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
Trying Things On
I have a confession.
I like to go shopping.
Yeah, it’s a bit weird but I like to wander around stores and look at what’s new. I use to enjoy going shopping with my girls when they were younger (and would let me go along!) Now, my boys and I sometimes just spend an afternoon wandering around and looking at different things.
Sometimes, I even try things on. Things don’t always fit like I think they will. My mind’s eye doesn’t always give me an accurate image of what things will look like once I actually try them on. Sometimes things that I did’t think would look that great look pretty good.
It’s like that with many things in life. We don’t know how things will really turn out until we overcome our fear and try them.
John Spencer’s latest post The Unintended Consequences of Doing Creative Work explores what happens when someone is working through the creative process.
More often than not, the unintended consequences are actually both negative and positive at the same time.
It’s neither all positive or all negative, unlike how we often imagine things working out – we tend to see things as either/or not a messy both.
It’s Scary – the Fear is Real
It’s is scary and difficult to try new things. We don’t know how they will turn out and we tend to imagine things that don’t happen – we convince ourselves that it’s not worth the risk. We talk ourselves out of trying something on because, well, we just know it won’t fit.
Average it out
Respect the status quo
Don’t even bother Seth Godin
This is spills over into the classroom. Instead of trying something different or giving students different options, we stick with what we know. It’s less scary. Our students learn that taking chances and trying things on is scary and, well, not really worth it. Yes, there are sometimes negatives that come along from trying things and being creative but, often, they aren’t what we think. The world does not end. In fact, if we are open to learning, we grow and develop from these experiences whether they are positive or negative.
Rejection Proof is one person’s experiment in learning to deal with rejection – in trying to things on that they were scared of doing. Jia Jing asks
What is this rejection? What is this monster that cripples us?
Try It On – It Just Might Fit
Trying things on is taking an opportunity to see how something might fit. It doesn’t always fit but sometimes things fit that we didn’t think would. And sometimes, things we thought would be great, well, just don’t turn out that way.
Often, we take someone along with us to get their opinion. We value the input of others. We get insights about how things look from a different perspective.
What if we did this in school? What if we asked someone else for their opinion as we try something new? What if we asked our students what they might think would fit?
Do we give them feedback after they try it or do we discourage them before they even try?
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.
Another Edu-Awesome #saskedchat! Our topic was Student Engagement and our guest moderator Jade Ballek (@jadeballek) a principal in the Sun West School Division at Kenaston Distance Education Learning Centre.
We had over 40 participants take part in the chat. For some, this was their first experience joining a chat which can be a bit of a shock with how fast the chat moves and the number of different conversations that take place.
With this number of participants, missing part of a conversation happens and that is why we archive all the #saskedchats!
What does “Student Engagement” mean to you? Over time, my ideas about student engagement have changed. As a young teacher I was focused on the lesson and my teaching, on creating lessons that were, I thought, “engaging”. Later, as I developed confidence as a teacher and began to explore different teaching strategies, I became less worried about “my teaching” and more focused on “student learning”. In Matt Head’s post Learning or Teaching? he states
As I reflect on my own teaching I have come to realize that what and how I am teaching is usually my first priority.
It is what teachers are doing, focusing on their teaching because that is part of the job. There is the focus on planning, assessment, planning, classroom management, planning, classroom design, planning, student interaction, and planning. During a recent episode of ITTNation, Dave Bircher and I discuss Cross-Curricular planning and how the act of deeply understanding the curricula can open up opportunities for learning that allow for FLOW to take place.
Focus, Learning, Observation and Wonder.
Teachers are able to allow the Focus of the lesson to emerge from interaction with students. The Learning take place through the interactions and is driven by student ideas, interests and passions. Through Observation the teacher is able to guide students in their interests while making connections to Learning Outcomes. This allows students and teachers to Wonder – exploring different topics and concepts from a place of Wonder.
The current focus on the state of education on a global scale is on what teachers do in the classroom. Debates between Reformers of all types draw different ideas about what needs to happen in the classroom in order for students to be prepared for their future. Sometimes, missing from the debate, is what is happening NOW . How many educators are wondering about how the recent two wins by Google’s AlphaGo over the world champion Go player will impact schools? What will this mean for students?
Overall, Google’s DeepMind is calling on a type of AI called deep learning, which involves training artificial neural networks on data — such as photos — and then getting them to make inferences about new data. Venture Beat
Are we preparing students for today? Are we engaging them in a discussion about what is happening in the present? Too often the mantra is “Prepare for the Future”. In some respects, today isn’t even close to what I thought it was going to be 10 years ago. In other way, it is.
“Difficult to see. Always in motion is the future.” Yoda
This is not a call to toss out all of what is currently happening in schools and classrooms. In the present reform cacophony, it’s hard sometimes to even hear oneself think never mind trying to make sense of what is being proposed especially when there is more and more being added to the discussion. This isn’t just about what tools to use in the classroom or if there should be interactive whiteboards or not, whether teachers should adopt flipped learning or embrace blended learning or Project Based Learning. The discussion includes environment design, learning design, social justice, content bias, differentiated learning systems, game theory, makerspaces, content diffusion, digital citizenship, digital literacy and other pedagogical and theoretical discussions/issues each with their representatives and lobbyists.
Education, it’s a serious business.
There are no simple answers and stopping schooling until things get figured out isn’t going to happen. It is a work in progress. Yes the shuttle is being built as it is being flown – it is the only way learning can continue.
Engaging or Empowering?
Our chat briefly touch on is engaging someone the same as empowering them? What do we want to happen in schools? Why is this important to discuss? As we live in the midst, it is struggling with such questions that help us to make sense of the noise.
If we want people to feel empowered, then releasing control and giving ownership is the only way this can truly happen. George Couros
Are teachers being engaged or empowered? Are administrators? Are parents? Do we allow people to have ownership of their learning? How do we mange such a shift?
Like other such discussions, everyday implementation is, itself, a work in progress. As an administrator, providing input from students and parents was important but so where division and provincial policies. Providing leadership opportunities and helping people develop their strengths was important to developing a school culture of learning and growth. Shifting school culture from a top-down model to a collaborative/shared leadership model isn’t just about “sharing responsibility”. It involves creating a culture of shared growth, trust, learning and collaboration. Such development takes time and, in an environment of efficiency and improvement, can often be overshadowed by “what the data says”.
The #saskedchat provided a great many things to think about, some of them I’ve touched on.
Your mindset and attitude influence your success. What’s yours?
I’d love to hear your comments and feedback.
We do get bogged down by obstacles. They grab our attention. We spend time pondering how they got there. We even spend energy being angry about them. None of this is helpful. We have to look for the openings, choose well, and find our way around them. Rob Hatch
How often do you hear someone wishing they had more freedom? Or opportunity?
I know I often said such things as I looked out onto a world and thought I was being held back.
Turns out I was but the reason wasn’t linked to someone else.
I was that someone.
Often, instead of seeing the opportunities, I was focused on barriers. Instead of choosing freedom, I chose to acquire more responsibilities.
When in doubt, when you’re stuck, when you’re seeking more freedom, the surest long-term route is to take more responsibility. Seth Godin
In a world where possibility surrounds us, it can be difficult to admit that we are responsible for our own freedom in different ways. I would often look around and see what others were doing, seeing what I believed to be the freedom and opportunity they had compared to my own, mostly self-imposed, limitations.
As an school administrator, the frustration and stress grew with mounting expectations. Instead of seeking the knowledge and expertise of the people who surrounded me, I forged on, almost wearing the frustration and responsibility like a badge.
Responsibility without freedom is stressful. There are plenty of jobs in this line of work, just as there are countless jobs where you have neither freedom nor responsibility. Seth Godin
Part of the issue was my attitude was keeping me in a place where there was little opportunity for freedom despite a great deal of responsibility. I was afraid of “freedom” so it was easier to take on more responsibility hoping it would somehow lead to more freedom.
A Feeling of Dissonance
The lack of freedom created a dissonance in the work environment. The increasing amount of details that educators are required to deal with and work through each day, to the “follow the plan, do the initiative, fill in the form. Don’t make mistakes.” creates a dissonance when they are also urged to “take risks and be innovative”. This type of dissonance, like the dissonance of a sound that is off, creates stress that drains creativity and energy.
Expectations and responsibilities are part of any work. It’s how these impact the environment, work culture, and individual performance that is important. When we experience a dissonance, it bothers us and makes us uneasy. We want to correct the dissonance. Much like attention residue that results from multi-tasking which prevents you from moving smoothly from one task to another.
it is difficult for people to transition their attention away from an unfinished task and their subsequent task performance suffers. Sophie Leroy
This dissonance continues to impact all aspects of the learning environment. Students and teachers are affected between the dissonance created when what is said doesn’t align with what is expected. “We want our students to be risk-takers and collaborators – but our reporting system rewards individuality and conformity”
It’s In the Details
Now, Details matter. As Dean Brenner discusses, details are important
But the amount of detail we discuss in meetings and presentations, and the way in which we communicate it, is a daily source of frustration in many work cultures.
Often, there is an overwhelming amount of detail, in the form of data, provided to educators. This increased amount of detail becomes an overwhelming point of stress, not because of the detail but the lack of opportunity to reflect and integrate into the current situation and to make adjustments and changes indicated by the data.
No one wants their time wasted. You must walk into the room ready to get to the point. You should include enough detail to satisfy the expectations and facilitate discussion, but not so much that everyone is looking at their watches. (Or, in the case of a classroom, the floor, the ceiling, out the window or in the desk!)
This applies to all parts of education – we want people to be empowered to learn and develop. In an educational setting, we should
Be ready to go deep, but allow the audience to take you there.
In classrooms, staff meetings, professional development, and presentations is the audience allowed to direct what takes place? What if those sitting in the audience were provided the opportunity to go deep? How often do you attend a workshop or PD event where a presenter makes some great points but there isn’t time to reflect? Why doesn’t this happen more often?
Your mindset and attitude influence your success. What’s yours?
I’d love to hear you comments, ideas, and thoughts. Thanks for reading and sharing with me.
Running and Pacing
I’ve been training for an upcoming 1/2 marathon for awhile. Now, in order to do this, I’ve had to make a few changes to my lifestyle. I have adopted an early morning routine. That change, in itself, has been the subject of a number of books and podcasts. However, all the changes don’t mean anything if I don’t actually put on my running shoes and run.
As I prepare for this upcoming meet, I’ve adopted a running routine. Part of the routine is help me with my pacing and the other part is to help me improve my running. I use to have the idea that “Well, I just need to run.” But, as Susan Paul explains
The marathon is a very unique blend of different running components; it requires speed, strength, and endurance. The different training paces you see recommended for runs reflect each of these components. You will need some speed, some strength, and a lot of endurance to successfully complete your race.
So I did some searching and found a routine for a 1/2 marathon that I am following. Now, I could have just gone it on my own but there are many people who have already done this and have advice and ideas that can help me as I train especially since I haven’t been doing much long distant running in a while. I casually run (is that even possible?) but not in the same way one does in a marathon-type event.
The Act of Running
Running is a solitary act but it can be done as part of a group and there are all sorts of online groups and sites that allow you to connect and track your running. I happen to run by myself in the morning mostly because, well, I’m the only one up in my house at that time, no one else wants to get up and run with me at that time and I don’t know anyone around who is running. I could find someone but I like running on my own. It gives me time to think and wrestle with different ideas and concepts.
But it’s not for everyone and that’s okay. In fact, finding our own pace and place is part of the fun and enjoyment of living. The act of running, however, isn’t the only thing I do. It is only a part and to define me through that misses so many other things.
“Exactly how is this going to connect to technology?”
I’ve been reading a number of posts that discuss technology and it’s use in schools. Everything from looking at how to get teachers to embrace technology to reflections on the use of technology in schools and some of the issues with what is currently happening. I see many of these as being how I use to view running – Just run. You know what to do, running is something that we have done since just after we learned to walk. But, as Susan Paul points out
Yes, you can “just go out and run” but you would be wise to incorporate runs that address these aspects of running to adequately prepare yourself for the demands of the marathon. Marathon training requires logging quite a few miles each week too, so by varying your training paces and mileage, you’ll not only improve the quality of your training, but you will also reduce the risk of injury or mental burnout.
What if we looked at learning, with or without technology, in this way? Varying the pacing and mileage of learning. Doing different courses and incorporating various aspects into the training?
At 50, I can no longer train like I did but it doesn’t mean I can’t continue to run. In the same way, meeting the needs of the learner means beginning where they are and listening before we start advocating particular ways of doing things. We need to start with their passions and ideas but there is a place for learning from others and their wisdom and knowledge. Age nor experience, in this case, is not “the” determining factor of what can be accomplished. Too often, as Stephen Covey said,
“Most people do not listen with the intent to understand; they listen with the intent to reply.”
How often have we begun a discussion with a fixed position or way of doing something or point of view already firmly established and ready for the discussion?
To Whom Do We Listen
To be honest, listening to someone who has run many marathons and is a veteran might not be the best solution for me. I need to consider a few different things that a veteran marathoner might not be able to tell me as someone starting out. Sometimes, as someone who has been using technology for years, I have had to remind myself of this point. I have a perspective that might not be as open as I’d like to think. In this way, looking outside of education can give us some great insights.
I would let that kid know that it’s not too late. Doors might be closed, but that doesn’t mean that they’re locked.”
That conversation has stuck with me since then. What if he’s right? What if we told kids that they don’t have to have it all figured out ahead of time? What if they knew that doors might be shut but they aren’t locked for good?
What if we approach all our relationships and conversation from this perspective? Do we close doors because of our own mindset and what people have told us?
How do you approached learning? Why do you think this way?
Your attitude shapes your mindset. What’s yours?
I’d love to hear your ideas and comments and what you are thinking about.
A few years back, my daughters were given the responsibility of running the local swimming pool for the summer. They were hired by the local pool board and given the responsibility of getting the pool ready for the upcoming year. There was a manual and a someone who worked on maintaining the mechanical aspects of the pool but they were responsible for the rest. The one hired as the general manager asked the chairperson how she was suppose to learn all that she needed to do. I absolutely loved the response, which I was fortunate to hear because, in a small town, they were discussing this in our kitchen:
We hired you because you are smart and capable. We know that you have the skills necessary to do what is needed. We will support you and I can tell you who you can contact for help but you are the manager. You and your staff will need to keep the pool up and running and I can’t be leaving work to help you out. I’ll do what I can but we have full faith that you will be able to do what is necessary. That’s why we hired you.
And the girls did just that. It was one of the best learning experience my daughters had before they went to university. To this day, they talk about how much they learned. They still get the odd phone call from new managers about how to do things.
Did they make mistakes? You bet they did. Were there stressful moments? Yep. I was privy to some “deep discussions” (arguments) between the two sisters about everything from schedules to expectations of staff to expectation of patrons to what pool toys to purchase (who knew a blow-up whale could cause so many problems!) The board trusted these young people to do what was right and make good decisions and were rewarded for that trust with hard work and young people who gave it their all (and a lot more) and provided a great service to a small community.
Grew Their Strengths
There were courses to take and tests to pass, inspections to meet and technical aspects to master. Each one required different strengths to be developed. Each girl had different strengths which they were allowed to use – to grow. Because they were allowed to use their strengths they were willing to take risks. And when something wasn’t a strength? Fortunately each of the girls that worked (and they were all girls) had different strengths which they used. Sometimes, it took the intervention of someone to point out that maybe someone else might be better suited to organizing the swimming lessons or managing the chemicals and ensuring that all safety standards were met.
Did they always use their strengths? Nope. In fact, stubborn determination sometimes meant they had to learn through mistakes. But, mistakes they did make and learn they did. For three years, this group managed an outdoor pool in a small town, taking it from losing money to breaking even. All have gone on to other things but each of them grew in so many ways during that time.
I was fortunate to be able to learn with/from them.
The role of school leadership and it’s impact on change and innovation has been well documented and discussed. There are different opinions as to the exact extent of the impact that school leadership has on student achievement or the changing role of school leaders in schools today. As a former school administrator, there always seemed to be a wide array of opinions about what I should be doing as a leader and what my role was as a leader within the school and the community. Having been an administrator in 8 different schools in 5 communities, my experiences were different and unique in each setting. Although there were some things that were similar, each school and community was unique with its own set of characteristics, strengths, and challenges.
Seeing Strengths in Others
In education, we traditionally focus a great deal of attention on weaknesses or areas of improvement. A great deal of Data Driven Decision-Making is focused on identifying areas for growth – areas of weakness – that need improvement. One of the primary responsibilities of an educational leader is to use that data to identify areas and implement initiatives to make improvement. A lot of time and effort is spent on looking for deficits.
It’s somewhat similar at all levels. Identify weaknesses and areas for improvement. Focus on these.
But what about Strengths
As an administrator I spent so much time focused on identifying weaknesses in everyone, including myself, but not nearly enough time identifying strengths and helping people use and improve them.
What I learned from watching my daughters was how important it was to focus on strengths – grow them, improve them, nourish them. Through a collaborative team effort where people’s strengths are combined, the synergy of the team leads to even greater growth and development, especially in areas of strengths.
Liz Wiseman in Multipliers identifies 5 traits that leaders have who grow people – develop them and allow them to improve.
And areas of weakness? They improve but, more importantly, they aren’t used to hold someone back from progress and growing.
Differentiate to grow Strengths
Too often an inordinate amount of time is devoted to weaknesses instead of building teams that are strong because of the variety of strengths the people on the team possess. Teachers, for the most part, spend their days working in classrooms with students. Many teachers are themselves Multipliers, helping students to grow and develop strengths. However these strengths aren’t the one’s found on tests or reflected in test scores which shifts the focus away from helping both teachers and students grow and develop their strengths.
Too often, time is spent trying to improve areas of weakness that result in minimal improvement while areas of strength are left without development. This stifles growth and drains students and teachers of energy. To have innovation, supporting people to use their strengths gives them the freedom to develop these and improve.
We tend to think of innovation as arising from a single brilliant flash of insight, but the truth is that it is a drawn out process involving the discovery of an insight, the engineering a solution and then the transformation of an industry or field. That’s almost never achieved by one person or even within one organization.
If we truly are looking for innovation in education, focusing on improving deficits will not bring that innovation. Instead, allowing people, teachers and students, to use, develop and grow their strengths through collaborative efforts and connecting provides opportunity for creativity and innovation and the possibility of transformational growth.
How are you growing others strengths? How are you growing your own strengths? I’d love to hear your experiences either of helping others to grow or someone who helped you and the impact it had on you.
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”
How often have you asked the question? What about “How are you doing?” or one similar? How often have you listened to the response?
In the hustle and bustle of the day, we’re all very busy and such conversations are sometimes fillers as we politely listen to a reply. And there are those people that we don’t ask, right? They tell us stories and problems that, really, we didn’t really intend to listen to when we asked the question.
As a parent and educator, I was often guilty of asking but not listening. Well, I “heard” what they said but I didn’t always listen to what they were saying. I would do it with my own children, asking them how their day was but only partly listening to what they were saying. We’re all busy, right?
Intent to listen. Do you even consider this?
As a school leader, I sometimes would get into “fix it” mode where I would listen with the intent to offer advice or a way to solve whatever problem being brought to me. In the busyness of the day, I would have my own thoughts/agenda running as background noise while I listened. It happens now, even though I am much more conscious of my need to listen with intent.
Learning to Quiet the Voices to Listen
One particular student helped me to understand how important it was to listen with the intent to understand. He wasn’t in trouble and he wasn’t bringing me a problem. He was just telling me about the song he was writing. And I might have missed it had he not said “Do you really want to hear this? I can tell you another time.”
I stopped. Did I? What were my choices? See, I hadn’t stopped what I was doing when he asked me. I had kept on doing what I was doing. So I stopped, put down my pen and listened. But instead of just listening, I gave him my attention and he gave me a wonderful gift – he shared his story of writing a song about our class – each person had a verse – all 31 and me. Then he sang it to me. As he proceeded to sing, I began to understand why he was always humming as he worked. Over time, I learned he would write songs to remember what we were doing and used these songs, humming them, as he wrote or did an exam. I had learned so much about him.
Although I learned something, I really didn’t learn to listen until my 4th daughter taught me. She had a speech impediment and, until she was about 6, hard a difficult time communicating. As a parent, I was often left frustrated by not being able to understand what she was saying. It took me a long time to learn to stop, quiet the rolling voices that were in the background and listen, not just with my ears but with my other senses as well.
That was the beginning but I’ve learned it’s a daily journey, one I must tend each day.
A daily journey.
It sometimes involves tears.
Some are mine.
Let People Know You Are In Relationship With Them
Schools are busy places. There is always something happening and a commotion somewhere. In all this busyness and happenings, how can one possibly listen to all that comes along? I struggled with this as an administrator – remember Fix-It mode? I also suffered from Pressing Issues syndrome, Tattling overload, Initiative fatigue, Reporting cramp, Teacher Frustration aches and No Dinner pangs at times. Listening wasn’t always easy – but it was absolutely necessary.
Letting people know you are listening means you need to commit to that relationship in the moment. Listening to a student tell me something isn’t really an efficient use of time. But it can’t be about efficiency – it has to be about effective as it relates to relationships. As leaders, it’s about sharing one of the greatest gifts you have – time.
As a parent, I learned that I needed to listen with all my senses in relationship with my daughter when she was telling me something. And it wasn’t just my one daughter. As a father of 8, it’s sometimes very busy when people get talking. My wife and I have often eaten cold suppers after all the stories have been told.
In silence. Listening to the smiles.
At times, when I was busy, I had to be honest with my children and ask them if they could tell me in a few moments. I’ve done this with students and teachers. It is important to enter into relationship with others as you listen and sometimes being honest with them and arranging another time is the right thing to do.
And if they say no?
that’s was always a cue that I needed to stop and listen because it was important.
Being In Relationship
In all the discussion about devices, communication, screen time, and distraction, it’s often portrayed that we only have “real” relationships when we are in a fact-to-face interaction. Yet, my experience is that it’s about the relationship of the people that is the important. A while back, I wrote
The point is that today, now, there are many different ways for us to connect as a family. I’ve learned not to compare the past with the present so much any more. Things are different and will be different. There are new things that challenge my worldview and previous assumptions and have made me change how I view and think about many things.
The point is not about the devices or technology but the relationships we have with people. Too often what becomes lost in these discussions is the space where each particular person is at
listening to reply – not understand
So, how are you today?
In a recent Switch and Shift article How Technology is Challenging the Human Side of Business, Pam Ross discusses her role in helping leaders bridge the technology/human relationship gap.
The thing is, technology impacts our workplaces and our culture like never before. To the same degree, it also provides ways to better connect, communicate and engage with your employees. I am excited to join Switch & Shift to write about how leaders can understand and use technology to create awesome culture and more human workplaces.
One of my main focuses has been the intersection of relationships and technology at the school level and in education in general so I was intrigued. Pam covers three topics in the post, We are always connected to work, We have the ability to work from anywhere, and We share our experiences fritionlessly. The same goes for students and teachers, which should come as no surprise. I recently read of two highschools that are experimenting with no substitute teachers when teachers are absent. In these schools, teachers have the option of not having a substitute teacher come in and, instead, having students work on their assignments in a common area.
Both districts said skipping substitutes is a natural extension of increased technology use. They’ve already been using online lessons in the classroom, and, in Farmington’s case, asking students to work on them from home on snow days. Why not try it when the teacher’s absent?
Both schools say a teacher is available to help students who need assistance.
The Human Side of Learning
In the examples above, what is important to note is that the human factor is still an important part of the equation. As someone who has been a proponent of relationships in schools, I believe that these are so important and cannot be replaced with technology. Instead of viewing technology in a binary This or That conflict with relationships, it needs to become part of an integrated system of learning where students can access information from anywhere but where other people – teachers/peers/experts – have a relationship that supports the student in their learning.
As Pam Ross states in her article:
The good news is that technology not only creates engagement challenges, it also creates huge opportunities to alleviate these challenges and to create more engaged and human workplaces.
There is a new form of literacy in the world of work. It’s what I call “Digital Fluency”, and is critical in today’s fast-paced, social and digital world. Digital Fluency is the ability to use technology to communicate, collaborate and connect with customers and coworkers, and the proclivity to learn and adopt new technologies to get work done.
A Focus on Digital Fluency
As Pam points out, there is a need to assist people in developing digital fluency. A recent article Digital Natives, Yet Strangers to the Web in The Atlantic by Alia Wong explored a similar issue. Students might be growing up with digital devices but they need guidance.
Indeed, although many of today’s teens are immersed in social media, that doesn’t mean “that they inherently have the knowledge or skills to make the most of their online experiences,” writes Danah Boyd in her 2014 book It’s Complicated: The Secret Lives of Networked Teens. Boyd, who works as a principal researcher at Microsoft Research, argues that “the rhetoric of ‘digital natives'” is dangerous because it distorts the realities of kids’ virtual lives, the result being that they don’t learn what they need to know about online living. In other words, it falsely assumes that today’s students intrinsically understand the nuanced ways in which technologies shape the human experience—how they influence an individual’s identity, for example, or how they advance and stymie social progress—as well as the means by which information spreads thanks to phenomena such as algorithms and advertising.
Part of issue is that many teachers continue to struggle with technology and the incorporation of technology. Although some schools and districts/division are incorporating a blended learning approach, the subject of digital fluency and the human side of technology is not usually discussed.
Portfolios and Body of Work
As an educator, I’ve been using portfolios for about 18 years. These began as simple folders where students would gather their best work to be used during Student Led Conferences. Since then I’ve been using a variation of portfolios with students as a way to help document their learning and growth. One of the most exciting turns was when I was able to shift to a digital format – first with wikis and then with various other platforms – that allowed students to included a variety of different formats – pictures, videos, drafts of writing, podcasts – allowing students to not just show a final product but to show their learning through stages.
Over time, I have begun to view portfolios as the next stage in the shift in learning. Students, working on a variety of topics, can build a portfolio of the work, from in school or out of school – A Body of Work – that grows as they progress in their learning. Teachers guide, support and challenge students to explore, helping student formulate significantly deeper and more complex questions to explore. It would also help students develop digital fluency – communicating, collaborate, connect, create, critique and collate – all as interactions with other people. As the article by Pam Ross shows, these are important skills.
Technology and relationships are not incompatible but until we shift how we view them working together to build stronger relationships, there will continue to be a deficit attributed so someone depending on which side of the argument you happen to stand.
Recently I was in a staffroom at a school where I was subbing. Someone mentioned having to spend the evening in the rink for hockey – it was going to be a long season! A younger teacher, who had recently returned from maternity, remarked that before she had children, her youngest is one, she had all kinds of time and energy but now, with two toddlers at home, she feels exhausted. She remarked that she could understand now why some teachers never make it past 5 years. At some time in the past I would have made a comment about children but now I don’t. See, when you mention you have 8 children, it makes almost everyone else feel like they shouldn’t complain, like there’s no more room. It takes away their story, usurps what they are feeling. It’s hard. I remember that time since my youngest is only 6. But things have changed, and, thankfully, I’ve learned a little bit.
Filtering the Influx
In the blog post The Coming Podcast Surplus, Seth Godin discusses how the growing number of podcasts means he doesn’t have enough time in the day to listen to what is being produced. I find myself in a similar predicament where there are more podcasts created than I have time to listen and I have to limit/select what I listen to because, as Seth says
I can’t listen to something new without not listening to something else. Which makes it challenging to find the energy to seek out new ones.
I also find the same is happening with blogposts. There are more being written than I have time to read. Even though I subscribe to an RSS reader and scan the titles, there is so much being created and I am limited to what I can read. I have to filter more than I did just a year ago and I don’t go looking for new input as often as I did. I rely on suggestions from others or something from my twitter feed or Flipboard.
As a blogger, I have found that although people may read what I write, they rarely comment anymore. I also have to keep in mind the amount of time it takes to read a post – many readers don’t seem to stick around if the post gets too long.
In talking with teachers I know, they feel the same and, with the continual implementation model that has landed and planted in education, and a new expert popping, they have less time to do these things than they did before.
Time for What’s Important
Today, a tweet with a link to an older post by George Couros Isolation is now a choice educators make appeared in my feed. As I read through the post, I began to think about how, in the two years since that post first appeared, my own situation has changed drastically
Then – I was in the middle of my last year of full-time administrating/teaching/coaching. With 6 children who had a full slate of extra-curricular activities, a wife that I like to spend time with occasionally, a school and staff going through transition, I found I had little time for other activities. We lived a 45 minute commute to my daughter’s hockey practice and I coached/reffed 400+ hours that year. Every day I wrote in a journal as a reflective practice, something I had begun in my first years of teaching as a way to describe and work through some of the many things going on around me. I didn’t exercise as I knew I should and there wasn’t much time for other things. I definitely didn’t have time to blog nor did I have a great deal of time for “connecting”. I was too attached to the events, too in the middle of the story, to be able to reflectively write for public. In the middle of a living story. As the young teacher had expressed, I was exhausted. But, despite all this, at times I felt like a failure – I wasn’t connecting enough!
Now – Two years later – I am a part-time stay-at-home-dad helping my wife raise 4 children, I sub a few days a week, work as a graduate student and spend time helping educators connect and grow through #saskedchat, #saskedcamp and visiting classes to discuss Digital Citizenship . I have time to reflect, to think about what has happened around me and time to filter events. I have time to do presentations, to speak with teachers about what they are doing, to listen intently to their stories, and make connections that, in the midst of the story, I couldn’t. As I read George’s post, I recognized how some of my own thoughts shifted about connecting. I have time to blog and see how it helps. I have time to listen to podcasts as I run, something I couldn’t do. I read from a variety of genres and topics and am challenged by topics of race, gender, colonialism, hegemony and their impact on society and our lives. Living in the midst, time was given to the priorities that were important – life connections.
I didn’t have time for a number of things, even though they were on my “I really want to do that” list because there were higher priorities – marriage, children, teaching, coaching, driving, watching my children as they played – all more important because those connections – wife, children, colleagues, community – were priorities. Priceless time spent driving with my youngest daughter and listening to her grow into a wonderful young woman. Priceless – worthy of all my time.
Take Away – Expecting people to do things without knowing their story and taking account of their experience is akin to asking all students to learn the same way. We’ve moved on. Expecting people to connect because of my personal experience is, well, selfish. I’m not listening to them. It works for me, now. Why, because of my circumstances. Even though 5 or 7 or 9 years ago I had used technology, I am now able to grow my connections and help other educators through that role.
The guilt is gone.
Did it need to be there? Why do we do that?
Listening in the Midst
As an educational leader I have worked with a number of different schools to shift negative school culture to one of collaboration and sharing where student learning was our primary focus, to transition new teachers into the profession and, with difficulty, to transition a few teachers out of the profession. I have worked with students, staff and community on a number of community-based school policies. I’ve learned the importance of relationships, learning, leading and following. One of the most important learnings I have had is to meet people where they are, walk with them, support them, challenge them to grow and learn but, most importantly, to honour their lives in their midst. To impose my idea of what is correct or right or the best on those with whom I am in relationship does not honour their stories.
George is correct, isolation is a choice.
I have met very few teachers who are all alone.
They might not be online blogging or tweeting but they have connections – a network of people who support them and to whom they turn to for support, ideas, inspiration, who they bring into their classrooms and the lives of their students, and who connect them with others in so many ways. They have young families, are dealing with life changing challenges and a myriad of other living in the midst and using their time for what is important in their lives.
I am fortunate enough to have had the time to be able to experience this, to learn from others as I they told me their stories. Yes, I have worked with some and helped them to connect, to grow their connections, to shift and change their teaching practices. But, I have also learned to honour those who have other priorities while supporting them where they are. They are worthy of my time and my experience.
I have 8 children. 4 girls. 4 boys. They, along with my wife, are my highest priorities because, long after I am no longer around, they will continue to change the world in ways I cannot begin to dream.
If it’s a priority, we devote time to it. Was I wrong?