The importance of Persistence

I was visiting my mother's house over the holidays when she mentioned that her water heater needed to be drained.  Being the dutiful son that I am, I took the hint and proceeded to the task.  Draining the heater was easy.  Getting it re-lit was not.  For what seemed like an eternity, I attempted to light the pilot with no success.  The operating instructions were followed to a tee and the manufacturer was called, but with no success.  After consulting the internet, I realized I needed to use a mirror to see if the unit was sparking.  It was.  Hope was in the air.  After over an hour, a flame finally appeared.  The directions said to hold the gas down for one minute.  I let go at 55 seconds.  The flame extinguished.  More attempts were made and finally another flame appeared.  It went out as well after I was startled and again released the gas early.  Finally, after another 10 minutes, another flame was created and this time, not willing to suffer defeat again, I held the gas down for a full 90 seconds.  The pilot flame remained on and I was able to start the heater once again.

Throughout this experience, I was tempted multiple times give up and call a serviceman to come and light the heater for me.  Yet, I knew I was following the instructions exactly as written and was determined to get the heater lit.  Thankfully, persistence paid off.  

After this experience, I began to ponder how, as educators, it is so easy to give up when persistence and tenacity can eventually bring positive results.  Working with people, both children and adults, requires that we stick with the task, adjusting as needed, until we see the desired results.  While reflecting, I identified three areas where persistence can eventually provide positive results:   

Student behavior plans:  Behavioral changes take time and effort.  There is rarely a quick fix, especially for deep-seated issues.   In many cases, it will take six weeks or more for a behavior plan to be effective.  In fact, often very little change is seen early on.  It is in these early stages that we are most likely to give up.  Doing so can prove detrimental to lasting results.  A prime example occurred recently when I helped a teacher develop a behavior plan for a child who was acting out every day, often causing a complete shut down of learning in the room.  We developed a behavior chart that she would complete and discuss with the child each day, while at the same time encouraging the student and avoiding any unnecessary triggers.  For the first three weeks, it was a daily struggle and I had to encourage this teacher to just keep plugging away.  After three weeks, we started seeing some positive results.  The number of negative behaviors started slowly dropping and positive behaviors began to increase.  We still kept at it, refusing to lose the positive ground we had gained.  Each successive day brought more positive results.  Finally, after about 9 weeks, you would not have realized that this child was ever on a behavior plan. However, had we stopped at any time during this process, we would not have seen the results we received.  

Lessons: How many times have you had a lesson that you just knew was going to be great and it flopped?  When I was in the classroom, this happened more times than I can remember.  It was so tempting to throw the whole thing out and start from scratch.  However, usually I discovered after reflecting on the lesson, that it just needed a little adjusting and it would work as planned.  As a Science teacher, this happened multiple times with lab experiences.  The first time we would do a new lab, it would be a disaster.  The students would make multiple mistakes on the lab instructions, end up not understanding the concept, and both of us would be frustrated.  I learned over time, however, that the best thing to do in these cases was to just do the lab again the next day.  The first time I tried this I was amazed at how the students not only followed the instructions more accurately, but they also learned the concept at a much deeper level.  

Professional Development: So many times, schools and districts approach professional development as a one-off event and then wonder why they are not seeing the new learning being applied consistently.  To be effective, PD should be a persistent effort involving initial training followed by time for application and reflection.  More training should follow with time again allowed for application and reflection,  This process should be followed until the learning becomes second nature. Without this persistence, the initial training becomes, for the most part, a waste of time.  

In education, as with water heaters, persistence is key. We cannot afford to give up before we see the results that we need, especially when we realize that we are affecting the lives of children, possibly for years to come.  

I would love to hear of other examples of persistence in education.  Feel free to comment. 

On being the only man on campus

This year, I took a position at a Primary campus where I am the only man on the staff.  I'm also the first male administrator the campus has had since the 1990's.  It has been a wonderful as well as eye-opening experience.  Being the only man means that I get called on to take care of situations that the female staff are uncomfortable with.  This means everything from teaching boys how to lift a toilet seat to chasing away stray dogs and talking down angry parents.

For many of the children on our campus, there is no positive male influence in their lives.  They are raised by mothers or grandmothers and a father or father-figure is simply not in the picture.  While I can never replace those men, I hope that my presence and influence will make a difference in their lives.  This was brought to my attention this week while talking with a single mother about some personal issues I was helping her son with.  Her words hit me like a hammer.  "Mr. Quarles, his dad died two years ago and he doesn't have anyone to help him learn how to act like a man." "I try," she said, "but it's not the same. Thank you."  It was after this conversation that I realized this is a calling and I am on this campus for a reason.

Knowing I was to be the only man on campus, I knew I needed some help.  So, my first request was to start WatchD.O.G.S.   At our kickoff, we had over 100 men show up and so far we've had 27 serve at least one day on campus.  Most have been here multiple days.  Their presence makes my job so much easier and it greatly impacts both the teachers and the students.  Children who say they don't like to read will gladly volunteer to read to a WatchDOGS 'dad.' Teachers say their presence and involvement helps kids stay on task. When they are on campus, the number of discipline problems drops.  It just amazes me what the presence of a positive male role model can do for kids.

Throughout this year, I have been thoroughly blessed to work with teachers who are caring, nurturing, and knowledgeable about teaching primary school students.  I am also learning from a principal who has forgotten more about running a primary school than I'll ever know.  Still, at least once a week, someone comes up to me to say how thankful they are to have a man on campus.  It could have been any man.  I am so blessed it is me!

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. 

Insights from Texas Teacher of the Year Banquet

Tonight, I was blessed to sit in the room with 42 exceptional teachers, each sharing a bit about their journey to being named a Texas Region Teacher of the Year.  For almost an hour and a half, these men and women shared from their hearts what it meant to be a teacher.  Here are some of their insights:

* Teachers are the only people in the world who get excited about laminating something. 

* Being teacher of the year is not about me.  It is a reflection on my team.  So many deserve the same thing.

* My husband was in corporate America.  Every day he saw me coming home with stories and excitement about my day. He always said, "I want what you've got." So, finally, he quit his job, went back to school, and became a teacher, too. 

* Teachers don't know the effect they have on kids. Every day, teachers have the chance to touch and change lives in so many ways. 

* My kids come to me hating math.  I love math.  This balances the equation. 

* Treating students with equity doesn't mean treating them all the same.  It means giving them what they need at that moment.  

* I couldn't have done this without the amazing team of people I work with every day.

* Teachers are the same everywhere in the world.  They care about kids and do whatever it takes to help them succeed. 

* What is the difference between teachers and students in the Philippines and those in the United States?  Here, they speak English. 

* Don't tell my principal, but I'd come to work every day even if they didn't pay me.

* Teachers are hard on themselves.  Even when they do great, there is still that nagging feeling that I could have done better. 

* Be your own cheerleader.  

* You are better than you think. 

* Kids rarely know that you flubbed a lesson.  They do know, however, when you really love and care about them. 

I wish I had been able to record every single word from these amazing teachers.  These were the lessons from several hundred years of experience in one room.  But, in a nutshell, teachers are some of the hardest working people in the world and they affect millions of lives every day.  I am blessed to be in such an amazing profession.  (By the way, my lovely wife Sheryl was one of those recognized tonight and I am so proud of her accomplishments.)

The connecting power of Twitter

Twitter is a powerful tool. This was brought back to me recently during a call from a colleague in South Carolina.  When I first met this Indian educator three months ago, he was living and teaching in South Africa.  Twitter connected us and gave me the opportunity to be a part of his journey to the United States.  Here is a synopsis:

In mid-June, I received a direct message from this educator that simply said, "Can you do me a favor?"  The red flags went flying.  Still, I looked up his profile and, seeing that he was a teacher, asked what he needed.  His response: "I am applying for a job in South Carolina and need help with interview questions." Whew!!! That sounded simple enough. After e-mailing me the questions, I decided that it would be best to talk about them face to face.  He was going to have his interview via Skype, so we found a time to connect using that service and had a practice interview.  I asked the questions and then we discussed his responses. Afterwards, we talked about what he might find different in the States and I even had my wife get on and talk with him about STEM.  It was an interesting session and I probably learned as much about the South African education system as he did about ours.  

He had his interview the next day and tweeted that it went well.  I asked him to keep me informed about the results.  A week later, he wrote that he got the job and we exchanged phone numbers so we could keep in touch when he arrived.  In the meantime, we continued to talk via Twitter and phone,  Last Sunday, he called to let me know that he had been on the job teaching 7th grade math for three weeks.  It was different from South Africa in a number of ways, many of which we had already discussed.  He was also impressed with his administration, as they were in the building improving instruction daily.  He was also excited about the collaboration that took place among teachers. Neither of these, he said, was common in his previous school.  Overall, he said he was enjoying the position and looking forward to his family arriving at Christmas.  We will continue to talk as the year progresses.  I look forward to encouraging and learning from him at the same time.

If it were not for Twitter, we never would have connected. I would not have had the opportunity to make a new friend. I also would have been denied a great learning opportunity.  Was it my help that got him the position? Probably not, as he showed he was a strong teacher during our practice interview.  Still, I am thankful that I have the chance to be a part of the journey.  Thanks, Twitter.  

Hidden Talents

One of my favorite Christmas films is Miracle on 34th Street. (In fact, it is one of my favorite films, period). In the movie, there is a scene where a mother brings her recently adopted daughter to see Kris Kringle, who is working as a department store Santa. She tells Kris that the girl speaks only Dutch and that she insists that he is the real Santa.  Then she tells him she has tried to explain to the girl that he is just a man in a Santa suit.  While the new mother is still speaking, Kris takes the little girl in his lap and begins to talk with her in perfect Dutch. They share laughs and a song as the mother stands there amazed.

This scene always brings a tear to my eyes.  In fact, I get emotional just thinking about it.  At the same time, it illustrates a truth that educators need to firmly grasp.  Namely, we don't always know the hidden strengths and talents of those around us.  They may only come out when the right opportunity presents itself.  With school just beginning, we have the chance to help kids (and adults) reveal those hidden talents.  We need to give people a chance to show us what they can do.  So, this year, when a student or teacher says "I can do that," let them try.  See what they are capable of. You might be both amazed and moved by what you learn.

Lessons from Year 2

I was inspired to write this post after reading Traci Logue's (@fearless_teach) blog about lessons from her first year as an Assistant Principal (5 Important Things From My First Year as an AP).  I have just completed my second year as an AP.  It was a great year of growth and not quite the vertical learning curve of Year One.  Below are several of the lessons I've learned in these two years.  Hopefully, these will be helpful to readers, especially those starting the journey known as school leadership.

1.  Listen

I cannot stress enough the importance of listening.   Not just listening so that you can respond, but listening for understanding.  Listening to hear what the other person is saying and empathizing with them, even if you don't agree.  This includes all stakeholders.  Parents, teachers, other administrators, students, paras, community members.  When people know that you are willing to listen, they become open to talking about what is truly important to them. To listen effectively, you may have to tell people that you can't listen at that moment.  Instead, set up a time when you can be totally free to hear what they have to say.  If they really need to be heard, the person will not only honor that request, but be thankful that you were willing to give them the time to speak.

2. Ask questions.

If you don't know something, ask.  If something doesn't make sense, ask.  If you are unclear, ask. Questions help us understand and clarify.  They ensure that everyone is on the same page.  They also keep us out of trouble.  When you have a question about anything, ask it.  It is better to ask early and often than to finish a task only to hear "That's not what I meant."

3. Know your people. Know your people. Know your people.

Every person on your staff is important. They each contribute to the effectiveness of the school.  If they don't, they shouldn't be there.  Get to know each and every person.  Know what their job is, what they are passionate about, what they do well (and what they don't.)  Find out about their families.  Know their interests.  Get to know them as individuals.  This takes time and effort, but the relationships that develop are worth the work.  Remember the saying, "People don't care what you know until they know that you care."  Show you care by developing relationships as you get to know your staff.

4.  Get into the building.

While this may seem like a no-brainer, it is often hard to achieve.  Meetings,  directives from Central Office, parent calls, student issues, and more can all stand in the way of getting into classrooms.  At the end of the day, it is easy to look up and realize that you haven't stepped out of your office all day.  I have found that scheduling time every day for visiting classrooms helps ensure that this occurs.  Then, stick to that schedule. For those interruptions that will occur, leave a script with the office staff that reads something like this: Mr. Quarles is in the building working with students.  Can I take a message and have him call you back when he returns?

5. Love your kids and let them know it.

Kids need to know that someone loves them and cares about them without condition.  Be that person. Greet them at the door every day.  Learn their names and use them.  Find out what they are interested in. Engage them in conversation.  Eat with them (and not just on special occasions). Smile.  When they are in trouble, let them know that, despite their mistake, they will have another chance.  Forget past transgressions.  When appropriate, hug them.  Talk to them outside of school.  In every way possible, let them know that you love them and will not give up on them.  Ever.

 6. Be open to suggestions.

I don't know about you, but I know I don't know it all.  There are many areas I am lacking in.  I need the input of others to be effective.  Early this year, I had a teacher approach me and, with some trepidation, suggest that I change something I was doing.  I thanked her and promptly made the adjustment.  It was then that I realized that it is sometimes difficult for people to make suggestions, especially to those in leadership positions.  For that reason, I need to be especially open to both soliciting ideas and listening to the input of others.  This doesn't mean that I have to follow every proposal, just that I need to be open to listening.  Which leads to the next lesson.....

7.   Never stop learning.

To be a leader, it is imperative that you be a learner.  The two go hand in hand.  Each day, be prepared to learn something new, whether from other people, from reading, from social media, from mistakes, or from a multitude of other sources.  And, be prepared to share that learning. When we regularly share our learning, it will keep the knowledge alive and may inspire others to grow as learners as well.

8.  Confront problems quickly 

If there is one lesson I've had to learn the hard way, it is that problems don't go away by themselves.   Instead, they grow and form a life of their own.  The only way to get rid of a problem is to confront it, bring it to light, and then deal with it.  The longer we wait to do this, the larger the problem tends to become.  While this is rarely easy, it is imperative for the health of the school and the relationships that exist there.

9. Identify your struggling students (and build positive relationships with them).

One of my roles this year was student management.  In a nutshell, I was the disciplinarian.  When a student made a poor choice that could not be dealt with effectively in the classroom, they were sent to me.  It didn't take long to identify the students who I would be seeing quite often.  Following the advice of another leader, I decided to stop waiting for these students to come to me and instead, go to them.  I started meeting with them on a regular basis.  This might mean a short walk every few days, talking with them before school, joining their class for recess, playing a game with them in P.E., or whatever else it took to build a relationship. Many of these kids just needed someone to show that they cared and to help them learn what acceptable behavior looked like.

10.  Ride a bus. In fact, ride many buses.

One afternoon, after dealing with multiple referrals from a particular bus, I called transportation to find out what was going on.  They told me this bus had a sub driver that week and he was having trouble with the kids.  I blurted out in frustration, "Why don't I just ride it home?"  Thus, a trend was born.  For the rest of the year, I made it a habit to ride different buses, especially those that were sending me multiple referrals.  When I told my principal my plans, she said, "You sure are dedicated."  But, I don't think this should be about dedication.  It should, instead, be a part of the administrator's role.  What I learned on those bus rides opened my eyes to much of what I saw occurring at school. For example, many of the kids who were struggling with behavior at school were also riding the same buses together each day.  They were feeding off of each other and then bringing it into the school.  I also got to see the neighborhoods where my students lived.  I went to some areas of town that I didn't know existed.  It also allowed me to see to the amount of time some students were spending on school buses each day.  One 2nd grader got on the bus at 2:45 pm and didn't get dropped off at home until 4:15.  In the morning, this same child boarded the bus at 6:15 am. Could this be contributing to his behavior problems in class?  Riding buses also helped me build relationships with students who always seemed to be amazed that a principal would ride with them.  It also built better communication with the drivers who knew I was willing to take the time to help them do their jobs more effectively.  While riding buses was not in the official "job description," it turned out to be a very important part of the work.