Mentors - Paying it Forward

We make a living by what we get, we make a life by what we give.

Winston Churchill

     One of the really exciting aspects of being an educator has been the willingness of others to serve as mentors. A mentor is defined as someone who imparts wisdom to, and shares knowledge with, a less experienced colleague. A good mentor has the ability to listen. My colleague and friend, Ainsley Rose, says a mentor "asks questions that allow a person to arrive at answers rather than be told." That requires a strong capacity to recall detail and build on previously shared conversations. Many times the mentor role also expands to one of friend.

     As I have moved through my thirty years as an educator I have had the good fortune of being helped by some incredible teachers. As I added consulting and writing to my experience this has expanded even further and I feel so fortunate that folks like Wayne Hulley, Rick DuFour, Larry Ainsworth, and Rick Curwin have seen fit to offer their insights. Even as I write those names out I have to pinch myself to ensure I'm not just delusional.

     Sometimes the role of mentor is for an extended period of time. Wayne Hulley offered his insights to me for the first time almost two decades ago and remains to this day the single most significant educator and colleague in my career. Other times, the mentor appears when you open yourself up to the experience. I'll admit to being intimidated by Rick DuFour the first few times I had the opportunity to present alongside him. Not because of anything he did but because of the high quality and impact of the work he does. Yet, when I first approached him with a question he was so generous in time and spirit that I now count him as a trusted advisor when I need some deeper insights. Similarly, Larry Ainsworth and I connected at an event in Corner Brook and I was thrilled that he stayed for my keynote address. That he wanted to talk further at dinner that night and has subsequently guided me in my own professional growth has been a real blessing. Finally. mentors may come into your life over a shared belief. Rick Curwin is someone I've admired and quoted in my writing and presentations for a while. Technology allowed for him to see some of my work and reach out with some positive feedback. We have exchanged books and a commitment to stay connected.

     So, why share all of this with readers of this blog? I feel a debt to those who have aided my growth and think the best way to pay it forward is to offer the same assistance to colleagues and novice educators. Let me be clear - I don't consider myself to be in the league of those folks I've identified above. I also don't think it's necessary if the intent is to offer the best I can. I have been thrilled in recent presentations in Prince George, Ottawa, and Vancouver to have former students who are now educators come up and chat with me and stay connected after the event. It may not amount to what I have received but it is, and will continue to be, my pledge to add value to our profession and work towards paying down that debt of gratitude. I know I have many outstanding colleagues who, in doing the same, would ensure the high quality of education we are accustomed to, will carry on.

De-myth-tifying School

The great enemy of truth is very often not 

the lie – deliberate, contrived and dishonest – but 

the myth – persistent, persuasive, and unrealistic. 

Too often we enjoy the comfort of opinion 

without the discomfort of thought.

John F. Kennedy

     This week began with an opportunity to work with some incredible educators in West Haven, Connecticut as they designed complete lesson units using the rigorous curriculum design approach developed by Larry Ainsworth. His work on RCD began with the educators in this district and it was good to see how they have refined and utilized the steps in creating engaging units. Watching Larry working with the group was also insightful as the focus kept returning to those things that were in the control of the group and not on those over which control resided elsewhere. My conversations with teachers kept reaffirming that notion. They focussed their time and energy on the realities before them not the myths that occasionally bog us down. Close by the facility where the sessions were being held is Yale University where President Kennedy delivered the commencement address from which the quote above came. It resonated with me as I thought about the approach the teachers were taking despite some of the rumoured challenges (or myths) that were awaiting them as a result of the upcoming common core and changed associated with the new standards.

     The theme continued with a visit to Saint Patrick Regional Secondary after I returned to Vancouver. I had the distinct pleasure of meeting some incredible students and dropping in on a variety of classrooms. My bond with the fraternity of Science teachers compels me to share that the best snippet of instruction I saw was in the Physics class. Bias aside, it truly was an engaging and stimulating piece for the students and for the observers. As is often the case, the conversations with colleagues yielded the best insights. Talking with Principal John Bevacqua (@johnnybevacqua) and Vice-Principal Gab Donnici (@GABDONN) allowed us to dispel some of the myths that arise when people talk about faith based schools and the conditions found within their walls. The conversations were the same as any I have had in "regular" schools as we talked about students that struggle, students that excel, students that have profound special needs, and students that have incredibly unique talents. I was particularly impressed by the commitment to create meaningful relationships and a culture of caring. From my viewpoint that's the biggest reason the school has a 100% graduation rate, not because of some mythological belief that their students are drawn only from the elite end of the spectrum. The visit reinforced for me many of the tenets my co-authors and I shared in our book PBI: 7 Keys to a Positive School Culture. As I sat in the cafeteria at lunch I saw numerous examples of positive interactions involving students and staff. The gentle nature of the student interactions with John and Gab also let me know one of the secrets to their success. 

     While I understand that some myths have enduring value and that not all myths have as their core a desire to misdirect, I also know that schools and educators face enough real challenges without having to slay mythological dragons as they move forward with their work in the service of students. 

Professional Development - Variety is the Spice

"Learning is not done to you. Learning is something you choose to do"

     This Seth Godin quote (part of his brilliant manifesto "Stop Stealing Dreams") was in response to a question he posed about what schools are for but I think it equally fits in the debate about the role of professional development in the careers of educators. As I continue in my latest role in education as a consultant and author, I often think about how I can continue to learn and grow as an educator while also contributing to the learning and growth of colleagues.

     One thing that is certain is this - when I facilitate a workshop for educators I learn as much as I present. Each visit brings a different context to an issue in education and each colleague offers an insight that adds to my knowledge. I love this form of professional learning, particularly as I don't have a full time job in a school or district. I also know that not everyone in the audience benefits in the same way and so a variety of formats for professional learning seems the most appropriate.

     I have always enjoyed attending conferences and have tried to take something beneficial from each one. I have to admit that there were times when the benefit was not as tangible to others, but the break from the ordinary was what I needed. I know I always returned more energized and eager to get back to my role. Conferences, however, need to change from simply being experts presenting for two or three days with little formalized time for sharing to more interactive forums. But, I firmly believe there is a need to have conferences headlined by some of the best thinkers in education. I also know that I enjoyed the edcamp I attended and think this might be a piece of the new conference model. I envision the keynote address being followed by a chunk of time where topics generated by that keynote could be debated and facilitated by interested participants. Follow-up could take a variety of forms but a recording and sharing of the information would be a key component with the possibility of the keynote presenter offering some feedback to the gathered information.

     I have also enjoyed other informal forms of PD such as conversations with colleagues through venues like book clubs, breakfast meetings, or coffee chats. The ebb and flow of both the participants and the topics are inspiring and prompt future conversations. Recently, I have also taken advantage of visiting schools and appreciate the welcome extended by teachers as I sit in their classes. Teachers are incredibly thoughtful about their lessons and passionate about promoting success for kids. One area of PD that I fell behind in, and am now trying to recapture, is reading journals, books, and current research. I admire many of the leading thinkers in education and like to have my thinking challenged as I move forward. As an aside, I often take full advantage of some of these thinkers when I have the good fortune to share the stage with them at conferences.

     One area of sensitivity that seems to be emerging is the notion of who "owns professional development". I think it's the wrong question and I refer you back to the Godin quote above. PD can't be done to you, it has to be something you choose to do and see value in. I also believe that PD can't be done entirely in isolation and benefits greatly from collaboration and pursuit of collective, as well as individual, objectives. As you move forward in your careers, commit to highly effective, quality professional development. The type of PD that comes with a variety of approaches.

Spring Break - A Time of Renewal

     I know some of you will have completed your Spring Break already while others may be in the midst of it. I hope all of you were able to use the time away as a period of renewal and re-charging of your formidable personal energy stores.

     I hope the photo above (taken on the last day of my break) of the sunset in Kona brings back some positive thoughts of your break. It's not the location that is important but the notion of some time away from the challenges of being an educator that is paramount. Whatever your role in a school or district today, it is marked by hard work. More importantly, it is marked by "heart work" and that can be quite draining on our personal lives.

     My son recently shared this observation with me that accurately sums up why I needed a break: "I look at the past with great humour and the future with great anticipation...it's the present that is wearing me down!" While he is not in the education sector, he clearly understands our challenge.

     Recent trips to Winnipeg and Ottawa revealed for me the power of some time away. The educators I encountered were full of energy and enthusiasm that was, in part, borne out of "some time to breathe and reflect" as one teacher shared with me. All were aware of the challenges that remain before them as the school year moves to conclusion. The passion and commitment to draw out every possible success for their students was equally obvious.

     I hope you took advantage of the time away to be away from your work and with the other aspects of your life that help to define who you are. Best wishes moving forward with the rest of the school year.

In Praise of Teachers

Friends, Romans, Countrymen, lend me your ears

I come to praise teachers not to bury them.

     Okay, maybe those weren't the famous words of Marcus Antonius but I think I can make a compelling case for why they should be. And no, this is not going to be a rant designed to sway the views of anyone engaged in the myriad of teacher disputes that seem so prevalent today. Instead it is my homage to the group that I feel carries the most sway and creates the greatest benefits for our society today. Teachers are the difference makers, they are the game changers, and they are the folks who have the strongest impact on the communities of the future. It's long past the time where they should be acknowledged as such. Regardless of whom you might admire and regardless of that individual's field of endeavour, it's very likely a teacher started them on their course. Yes, I'm aware of the exceptions - the self made geniuses - but those folks are the exceptions. Just like the world's oldest man who, upon being asked the secret to his longevity, confesses to a shot of scotch and a daily cigar, anomalies abound. The general rule is that a teacher somewhere started the ball rolling.

     The role of the teacher has taken on a much greater complexity than when I was a student. Perhaps one of the biggest differences has to do with the nature of the students making up todays' classroom. When I went to school, the vast majority of the population "looked like me". It was a pretty homogenous population. Students that were different in any way went to specialized schools and were rarely seen in the public school. My children went to school with students from across the spectrum of needs and learned valuable skills as a result. I believe they got a better education as a result of ALL students being integrated into the public school and I will continue to champion full integration as the correct model. However, it does bring a unique set of challenges that seemingly escapes those who reminisce for the good old days where classes of 40 students were acceptable. As alluded to earlier, this may have been okay (although I highly doubt the effectiveness) when the group was fairly similar but it no longer works today. A recent visit to a grade 7 classroom brought this to light. The teacher had 30 students including one whose behaviour is quite severe and is marked by regular outbursts that include swearing and throwing desks. The teacher manages this with a gentle, supportive manner while also having the remaining 29 students on task and learning valuable skills of empathy and support. This is not to suggest that the remaining students do not also pose the occasional challenges but does underscore what's different in classrooms today. It's also why comparisons to a different era are irrelevant and serve only to confuse the issue and add to a negative portrayal that is both unfair and unfortunate.

     I am thankful to the many teachers who have made significant contributions to my life and have provided the foundation that has allowed me to achieve many things. The early predictors were not always so positive and I know some great teachers challenged those and provided a spark that set a better path in place. Mr. Mullahoo, Mr. Springer, Mrs. Fainsilber, Mr Huberman, and Mr. Cheyne all left positive impressions with me and they did so without ever knowing if their good efforts would take hold. I am thrilled that my youngest daughter has entered the teacher education program and I know she will be a difference maker. We don't talk about salary as she (like most teachers) is not entering the profession to become rich but instead to provide a richness to the lives of others.

"You want to know what I make?

I'm a teacher, and I make a difference"

* last line from the book "What Do You Make?" by Tom Hierck

Let's Eliminate Rewards (From Our Lexicon)

There is no way to achieve educational excellence in a school where purposes are blurred 

(Ernest Boyer)

     Some of the best conversations I've engaged in lately center around the topic of rewards. A recent blog (http://soc.li/YWFpeYO) by Dr. Richard Curwin brought the topic to the fore once again. Curwin's writing has been influential throughout my career and is reflected in my beliefs on this topic so it was refreshing to see how he frames some of the debate. More on that later in this post. His post also resonated with colleague and co-author Chris Weber (@Chi_educate). We've tried to strike the right balance in our book (http://tinyurl.com/3bxuyes) that speaks to the realities we face in schools today. Chris suggested that he is never going "to use the word 'rewards' again" because rewards are conditional (if you do this, then you'll get that). His intent is instead to "catch students being good" because that's "appreciation". The challenge posed by Boyer's quote above is that we need to have a degree of consistency across the school that is borne out of reflective dialogue amongst the educators.


     These common expectations are more than just rules; they create a vision of the end we have in mind and reflect core values. They should reflect the notion that we ought to spend more time on the positive reinforcement of appropriate behaviors than on the identification of negative ones. Curwin talks about this as showing appreciation. His belief is that "we have a responsibility and obligation as teachers to evaluate students' academic performance and behavior." How we do these evaluations and what we do with the information we gain are the critical pieces. Curwin speaks to the difference "between manipulating students to behave in a certain way by giving them things when they comply, and expressing true feelings of appreciation for something well done." His views differ in this regard from other luminaries like Kohn and Glasser who suggest this is still tantamount  to influencing behavior to get students to do what we want. Curwin suggests that "No one can work hard without validation, appreciation, being noticed or being thanked"and supports this type of feedback "as long as these things don't have a price tag attached." I know how hard educators work and I fully believe we deserve recognition for it. There is a difference between manipulating someone by offering rewards that are conditional and pre-determined, and appreciating someone after they have displayed appropriate behavior. Rewards are part of a system while appreciation comes from the heart.


     Curwin also speaks about the importance of having appropriate levels of challenge for our students as a better option than any form of reward for increasing motivation. He poses a question that resonated with me. Given the option of engaging in a game with an opponent, would you choose the person who you routinely beat or the person to whom you have routinely lost but been close each time? Not surprisingly most people choose the latter option. And so it is with our students. It is important to find the right level of challenge as too easy builds little pride, and in some instances resentment, (think of the student who completes the assigned questions early and is given more of the same) and too hard leads to frustration and withdrawal. In our technology impacted world, video games may offer some insight. Students who engage in these go to the level that best meets their ability and continue until they master that level. Of course if we attached rewards to completing a level, many would opt for an easier level. When students are given the opportunity to make personal meaning of the expectations they are more likely to internalize them and achieve desirable outcomes.  

     Curwin's third point is one that really resonates with me. He speaks about the importance of getting to know your students and showing genuine care for their welfare. He suggests we think about teachers that impacted us and to recall why they did and the feelings associated with those memories. In "Pyramids of Behavior Interventions" we list both the positive and negative recollections many adults have shared with us about teachers who impacted them. Here's the list:

Positive

Cared about me as an individual

Brought learning to life, made it real

Took extra time to help me learn

Always fair, reasonable & understanding

Inspired me to do my best

Negative

Did not know me or care about me

Made the subject dry and boring

Often unfair or arbitrary

Yelled, screamed, put kids down

Seemed more interested in the subject than the kids

As Curwin states, "Can any reward or bribe come close to these feelings as motivators?" I know the genuine emotion that occurs when people share these stories with me and it reminds me of the significant impact we have day by day and minute by minute on our students. Curwin's final comment is an ideal summary. "I always remember that I teach for them, they don't learn for me." It's time to eliminate "rewards" and speak more to "acknowledging" and "appreciating" the demonstrated behaviors our students are displaying. 

Glory Days (Can't Pass Us By)

Glory days well they'll pass you by

     Contrary to the sentiment expressed in the song by Bruce Springsteen, in our profession our glory days can't be something that has passed us by. By this I mean that the students we have today are deserving of the best educators we can be and not be saddled with someone whose best days are distant memories. The students in your classes today are new to you as you are new to them. They deserve to have the best teacher you are with all of the passion and commitment you bring to the profession.

     This is not to suggest that your teaching style does not change over the years. I know that some of the best things I thought I did in my early years of teaching would not be as successful today. Similarly some of the worst things I did early on are no longer a part of what I believe. In a brilliant post (http://bit.ly/zHY61R), Chris Kennedy (@chrkennedy) talks about how his teaching has changed over time.  As the context changes around us so do the strategies we employ to effectively teach students. What shouldn't change is the enthusiasm and capacity to make a difference.

And I hope when I get old I don't sit around thinking about it but I probably will

Yeah, just sitting back trying to recapture a little of the glory of