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
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”
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?
Do you love to learn?
Try new things?
Explore new ideas?
Read books/ebooks about a variety of topics? Search Youtube for different topics? Search the net to learn about something you are doing? Tried a MOOC (Massive Online Open Class)? Participated in a Google Hangout? Done a Mystery Skype? Blogged about your day? Joined a Twitter chat?
Are you trying new things and seeking to learn something new? How about a new summer bbq recipe or some new salad dressing?
That’s What We Do
These are just a few things that I and many of the educators that I know would consider to be just what we do. Learning new things, trying new experiences and seeking out ideas that push our own thinking about the world and our own place in it. Yet, is that what the majority of the population is doing? Are people reaching out to new experiences, trying new things and learning? According to Philip Pape in This Habit Will Put You in the Top %1 of Experts and Money-Makers ,
- 25% of people have not read a book in the last year
- 46% of adults score in the lowest two levels of literacy
- Reading frequency declines after age eight
Yet, when you’re surrounded by people who read, support reading, encourage reading and like reading, it can seem that most people read and are into learning new things. But is that what is happening? It’s hard to tell. In doing some digging, it appears that Canadians are reading.
A 2005 readership study by the Department of Canadian Heritage (PCH), READING AND BUYING BOOKS FOR PLEASURE, found that nearly 9 in 10 (87%) Canadians said they read at least one book for pleasure in the 12 months preceding the study1 and that half (54%) read virtually every day. The average time spent reading is 4½ hours per week (unchanged since 1991); the average number of books read per year, 17 (down only slightly from 1991). Fully one-quarter (26%) reported that reading is the leisure activity they most commonly engage in, as many as cited TV-watching, putting reading and TV-watching in the #1 spot among leisure pursuits in Canada (and dwarfing “Internet activities,” which only 9% cited). These findings support thePCH report’s conclusion that “reading for pleasure remains a solidly established and widespread habit with little or no change over the last 15 years.”
Now, reading isn’t the only way people learn. In fact, through access to information on the internet, learning in some areas of the world is easier via video and audio. I used this video to repair a crack in the windshield.
Learning is available all around us. But as Steve Haragon discusses in his latest post there is a dissonance that he is seeing and sensing in the world around which is impacting people.
In the absence of coherent and engaging ways of viewing and improving our world, and of helping each other, the result may be that we shut down. We surrender our sense of agency. Cognitively and emotionally, our normal awareness and empathy bubbles shrink down to small, individual, spaces.
It may seem like this at times, especially when there is so many things that are happening and change is taking place at a rapid pace, so quickly that, for some, retreating is a way of coping. I know that there are times when the constant cacophony of educational voices imploring the need for change can feel overwhelming. In some cases, it would seem that throwing out the baby with the bath water is not only desirable but the only way for progress.
Teachers are Bombarded
This summer has seen an increase in the number of learning opportunities for teachers and it looks like this will continue well into the school year. For many teachers, summer is a time to recharge and refresh themselves. Learning is definitely a great way to replenish one’s batteries but in the past few years there has been a growing number of activities and conferences which now includes online conferences, edcamps and MOOCs plus weekly twitter chats and book clubs. These opportunities vary, each one vying to get the attention of teachers.
What does a teacher do?
Despite the rhetoric that fills some blogs, most teachers are life-long learners, trying to improve their classroom practice. With so many ideas and options available, trying to cope can seem daunting. The image of teacher-as-superhuman doesn’t seem to be far off!
Go to this conference!
Get this certification!
Get more certification!
Start a blog, write a book, present at a conference!
Embrace makerspace, genius hour, inquiry learning, flipped classroom, flipped staff meetings, flipped professional development, gamification of the classroom and school and professional development – make all things fun and engaging.
At a time when teachers and education seems to be lacking, improvement seems necessary.
Teachers who are learners and work to improve their teaching are being overwhelmed.
“Teachers retreat into themselves, not because they don’t care but because they care so much and so deeply they are being overwhelmed.”
I can’t remember the source for this quote. As an administrator, I would use this as a way to remind myself that part of the role of being an educational leader was to help teachers to manage the constant bombardment. If teachers with whom I was working were becoming overwhelmed by all the demands, it would show in there day-to-day interactions. That meant being with them in their classrooms and working with them on projects. Hiding in the office under the desk only to appear when there were good things happening isn’t a successful leadership style. Were the initiatives and requirements draining the care right out of the teachers? If it seemed that teachers were withdrawing, it was time to realign so that people didn’t disengage.
Are we killing the love of learning in teachers?
Are we becoming over zealous and driving people away? Are we using the excuses of like technology integration and student performance to push our own narrative of good teaching?
“I have seen the light and now you need to or your are a bad teacher!”
In fact, it’s creating a gap. People who just a few years ago weren’t engaged or were just beginning to engage with technology and using social media seem to have made themselves gatekeepers and gurus who proclaim what is and what is not good for teaching and what constitutes good teaching. Teachers are bombarded with someone’s version of what it means to be a good teacher and a lot of it has to do with using some kind of technology or program or …. or… or….!
Todd Henry, author of The Accidental Creative and Die Empty and creator of the podcast The Accidental Creative discusses in his interview with Ron Friedman, a tendency to only post the positive-self online, the trips, conferences, publishing, accolades and not the more human parts that get people to these destinations so that it seems everyone we view is living these immaculate lives and doing all the great stuff which can lead to some serious anxiety as people think they need to keep up. Todd Henry describes this very well in Comparison and Competition.
Have you ever looked around at the work of others and felt like yours isn’t measuring up? Has this ever caused your passion for your work to wane? Don’t allow the slow ratcheting-up of expectations to paralyze you.
Too often, teachers are being shown a constant stream of what “experts” are doing without being given the time to improve themselves in a meaningful way. Yes, it can fuel people to improve but, just as easily, it can deflate people to give up. Rockstars were once garage bands.
Start with Relationships
Over and over again I’m reminded that whatever needs to change, building great relationships with students, teachers, parents and other community members is the foundation. Whether it’s Seth Godin in Linchpin, Stephen Covey in 7 Habits of Highly Effective People, Michael Fullan in The Six Secrets of Change or Carol Dueck in Mindset: The New Psychology of Success, relationships again and again are the foundational piece to what people do. In his recent piece in The Guardian, Paul Mason explores the end of capitalism in a postcapitalist society. Mason pieces outlines how technology allows information to be freely accessed by anyone. This in turns allows people to work together in new ways that until now were unattainable due to costs and distance.
we’re seeing the spontaneous rise of collaborative production: goods, services and organisations are appearing that no longer respond to the dictates of the market and the managerial hierarchy.
As highlighted by Godin in Linchpin, relationships and giving to others are changing how people and companies interact. We may only be at the beginning of this shift, but for schools and teachers, building relationships with students, other teachers and their community is so important. Teachers and schools no longer control the knowledge and content that students can access. Although many teachers and schools continue to try, some educators are making the shift to helping students to become inquirers, supporting the student as they learn, focusing more on the learning and relationships and less on controlling content and assessment.
Highly Organized and Controlled
As schools, school systems and, to some degree, teachers struggle with trying to control information and content, there is a rise in various methods being used to control what students do, when they do it and how they do it. Highly structured uses of technology and implementation of various systems used to monitor and provide feedback to students continue to dominate classrooms as teachers continue to be required to provide traditional grades and students are required to take traditional tests. Despite these requirements, there are teachers who are pushing for greater openness – Genius Hour, Makerspaces, Gamification, Inquiry Learning, and versions of Blended Learning and Flipped Classrooms all are stretching the traditional classroom to become more learner focused with greater autonomy on the part of the learner.
Stephen Wilmarth, in his chapter Five Socio-Technology Trends That Change Everything in Learning and Teaching from the book Curriculum 21 Edited by Heidi Hayes Jacobs, explores how technology can lead to greater social interaction and learning. As Wilmarth explains
Be assured, I am not advocating that children do not need to learn to read. They do. Or that writing will not be necessary. It is. Or that the process of arriving at sums no longer matters. It does. But all of these things are the outcomes of social adaptation to prior technological change and invention. It is the nature and relevance of reading, writing, and sums that change as we enter the postliterate era. Significantly, it is and relevance of reading, writing, and sums that change as we enter the postliterate era. Significantly, it is the way in which we make meaning out of information to create new knowledge that is changing.
The relationships that are created within classrooms are beginning relationships of learning. Through social networks, we now have the ability to expand these learning networks beyond the classroom.
Joining communities of interest and shared values (personal, family, cultural, political, economic) has always been essential to a learner’s identity. In this case, identity equates to where an individual is on the learning curve. And where traditional community relationships once defined a learner’s identity, emerging social networking technologies allow wholly new community associations to spring up organically and globally. These community ties, both strong and weak, exert a powerful influence on learning.
First, keep in mind that social networking technologies are changing rapidly. Second, remember that the technologies are not the point. In social networking, it’s important to concentrate on relationships, not technologies.
Teachers are coping with changes on multiple levels both as learners and, in turn, as teachers. To think that teachers will all be able to move at the same pace is akin to saying all students in the classroom will learn along a linear timeline, at the same pace, with the same tools, doing the same things and arrive at the same time. I don’t know anyone who still believes this takes place in a modern classroom.
Do You Love Learning?
As classrooms and schools move through transformational phases, there will continue to be different degrees of adoption and change. Unlike many who seem to be frustrated by a seeming lack of change, I am optimistic because I have seen so much change in so many areas in the past 4 or 5 years. Twitter, which was once a fairly lonely place for me, is now a fully vibrant learning network with connections of all types of learners and leaders. Interestingly, some of the earlier adopters who were avid sharers are now less involved in the networks, working more in a different avenues such as presenting and blogging or become teacherpreneurs on their own.
What drives all these people? I believe it is a love of learning that is at the heart of what they do which leads them to share and connect with others to share that passion, building relationships with others through learning. I believe their passion for learning fuels their passion for teaching. For others, that spark needs to be kindled and fanned not crushed and blown out by a constant bombardment.
…. what if teachers were supported as learners, trying to move through a myriad of changes along with everyone else? What if their learning was supported and valued, incorporated in the their work and part of a systemic view of learning as work?
….. how educational leaders can support teachers as they transition to a learning system where discovery and asking questions is of primary importance instead of content and knowledge distribution?
…. what if learning and relationships were the primary areas of focus? How might schools change to meet the needs of students and teachers through these two lenses?
…. where wondering and innovation will fit as educational institutions transition from being content and knowledge distribution centres?
How many times have you heard this?
It’s sounds so simple –
Just Do It!
Change is happening all over the place. In fact, so many of us jump into change that is rather life altering — marriage, children, new jobs…. pretty life altering! I mean, these changes are BIG!
Really, it’s not that people are totally afraid of changing.
New hair styles, wardrobe redos, new menu choices…. they’re all changes.
I know I’ve read more than a few blog articles about no longer accepting the “excuses” for not changing — there needs to be a change and we need to move on — NOW!
Sometimes We See that Change is Necessary
I’m transitioning myself through a major life change — one that is extremely exciting — and scary and terrifying and exhausting and ……. but necessary.
I could no longer ignore that change needed to happen. I wasn’t happy, my family wasn’t happy. We made the decision — discussing it with my wife — to move on and try a new path.
To what, I not really sure but the rut was starting to get too deep. I wasn’t seeing things with new lenses anymore. I was starting to look for “easy” solutions at times — not the right solutions. In short, I was not being the educational leader I expected myself to be.
Sometimes we wander across just the right thing at the right time.
A while back on twitter I happened upon this tweet
As I read through the article there were so many things that struck me as being important in the educational context.
1. Healing takes time – change requires healing time
Often I’ve heard “Well, they need to get over it. That’s the way it is and it’s time to get with the times. There’s a new train leaving and either they’re on it or …” In fact, the number of articles that are almost hostile to people who aren’t willing to change as quickly as they it is deemed they should is somewhat surprising given we are suppose to be an empathetic and concerned group of individuals.
As an administrator who has been involved in working with a number of staffs in different schools on improvement and change – I didn’t always understand this and often thought “Let’s move on. We’ve been going over this and rehashing this.” I didn’t understand that, as the educational leader, I needed to listen to where they were in the change process – not where I was or where I wanted to be. But that’s only the start – the next step is empathizing and then help them move forward with the understanding that staying put isn’t an option and support will be in place to transition.
2. Telling someone that change is going to happen doesn’t eliminate the need for time for healing.
As a parent, this has been so real for me and my wife. We have lived in many different communities. As parents, we learned that we needed to discuss the move with our children well before it happened BUT that didn’t mean the children wouldn’t need time.
I recall my oldest boy, days before we were moving. He had never really experienced leaving friends. There he was, with his best friend, walking behind our house in the late evening along the back road. The two of them, arms over each others’ shoulders walking – occasionally talking – stopping to look, point, talk.
It nearly broke my heart as I watched these two friends help one another – tears rolling down my cheeks as I witnessed friendship as it best.
Later that night, before bed, we talked about how he was feeling. LIke it was yesterday, his reply was “I’ll be okay. I know it will be okay. I just need time to get use to this.” He was 8. He taught me that change was okay – but it wasn’t easy no matter how much advanced warning.
As an administrator, I constantly remember this as I have worked with teachers, parents and students moving through the change process. As a prime example, after moving to a new school, our staff was in the middle of a planning meeting as the old school was being demolished. Many of the teachers couldn’t concentrate on the meeting we were having – the old school being torn down! We stopped. Watched. Some tears were shed. Memories were shared. They knew for 2 years that this was going to happen. It didn’t make it easier.
We took a break. People wandered outside. Some had spent nearly 30 years teaching in the school. They knew rationally that it needed to be done – but 30 years of drama, sports, graduations, first days….. you don’t just walk away.
Too often, in the name of progress, the rush to change becomes a litany of initiative after initiative in the name of “Doing what’s best for students” with new ideas coming from all over the place. Telling people that change is coming doesn’t mean you don’t have to help them when it actually happens. Again, empathy is a big part of this and giving teachers a list of 10 things isn’t empathetic. Neither is listing all the benefits or, like I’ve seen, ridiculing those who aren’t changing in forums of those who’ve changed. The last one, sorry to say, is somewhat of a staple in some twitter circles and is so embarrassing that people with fairly large followings talk about other people like that yet do it in the name of “What’s best for students”.
Exactly what would children learn from that?
Another group I’ve especially seen this with is new teachers. “10 things to you need to know as you begin teaching” is a great title but if you’re really concerned about new teachers, you’ll talk to them – constantly – not just at the beginning of the year or during the new teacher follow-up meetings or class observations. Even if it means making a note to yourself to stop by after school or in the morning to “talk” (I mean listen) to them, it’s needed. They need to “hear” from you in more than emails, memos and observations. And, no, you don’t have the answers – they aren’t asking questions but working through change. Give them a wonderful gift, your attention!
3. Change goals are too vague and too longterm.
“It’s what’s best for students” isn’t good enough anymore. For everyone who pulls this phrase out when referring to school reform and the advancement of technology, quit saying it because I can give you a whole grocery list of items that would fall in this category and fulfill the criteria.
And the rationale that “It’s what is happening everywhere outside of school” is another one that needs to hit the dumpster for the same reason as above. Again, there’s a grocery list of things that fit here. Yes “everyone is on ______________” but, that’s doesn’t mean it’s for everyone or that we will find the same fulfillment/satisfaction/learning/growth. This is as ridiculous as saying we’ll teach all the students in our room the same way with the same material and expect them all to learn and be excited about it. How about let’s stop this “one size fits all” for everyone in education and, instead, help teachers with some long-term goals for change and then short-term feedback goals for success. “Everyone’s doing it” is something a teenager says to their parents not something that I would expect in a conversation concerning educational change that is impacting the lives of teachers.
Goals need to be specific – we’re moving to use ePortfolios because….. – and have the people doing the change fill in some of the reasons because there are people who will be ready and accepting of the change and be prepared to move things forward. Constant initiatives from out there “in the best interest of students” hasn’t really worked so far – why do we expect them to suddenly work? Be specific about the change. Set a longterm goal – but then set short term goals and allow people to move forward, make mistakes and work through the changes. Give time for feedback and reflection that can then be integrated into the next step.
Give individuals the assistance they need to move forward, hold them accountable and be expected to be amazed.
As an administrator, one thing I’ve encountered numerous times is the “3 year plan – 1 year mindset”. The initiative is given 3 years to be fully implemented but that is 2 years longer than the timelines given for seeing results. There will always be those people who want to impress and will be willing to “succeed” at all costs – but in education, the human cost – especially when it relates to teachers, students and parents – is just too much. Either live by the 3 years or stop the smoke and mirrors and be honest about the change timeline. People may not be happy but they will know what is expected of them – especially the leaders in the school – and adjust accordingly. Support for a 3 year initiative is much different than that of a 1 year initiative.
4. Not everyone moves at the same rate or has the same needs
Individual needs are not usually part of the planning process when discussing change. People talk about them and acknowledge them but don’t plan for the differences. Instead, whether it’s teachers within a school or schools within a division/district, the expectation is that the change will look and proceed along a certain path and, if it doesn’t, there is something wrong with the person/school and nothing at all wrong with the plan.
Educational leaders talk about students with different learning needs yet I’m still somewhat astounded at how similar so many classrooms look. Talk isn’t action and for the latter to occur there needs to be specific planning and supports integrated to help with the transition. There is a large hue and cry for change – assessment, planning, cross-curricular integration, technology integration, flipped classrooms, blended learning, inquiry learning. Yet, it’s astounding how most of these come with a small range of implementation and time-lines.
5. Not all Teachers are the same!
Planning for different needs and different progress is messy and isn’t without problems – which you would think would be understood given the situation. Yet, it is not uncommon to have educational leaders compare teacher A to B&C&D because A is a “rock star”. The reasons for this are numerous but it’s usually doesn’t have the desired impact. Which, really shouldn’t be a surprise. Instead, leaders should be a) continuing to support teacher A with their work but also providing support for B, C & D. Not being a “rock star” shouldn’t be seen as a negative or be used as a comparison of ability. Instead, plan for individual differences, identify who might need assistance, be open to working with them and provide supports with short-term goals and help to move them along. Too often, the expectation is that with adults, the learning will be similar for everyone and, as organizations, the same inputs will provide consistent results across the domain.
Change isn’t an event – it’s a movement.
Individuals need time to move through significant change. Too often, because teachers are adults, the assumption is that they will not need that much time or they will be able to rationally see the need for change and will “Get on with it.” As Chip and Dan Heath explore in their book Switch.
Why is it so hard to make lasting changes in our companies, in our communities, and in our own lives? The primary obstacle, say the Heaths, is a conflict that’s built into our brains. Psychologists have discovered that our minds are ruled by two different systems—the rational mind and the emotional mind—that compete for control. The rational mind wants a great beach body; the emotional mind wants that Oreo cookie. The rational mind wants to change something at work; the emotional mind loves the comfort of the existing routine. This tension can doom a change effort—but if it is overcome, change can come quickly.
Too often, this mistake becomes costly in terms of the human factor which then affects the school culture and, well, my experience in changing these errors is that it leads to a negative and unproductive working and learning environment. Maybe it’s time that people focused more on the individuals in the change process and less time telling them to “just get on with it.” because “there’s no excuse not to move on.” In my experience, there may not be an excuse but there is a reason and, if you take the time, not only will you find out why but you’ll be amazed at the change that will take place.