeatedly.
But if we don’t leap regularly, we get out of practice. We get scared of leaping and trying new things. We worry about failure, what other people will think and say. As educators, we talk about FAIL as something like First Attempt At Learning. But it’s safe failing where the puddles are big enough to get our feet wet and we won’t have to wear wet socks all day. We forget that, if we don’t want wet socks, we can take off our shoes and socks and leap. We may get wet but we will learn some amazing things. We’ll demonstrate to our students that leaping is okay. That maybe, if we roll up our pants, that we can try even bigger leaps.
Innovation in Education
The existing power structure wants to maintain the status quo, and is generally opposed to the concept of leaping. Seth Godin
This, I believe is one of the greatest things we need to overcome in education. Innovation might be happening but, in general, the status quo of education does not want to change the current structure. Our current structure continues to look the same no matter innovation is taking place in isolated places. Even our current system of PD continues to employ a system of bringing in speakers to deliver a message – controlled, with little chance of anyone getting their socks wet – even when if is a discussion of innovation. Disruptive Innovation requires the opportunity for people to leap.
In education, our current system does not encourage people to leap. Now, people do leap and we have instances and examples of people trying different things but, for the most part, they continue within the “existing power structures… to maintain the status quo…”.
Greg Satell explores how innovation can be encouraged and leaping can be maybe become more enjoyable.
The truth is that there are many paths to innovation.
Allowing people the opportunity to leap and try things is important. So is encouraging them to take a leap and working together to help each other leap. As Satell points out
most firms will find that to solving their most important problems will require skills and expertise they don’t have. That means that, at some point, you will need to utilize partners and platforms to go beyond your own internal capabilities.
Networking and connecting are essential components of learning and leaping yet are often underutilized in education at all levels. This doesn’t mean that we don’t look for experts within our own schools. In fact, it means that is exactly what we need to do – building on the strengths of those around us to figure out areas where assistance and support might be needed. Too often it is assumed that schools lack innovative capabilities when, in fact, the skills of the people within the building are not being fully utilized as the current power structures tend to focus on deficits and weaknesses instead of building upon people’s, students and teachers, strengths and passions.
In her blog post Drops of Glue and Scribbles too: How do we start to see things differently the author Aviva discussed seeing what is happening in the classroom from different points of view.
The point is that we may all have these students that are at different developmental stages, and that’s okay.
Allowing and encouraging others to leap is important. In schools and classrooms, providing opportunity for such leaping is critical to student development. Like students, people will be at different stages and, depending on their experiences, may need encouragement to leap.
In his post, Seth Godin states:
In fact, if you want to make change happen, if you want to give others a chance to truly make a difference and to feel alive, it’s essential that you encourage, cajole and otherwise spread the word about what it means to leap.
Right now, tell ten people about how you’re leaping. Ask ten people about how they hope to leap…
For me, I’m leaping by trying new things, such as the ITTNation podcast with my friend Dave Bircher. I took a huge leap a few years ago by stepping away from my job as a school administrator and returning to graduate school. I am working on a number of presentations for upcoming conferences – Rural Congress and ULead – where I will be presenting on the topic of leadership and change.
Am I worried my socks will get wet?
You bet! I’m worried I might fall but I also know that too often one talks oneself out of doing something because of fear of the rejection. As I’ve learned, in order to leap, one has to develop characteristics to leap, one being not to dwell in the past and another is to be positive about the outcome.
Regardless of the “success” of these endeavours, the learning I will do along the way will serve me well and help me to try leaping yet again.
It could almost be written down as a formula that when a man begins to think that he at last has found his method, he had better begin a most searching examination of himself to see whether some part of his brain has not gone to sleep. Henry Ford
I’d love to hear how you are leaping this year and how you are encouraging others to leap. Leave me a comment or link to this post as you describe your own “Year of Leaping”
It’s hard. It requires taking that first step. Of following it with another. Of having to get back up if you fall down. Learning to walk is tough but small children soon learn all the complex steps in taking one step, then another, then another… then they’re running.
Getting started on making change or reframing the work you do is the same way. It’s hard to get started. You cling to the furniture around you, balancing yourself, looking longingly at the open space in front of you yet not wanting to fall. Maybe just a bit more studying that space….
In a world filled with so much information, when will it be enough learning before it transfers into motion forward. Maybe if I read more a few blogs or papers or books….. but there isn’t enough time to read it all but maybe just a few more…. the open space beckons you.
but it’s not just the information. It’s the fear. Fear of failure. Fear of going unnoticed. Fear that it won’t work out.
Fear… it holds us back, whispers all sorts of discouraging words,keeps us from even trying. We often don’t have to worry about failure because fear keeps us from trying.
When I first began teaching I wasn’t very good. I might have been awful but for the fact that there were other teachers around me whose classes were a lot less exciting than mine. Mind you, I taught Arts Ed, Phys Ed and some English and there were days when it was VERY exciting. In art – all kinds of things happen when you give 26+ grade 7’s some coloured ink, lino boards, paper and rollers and instructions that aren’t quite as clear as you thought they were!
But I started. Each day, I’d try again. Each evening I’d spend hours trying to figure out what I could do differently or what I might change or….. it was exhausting but exhilarating at the same time but I knew I was missing something. I’d walk past classrooms and … well my classroom wasn’t like that!
Somewhere along the way I began to study teaching: teaching strategies, methods, assessment, planning….. I began to think that if I could just read the right books or find the right method or strategies then I would become a “good teacher”.
Heck, I wasn’t even shooting for “great”! I wanted to be good. Solid. Not stellar. No way, because then you would stand out and people would up their expectations.
Good Enough…. but that wasn’t me.
I was always trying new strategies and methods in the classroom, experimenting with new configurations for learning, different assessment strategies and ways of students presenting their understanding. Somewhere along the way I stumbled across Wiggins and McTighe’s Understanding by Design, Tomlinson’s Differentiation and then both together! Rubrics, feedback, multiple assessment options for students. No two years were the same – with each class I learned that I would have to make changes to meet their learning needs – even though I didn’t really know that was what I was doing at the time.
Along the way I was fortunate to work with some great teachers. I mean, really great. What made them great? Their planning? The strategies? The assessment? I spent time trying to figure it out and it was right in front of me all along. See, great teachers begin with the end in mind – they begin with student. Relationships are the foundation. They don’t give up on students. Student growth and development are their focus. They ground their work in the relationships they build with their students.
It took me a long time to figure that out because I was looking in the wrong place to start. I was looking for the method or plan or organization or strategy when, all along, great teachers begin with relationships. All they do is linked to the relationships they develop with students, parents, colleagues, administrators, and community members.
They aren’t afraid to try new or different things for fear of making mistakes because they know that those mistakes are great opportunities for learning with their students.
I think we need to do serious hard work in producing alternative models without being tied down to what can be implemented in the short run. I think if we take industries like aircraft, or any big industry, they are spending large resources on planning for the day when they know that what’s cutting-edge today is going to be obsolete. The education world has to learn to put a fraction of its resources into what cannot be done today, but can be, but which can stand there as experimenting, as working with visions of a possible future. Seymour Papert
They don’t shy away from incorporating technology because they understand that when pedagogically driven, technology can enhance the learning experience. They are always reading and questioning what they do in the classroom because they are a true life-long learner, curious about the world around them.
They aren’t afraid to start even though they don’t know all the steps. See, these teachers have a secret that they share with everyone and that secret, which took me so long to figure out was …….
Reframe the Story
It begins with the relationships in the classroom. You can be innovative and creative, I sure was, but I didn’t pay attention to that relationship piece. Somehow I missed that part. See, lost in the search, lost in the reading and reflection, missed in the implementation was just how key relationships are to the classroom.
For me, it took my own struggle with “what am I missing?” and the frustration of not “getting it” to finally cast aside my preconceived ideas about what it meant to be a “good teacher” and reframe – what made me a good student? What drove me along? Why was I motivated to learn?
Yes, part of it was a desire to learn but part, the part I wasn’t always aware of, was the relationship I formed with others as I learned and the key the instructor/teacher played in the learning. When learning begins with relationships, teachers begin to put that little bit of energy into developing for the future. They aren’t content with what they are doing today but are looking forward to see what might be tomorrow.
So, what does your today and tomorrow look like?
Failing or Flailing?
On a resent episode of Mitch Joel’s podcast Six Pixels of Separation, Mitch talks with Seth Godin about his book What To Do When It’s Your Turn and It’s Always Your Turn . During the interview Seth Godin talks about Failing and Flailing as being the difference between learning from failure and doing something that has little chance of learning moving to success. As Mitch points out, it’s one letter difference but it’s a big difference.
This had me thinking about change in education.
In my experience, the change that takes place in schools isn’t clearly explained for everyone. The “Why” of the change is sometimes fuzzy. ‘It will improve ___________ ‘ – is one of the main reasons touted for the change yet it doesn’t really delve into the nuances of why THIS is important. The process is started – the ‘What and How’ are meticulously laid out for everyone and a timeline for implementation is set. People move forward implementing change, data is collected but the ‘Why’ is left up in the air, an unspoken truth – “All good teachers know why”. A great deal of flailing is happening and, maybe, some success but it becomes hard to separate the success from the over-enthusiasm for failure.
Failing has almost become an end in and of itself – “If you aren’t failing, you aren’t trying” is something I’ve heard quite often. Yet, what are we learning from this Failing? Why is it so important that we need to fail? Why are we doing this? How will we know if we are successful?
FAIL has become an acronym for First Attempt In Learning. It’s a great way to visually show students that mistakes happen and it’s okay. But what is learned from the failure? As I’ve written about before, is there a plan for reflecting on failure so it can lead to success? As Carol Dweck points out in her discussion of a growth mindset
We also need to remember that effort is a means to an end to the goal of learning and improving. Too often nowadays, praise is given to students who are putting forth effort, but not learning, in order to make them feel good in the moment: “Great effort! You tried your best!” It’s good that the students tried, but it’s not good that they’re not learning. The growth-mindset approach helps children feel good in the short and long terms, by helping them thrive on challenges and setbacks on their way to learning. When they’re stuck, teachers can appreciate their work so far, but add: “Let’s talk about what you’ve tried, and what you can try next.”
Failing is part of learning but it’s not the goal of learning. Understanding ‘Why’ we have failed is important in learning to succeed not an end goal in the process. If there is no process for reflection and new action, then failing really is flailing.
Things to Think About
How does a failure help you in moving to success?
What are you doing to support others to learn from their failures in order that they may succeed?
Is there failure because there is a lack of clarity about ‘WHY’?
Our chat this week was focused on Classroom Design. Participants shared their ideas and insights about creating a learning environment which includes students’ input and adapts to students’ needs.
Participants shared great resources and their experiences of making changes to the classroom that included getting rid of the teacher’s desk, adding standing desks, couches and other furniture and shopping kijiji and IKEA for bargains!