"These kids just can't get it. I could teach if they would just try harder." "Parents are the problem. If they would just raise their kids with some manners, my job would be easier." "If Central Office would stop sending more mandates, I could get something done."
Sound familiar? These refrains, in various form, are heard in schools everyday. These and similar phrases along with the thought processes that accompany them are what I've started referring to as victim mentality. True victims are at the mercy of others, usually not by choice. A victim mentality, however, is a choice. I know because I've made it many times in my life and career.
So what is a victim mentality? In simple terms, it is putting yourself in the role of victim by blaming others or circumstances for your current condition. Victims, in this case, give up control to someone or something else and simply accept circumstances as they are. It is what Zig Ziglar used to call "stinkin' thinkin.' It is possible that your current circumstances may be affected or even have been brought on by forces outside of your control. But, that doesn't mean you have to allow these to control you.
The opposite of victim mentality is victor mentality. Victors may be in the exact same situation or circumstances as others. They may be facing the same challenges. The difference is that they take ownership of the problem and look for a solution. Victors do not give others control over how they respond to circumstances. They focus on what they can do to change things and then get to work.
Overall, victim mentality is the simpler path because it relieves you of responsibility. If circumstances are beyond your control, how can you be expected to do anything about it? Unfortunately, it is also the most dangerous. This mentality can lull you into believing you can't do anything, so you just don't. Why try to get better if nothing is going to change? Why work harder if you can't change anything?
Victors, on the other hand, take responsibility for the situation they are in, even it is not of their own making. They determine to do what is within their power to do. They refuse to be defined by their circumstances.
In education as in life, people can choose either of these two mindsets. The victors are the ones who move classrooms and schools forward day after day, year after year. They are the ones that defy circumstances and do whatever it takes for kids and schools to succeed. They do all this while the victims sit back and watch, wondering why these people are working so hard.
So, which will you be: victim or victor? The choice is yours.
Showing posts with label educators. Show all posts
Showing posts with label educators. Show all posts
Friday, February 10, 2017
Monday, January 16, 2017
The Great Connector
This subject of this post has nothing to do with being an educator. At the same time, it has everything to do with it. This post is about food. Namely, the connecting power of food. Since 1998, I've either visited or lived in 10 countries outside of the United States. In most of these, I had the chance to spend time with local families, often in their homes. I also observed lots of westerners, particularly Americans, during these visits. Most of these travelers stayed at 5 star hotels and ate at the best restaurants. In contrast, my wife and I stayed in homes or cheap hotel rooms near the city centre and usually ate with families or in the local eating spots, particularly night markets.
It makes a difference. If you are just in a place to sightsee, eat wherever you like. If you want to connect with people, eat with them and, even more importantly, eat what they eat. I can't count the relationships that I have made with people simply because I was willing to sit in their home and eat what they had cooked. It was always amusing to see people grin and comment about how you really liked their food. It was honoring to them, just as it is honoring to have a guests eat at my own home. It brings joy to both the giver and receiver.
For many people, eating unknown food is scary. I've seen people who were literally afraid to eat what others had carefully prepared. One fellow who traveled with us for a time loaded his suitcase with beef jerky so he didn't have to eat local food. On a home visit in Southeast Asia, the grandmother took pity on him and hand prepared him chicken strips so he wouldn't go hungry. Another man refused to eat at the night market and instead made his way down the street to Pizza Hut each evening. Both missed opportunities to build relationships with people in the most natural way possible, over a meal.
In my travels, I've eaten foods that were amazing and others that did not agree with me. It didn't matter because it wasn't about the food, it was about the people. The food was just a connector. This was brought back to mind this week when an Indian student's mother found out I had lived in parts of Asia. She made me a plate of flat bread and green curry sauce that was to die for. That simple gesture was a reflection of the relationship I am building with her family.
I could write all night about food, what does it have to do with education? Lots. As educators, we have to be willing to step into our student's and families world in order to build relationships with them. Maybe that won't be through food, but instead finding out what they enjoy and then doing it with them. It may mean finding out which kids are on the little league team and then going and sitting in the stands watching them. It may mean finding out their favorite game and playing with them. When parents visit the school, we can find out their interests and spend time talking with them about it. When we are out shopping or in the community, take the time to visit with parents and their kids. If you are invited to their home, accept the invitation. Whatever we do, we must find a way to connect that is honoring to the other person and use that to build a relationship. The means is not what is important. The relationship is. In my case, I just hope it involves food.
It makes a difference. If you are just in a place to sightsee, eat wherever you like. If you want to connect with people, eat with them and, even more importantly, eat what they eat. I can't count the relationships that I have made with people simply because I was willing to sit in their home and eat what they had cooked. It was always amusing to see people grin and comment about how you really liked their food. It was honoring to them, just as it is honoring to have a guests eat at my own home. It brings joy to both the giver and receiver.
For many people, eating unknown food is scary. I've seen people who were literally afraid to eat what others had carefully prepared. One fellow who traveled with us for a time loaded his suitcase with beef jerky so he didn't have to eat local food. On a home visit in Southeast Asia, the grandmother took pity on him and hand prepared him chicken strips so he wouldn't go hungry. Another man refused to eat at the night market and instead made his way down the street to Pizza Hut each evening. Both missed opportunities to build relationships with people in the most natural way possible, over a meal.
In my travels, I've eaten foods that were amazing and others that did not agree with me. It didn't matter because it wasn't about the food, it was about the people. The food was just a connector. This was brought back to mind this week when an Indian student's mother found out I had lived in parts of Asia. She made me a plate of flat bread and green curry sauce that was to die for. That simple gesture was a reflection of the relationship I am building with her family.
I could write all night about food, what does it have to do with education? Lots. As educators, we have to be willing to step into our student's and families world in order to build relationships with them. Maybe that won't be through food, but instead finding out what they enjoy and then doing it with them. It may mean finding out which kids are on the little league team and then going and sitting in the stands watching them. It may mean finding out their favorite game and playing with them. When parents visit the school, we can find out their interests and spend time talking with them about it. When we are out shopping or in the community, take the time to visit with parents and their kids. If you are invited to their home, accept the invitation. Whatever we do, we must find a way to connect that is honoring to the other person and use that to build a relationship. The means is not what is important. The relationship is. In my case, I just hope it involves food.
Tuesday, January 3, 2017
Curious George and the power of adult action
I've never read a Curious George book. This thought struck me recently. My son and I went to see the movie and watched the TV show on PBS, but I never read the books. They just weren't for me, I would say. After reflecting, I realized the probable reason.
Let's take a trip back to 1971. An excited 1st grader walks with his class into his first book fair with money burning a hole in his pocket. The book fair was held in the music room because the library wasn't big enough. As this little boy enters, his eyes move around the room, filled with stacks of books larger than he's ever seen. There are books everywhere. As an beginning reader, it is like a candy store of words, waiting to be tasted. Glancing to the right, he sees a table with several books that he recognizes from his aunt's house. Curious George. He has heard his aunt talk about the silly monkey during his visits. The little boy quickly makes a bee line to the table. As he is quietly thumbing through the first one, marveling at the pictures of the man in yellow and the little monkey, a gruff adult voice comes from behind. "Those aren't for you," the woman said. "You need to get a book from over here." The little boy dutifully walks to where he is directed and with no enthusiasm, picks out a book from "his" table. He doesn't remember the name of the book he got that day, but he does remember that Curious George wasn't "for him." At least that was the excuse he used when given the opportunity to read the H.A. and Margret Rey classics.
I can still remember that scene clearly. The woman who directed me to the other table and told me those books weren't for me was probably just a volunteer doing what she was told. But for the next 45 years, I did not read a Curious George book.
Adults have great power in the lives of children. As an educator, I am often reminded of the need to build them up and encourage them, not take the wind out of their sails. They come to school each day, eager to learn and grow. They want to be challenged and to make choices on their own, As the adults in their lives, we are charged with guiding them and helping them to grow in a loving, nurturing environment where they can safely take chances. In order to do this, we have to carefully monitor our own words and actions, always aware of the potential long term consequences.
Did this Curious George incidence turn me into a non-reader? No. I usually read 20+ books a year. Did it have dire effects on my psyche? I hope not. But it was powerful enough for me to remember the details years later and to miss the chance to enjoy some of the world's most famous children's literature.
Now, I'm heading to the library because it's never too late to start.
Let's take a trip back to 1971. An excited 1st grader walks with his class into his first book fair with money burning a hole in his pocket. The book fair was held in the music room because the library wasn't big enough. As this little boy enters, his eyes move around the room, filled with stacks of books larger than he's ever seen. There are books everywhere. As an beginning reader, it is like a candy store of words, waiting to be tasted. Glancing to the right, he sees a table with several books that he recognizes from his aunt's house. Curious George. He has heard his aunt talk about the silly monkey during his visits. The little boy quickly makes a bee line to the table. As he is quietly thumbing through the first one, marveling at the pictures of the man in yellow and the little monkey, a gruff adult voice comes from behind. "Those aren't for you," the woman said. "You need to get a book from over here." The little boy dutifully walks to where he is directed and with no enthusiasm, picks out a book from "his" table. He doesn't remember the name of the book he got that day, but he does remember that Curious George wasn't "for him." At least that was the excuse he used when given the opportunity to read the H.A. and Margret Rey classics.
I can still remember that scene clearly. The woman who directed me to the other table and told me those books weren't for me was probably just a volunteer doing what she was told. But for the next 45 years, I did not read a Curious George book.
Adults have great power in the lives of children. As an educator, I am often reminded of the need to build them up and encourage them, not take the wind out of their sails. They come to school each day, eager to learn and grow. They want to be challenged and to make choices on their own, As the adults in their lives, we are charged with guiding them and helping them to grow in a loving, nurturing environment where they can safely take chances. In order to do this, we have to carefully monitor our own words and actions, always aware of the potential long term consequences.
Did this Curious George incidence turn me into a non-reader? No. I usually read 20+ books a year. Did it have dire effects on my psyche? I hope not. But it was powerful enough for me to remember the details years later and to miss the chance to enjoy some of the world's most famous children's literature.
Now, I'm heading to the library because it's never too late to start.
Tuesday, November 29, 2016
The "bad" kids?
Recently, during a training on stages of behavior, a teacher commented to the group that the kids she was about to work with in ISS were "bad." She went to on to tell how they just didn't care how they acted and there was not much she could do about it. The trainer moved on after this and I didn't get to talk with her as she left quickly. Maybe that opportunity will arise later. If I I ever do have that chance, here is what I would say:
"I understand where you are coming from. At one time, I thought the same thing. I believed that there were the good kids who rarely got into trouble, the kids who were annoying but not to the point of disruption, and then there were the "bad" kids. I always hated to see those kids in my class because I thought they just didn't care. Over time and lots of experience, though, I learned that none of that is true. The kids who are acting out care just as much as the ones who behave all the time. Their acting out is simply a cry for help, a way to say "I'm having problems but I don't know how to express this any other way." These kids need caring adults who are willing to take the time to recognize their cries for help, build relationships with them, and then teach them ways to respond appropriately. They need people who are willing to see beyond their behavior to the person underneath. Until that happens, nothing will change. In the role you are in now, you have many opportunities to be that person."
As an administrator, I spend countless hours just listening to kids who are sent to me because they have been disrupting class. I see this not as an opportunity for punishment, but as a chance to hear their side of the story and then teach and practice different ways to act in the same situation. Are there consequences when a student has been behaving inappropriately? Of course, because in life there are always consequences. I just try to focus on natural consequences whenever possible.
It is funny how time and experience change our perceptions. For me, it was the difference I saw in kids after they left junior high and entered high school. They matured and began to make better choices. Many of the so called "bad" kids that I had as students earlier in my career are now successful adults. In fact, I have had a number apologize to me for their behavior. Now that I am on the primary campus, I have many of my former students children. I see them working hard to be good parents and am thankful that I and my colleagues didn't give up on them so many years ago.
As a primary school administrator, I have the opportunity to help kids develop the skills they need to be successful in the years to come. I can think of no greater blessing than being able to see these children in junior high and beyond making great choices because they learned how when they were in kindergarten and first grade.
But, I've strayed from my point a bit. So, to reiterate, every child wants to be successful. None really want to be the "bad" kid. As educators, we must do everything we can to help all kids learn the skills they need to be productive citizens. When they make bad choices (everybody does), we need to resist the urge to label them and instead take the time to listen and be there to guide them along. In doing so, we will help them become the best they can be.
"I understand where you are coming from. At one time, I thought the same thing. I believed that there were the good kids who rarely got into trouble, the kids who were annoying but not to the point of disruption, and then there were the "bad" kids. I always hated to see those kids in my class because I thought they just didn't care. Over time and lots of experience, though, I learned that none of that is true. The kids who are acting out care just as much as the ones who behave all the time. Their acting out is simply a cry for help, a way to say "I'm having problems but I don't know how to express this any other way." These kids need caring adults who are willing to take the time to recognize their cries for help, build relationships with them, and then teach them ways to respond appropriately. They need people who are willing to see beyond their behavior to the person underneath. Until that happens, nothing will change. In the role you are in now, you have many opportunities to be that person."
As an administrator, I spend countless hours just listening to kids who are sent to me because they have been disrupting class. I see this not as an opportunity for punishment, but as a chance to hear their side of the story and then teach and practice different ways to act in the same situation. Are there consequences when a student has been behaving inappropriately? Of course, because in life there are always consequences. I just try to focus on natural consequences whenever possible.
It is funny how time and experience change our perceptions. For me, it was the difference I saw in kids after they left junior high and entered high school. They matured and began to make better choices. Many of the so called "bad" kids that I had as students earlier in my career are now successful adults. In fact, I have had a number apologize to me for their behavior. Now that I am on the primary campus, I have many of my former students children. I see them working hard to be good parents and am thankful that I and my colleagues didn't give up on them so many years ago.
As a primary school administrator, I have the opportunity to help kids develop the skills they need to be successful in the years to come. I can think of no greater blessing than being able to see these children in junior high and beyond making great choices because they learned how when they were in kindergarten and first grade.
But, I've strayed from my point a bit. So, to reiterate, every child wants to be successful. None really want to be the "bad" kid. As educators, we must do everything we can to help all kids learn the skills they need to be productive citizens. When they make bad choices (everybody does), we need to resist the urge to label them and instead take the time to listen and be there to guide them along. In doing so, we will help them become the best they can be.
Tuesday, October 25, 2016
Magic Words
The Bible, in Proverbs 18:21, says "Life and death are in the power of the tongue." As educators, we need to take this to heart and choose our words carefully, as they can either exacerbate or diffuse a situation. Through the years, I've learned several words and phrases that seem to work like magic in dealing with others. There is nothing special about any of these, but when spoken with sincerity can change a situation for the better. Below are several these "magic words." Try them and see what happens.
1) "Now..." - Have you ever watched a child's face when you say something like, "You did steps 1 to 3 exactly right, BUT you didn't do step 4." It almost seems to suck the life out of them. It is though you are saying, "You did good, just not good enough." Imagine replacing that "but" or "however" with "Now." "You did steps 1 to 4 exactly right, NOW start on step 4." For whatever reason, that one word "Now" seems to turn a negative into a positive. When I first learned this, I decided to test it. On the tough kids. In detention, no less. Every day, I assigned a reflective writing prompt. The kids would write a sentence and then balk. One day, I told a boy, after he written a single sentence, "That is a great start, now write about what you do next." To my amazement, he did. He wrote two more sentences. I repeated this several times until he had a page written. Then, after looking at the page, I said, "Now, read it again and underline any corrections you need to make or anything that doesn't really make sense." He did. This continued until he had written a very strong reflection.
2) "I'm sorry that happened." - These four words have changed the way I address people when they bring problems my way. Anytime someone comes to me with a problem situation, my first words are "I'm sorry that happened." And I am. It may be that I empathize with the person. It could also be because this problem brought an irate person into my otherwise peaceful day. Either way, these four words, said with conviction, will reduce tension and help bring the person to your side.
3) "How can I help?" - When people know that you are really listening to their concerns and are willing to invest in them, they are much more willing to work with you. I use these magic words when people bring a real concern to me, as compared to a string of complaints.
4) What do you think? - Asking for people's opinion or advice let's them know you think they are important. It may also lead to a better solution to a problem.
5) "We..." - There is strength in working together with others. When you use the word "I," the focus is on you. When you use the word "we," the focus is on all of us.
6) "Your child... " - Many educators use the term, "your student" when talking to parents about their kids. For whatever reason, that sounds impersonal. "Your child," however, brings it closer to home. It also lets parents know that you see their child as more than just a name on a roll sheet and seems to open a door to more effective communication.
7) "Can/will you help me?" - I don't know about you, but when someone seeks out my help, I am flattered. It is a self-esteem builder and a great ego booster. It also shows that you can't do everything and need others to be successful.
One word of caution: While the words and phrases above are useful in working with others, they must be used with a tone of caring. If not, they will come across as insincere and often hurtful.
What "magic words" do you use? Please feel free to add them in the comments.
1) "Now..." - Have you ever watched a child's face when you say something like, "You did steps 1 to 3 exactly right, BUT you didn't do step 4." It almost seems to suck the life out of them. It is though you are saying, "You did good, just not good enough." Imagine replacing that "but" or "however" with "Now." "You did steps 1 to 4 exactly right, NOW start on step 4." For whatever reason, that one word "Now" seems to turn a negative into a positive. When I first learned this, I decided to test it. On the tough kids. In detention, no less. Every day, I assigned a reflective writing prompt. The kids would write a sentence and then balk. One day, I told a boy, after he written a single sentence, "That is a great start, now write about what you do next." To my amazement, he did. He wrote two more sentences. I repeated this several times until he had a page written. Then, after looking at the page, I said, "Now, read it again and underline any corrections you need to make or anything that doesn't really make sense." He did. This continued until he had written a very strong reflection.
2) "I'm sorry that happened." - These four words have changed the way I address people when they bring problems my way. Anytime someone comes to me with a problem situation, my first words are "I'm sorry that happened." And I am. It may be that I empathize with the person. It could also be because this problem brought an irate person into my otherwise peaceful day. Either way, these four words, said with conviction, will reduce tension and help bring the person to your side.
3) "How can I help?" - When people know that you are really listening to their concerns and are willing to invest in them, they are much more willing to work with you. I use these magic words when people bring a real concern to me, as compared to a string of complaints.
4) What do you think? - Asking for people's opinion or advice let's them know you think they are important. It may also lead to a better solution to a problem.
5) "We..." - There is strength in working together with others. When you use the word "I," the focus is on you. When you use the word "we," the focus is on all of us.
6) "Your child... " - Many educators use the term, "your student" when talking to parents about their kids. For whatever reason, that sounds impersonal. "Your child," however, brings it closer to home. It also lets parents know that you see their child as more than just a name on a roll sheet and seems to open a door to more effective communication.
7) "Can/will you help me?" - I don't know about you, but when someone seeks out my help, I am flattered. It is a self-esteem builder and a great ego booster. It also shows that you can't do everything and need others to be successful.
One word of caution: While the words and phrases above are useful in working with others, they must be used with a tone of caring. If not, they will come across as insincere and often hurtful.
What "magic words" do you use? Please feel free to add them in the comments.
Monday, August 29, 2016
Hidden talents
The text came in about 2:30 in the afternoon while I was getting ready for car duty. "Mrs. ______ called and needs someone to come mow their lawn. Since you are on call this week, can you do it?" "Sure," I said. It was only the second time I had ever received a request while on call as a deacon, and although I didn't recognize the name, was thankful for the opportunity to serve. When I got home, I loaded my mower and weed whacker in the truck and, using Google Maps, easily found the house. The husband met me at the door. I knew who he was as we had talked at church, but I had not spent a lot of time getting to know him. He told me that the lawn was getting too hard for him to mow and his grandson, who usually does it, was off at college. His wife invited me in. We talked briefly before I set out to tackle the task at hand. Due to recent rains and wet ground, it took me about an hour to finish the small yard.
When I was done, I knocked on the door to let them know. Again, they invited me in and asked me to sit at the table and talk a while. After accepting their offer of a Coke, we chatted about their grandchildren and great grandchildren (almost 30 of them combined) and when they discovered I was an educator, we discussed school and the wonders of children. After a few minutes, the husband said, "I'd like to ask you a question?" "OK." "Can we sing for you?" It took me a second to process what he had said. "I'd be honored," I finally replied, not knowing what to expect. The husband left the room and returned with a guitar. After tuning it, they began to sing in perfect harmony, looking into each other's eyes the entire time. They serenaded me with "Wine into Water" and "Seven Spanish Angels." My eyes almost filled with tears as I watched this couple, both in their 80's, give a gift with me that money could not buy. They shared their talents.
Afterwards, I asked the wife if she had been singing all her life. "No," she said. "People used to tell me I couldn't sing and I believed them." They were wrong and I'm thankful she finally figured that out.
As I was driving home, I thought about the kids that I work with every day. How many have talents and abilities that I know nothing about? Do they feel safe enough with me to share those hidden talents when the opportunity arises? When they do, will I respond in a way that builds them up and causes them to want to share with others?
I was blessed that afternoon with a new perspective on people. Now, as I see kids and teachers in the hallway, I often wonder, "what is their hidden talent?" Hopefully, I will get to find out one day.
When I was done, I knocked on the door to let them know. Again, they invited me in and asked me to sit at the table and talk a while. After accepting their offer of a Coke, we chatted about their grandchildren and great grandchildren (almost 30 of them combined) and when they discovered I was an educator, we discussed school and the wonders of children. After a few minutes, the husband said, "I'd like to ask you a question?" "OK." "Can we sing for you?" It took me a second to process what he had said. "I'd be honored," I finally replied, not knowing what to expect. The husband left the room and returned with a guitar. After tuning it, they began to sing in perfect harmony, looking into each other's eyes the entire time. They serenaded me with "Wine into Water" and "Seven Spanish Angels." My eyes almost filled with tears as I watched this couple, both in their 80's, give a gift with me that money could not buy. They shared their talents.
Afterwards, I asked the wife if she had been singing all her life. "No," she said. "People used to tell me I couldn't sing and I believed them." They were wrong and I'm thankful she finally figured that out.
As I was driving home, I thought about the kids that I work with every day. How many have talents and abilities that I know nothing about? Do they feel safe enough with me to share those hidden talents when the opportunity arises? When they do, will I respond in a way that builds them up and causes them to want to share with others?
I was blessed that afternoon with a new perspective on people. Now, as I see kids and teachers in the hallway, I often wonder, "what is their hidden talent?" Hopefully, I will get to find out one day.
x
Friday, June 17, 2016
Tending the garden
Last week, I planted a tomato plant. Actually, I planted two as a meager attempt to get back into gardening. As I was putting them in the ground, it occurred to me that, as an educator, my job is very much like gardening. I don't mean that it's dirty work, although that's sometime true. Instead, the work of an educator is like tending to the seeds in a garden. If you've ever planted a garden, you know that the first step is to prepare the soil, often removing weeds and tilling up the good dirt. You might also add fertilizer. Then, you make your rows or mounds to ensure the plants have room to grow. Third, you plant the seeds in the soil and water them. After that, the next few days or weeks are spent watering the seeds and watching as they grow. Over time, after continued watering, weed pulling, and pest killing, you can finally collect the harvest. If you don't do these steps, chances are the plants will either not grow or they will not bear fruit.
In the same way, the children who walk into our schools and classrooms are like the plants in a garden. Some are seeds, just waiting to sprout. Others are already in various stages of growth and need our help to keep them on the right path. Some have come in with soil preparation already underway. Others are trying to grow in a patch of weeds. Some receive water every day. Others are still waiting for someone to turn on the hose. Some are healthy and bearing fruit already. Others are stunted. Some are in perfect soil. Others may need to be transplanted to grow. The funny thing is, on the outside, they all look like kids. It is our job to build relationships strong enough so that we can see where they are in their growth. Then, like a gardner, we have to provide the necessary support to help them grow. That support will rarely be the same for every child. Some will need more time and effort to grow than others. Some might not even sprout during their time with us. It doesn't matter though. Each one can grow. We must choose to never give up on them, but keep nurturing until they finally grow into the people they were created to be.
In the same way, the children who walk into our schools and classrooms are like the plants in a garden. Some are seeds, just waiting to sprout. Others are already in various stages of growth and need our help to keep them on the right path. Some have come in with soil preparation already underway. Others are trying to grow in a patch of weeds. Some receive water every day. Others are still waiting for someone to turn on the hose. Some are healthy and bearing fruit already. Others are stunted. Some are in perfect soil. Others may need to be transplanted to grow. The funny thing is, on the outside, they all look like kids. It is our job to build relationships strong enough so that we can see where they are in their growth. Then, like a gardner, we have to provide the necessary support to help them grow. That support will rarely be the same for every child. Some will need more time and effort to grow than others. Some might not even sprout during their time with us. It doesn't matter though. Each one can grow. We must choose to never give up on them, but keep nurturing until they finally grow into the people they were created to be.
Monday, May 23, 2016
Summer Learning Boxes (Fighting the Summer Slump)
As a district, one of our main areas of focus this year has been to slow the loss of learning that routinely occurs during the summer months. Often referred to as the "summer slump," this loss results in a large amount of reteaching in August and September, a time when students are excited about learning and that could be better used to teach new knowledge and skills. We've explored several options, most notably year-round school. While we already have a summer program in place that allows children to stay involved for an extra month in June/July, this does not reach all kids.
What we needed was something that would have the potential to affect all students as well as keep parents involved in the process. This spring, the district tasked each campus with coming up with a means to help kids practice their skills over the summer. Secondary campuses are using technology and LMS such as Edmodo to meet this goal. The lower campuses, including our primary school, have gone with something a little less high tech, but hopefully just as effective: Pizza boxes (Thank you Pizza Hut) filled with summer activities and school supplies to do them with.
These personalized Summer Learning Boxes, as we call them, are filled with at least 6 books on the students reading level, language arts and math practice activities and games, and writing tools and journals. Instructions for parents are included as well as a checkpoint sheet that helps them keep up with their child's activities. At our level, we ask students to do the following each week: Read at least one book, do one packet of math practice/games, and write in a journal supplied in the box. They are welcome to do more, but that is the minimum. We have scheduled three checkpoint weeks during the summer when parents can come in and let staff check their child's work. Each time they come during a checkpoint, they are entered into a drawing for a gift card. To help parents and students, we created instruction videos and posted these to YouTube.
Kindergarten Summer Learning Box
1st Grade Summer Learning Box
How will we know if our Summer Learning Boxes are effective? Last week, each student took two skills tests in reading and math. We also have each student's end-of-year DRA reading level. At the beginning of the new school year, student's will take the same tests again and scores will be compared. It is our hope that we will see little to no loss in skills over the summer.
Will every student take full advantage of this summer learning opportunity? I wish that were the case, but realistically we all know that some will do very little and some nothing. Still, many will use their summer boxes effectively. In the fall, when we have compared tests scores and look at our checkpoint data, I expect that those who took advantage of this learning opportunity will show minimal loss over the summer. Plus, they will still have plenty of time this summer to just be a kid.
What we needed was something that would have the potential to affect all students as well as keep parents involved in the process. This spring, the district tasked each campus with coming up with a means to help kids practice their skills over the summer. Secondary campuses are using technology and LMS such as Edmodo to meet this goal. The lower campuses, including our primary school, have gone with something a little less high tech, but hopefully just as effective: Pizza boxes (Thank you Pizza Hut) filled with summer activities and school supplies to do them with.
These personalized Summer Learning Boxes, as we call them, are filled with at least 6 books on the students reading level, language arts and math practice activities and games, and writing tools and journals. Instructions for parents are included as well as a checkpoint sheet that helps them keep up with their child's activities. At our level, we ask students to do the following each week: Read at least one book, do one packet of math practice/games, and write in a journal supplied in the box. They are welcome to do more, but that is the minimum. We have scheduled three checkpoint weeks during the summer when parents can come in and let staff check their child's work. Each time they come during a checkpoint, they are entered into a drawing for a gift card. To help parents and students, we created instruction videos and posted these to YouTube.
Kindergarten Summer Learning Box
1st Grade Summer Learning Box
How will we know if our Summer Learning Boxes are effective? Last week, each student took two skills tests in reading and math. We also have each student's end-of-year DRA reading level. At the beginning of the new school year, student's will take the same tests again and scores will be compared. It is our hope that we will see little to no loss in skills over the summer.
Will every student take full advantage of this summer learning opportunity? I wish that were the case, but realistically we all know that some will do very little and some nothing. Still, many will use their summer boxes effectively. In the fall, when we have compared tests scores and look at our checkpoint data, I expect that those who took advantage of this learning opportunity will show minimal loss over the summer. Plus, they will still have plenty of time this summer to just be a kid.
Friday, March 18, 2016
Perspective is everything
A few weeks back, we had a fundraiser kickoff where a salesman came and spoke to all of our kindergarten students as a group. The kids came in, sat on the cafeteria floor, and listened and laughed during the presentation. They oohed and aahed at the prizes being offered and played along with the salesman's antics. When he asked for quiet, however, several continued talking with their friends and teachers had to intervene. This disturbed me because I know our kids can do better and we had been practicing how to behave when we have guests. I was shocked when, as the salesman was packing up, he told me this was the best kindergarten group he had worked with in a long time. When I pressed him for details, he shared that he usually spends most of his time just getting kindergartners quiet, especially after the exciting parts of the program. Our kids, he told me, were excited at the right times, but got focused when they needed to. Being that this is my first year with kinder, his perspective helped me see that our students may be doing better than I realize. (By the way, 1st Grade was marvelous at the next presentation.)
This is not the first time this has happened. In my first year as an administrator, I was put in charge of the cafeteria where we had to feed close to 800 students in three 30 minute shifts. We had a system in place, but I never felt that it was the best it could be. To me, there was too much movement, especially as we were cleaning up, and the room was often too loud for my taste. One week, we had a substitute custodian who rotated among districts. About the middle of the week, he approached me to tell me how much he enjoyed working in our cafeteria. I thought, "Good gracious, why?" In his perspective, this was one of the most organized school cafeterias he had ever been in. "In most places I work, the kids are constantly getting up, are turned around talking, and they usually leave a mess. Your kids don't get up until it's time to put up and they clean up after themselves. It makes my job easier." After that day, I started to view the cafeteria a little differently.
When we are in the middle of a situation, our perspective can become skewed, often towards the negative. Sometimes, it takes the perspective of an outsider to shed light on the positives that are all around us. Does this mean that we should stop trying to improve? Of course not. It does mean, however, that we need to invite other perspectives and allow ourselves to celebrate the positives while working hard to reduce or eliminate the negatives.
(By the way, this can also work in the opposite direction, when we think things are going great, but others do not have the same perspective. We need to listen and learn in both cases.)
This is not the first time this has happened. In my first year as an administrator, I was put in charge of the cafeteria where we had to feed close to 800 students in three 30 minute shifts. We had a system in place, but I never felt that it was the best it could be. To me, there was too much movement, especially as we were cleaning up, and the room was often too loud for my taste. One week, we had a substitute custodian who rotated among districts. About the middle of the week, he approached me to tell me how much he enjoyed working in our cafeteria. I thought, "Good gracious, why?" In his perspective, this was one of the most organized school cafeterias he had ever been in. "In most places I work, the kids are constantly getting up, are turned around talking, and they usually leave a mess. Your kids don't get up until it's time to put up and they clean up after themselves. It makes my job easier." After that day, I started to view the cafeteria a little differently.
When we are in the middle of a situation, our perspective can become skewed, often towards the negative. Sometimes, it takes the perspective of an outsider to shed light on the positives that are all around us. Does this mean that we should stop trying to improve? Of course not. It does mean, however, that we need to invite other perspectives and allow ourselves to celebrate the positives while working hard to reduce or eliminate the negatives.
(By the way, this can also work in the opposite direction, when we think things are going great, but others do not have the same perspective. We need to listen and learn in both cases.)
Saturday, February 13, 2016
Observation Day
Recently, I've been doing a lot of formal teacher observations. Throughout the year I do multiple short walkthroughs (though never enough), so I already know what to expect. The formal is really putting icing on the cake and an enjoyable learning experience for me. It always surprises me when these mostly veteran teachers share with me how nervous they are during observations. Maybe it is because our district does not allow for prior notice, but I think it is just a natural reaction to being observed.
As I reflect on my own classroom experience, I remember that I usually enjoyed being observed. It wasn't that I relished an audience (though that is partially true), it was more that it gave my students a chance to show off. As a Science teacher, at least part of each class was lab-based and my observer would rarely just sit. More often than not, they ended up interacting with students just as I was and became learners themselves.
Still, knowing that someone can enter the room to observe at any time means that you have to be on your A-game every day, every class, every lesson. Pondering that thought made me realize this important truth: Teachers are observed every day. Not by administration, but by children. Young faces are watching our every move and determining if we are worthy of their time. They are judging the lessons we deliver and making decisions about whether they will learn what we present. There are future teachers in our midst who may be developing their own style based on what they see in us. Whether we like it or not, what we as teachers do every day is on display.
So, let's treat every day as observation day. It will keep us on our A-game and let us do what is best for kids.
As I reflect on my own classroom experience, I remember that I usually enjoyed being observed. It wasn't that I relished an audience (though that is partially true), it was more that it gave my students a chance to show off. As a Science teacher, at least part of each class was lab-based and my observer would rarely just sit. More often than not, they ended up interacting with students just as I was and became learners themselves.
Still, knowing that someone can enter the room to observe at any time means that you have to be on your A-game every day, every class, every lesson. Pondering that thought made me realize this important truth: Teachers are observed every day. Not by administration, but by children. Young faces are watching our every move and determining if we are worthy of their time. They are judging the lessons we deliver and making decisions about whether they will learn what we present. There are future teachers in our midst who may be developing their own style based on what they see in us. Whether we like it or not, what we as teachers do every day is on display.
So, let's treat every day as observation day. It will keep us on our A-game and let us do what is best for kids.
Saturday, October 31, 2015
People are watching!!!
This is a message to all educators out there: People are watching!!!! They see the things you do when you think no one is looking. The things you would never talk about are being voiced. The things you would like to stay secret are being shared.
People are watching and they see what you are doing. They are watching when you take your personal time to attend a child's sporting event. They notice when you spend those extra hours to tutor that struggling child when you could be home instead. People see that you keep food in that little drawer in your room so that no child ever has to feel hungry. They are looking when you spend your own money to buy a child a pair of shoes because theirs are falling apart.
People are watching. They know when you quietly take up a collection and then bring children clothes shopping at a "real" store for the first time in their lives. They quietly applaud when you take a Saturday to chaperone a field trip. They are looking when you show up at the school dance and make a fool of yourself on the dance floor.
People are watching and they notice. They know the times that you spend over an hour listening to a parent who just needs to talk. People see when you wink and wave at that child in the grocery store (and make their day). People notice when you point out the good in a child when you could have focused on the negatives.
Educators, people are watching you. They see what you do every day to positively impact the lives of children and they notice. Most will never say a word about it to you, but they will talk to others. They do notice and so many quietly applaud what you do every day. You should too.
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