WatchD.O.G.S. - Dads of Great Students

To Student:  How was your day today?
Student:  It was great. My Dad was here all day!

This school year, we have restarted WatchD.O.G.S. on our campus.  WatchD.O.G.S. is a program from the National Center for Fathering that focuses on getting fathers and father-figures involved in the school by having them serve for one entire day on their child's campus.  While on campus, these men serve in various capacities including tutoring, mentoring, assisting teachers in their classes, and generally being an "extra set of eyes" on the campus.  Since mid-October, we have had 10 men who have given one day to serve as a WatchD.O.G. and many more are on the calendar.  A couple have already served for two days and are signed up for more. 

As an administrator, what I like most about WatchD.O.G.S. is that is a turnkey initiative that doesn't require a lot of set up or follow through.  In fact, when done properly, several key men from the among the ranks, known as Top Dogs, can do most of the leg work after the initial start up.  As the campus coordinator, I simply make the men's daily schedule and make sure their day goes well. 

Last year, there were a few active WatchD.O.G.S. on the campus, but not as many as this year.  Part of that had to do with the recruitment process.  In order to be successful, the kickoff really needs to have food.  As I've proved many times, when you feed a man, he will come.  We went through 300 slices of pizza in 20 minutes during our kickoff event and had 55 men sign an interest form.  About 15 signed up for a day on the calendar during that event.  Of those who put their names on the calendar, only two did not show.  One was because of work commitments;  we haven't been able to reach the other one.  The second part of the equation was follow up.  Myself and the three Top Dogs made a call to all of the men who signed up that first night. 

A typical WatchD.O.G.S. day starts with morning duty, followed by an orientation and signing an agreement on each visit. Then, an announcement of the WatchD.O.G. is made and a picture is taken with their student.  (If they are a community volunteer, I always get several random students, usually those who don't have active fathers, to take a picture with them.)  After this, they are given their schedules for the day, have a building tour, and then go to the first class.  Lunch is on us and they are encouraged to sit with their child at the class table.  The end of the day involves a survey on the Fathers.com website followed by afternoon duty.  Their final task is to call the next day's WatchD.O.G. and remind them of their commitment. 

As a former classroom teacher, principal, and Dad myself, I see the value of having positive male role models in the school.  On our campus of 740 students, there are only 12 full-time adult males including the custodians.   These men all work to be positive role models to our children, but we can use all the help we can get.  I won't go into the statistics of the impact of Dads in children's lives.  Many of these are available on the www.fathers.com website.  I have noticed that, very often, the kids will respond differently to the WatchD.O.G.S. than to the men who work on the campus.  In fact, many act completely different when these men are around.  Some even seem to struggle with the fact that a man who may be a family friend, church member, or other relationship is on the campus.  It is as though the disconnect some have developed between school and community behavior is suddenly challenged.  It is enlightening and often amusing to watch.  

It may sound as though I am a paid advocate for WatchD.O.G.S., but really I am only a school leader looking to do whatever it takes to positively impact the education and social lives of each child who walks through the doors of our building.  This program is one part of that challenge.  In the short time I have been actively involved, I have seen the benefits of having men on campus who care about kids (their own and others) and are willing to take of their time to serve the children and staff of the school.  I've also seen the benefit to both the Dad and the student.  Dad's get to be a part of the world their child lives in 180 days a year and children get to have Dad in that world for a day.  As the 5th grade child who is quoted at the beginning of this post, it is great to have Dad around all day. 

While I don't have quantifiable evidence of the positive effects of the program (I'm currently doing action research on WatchD.O.G.S. and discipline referrals), I do know that I've seen positive effects on both students and teachers.  If you are a school leader looking to increase parental involvement in your school, I strongly encourage looking at the WatchD.O.G.S. as one alternative.  More info can be found at www.fathers.com. Click on the WatchD.O.G.S. link at the top.  I would also be happy to share more of my own experiences if anyone is interested.

As a final note, my own son is on the campus with me.  I plan to take a day off myself and serve as WatchD.O.G.  Why?  Because he asked me to and I want to be a great Dad and role model. 

Tag Team Teaching (Pedagogy and classroom management)

I admit it! I'm a wrestling fan. Not greco-roman, but the sports entertainment version.  I enjoy watching it on TV, but what I really enjoy is a good live show.  Every time a local promotion comes through our small town, you can guarantee I will be there and most likely at ringside.  One of the most exciting matches on any card is a tag team bout.  Pairs of wrestlers on each team work together in order to win the match and pin their opponent(s) to the floor. When done well, the winning team works like clockwork and makes the whole match appear easy.  However, when they don't work together or one gets knocked out of action, a tag team can quickly fall apart and a loss is certain.

So, what does tag-team wrestling have to with teaching?   There are two components that must be in place and work together before any real learning takes place.  These are pedagogy and classroom management.  I once had a principal tell me that, if the lesson was engaging enough, the students would not act up.  I believed him, but I was young and very impressionable then.  Now, after 17 years, I know that great lessons are combinations of effective teaching strategies and classroom management procedures.  These two must work together to ensure the desired learning occurs. In an out of control classroom, little learning will take place even when the best teaching strategies are in place. 

Now, I'll admit I have rarely seen an out of control or even a poorly managed classroom where great pedogogy was being used.  But, I have seen teachers who had a good grasp of academic strategies but could not effectively teach because the classroom was poorly managed.  I have also seen well managed classrooms (quiet, procedures in place, kids actively engaged) where little real learning was occuring.  Without both components, the other team (ignorance and behavior problems) always wins. 

Great teachers are adapt at both pedagogy and management. And they have more than one or two strategies.  Watch an entertaining wrestler and you'll see a variety of moves depending on the situation they are in.  Teachers must have multiple teaching and management strategies in their toolbag before they step into the classroom and they must be prepared to alter these strategies (especially classroom management techniques) if the situation warrants.  Preparation is the key to success.  For the teacher, this means constantly learning through reading, observing, asking questions, attending staff development and then putting new approaches into place. Administrators and lead teachers must also be prepared to help teachers develop the necessary pedogological and management techniques they need to be successful.  The administrator/lead teacher is like the coach (or manager in wrestling) who is always there to help the teacher improve. 

While the analogy used in this post may be stretching it a bit, the reality is that there are new teachers entering the field (and veterans as well) who lack either the knowledge of pedagogy or the classroom management skills to be effective the moment they hit the ground.  This doesn't mean they won't be good (or even excellent) teachers.  It does mean that they need the support, training, and encouragement to develop their skills and become better at employing this winning tag team combination. 

First Twitter Chat #savmp

What have I been missing all this time?  Just finished my first Twitter chat (#sbgchat) and it feels like I am on an adrenaline rush.  Probably am.  The ideas were flowing so quickly that it was impossible to keep up.  My finite little world expanded as I read and added to the conversation, in this case, about standards based grading.  Now, I am no expert on this topic.  In fact, I am a novice, but this post isn't about the topic.  Instead, it's about the learning that took place as so many great minds got together in one place to discuss positive educational practices.  Practitioners and academics alike added to the discussion as each shared their unique insight and perspectives.  As a result, the topic (in the form of short questions from the moderators) could be hashed out extensively.  Ideas and action steps were left open for the world to see with very little off-task chatter.  This is what professional development should look like.

For weeks now, I 've been trying to build up a PLN (Personal Learning Network) using Twitter and tonight that network grew by leaps and bounds.  While I will likely never meet most of the people I follow, their ideas are always there for me to learn from and many have been open to inquiries and comments as I seek to grow professionally while building my own presence online.  As this presence expands, I hope to add to the professional learning of others while continuing to grow myself.  The give and take is what makes this network so inspiring. 

BTW, I noticed today that a post from this blog was tweeted. It caught me by surprise and was a great end to a long day.  It's good to know someone is reading these posts.  I hope they are helpful. 

Lessons from the first four weeks #SAVMP

Four weeks on the job..... So, what have I learned? 

First off, time is a precious commodity.  Administrators have more to do than time allows and many on the campus want and need some of that time.  Therefore, a balance has to be struck so that staff feel supported, but important administrative duties are also completed in a timely manner.  I am still working on this balance.  I'm getting better, but I'm still spending too much time after school finishing up daily agenda items and planning.

Student discipline can make or break a beginning administrator.  One of my major roles as Assistant Principal over Student Management is discipline.  In this role, I have to investigate discipline referrals, listen to students tell their side of the story, and then determine consequences based on evidence.  In some cases, this is very simple as the student simply tells what they did. At other times, however, a deeper investigation is needed in order to get to the truth.  In some of these cases, there is more involved than was initially reported and extra time is required to sort through the details and come to a fair, but effective conclusion.  All of this can be time consuming and take time away from other important matters.  It is of the utmost importance that discipline management be addressed in a proactive, not a reactive manner if it is to be successful.  I am finding that, the more proactive I am, the less discipline problems I have to deal with.  At present, I am working on several projects with various committees to focus on positive behavior as well as get more parents involved on the campus.  Through this process along with continual relationship building, positive reinforcement, monitoring, training, and enforcement, I expect the number of discipline referrals to be reduced as the year continues.

Have thick skin.  At times, people will say and do things that don't make sense or are meant to be hurtful.  This is even more so the higher up you go.  So far, I have been called or at least insinuated to be a number of things I won't mention.  If I let it bother me, I wouldn't sleep at night.  But, I've determined that, when people say things that are hurtful, I will either listen and let them vent or stop the conversation and pick it up at another time when emotions have calmed down.  Either way, I have to stay in control of myself and recognize that most of the venom is not really directed at me.  I just happen to be the one who is there when it starts.  In addition, I would rather be the brunt of it than someone on staff. 

The more time you spend among kids, the less discipline problems you have.  On the days when I can be in the hallways and the classrooms, whether to observe or to simply interact, I've discovered that the number of referrals go down.  By being out and about, I am able to stop a lot of issues before they begin. Of course, my ultimate goal is to help students learn to self correct and take care of their problems before they escalate, in the meantime, this strategy works.

Listening is a key function of the position.  When I am out and about, I make time to stop and talk to students and staff as much as possible.  Often this is only cursory conversation, but every once in a while someone will open up and share their thoughts and concerns.  In  doing so, I am able to encourage them or maybe lead them in the direction of a solution.  I might also be able to stop a fight before it starts or get a new perspective on a problem.  In the office, I have to listen carefully to students, especially those who are in for discipline referrals.  Most times, they know that they have done wrong, but they just want someone to listen to them.  In doing so, we can often work together to develop a solution to problem behavior instead of simply apply a punishment.  Parents also need someone to listen to them.  They may be having the same problems with the kids that we are and are at their wits end.  In this case, providing a nonjudgmental listening ear may be just what they need.  As a classroom teacher, I didn't feel as though I had as much time to listen as I would have liked.  I had lessons to deliver and results to achieve.  Now that I'm in the office, I realize that, had I listened more, I might have been even more successful. 

Education is the greatest job on Earth.  Of course, I knew this already, but it is even more vivid now that I can see things from a broader perspective. As an administrator and leader, I get to influence the lives of hundreds of people both for now and potentially for years to come. How many other professions can make that claim?  At the same time, I realize the great responsibility that has been placed on me and my colleagues.  I must be prepared to do what is right for every child every day and ensure that each is able to be as successful as possible while under my watch.  What a great responsibility and privilege!!!!

Do's and don'ts for educators (from 1997)

I found what follows while going through some old file folders.  It was written in 1997, but with the exception of a few minor additions and changes, my thinking has not changed much in 16 years. I still remember writing this in a feverish pitch while thinking, if I didn't get this on paper it will be lost forever. The following is word for word from the original except that the conclusion is written at the beginning. 

"I wrote this list on Radisson hotel stationary while at a PTA convention in Fort Worth.  I am glad my list of do's is longer than my list of don'ts.  This list came from numerous workshops, books, and speakers, etc. that I've heard over the three years that I've been teaching.  What surprises me is that the list deals more with relationships with students than with teaching methodology.  This shouldn't surprise me, though, because I don't teach a subject, I teach kids."

Do's and Don'ts for Teachers

DO'S	DON'Ts
-Expect your students to: 1) Behave 2) Achieve 3) Treat each other with respect	- Try to be their buddy
-Teach your students to respect each other.	-Be disrespectful to your students.
	Hang out in the teacher lounge.
Treat your students as you would want to be treated. Model correct behavior. Say "please," "thank you," "Yes, Ma'am," "No, Sir."	Yell.
Greet students as they enter your room.	Talk derogatorily about any student to anyone including: - teachers - parents - administrators - other students (especially) (If Johnny has been running around the room, tell their parent, "Johnny has been running around the room." Don't say, "Johnny is a bad child. He is always running around the room."
Learn each student's name.
Call your students by their names.
Be their teacher instead of their friend. (You must be the responsible adult in the classroom)
Love them just as they are, not as you want them to be. (You may be the only person who shows that child love that day)	Sit at your desk between classes.
Tell them you love them. (You can say "I love you" nonverbally in the way you treat a child.)
Set limits and consequences for exceeding those limits.	Threaten! If you do, you had better be prepared to follow through.
Be consistent.
Think before you speak.
Remember that effective discipline is a form of love.
Develop a signal for getting the entire classes attention.
Remember that what you don't say (eye movements, gestures, posture, etc) is as or more important than what you do say.
Allow your students to make mistakes. This is how they learn.	Criticize when a student makes a mistake.
Set students up to succeed.	Knock them down when they don't succeed (especially when they've tried hard to please you.)
Encourage more than praise. (Too much or poorly given praise can sound false very quickly.)
Be yourself. Be as transparent as you can. (Kids know when you are putting on a show.)
Develop procedures for most routine tasks.
Practice procedures until they become second nature.	Expect kids to learn procedures in one day.
Teach procedures to your students. (You can stand in front of the class with your hand raised all day, but if kids don't know what that means, you are only getting a sore arm.)
Teach the skills necessary to complete a task successfully.	Assume your students have the skills necessary to be successful. Review the skills and find out.
Attend student special events such as sports games, concerts, dances, academic games and awards, etc. (Kids may not acknowledge it, but they know you are there.)
Develop positive relationships with your students. Talk with them one-on-one when appropriate.
Listen! Listen! Listen! When a child talks to you, give them your complete attention.
Give kids a chance to tell their side of the story before you pass judgement. (Often, students know they are wrong, but they want to tell you why they did what they did. Listen to them.)
Do what you say you are going to do.
Be prepared for each day.
Set daily routines and follow them.

Teachers as entrepreneurs

I've often said that teachers are like entrepreneurs. Their classroom is their business and on any given day they must sell, innovate, create, inspire, and improve their skills in order to succeed in their primary function, namely teaching knowledge and skills for today while developing life-long learners and problem solvers for tomorrow. They must individualize their product (instruction) to fit the needs of each child which means knowing their children well enough to recognize those individual needs. All the while, they are required to manage behaviors that range from angelic to outrageous. Failure in an area can bring less than stellar results. As an administrator, I must value this entrepreneurial spirit while recognizing that the rugged individualism that goes with it is no longer sufficient. Therefore, one of my roles is to foster collaboration. Fortunately, most teachers have already discovered this necessity and are willing to work with each other for the overall success of the school.  This makes my job easier as long as I provide the structure and environment to allow for true collaboration to occur.

My vison for school (Part 1) #SAVMP

With only four days on the job, I realize that campus leaders have more to accomplish than is humanly possible, but must do it anyway.  That reality is both overwhelming and exciting at the same time.  It reminds me that, as a leader, one of my roles is to tap into as well as help develop the leadership skills and abilities of those on my campus.  In this way, more is accomplished, the burden is shared, and everyone is able to have input into the success of the school. 

Before I can truly begin to say where I see my campus going in the future, I have to step back and take a hard look at where we are now.  At the moment, most of my days have been spent trying to prepare for the return of teachers while ensuring that general procedures and policies are in place to facilitate smooth operation of the school.  One of my major areas of reflection for the next few weeks will be the campus vision.  Where do we aim to be in the next year? five years? Ten years? This is a question that needs to be reflected on by all staff as we work to develop a cohesive vision for the school. In general, I know that the relationship between teachers and administrators must become more collaborative.  There has to be a "we" mentality instead of "us" and "them."  There must be an overall understanding that we are all here for children and every decision we make, whether individually or collectively, must be in their best interest, not our own.  If we ever lose sight of that reality, we will have failed in our calling. I am reminded of a quote from E. Don Brown, "If it is good for adults, it is probably not good for kids."

More to come on vision as the year begins and I can stop long enough to truly reflect on this most important matter.