As parents, one thing that we have tried to impress upon on children is the importance of sharing, whether it is with siblings, friends, or other people, we have tried to help our children understand the importance of sharing while at the same time helping them to understand that they must be careful with what they are sharing through their social networks, the different social apps that they use, the people with whom they engage and the relationships they have with others.
It’s Not That Simple
Being a “modern” educator, for some, means having a PLN, integrating technology, and, through various means, “sharing”. However, too often educators who aren’t integrating, twittering or blogging or aren’t seen as embracing technological advancements are often described as somehow being “less” as teachers, as being not as worthy,
“And, sadly, some people write off technology as a chore or passing fad”
This attitude, unfortunately, continues to reinforce the binary of the “good/bad” teacher which does little to explore the strengths of people but, instead, serves to limit people and continue traditional power structures that have dominated educational discourses throughout history where certain groups are described as “less worthy” because of their lack of knowledge or talent or whatever can be used to create the power binary. We have to remember throughout time, “good/bad” teachers has meant things very different from the present.
The idea that it is right to be a student-centered and caring teacher rather than a self-centered teacher is one that, while strongly held at this point in time, is contingent as any other idea about good teaching in any other historical period. McWilliam, 2004
Sharing, as an educator, has now become what “relevant teachers” do because it is now “right and proper” to do so. But the definition of “sharing” continues to change and morph as can be seen in the continual changes found in the Terms of Service of apps like Facebook and Twitter and the use of various social networks for various types of sharing.
In fact, there are numerous examples of people who have made poor decisions when sharing online, examples of how sharing and privacy have become issues and the harmful effects that happen when things are shared without people’s knowledge or their consent such as the numerous examples of phishing scams where people have had their information used by scammers and the harmful and destructive consequences of people who have pictures stolen and shared against their consent.
Sharing is Important
Learning to be generous with time and resources is something I want my children to develop and appreciate. However, it’s also not quite as simple as Mark Zuckeburg makes it out
“Facebook’s mission and what we really focus on giving everyone the power to share all of the things that they care about,”
Yes, sharing is important and something that needs to continue, especially for teachers. However, it’s not as simple as “just sharing”. There are many instances when, although I wanted to share, doing so would have been unethical or might have had negative consequences. Like many others, I’ve been on the receiving end of nasty trolling from taking a particular point of view. It’s not always possible or positive to share one’s experiences.
In a world dominated by the digital, sharing online seems to be the ONLY way that some people consider to be real sharing. Yet, in many instances, the intimate conversations that take place between two people, or in a small group, can be what really cements and binds our socially mediated relationships.
As educators, relationships are so important and, although having digital relationships and learning to live in a world where digital discourse, literacy, citizenship, and relationship are important, there is a place for people who are more comfortable with the less-digital, less-technological. If we believe that each person’s development is important, then genuinely respecting and honouring them should allow us to feel anything but “sad”. In fact
Good teachers will one day feel differently about progressive teaching, just as they have done in other times and places. McWilliam, 2004
What do You Share? How do You Share?
How do you share? What do you share? How does sharing fit in your lifestyle as a teacher? Parent? Partner? Individual?
Week 2 of the #saskedchat Summer Blogging Challenge
Our topic this week is Supporting. Tribe, a post by Jana Scott Lindsay, has me pondering how do we support ourselves and, just as importantly, be part of a support system for others. Jana starts her post off with a great quote from Seth Godin – go check it out. I’ll wait.
Pretty great quote isn’t it? Great post too!
Seth Godin constantly reminds me that I don’t have to write a short story to get a point across. In fact, sometimes less is more. In his post today, The Top of The Pile he asks
We need an empathy of attention. Attention is something that can’t be refunded or recalled. Once it’s gone, it’s gone.
So, what have you done to earn it?
In his latest book What to do When It’s Your Turn (and it’s always your turn) Godin reminds us that
Now, more than ever, more of us have freedom to care,
the freedom to connect,
the freedom to choose
the freedom to initiate
the freedom to do what matters,
If we choose.
It’s that choice part that I need to pay attention to and remind myself about. As Jana discusses in her post – you read it right? – being conscious of others is a choice, being part of a tribe is a choice, being involved is a choice
for most of us.
There are others, however, that don’t get to have those choices.
How do we support them? How do we make others aware of this fact? How do we get to the top of their pile?
And not just because it’s part of being an educator but because we have the freedom to care, connect, choose, initiate –
we have privilege.
Support – what does it mean to you?
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.
Blogging as a professional
The January 28th #saskedchat explored Blogging as a Professional.
Now, there has been a great deal written about the benefits of blogging and many connected professionals who do a great deal of blogging will attest to the benefits. Teachers who have a classroom blog discuss the many benefits to the process of blogging for their students.
As someone who has blogged off and on for years, I started my first blog in 2007, and have averaged about 50 posts a year for the past few years. Like many educators, two things with which I struggle are consistency and topic choices. These were two of the topics that participants discussed during the #saskedchat on January 28th.
Like many educators, finding time to “add” blogging to my own schedule was very difficult. In discussing blogging with other educators, this is one thing that often comes up. Many of these educators actively participate in online communities are indeed “connected educators”. However, the practice of blogging has not become a regular part of their routine.
One of the things that I have learned that in order to consistently do anything, you have to approach it from a positive mindset and be prepared to do some hard work.
It’s like any new action item you want to do whether it be exercise, eating healthy, quitting a bad habit or just being better organized, there is a process to that you need to develop to be successful. I have read a number of those “Do It Like Successful People Do It” whatever the “It” might be. Each person had a different way of approaching their goals, tasks, daily routines, etc. but what seems to be consistent in the literature is:
1. Plan for it.
2. Make it part of your routine
3. Say “NO” to something else
4. Set yourself up to succeed
5. Check on your progress, adjust, and move forward
Something else that consistently is discussed is to follow your own path.
Todd Henry talks about this in his books The Accidental Creative and the follow up Die Empty when he discuss Periphery Paralysis. Too often we get sidetracked by what others are doing or saying we should do instead of looking at what we are doing and focusing on our own creative works. We forget to look at our own strengths – many of us begin to doubt our strengths. Instead, in a world that is filled with constant bombardment of information, we begin to lose our own sense of self as we are asked to do more and more of what others deem is important. To avoid this paralysis, you need to focus on your work and building your own body of work not someone else’s.
So, how do you go about blogging as a professional? Well, from my many false-starts, limited bursts of consistent blogging and experience, the process I would suggest looks something like this:
1. Decide if you really want to make this part of your routine. Maybe it’s not the right time for you and that’s okay! You can’t follow the path of others – you need to walk your own. If you feel it is a good time to add this to your routine, move to the next step.
2. Ask yourself why you want to blog. What is your personal mission statement and how does blogging help you fulfill that mission? This can help to focus you as you begin. This isn’t a “One Mission for Eternity” thing, you can decide to change your focus later on but what is driving you to blog? Even if this is an assigned task, what will focus and ground you? Why do this?
My mission “To relentlessly pursue supporting educators to develop creativity and innovation in the classroom through connecting, developing relationships and effective professional development.” Part of this mission is to continue to assist teachers to connect through #saskedchat and other formats and connect them with other amazing educators locally and globally.
3. How will you make it part of your routine? What will you do make time to write your blog? What might you have to change to make this work? In his book The 5AM Miracle Jeff Sanders explains that you don’t have to get up at 5AM but rather it is about
the abundance of opportunity that presents itself when you live each day on purpose.
In the book, Jeff outlines The Ideal Morning, The Ideal Evening and the Ideal Week. In each of these, you purposely set out what you will do with the time you have. Remember this is if the week were “Ideal” but it does get one thinking about how to allocate time and what you are doing with the time you have each day. Blogging shouldn’t be an add-on. Instead it needs to be part of your routine. This leads to the next point.
4. Write consistently. Whatever you decide, every day, Monday, Wednesday, Friday, every Saturday morning, it’s up to you. What I have learned is that if you are able to consistently “ship your work”, as Seth Godin suggests we should, then do this consistently. Consistent writing will help you to improve as a writer. Give you specific deadlines and goals to work towards. It will also help you to move to the next stage.
5. Write about what matters to you. Your topics need to be find their voice through you. There are all kinds of suggestions for the ideal length of all things on the internet and specifically for the length of a blog post. My suggestion is to keep it shorter to begin with and work at finding your space. Include graphics and links but don’t over use these so they break up what you are trying to say.
6. Topics – this is an extension of the last point. I often thought I would have trouble finding topics. However, after reading Become an Idea Machine: Because Ideas Are the Currency of the 21st Century by Claudia Azula Altucher I began to keep a log of different ideas. I have a small notebook that I use to jot down ideas for blog posts, and anything else that pops into my cranium that I carry with me all the time. I then transfer these to a running list of blog ideas that I have – I’m up to over 100 ideas. I started with the writing examples from the book and then began to add my own based on what I was reading or watching or discussing. Short on ideas? Check out James Altucher’s post The Ultimate Guide to Becoming An Idea Machine for inspirational places to look for ideas.
Blogging shouldn’t be a chore. If it is, then maybe you need to reconsider your “why”. Or maybe you haven’t found something that you can run with yet. I know I needed to schedule it into my day, prioritize what I was doing and get rid of a few things. Becoming effective is different than trying to be efficient. When I was looking at doing things from an efficiency point of view, I would add small tasks that I could get done quickly and efficiently but I wasn’t giving myself time to do “deep work” as Cal Newport describes the work we do when we focus on a specific topic and delve deeply into it.
You might have to say “NO” to something or examine what you are doing and decide that things need to change. From experience, adding it to an already full day without planning and developing a routine doesn’t usually work. Instead, like making a decision to live a healthy lifestyle instead of “dieting”, there will need to be decision that you make and routines that you need to change. It might take a while and you might experience a few setbacks – I sure have! Don’t let these discourage you. When that happens, reassess where you are, what went right and what went wrong. Make alterations and get back at it!
I look foward to hearing about you blogging and any ideas you have for incorporating blogging into your professional, and personal, life.
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.