May Reads: Revisiting a DNF and a Favorite Author

May brings me a lot of difficult choices in my reading. I've certainly got a lot of choices, and I'm having a hard time making a decision. But there are certainly a few books I'm determined to read this month, one way or another. May is kicking off a busy summer season, and May brings a graduation party, an out of town baptism, work, and scrambling to work on yard projects. Without further ado, here's what's on tap for May:

I'm reading this novel based on an actual horrific murder in 1959 Kansas. I've started it, become fascinated by the Cutter family, and want to know more. It is not an easy read, however, and I've got a few weeks to finish it before my book club meets.  Our group's theme this month was to read a book that was published the year we were born. One of those books I've always wanted to read, but never did. Until now. 

 Saw this at the bookstore and thought it looked like fun. Three women open a bookshop in Scotland and murder soon follows. I've read a lot of mixed reviews on this, so it will be interesting to see what I think of it. 

Bought this months ago, and finally plucked it off the bookshelf. A YA novel of mystery, magic, and adventure. 

While I await Sandra Dallas' next adult novel, I will read her children's book about a young girl and her family's struggle to homestead in 1910 Colorado. I absolutely love the cover art, and Sandra is a favorite author of mine. 

Oh, Homegoing. I tried and failed to read you before, and I'm giving it another go because I assigned it to a book group for May. Yes, I assigned this novel to make myself finish it this time. And I will. I look forward to discussing it with my group in a few weeks. 

I will probably read something fun and frothy, or at least lighter than what I've picked for May. Two are required for book groups; the others are my choice. I hope I enjoy them all--we'll just have to wait and see. 

Here's to sipping iced tea on the deck, enjoying the sun, and relaxed reading in warm weather. Cheers!



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Your Local Expertise

A lot of my work is with schools and districts, and although I discuss the power of networks to bring a “world-class education” into classrooms, I have been focusing a lot more on the local benefits of networks, not only the global connections.

If one teacher connects outside their school and brings great ideas to their students, but doesn’t connect within their community, we are still left with the “pockets of innovation” as opposed to a “culture of innovation.”  This does not serve the community as a whole. In fact, it could create animosity if ideas are not shared within the community.

This quote from “Multipliers” resonates:

“It isn’t how much you know that matters. What matters is how much access you have to what other people know. It isn’t just how intelligent your team members are; it is how much of that intelligence you can draw out and put to use.” Liz Wiseman and Greg McKeown

When schools do not tap into their collective intelligence, it is the organizational equivalent of only using ten percent of your brain.

I have been sharing this simple idea for years.

The impact of this simple action could be profound. I warn educators that if they do not want to start a hashtag for their school, an angry parent will eventually do it for them.  Schools need to share their own stories.

As I speak to groups all over, I remind educators that the “expert” is not in front of them, but sitting right beside them.  The “global” sharing does little for your school unless you tap into your local expertise.

• April 18, 2018 Wonder, Explore, Lead
• June 18, 2015 Personalize, Not Standardize
• December 16, 2016 4 Non-Negotiables for Schools
• November 27, 2016 “Telling will never be as effective as experiencing.”
• January 9, 2018 The Alignment of Vision and What is Valued

Source: George Couros

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Your Local Expertise

A lot of my work is with schools and districts, and although I discuss the power of networks to bring a “world-class education” into classrooms, I have been focusing a lot more on the local benefits of networks, not only the global connections.

If one teacher connects outside their school and brings great ideas to their students, but doesn’t connect within their community, we are still left with the “pockets of innovation” as opposed to a “culture of innovation.”  This does not serve the community as a whole. In fact, it could create animosity if ideas are not shared within the community.

This quote from “Multipliers” resonates:

“It isn’t how much you know that matters. What matters is how much access you have to what other people know. It isn’t just how intelligent your team members are; it is how much of that intelligence you can draw out and put to use.” Liz Wiseman and Greg McKeown

When schools do not tap into their collective intelligence, it is the organizational equivalent of only using ten percent of your brain.

I have been sharing this simple idea for years.

The impact of this simple action could be profound. I warn educators that if they do not want to start a hashtag for their school, an angry parent will eventually do it for them.  Schools need to share their own stories.

As I speak to groups all over, I remind educators that the “expert” is not in front of them, but sitting right beside them.  The “global” sharing does little for your school unless you tap into your local expertise.

• April 18, 2018 Wonder, Explore, Lead
• June 18, 2015 Personalize, Not Standardize
• December 16, 2016 4 Non-Negotiables for Schools
• November 27, 2016 “Telling will never be as effective as experiencing.”
• January 9, 2018 The Alignment of Vision and What is Valued

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Your Local Expertise

A lot of my work is with schools and districts, and although I discuss the power of networks to bring a “world-class education” into classrooms, I have been focusing a lot more on the local benefits of networks, not only the global connections.

If one teacher connects outside their school and brings great ideas to their students, but doesn’t connect within their community, we are still left with the “pockets of innovation” as opposed to a “culture of innovation.”  This does not serve the community as a whole. In fact, it could create animosity if ideas are not shared within the community.

This quote from “Multipliers” resonates:

“It isn’t how much you know that matters. What matters is how much access you have to what other people know. It isn’t just how intelligent your team members are; it is how much of that intelligence you can draw out and put to use.” Liz Wiseman and Greg McKeown

When schools do not tap into their collective intelligence, it is the organizational equivalent of only using ten percent of your brain.

I have been sharing this simple idea for years.

The impact of this simple action could be profound. I warn educators that if they do not want to start a hashtag for their school, an angry parent will eventually do it for them.  Schools need to share their own stories.

As I speak to groups all over, I remind educators that the “expert” is not in front of them, but sitting right beside them.  The “global” sharing does little for your school unless you tap into your local expertise.

• April 18, 2018 Wonder, Explore, Lead
• June 18, 2015 Personalize, Not Standardize
• December 16, 2016 4 Non-Negotiables for Schools
• November 27, 2016 “Telling will never be as effective as experiencing.”
• January 9, 2018 The Alignment of Vision and What is Valued

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Children of Blood and Bone by Tomi Adeyemi

It took me a few weeks, but I finally finished Children of Blood and Bone this morning. I  don't read a lot of YA novels and shame on me for missing some pretty good stuff in the past few years. The buzz around Tomi Adeyemi has been high, and I couldn't ignore it.  I bought a special edition at Barnes & Noble on the day it was released; it has an annotated chapter and a fold out map. It's always fun to read author notes and see what they were thinking as they wrote scenes, so if you have a chance, check it out. 

Adeyemi is a gifted writer, and she doesn't shy away from unpleasant situations. There are torture, death, and oppression in this tale of a people who were once magical, but have been murdered for their gifts out of fear and anger by King Saran, who rules Orisha.  Their children were spared, and without magic, they are the downtrodden; "maggots" taxed beyond their means, and treated like dirt. They are known by their snow white hair, which sets them apart from the rest of the people. 

Out of this, two sets of siblings meet and start on a journey to bring magic back.  Prince Inan and Princess Amari are the children of King Saran.  He's a nasty father, and regularly pits his children against each other in battle training. Zelie and Tzain are brother and sister, living in Ilorin, secretly being schooled in fighting, in the hope that one day the Maji and diviners will have a chance to rise up and regain their magic. When Amari is shattered by a close friend's brutal death, she  steals a scroll from her father that, with a few other tools, can bring magic back to Orisha. Running away from the palace, she runs into Zelie, who is selling fish to raise tax money. When the two meet, the story unfolds, and it's an adventure from that moment on to the final sentence on the last page. 

I don't want to give much away, because you should experience this novel on your own in your own way, without any input from me.  I will tell you that it does break down what looks to be a simple good vs. evil into something that reminds us nothing is ever that simple, and that easy to decide. Family loyalty? Vengeance? If magic comes back, how to keep those who would use it for harm from doing so, and creating another potential war? How do you balance the magic with a peaceful kingdom and those who do not have magic in their blood?  I won't even get started on the horrible parenting that Saran uses on his children. Abused kids for sure, yet Inan fights what he knows he should do with his sense of loyalty towards his father, who has never treated him well. It's a classic abuse issue. Amari is seen as a helpless young lady, but she's the one who grows the most in the novel. It's hard to keep remembering that all four characters, and most of the supporting cast, are teens. Yes, Adeyemi does a masterful job wiping that out of your head. That's why this novel is a great read for teens and adults, and anyone who loves mythology and magic. 

It's an adventure, and the characters grow on you. I will have to read the next novel, and I'm sure it will be just as excellent as the first. It's already been optioned for a movie.  In light of all the race issues we have in the United States right now, the immigration issues, the seeing people (we are all part of the human race!) as less than; well, those are all the bedrock of this tale. It has a lot to say. Definitely a book club selection, and I hope high school English classes read it, too.  

Rating:  6/6 for an incredible tale of rising up, fighting for what's right, even if it means you may lose. This tale of magic, adventure, love, and dreams was fantastic. I think of it, and I see so many colors-you'll find yourself smelling, hearing, and seeing the vibrant world of Zelie, Tzain, Inan, and Amari. 

Available in hardcover, ebook, and audio.

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Start Again Tomorrow

I have made it a goal to blog three times a week.  It is an appointment I have made with myself and have kept for almost all of the last eight years that I have blogging.  If you want to get better at something, you have to put in the time to do it, even when it is hard.

But this week I have been staring at the screen and struggling with what to write.  I have had lots of great conversations with educators this week, but nothing is seeming to stick in my head.  It is not that the discussions aren’t great, but I am struggling with concentration.

Although education is often seen to connect with thinking, learning, and the mind, it sure is hard to have those things work when your heart is not there.  I know how hard it is for me to write and concentrate when I am not feeling great, which helps me empathize with so many students and teachers who try so hard to do what they have to do in a day when they are going through personal struggles.

This post is a reminder to take care of myself and be positive, even though my expectations are high. This it not a  post with some negative start and a positive turnaround of inspiration.  It is just a reminder it is okay to have rough days and start again tomorrow, the way, so many inspirational educators do every single day.

• November 14, 2015 3 Images/Quotes To Disuss Paris
• September 7, 2011 More than just a dog
• August 2, 2017 Finding Inspiration in Yourself
• June 9, 2012 Fall apart; fall together
• December 15, 2012 It has to be accurate.

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How Does Car Loan Interest Work?

Getting an auto loan means you allow a lender to purchase a vehicle on your behalf and agree to pay the lender back over time with interest. Car loan interest is the cost you pay for using the lender’s money. In most cases, car loans use simple interest instead of compound interest. Simple interest is calculated on the amount you took from the lender, known as the principal. On the other hand, with compound interest, interest is added to the interest. For this reason, simple interest car loans are more affordable than compound interest car loans. With a car loan that uses simple interest, each payment goes towards your interest for that month and the rest goes towards your principal. That way your interest will be paid every month, so it will not accrue.

To determine simple interest, you multiply the daily interest rate by the principal by the number of days that pass between payments. That is why you should always try to make your car loan payments on time. It is even better if you make payments before the due date each month. If you do so every month, your loan will decrease faster allowing you to settle your loan sooner than originally estimated. Paying your loan late every month will not only cause you to take a longer time to clear your loan, it will cause you to pay more for the vehicle over time as well.

How to get a good deal on your car loan interest

There is a world of difference between a 4% and 6% interest rate for the same vehicle. Because your car loan interest will dramatically affect how much you pay for your vehicle you must aim to get the best possible interest rate when shopping for a car loan. Here are 3 ways you can get a good deal:

1. Improve your credit

Just about anyone can get a car loan but if you have bad credit, you will find that the interest rates on an auto loan will be higher than if you had good credit. Improving your credit score is a great way to ensure you get a good deal. And you can improve your credit score in just a few months.

2. Put some money down

A larger down payment means you will need to take less from the lender. Many lenders will give you better interest rates with a larger down payment because you are less likely to default on your loan as you have more to lose.

3. Compare rates

Whether you’re buying a new or used vehicle, compare rates before deciding on an auto loan. That way you will know when you have found a good deal.

Do you need car financing?

While the best option for buying a car is with cash in hand, the fact is that many people cannot afford to do so. If you need car financing, Credit Now can help you in the same way we have helped thousands of other drivers. We have low-interest rates and offer hands-on experience and dedicated solutions and options to suit your needs. Even if you have bad credit or no credit at all, we will not turn you away as we specialize in bad credit auto loans and loans for those with no credit history as well. So, give us a call today to discuss your options.

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Meridian by Townline in the centre of Burquitlam

Meridian by Townline in the centre of Burquitlam, an upcoming luxurious 32-storey residential high-rise tower compromised of 198 carefully crafted intelligently designed 1-, 2- and 3-bedroom homes, along with a limited collection of only a few exclusive two-level 3-bedroom townhomes. Conveniently located at Cottonwood Avenue and Clarke Road; in the centre of Burquitlam’s burgeoning community, adjacent to the Evergreen SkyTrain line and just steps from a plethora of urban amenities.

Opening 2018

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PMPEncore065: Ending the School Year with Celebration

Last year my student council members came to see me about an idea they had for finishing the year with positivity. These student leaders wanted to end the year was by doing something to help others. They designed an amazing idea called “BARK” week. With the school mascot being a Bulldog, the theme fit perfectly. […]

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Towards a ‘Slower Ed’ movement – when to move fast and when to move slow?

School leaders receive many suggestions from other leaders, teachers and support staff for what can be improved in their school. In some instances, people are taking action themselves, often on their own, as they try to ‘fix’ things and make our schools ‘better’. Invariably, despite so many good ideas, intentions and initiatives, schools are oftentimes in a state of change fatigue.

Yes, it is easy to understand that change is the only constant and we have to keep working to improve. That said, too much change can create a lot of collateral damage and when that happens the leader(s) of the school are to blame and they may also be left picking up the pieces of failed change initiatives that they did not start. Of course, school leaders themselves can make life difficult too by requesting too many things change and all at once.

Over the years I have seen both school leaders, teachers and support staff refer to the time management matrix that appears in Stephen Covey’s 7 habits for highly effective people.

In meetings, large and small, our colleagues are telling us that we are spending too much time in the ‘urgent and important’ quadrant, yet ironically they cannot see that they place great urgency on their own requests for change. School leaders are, therefore, faced with a barrage of requests for change, many being presented as urgent. If the leader, draws a line and tells someone “No” or “Not now” to a request for change, then leaders can be seen to be stonewalling genuine good intentions to make things better.

The problem is that each individual making a request for change struggles to see a bigger picture in terms of what they are asking for. They do not see the multiple requests and the different tasks that have already been assigned. The school leader’s role is to balance the positive energy for change alongside what is reasonable to achieve without ‘losing’ teachers and support staff along the way to stress associated with workload issues.

It is a tough sell, saying no and trying to get people to see a bigger picture that needs to be one of sustainable improvement. Those wanting to push through their ideas are often being pushed a message of “pursue your goals and dreams” or, “if you want it badly enough, you will find a way to get it done.” Furthermore, we can all say that we should make this change and that change because “it is best for the students” and that “there is never a convenient time to change, so why not do it now?”

There’s a truth in this and we do need change in our schools but it does, to a certain extent, need to be carefully orchestrated. There need to be good systems in place when making change, so that we do not neglect the things we are already doing well and we do not lose good people along the way. To often, schools ‘rob Peter to pay Paul’, as a old colleague of mine once put it. Sometimes, you have to go slow to go fast, but that is just frustrating for some who crave instant reward and satisfaction. In the same vein that the slow tech movement is being promoted, we need to consider a ‘Slower Ed movement’.

This is the challenge for school leaders and it is not appreciated enough. Leadership teams in schools have to join together in striking a better balance. Move too fast, we can tip people over the edge and not recover. Move too slow, we may miss an opportunity. How we convey that message to those in our school community and have it understood by all requires a strength of leadership and resilience in getting our leaders, teachers and support staff to value and understand both sides of the equation. As we already know, if everything is considered urgent and a priority, then nothing really is.

Connect with me @richard_bruford

Originally posted on the Ed Leader blog

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Maverick by Tien Sher in Surrey

Maverick by Then Shier is a new five-storey condo development located in Surrey. This project will offer 125 1-, 2-, and 3- bedroom condos unite along with outstanding exclusive amenity space. Get access to Metro Vancouver’s most affordable homes.  Maverick is coming soon to the new entertainment district.

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Ward by Vicini in Vancouver

Ward by Vicini Homes development is a new 3-bedroom townhomes development located in the lovely residential Norquay neighborhood, just steps away from 29th Ave Skytrain Station, and surrounded by parks, bikeways, and great schools. This project will offer 16 unite, sizes range from 950 – 1,070 SF. With kitchens designed for real life & entertaining, you’ll love the sleek European-inspired cabinetry, full-size stainless steel appliances including gas range, and breakfast bar.

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The Myth of the “Laggard”

A question I often get in workshops is how to deal with “laggards” or “resisters.” The first thing I wonder when I hear regarding this question is, do the people they are talking about seeing themselves in the same way? Perhaps, they see themselves as innovative in some elements of their practice, but resistant in others. Wouldn’t the majority of educators refer to themselves in that way if we are true to ourselves? There are things that I do in my workshops that I think are quite forward thinking, but I do love lecturing and believe that I do it in a way that is beneficial to participants.

The “Myth of the Laggard,” might be one that we need to address. Here are the questions that need to be addressed:

1. Is the practice in the classroom that we are complaining about hurting students in the present and future? (If it is hurting students, address it.)
2. Are they resistant to change because they hate change, or resistant because they are doing something they believe is beneficial for their students?
3. Most important question…Can you identify the change you want them to create in their practice, and articulate why it is so important?

The reason that the last question is so important is that a lot of administrators I hear from complain that people aren’t changing, but when I ask them what they should change to, they aren’t sure. If you can’t articulate it, how would they know what you are seeking?

Referring to someone as a “laggard” is putting that person in a hole immediately. Find what they are good at and identify that. I have said this a million times when people feel valued, they will go to the ends of the earth for you. When people think you are trying to fix them, they will fight you the whole way, especially if you don’t even know what you are trying to fix.

We have more in common than we think. The best practices in education are often somewhere in the middle, not on the outer extremes. Work together to find those.

(PS…I did a short video on this topic and wanted to go in depth in this post.)

Look for similarities with those you don’t agree with to get closer on your differences. pic.twitter.com/n8sRBMM2Eg

— George Couros (@gcouros) April 18, 2018

https://platform.twitter.com/widgets.js

• June 28, 2013 The Prophets In Your Land
• April 13, 2018 Every “Best Practice” in Education Was Once an Innovation
• February 7, 2016 Innovation To Best Practice
• May 22, 2013 10 Ideas To Move Innovation Forward
• April 11, 2015 3 Things That Have Slowed the Change Process Down in Education (And What We Can Do About It)

Source: George Couros

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Summer Reading: Make a List or Just Wing it?

Let's face it: every season is a good time to read. I must confess, I read lighter, "happy" reads during the summer. Fall brings out the darker, creepier reads for me, followed by Christmas, when I like to read holiday stories. Spring, so far, has been a catch-all. Three book groups have upped my must-read book list each month. 

 It's finally warming up in Iowa--65 today! and everyone is busy running around outside trying to get in the yard work we usually accomplish in late March. Now I've got to figure out just how I can work in the yard, run, and still have time to relax and read on the back deck. It's my first year with a lovely deck to sit and chill, and I can't wait to sit outside in the early summer mornings, read and relax. When the sun moves around, and it gets too hot, I'll move myself to my front porch. I'm pretty lucky to have both.  

As always, I'm faced with a pile of books that I've accumulated over the months, and haven't read, and I'm struggling with the idea of making a list for the summer, or just diving in and grabbing what sounds good at any given moment.  I'm leaning towards making a list, if only so I may tick them off as the summer progresses.  I've got a few ambitious titles to read:  Leonardo Da Vinci's biography by Walter Isaacson, a Kurt Vonnegut novel (I've never read anything of his), Prairie Fires (a 2018 Pulitzer Prize winner), and a few favorite authors that I've neglected: Kevin Hearne, Sandra Dallas, Paula Brackston, and many more.  It may be time to break out the Excel spreadsheet!

Do you read longer books during the summer, or lighter, quick reads?  What do you take on vacation? Do you have a book you absolutely must read this summer? 

I'll be posting my May reads list this week; I consider May the start of summer reading, so I'll be curious to see what books I've chosen from my bookshelves at home, library, and the bookstore. Lots to choose from, and three book group selections to include in that mix. 

Cheers and happy reading!

Sue








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They Myth of the “Laggard”

A question I often get in workshops is how to deal with “laggards” or “resistors.” The first thing I wonder when I hear regarding this question is, do the people they are talking about seeing themselves in the same way? Perhaps, they see themselves as innovative in some elements of their practice, but resistant in others. Wouldn’t the majority of educators refer to themselves in that way if we are true to ourselves? There are things that I do in my workshops that I think are quite forward thinking, but I do love lecturing and believe that I do it in a way that is beneficial to participants.

The “Myth of the Laggard,” might be one that we need to address. Here are the questions that need to be addressed:

1. Is the practice in the classroom that we are complaining about hurting students in the present and future? (If it is hurting students, address it.)
2. Are they resistant to change because they hate change, or resistant because they are doing something they believe is beneficial for their students?
3. Most important question…Can you identify the change you want them to create in their practice, and articulate why it is so important?

The reason that the last question is so important is that a lot of administrators I hear from complain that people aren’t changing, but when I ask them what they should change to, they aren’t sure. If you can’t articulate it, how would they know what you are seeking?

Referring to someone as a “laggard” is putting that person in a hole immediately. Find what they are good at and identify that. I have said this a million times when people feel valued, they will go to the ends of the earth for you. When people think you are trying to fix them, they will fight you the whole way, especially if you don’t even know what you are trying to fix.

We have more in common than we think. The best practices in education are often somewhere in the middle, not on the outer extremes. Work together to find those.

(PS…I did a short video on this topic and wanted to go in depth in this post.)

Look for similarities with those you don’t agree with to get closer on your differences. pic.twitter.com/n8sRBMM2Eg

— George Couros (@gcouros) April 18, 2018

• June 28, 2013 The Prophets In Your Land
• April 13, 2018 Every “Best Practice” in Education Was Once an Innovation
• February 7, 2016 Innovation To Best Practice
• May 22, 2013 10 Ideas To Move Innovation Forward
• April 11, 2015 3 Things That Have Slowed the Change Process Down in Education (And What We Can Do About It)

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Avani Centre at King George Boulevard in Surrey

Avani Centre by Avani Investment Group in Surrey is a new mixed-use condo development located in the heart of Surrey Centre. Avani Centre offers 181 exclusive residences in combination with a hotel by Hilton, allowing for luxury experiences. The Residences at Avani Centre begin on the 8th floor, ensuring that these homes rise above the Medical District and overlooks the core of the city’s University District to the north.The architecturally unique residential tower rises atop a 5-storey hotel, and is close to Surrey Memorial Hospital, Holland Park, Central City Shopping Centre, the SFU campus, King George SkyTrain station, and a future shopping and entertainment complex.

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Holland Row in North Vancouver

Holland Row by PC Urban in North Vancouver is a new 3-storey woodframe rowhomes development located in the new community of Lions Gate Village. This project will offer 23 3- and 4- bedrooms townhouses. Holland Row will offer residents some of the best the North Shore has to offer in urban living amongst nature. Overlooking the Capilano River, the rowhomes boast private back yard, secured parking garages with direct access into your home, premium appliances, refined interiors and sophisticated architecture. All within walking distance of restaurants on Marine Drive, shopping at Park Royal, a new Community Centre being built on Fullerton, the nature trails of West Vancouver and local skiing at Grouse Mountain.

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Wonder, Explore, Lead

I tweeted this quote from my book, “The Innovator’s Mindset“:

“Our responsibility isn’t solely to teach memorization or
mechanics of a task but to spark a curiosity that empowers students to learn on their own. To wonder. To explore. To become leaders.

…if students leave school less curious than when they
started, we have failed them.”

— George Couros (@gcouros) April 17, 2018

As I look at it, I think more about what our learning experiences look like for our staff. Do they have the opportunity to “wonder, explore, lead,” or is this something we save for our students only?

The best way to create the culture you want for your students is to build it for the adults. There are so many constraints placed on schools from government mandates, but do we add to these constraints ourselves? I know that people complain about the state of testing in the US, but I also know that many districts add a multitude of their testing in pursuit of doing better on the state tests. Ask in your organization what you control and what you don’t. Then when you figure out what you control, make those conditions better.

Simple.

The learners in your organization should have their curiosity stoked. Their ability to explore their learning. When you limit staff, you restrict students

Find a way for your staff to “wonder, explore, and lead”, and they will most likely do the same for their students.

• February 11, 2017 The Students are Paying Attention
• January 18, 2014 3 Things We Should Stop Doing in Professional Development
• November 12, 2015 Professional Development and Professional Learning #miamidevice
• August 30, 2016 Spoon-Fed Learning
• September 8, 2016 The #InnovatorsMindset MOOC Starting Soon! #IMMOOC

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Arcola in Highgate Burnaby

Arcola by Kingswood Real Estate is a new townhouse development located at Highgate community in Burnaby. This project will offer 22 units, size ranges from 1,448 -1,496 SF. Live with timeless design and impeccable style at Arcola, the spacious three-bedroom homes convey functionality with well-proportioned rooms and efficient floorplans reflective of a single-family home.

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Simple Advice: Enjoy the Kids

A substitute teacher in our building recently approached me about some problems she was having with student behavior. She detailed how she told the kids exactly what she expected and tried to enforce the rules, but they didn't respond well at all.

I got the impression she was trying the stern teacher approach.

She told me about one student in particular. And as she shared, I could see her demeanor immediately shift.

She was really upset. Her body language and facial expression showed she was really frustrated. I would go so far to say she was having a miserable experience.

And so I felt really bad for her in that. I don't want visitors to our building to ever have a bad experience. And being a substitute is not easy on a good day.

So I asked her a question, "Are you trying to enjoy the kids?"

She looked at me with a puzzled expression. I'm sure she was thinking how could I enjoy these kids when they're acting out and being uncooperative?

"What do you mean?" she said.

"Well, I've just found that I get a much better result in working with students when I make it a point to enjoy being with them. They don't always act just like I want, but I try to enjoy them anyway."

"But I'm trying to get them to follow the rules and do the work," she said.

"And that's a good thing. We expect students to follow rules and be productive and use time wisely. They do need accountability for that. But how you hold them accountable can make a big difference."

I encouraged her to leave some notes for the classroom teacher about the behavior problems, and asked her to give my advice a try the next time she had a chance.

A couple of weeks later she was back in the building, and she came rushing up to me. Her demeanor was completely different. She was smiling and full of energy.

"I tried what you said, and it worked so much better. It's like I'm not putting as much pressure on myself and the students are doing better too. I feel so relieved," she said.

I told her I was so happy to hear that, and I appreciated her giving my advice a try. I thanked her for sharing with me and for giving me an update.

The quickest way to change another person's behavior is to change your behavior towards them. Kids are going to make mistakes. But if you make it a point to enjoy being with them, and treat them with great respect and care, there is almost no mistake you can't correct. They'll be far more open to your feedback when they feel that you like them and enjoy them.

What are your thoughts on this advice? Are you enjoying the kids? How can you show delight in them and keep the classroom energy positive and productive? I want to hear your thoughts. Leave a comment below or respond on or .

        

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Simple Advice: Enjoy the Kids

A substitute teacher in our building recently approached me about some problems she was having with student behavior. She detailed how she told the kids exactly what she expected and tried to enforce the rules, but they didn't respond well at all.

I got the impression she was trying the stern teacher approach.

She told me about one student in particular. And as she shared, I could see her demeanor immediately shift.

She was really upset. Her body language and facial expression showed she was really frustrated. I would go so far to say she was having a miserable experience.

And so I felt really bad for her in that. I don't want visitors to our building to ever have a bad experience. And being a substitute is not easy on a good day.

So I asked her a question, "Are you trying to enjoy the kids?"

She looked at me with a puzzled expression. I'm sure she was thinking how could I enjoy these kids when they're acting out and being uncooperative?

"What do you mean?" she said.

"Well, I've just found that I get a much better result in working with students when I make it a point to enjoy being with them. They don't always act just like I want, but I try to enjoy them anyway."

"But I'm trying to get them to follow the rules and do the work," she said.

"And that's a good thing. We expect students to follow rules and be productive and use time wisely. They do need accountability for that. But how you hold them accountable can make a big difference."

I encouraged her to leave some notes for the classroom teacher about the behavior problems, and asked her to give my advice a try the next time she had a chance.

A couple of weeks later she was back in the building, and she came rushing up to me. Her demeanor was completely different. She was smiling and full of energy.

"I tried what you said, and it worked so much better. It's like I'm not putting as much pressure on myself and the students are doing better too. I feel so relieved," she said.

I told her I was so happy to hear that, and I appreciated her giving my advice a try. I thanked her for sharing with me and for giving me an update.

The quickest way to change another person's behavior is to change your behavior towards them. Kids are going to make mistakes. But if you make it a point to enjoy being with them, and treat them with great respect and care, there is almost no mistake you can't correct. They'll be far more open to your feedback when they feel that you like them and enjoy them.

What are your thoughts on this advice? Are you enjoying the kids? How can you show delight in them and keep the classroom energy positive and productive? I want to hear your thoughts. Leave a comment below or respond on or .

        

Comments

• Comments

Related Stories

• What Is Empathy? And Why Is It So Important?
• The Power of Choosing 'Must' Instead of 'Rather'
• Build Relationships and Be Relentless

 

from Connected Principals https://ift.tt/2qHVDxV

The Links Residences in Surrey

The Links Residences by Infinity Properties is a new townhouses development located at Guildford Golf Country Club in Surrey. This project will offer 55 units.Knock off 18 holes with neighbours at a moment’s notice or just enjoy the serenity and warmth of a naturally private, resort-style community. At The Links, the grass really is greener. The Links is one of those once-in-a-lifetime locations. Set amid native landscape and adjacent to Guildford Golf & Country Club, these 55 distinguished townhomes are a dream come true.

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PMP:110 Six Tips for Education Advocacy

Last week I was walking back to my car from a visit to Oklahoma’s state capitol, when I saw a line of reporters, police, and education supporters stopped in front of me. I just happened to be on the street where Tulsa Public School Superintendent Deborah Gist and others from her community were arriving from […]

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