Tag Archives: failure

It Isn’t This or That

Last year I began working on a PhD full time. It meant leaving my family and living apart for a period of time. Almost every night I would join them via Skype or Facetime to talk and hear about their day. My wife, a teacher, would tell me about her day or interesting things going on in the community. My 5 children would tell me about their day and I’d get to see the things they made and what they did with their friends.

Technology allowed us to connect even though we were miles apart. It allowed me to see them and, in some way, be with them. We were connected in ways that a few years ago would not have been possible.

But I missed the contact. Of being able to have my youngest son sit on my lap. Of being a part of the daily routine. It allowed us to connect but it wasn’t the same as physically being there. 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 Power of Connecting

John Spencer, someone whom I have followed  for some time and admire for his willingness to share his journey, recently wrote a post Missing the Connective Power of Technology . John tells a similar story as mine of using technology to connect and be with family despite living apart. He discusses the friends he has met through connecting and being connected. In the post, John explores the continuing discussion that swirls around technology and connecting

You’ve seen the videos imploring people to “look up” and abandon their devices. It’s easy to look into a crowd and say, “They’re not interacting with each other.” But I’ve always had a hard time with these complaints. The problem isn’t the device. It’s the crowd. It’s the urbanization. It’s the packed rooms with people you don’t know. The reason I won’t look up from my device while I’m in the crowd is that talking to strangers is exhausting.

I agree, being in a crowd is difficult, it isn’t my comfort zone. It’s difficult for me to strike up a conversation with someone I  don’t know. But, and this is something I’ve learned over time, it also is an opportunity to meet someone new, to learn something new. So I’ve worked at taking the step and striking up a conversation. Sometimes it works, sometimes not so much. Like anything I do, there is an inherent possibility that failure will happen but there is also the inherent possibility that success is possible so I take a deep breath and step out.

John also discusses the this/that view of technology and connecting, exploring how these binaries limit people’s possibilities.

But there’s another part of this critique that bothers me. It approaches technology with a deficit mindset. I get it. Hugs are better than texts. Physical presence is an optimal choice. However, in an industrial society, we are stuck with isolation and our devices have the potential for relational connection. A forty minute commute is a forty minute commute.

I use to think that the approach was seeing technology as a deficit but now I wonder if, instead of a deficit mindset, it’s a different mindset? A mindset that sees interpersonal connections in a different way. I agree with John that technology allows us to connect to people in powerful ways yet some people see technology as limiting human interactions and connections. A different mindset than I have about technology and its use.

My father is one of those people. I’ve learned that trying to convince him otherwise isn’t going to happen. Instead, I listen more instead of trying to think of a counter argument. In doing so, I’ve come to realize that he isn’t anti-technology. In fact, he was a maker and inventor who created amazing things – surround-sound was standard in our house, even in the bathroom. He was always tinkering and innovating but, for him, face to face interaction is his comfort zone.

And it’s okay.

Its not this or that

Sometimes the devices connect us to people when we find ourselves isolated or when we need a safe place to talk but one isn’t available with the people around us. I’ve had that experience and being able to reach out to someone, a friend, is crucial. We can connect to people, friends, in new and different ways and we can find people with whom we feel a connection even though they are in different locations. We can be with our families even when we are far apart.

But it’s not for everyone and that’s okay.

There is no one right path 

As a teacher, face to face interaction is constant – students, parents, colleagues. Just this week I subbed in a school where I knew almost no one but I spent the day interacting with students and teachers, getting to know them and learning with them. Some people don’t have this experience everyday as they work in isolation or near isolation and going into a new situation is daunting. I’ve been asked how I do it, going into new schools to work not knowing anyone. It’s within my comfort zone. It’s energizing in a way that being in a crowd of strangers is exhausting.

And so it is with technology. It allows me to connect with people all over the world. I see the power in connecting and sharing, learning and growing. It’s what I have always done.

But I can also isolate myself from people close to me – I’ve done that too. I spent time connecting but not working on the relationships close to me because they were hard and it was difficult. We didn’t see the world the same way. As an administrator, I learned that I had to work on those close relationships as they were critical to building a positive collaborative culture in the school. Some days it was so exhausting and frustrating but if things were going to change it was going to be the work I did with those people around me.

A Tale of Two 

I find it difficult in crowds. To me, it can be like a bad movie with stale popcorn – I can’t wait to for it to end.  But my wife  finds these interactions energizing and full of great adventure, meeting others, laughing, interacting. I make small talk while she learns the life history of half the people in the room. We’re at the same event yet our experiences are different. The same is true about about connecting with technology. For me,  it is a great experience. I feel energized meeting people and having discussions, joining edchats and impromptu conversations.  Just this morning I had a discussion with people I only know online but with whom I have a relationship. For my wife, it’s a necessity to connect in order to keep in touch.

Two tales of connecting. Two experiences of connections.

Listening in the Midst of Living

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?

Are you Failing or Flailing?

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Failing or Flailing?

On a resent episode of  Mitch Joel’s podcast Six Pixels of Separation, Mitch talks with Seth Godin about his book What To Do When It’s Your Turn and It’s Always Your Turn . During the interview Seth Godin talks about Failing and Flailing as being the difference between learning from failure and doing something that has little chance of learning moving to success. As Mitch points out, it’s one letter difference but it’s a big difference.

This had me thinking about change in education.

In my experience, the change that takes place in schools isn’t clearly explained for everyone. The “Why” of the change is sometimes fuzzy. ‘It will improve ___________ ‘ – is one of the main reasons touted for the change yet it doesn’t really delve into the nuances of why THIS is important. The process is started – the ‘What and How’ are meticulously laid out for everyone and a timeline for implementation is set. People move forward implementing change, data is collected but the ‘Why’ is left up in the air, an unspoken truth – “All good teachers know why”. A great deal of flailing is happening and, maybe, some success but it becomes hard to separate the success from the over-enthusiasm for failure.

Failing has almost become an end in and of itself – “If you aren’t failing, you aren’t trying” is something I’ve heard quite often. Yet, what are we learning from this Failing? Why is it so important that we need to fail? Why are we doing this? How will we know if we are successful?

FAIL has become an acronym for First Attempt In Learning. It’s a great way to visually show students that mistakes happen and it’s okay. But what is learned from the failure?  As I’ve written about before, is there a plan for reflecting on failure so it can lead to success? As Carol Dweck points out in her discussion of a growth mindset

We also need to remember that effort is a means to an end to the goal of learning and improving. Too often nowadays, praise is given to students who are putting forth effort, but not learning, in order to make them feel good in the moment: “Great effort! You tried your best!” It’s good that the students tried, but it’s not good that they’re not learning. The growth-mindset approach helps children feel good in the short and long terms, by helping them thrive on challenges and setbacks on their way to learning. When they’re stuck, teachers can appreciate their work so far, but add: “Let’s talk about what you’ve tried, and what you can try next.”

Failing is part of learning but it’s not the goal of learning. Understanding ‘Why’ we have failed is important in learning to succeed not an end goal in the process. If there is no process for reflection and new action, then failing really is flailing.

Things to Think About

How does a failure help you in moving to success?

What are you doing to support others to learn from their failures in order that they may succeed?

Is there failure because there is a lack of clarity about ‘WHY’?

Don’t Imitate – Innovate

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It might be flattering to have someone imitate you. You might feel it’s necessary to imitate a mentor. But creativity and innovation rarely happen through imitation. It might start with what someone else is doing but creativity and innovation use that as leaping off points. Apple, Inc. didn’t create the technology for the mp3 player but they used the technology as a leaping off point to create and innovate. We know what Apple, Inc. did. And the other player?

What Inspires You?

Last week I had the great fortune to attend the SMYA Conference in Saskatoon as a speaker and participant. It was an awesome experience. One of the highlights was meeting Dave Burgess author of Teach Like a Pirate and moderator of #tlap twitter chat. Dave was generous with his time and a group of us were able to enjoy supper with him on the first night. Throughout our conversation and during his keynote and presentation, Dave spoke of his inspiration for his ideas and the work he does. Dave’s energy and passion are infectious. At one point, Dave spoke of where he gets his inspiration and the creative ideas for the different things he does in the classroom. This had me wondering about the attendees, myself included, and the inspiration they have for the work they do in the classroom each day.

Dave repeated often that inspiration can come in many different ways. The key is to be aware of these ideas and record them. Recently I read Claudia Azula Altucher’s Become an Idea Machine Because Ideas are the Currency of the 21st Century. In this book, Claudia explains that to become better at creative ideas, you have to practice generating ideas.

Writing daily ideas is effective because when we practice making our brain sweat, consistently, we become idea machines. When we are idea machines problems get solutions and questions get answers.

It sounds easy but, many people think being creative and innovating is what “creatives” do, not what the rest of us do because we aren’t really creative. As Dave pointed out, that just isn’t true!

Innovate don’t just Imitate

As a teacher I was always looking for ideas to try in the classroom whether it was a lesson or a way of presenting materials, I was searching. My reason was that I didn’t think I had any good ideas myself. I thought that I needed to use others ideas that were “good” because I wasn’t very creative and I wasn’t able to be creative myself.

Over time, I’ve shifted how I think of my own ideas and what I can do. When I would find a good idea, I often didn’t mess much with it. I wasn’t comfortable with my own creativity or allowing myself to be innovative. Mostly, this was a product of the failures I had experienced which I owned and carried with me as reminders of why I wasn’t creative or innovative. Instead of seeing each of these experiences as learning opportunities or ways of improving, I owned them as proof that I just wasn’t creative or innovative. In some ways, this was a product of my own self-induced limitations that were created from images and reminders of what “good teaching” was suppose to be and look like. I continued to imitate and reproduce what I thought it meant to be a “good teacher”.

However, there was this nagging part of me that kept surfacing every once in a while that would remind me that there was more to teaching and learning than what I was doing. Eventually this nagging grew in intensity and in a bold move I decided I needed to try out a few of my own ideas and, instead of planning like they would fail, to plan for success. This was a turning point for my teaching and the beginning of a journey of realization about creativity and innovation. I didn’t have to do what others did, I had good ideas and, with a little effort and some planning, a few of them would be great.

Being Innovative

In his new book The Innovator’s Mindset: Empower Learning, Unleash Talent and Lead a Culture of Creativity, George Couros discusses how innovation is essential in school. There are many opportunities for change but, often, there is a lack of innovation taking place. Instead, just as I did as a teacher, educators and schools continue to see innovation as something that others can do.

Inspiration is one of the chief needs of today’s students. Kids walk into schools full of wonder and questions, yet we often ask them to hold their questions for later, so we can “get through” the curriculum. We forget that our responsibility isn’t solely to teach memorization or the mechanics of a task but to spark curiosity that empowers students to learn on their own.

In my discussion with teachers, they often express how they wish they could be more creative or innovative but there is too many other things happening – new curricula, differentiation, planning, assessment – which drain their energy and limit what they can do. Often they feel powerless even within their own classroom as they are told to do this, use this program, integrate this technology, adopt this assessment format, etc. They often see creativity and innovation as what ‘other’ people do which in turn then becomes another ‘thing’ they end up having to find time to implement/do. On the surface, this can be seen as just a way to avoid having to change. However, many teachers I talk with want to change. They are apprehensive but aren’t against making change. The feeling of powerlessness inhibits what they believe they can do themselves. Their experiences, like mine, limit what they feel they can do. It’s safe to imitate, it’s a risk to be creative and innovative. Many schools do not seem open to risk-taking and innovation despite the rhetoric of  21st Century Learning.

We are All Creative/Innovative in Some Way

In the article 7 Habits of Innovative Thinkers , Harvey Deutshendorf outlines how innovative thinking is within the reach of anyone who is willing to work at it.

Many people believe that creativity and innovative thinking are traits that we are born with—we either have them or not. However, we have found that people who are highly innovative are a work in progress, forever questioning and examining themselves and the world around them.

These people are curious and inquisitive – sounds like most young students. As George Couros points out

To succeed, they [students] will need to know how to think for themselves and adapt to constantly changing situations.

Teachers need to do the same – to be willing to try something with the understanding that it might be successful but it also might not. However,  instead of seeing it as further proof of a lack of creativity and innovation, these situations need to become points of curiosity. Instead of just imitating what someone else is doing, teachers need to exercise their creativity muscle and innovate to fit their personality and the students with whom they interact. Build in feedback loops that allow for adjustment and changes to be made. Look at what was successful and what wasn’t. Know that one success will not mean it will always be successful as there will need to be changes and adaptations to fit the next context and situation. Developing relationships with students is so important to innovation. It’s not what you are doing but how you are doing it and the relationship with students which allows for innovation to grow and develop. Creativity and innovation in a vacuum or without relationship lacks connectivity. It becomes a performance not an experience.

Why Imitate When You Can Innovate?

Yes, one can imitate what someone else is doing and be successful. There are countless examples of people who are successful imitating. Just think of all the entertainers who make a living imitating the likes of Elvis and the Beatles. But they aren’t Elvis or the Beatles. Although they might be great imitators, they lack the ability to innovate and break new ground as Elvis and Beatles did. As Dave Burgess suggested, teachers need to be open to taking an idea and then innovating and becoming creative with it. There is no guarantee that it will be successful, the first time. Sometimes it takes reworking an idea numerous times before things fit into place.

Who was the innovator that created the mp3 technology? Creative Technology Ltd a Singapore-based technology company. Part of creativity and innovation is coming up with something new. But being creative and innovative also means taking something that already is there and using it in new and creative ways that make a difference in people’s lives – it creates an experience that resonates.

Something to Think About

What is keeping you from taking creative licence with what you do in the classroom?

Do you have to implement all you do exactly like the manual says?

Why do you consider yourself lacking creativity? Are you strengthening your creativity muscles or just accepting the status quo?

What are three things you can do with your current units that would be creative and innovative? Why not try one?