Developing Wisdom in Schools

I have been reading, “The Seven Decisions; Understanding the Keys to Personal Success,” by Andy Andrews, and this quote on “wisdom” stuck with me:

Most people mistake wisdom for education, like a high school diploma or college degree. Seeking wisdom is not the same as gaining knowledge: Knowledge is a precursor to wisdom. Wisdom includes an intuitive element, an insight gained from personal experience that serves us as we make choices in our lives. Seeking wisdom should be a continual process.

For me, it is easy to identify between “knowledge” and “wisdom”.  I have met many people who have large amounts of knowledge who do not necessarily have wisdom, but I have never met someone who was wise and didn’t have an abundance of knowledge.

When I look up the definition, here is what I am referring to:

…the soundness of an action or decision with regard to the application of experience, knowledge, and good judgment.

But this quote makes the most sense:

“Knowledge is knowing a tomato is a fruit. Wisdom is not putting it in a fruit salad.” ~ Unknown

This is something that we want from our students but in the past, has the system of “school” taken away the application of wisdom from teachers?

In the book, “Practical Wisdom,” Barry Schwartz shares the following observation from the “No Child Left Behind” initiative: 

Supporters of lockstep curricula and high-stakes standardized tests were not out to undermine the wisdom, creativity, and energy of good teachers. The scripted curricula and tests were aimed at improving the performance of weak teachers in failing schools—or forcing them out. If lesson plans were tied to tests, teachers’ scripts would tell them what to do to get the students ready. If students still failed, the teachers could be “held accountable.” Equality would seemingly be achieved (no child left behind) by using the same script, thus giving the same education to all students. But this also meant that all teachers, novice or expert, weak or strong, would be required to follow the standardized system.

Teachers on the front lines often point to the considerations left out of the teach-to-test paradigm. Tests are only one indicator of student learning, and poor performance on tests has other causes aside from poor teaching—poorly funded urban schools, students from poor or immigrant backgrounds with few resources at home and sometimes little or no English, overcrowded classrooms with not enough teachers, poor facilities, lack of books and equipment, students with learning problems or other disabilities. But one of the chief criticisms many teachers make is that the system is dumbing down their teaching. It is de-skilling them. It is not allowing them—or teaching them—the judgment they need to do good teaching. They are encouraged, says education scholar professor Linda Darling-Hammond, “to present material that [is] beyond the grasp of some and below the grasp of others, to sacrifice students’ internal motivations and interests in the cause of ‘covering the curriculum,’ and to forgo the teachable moment, when students [are] ready and eager to learn, because it [happens] to fall outside of the prescribed sequence of activities.”

Sooner or later, “turning out” kids who can turn out the right answers the way you turn out screws, or hubcaps, comes to seem like normal practice. Worse, it comes to seem like “best practice.”

Does what Schwartz describes still happen in classrooms? From my travels, some teachers still discuss how they are bound by things like scripted curricula or a laser-like focus on doing the “test”, has hampered their ability to serve the students in front of them.

From what I have read on the “No Child Left Behind” act, my understanding was the intent to ensure every child got the same education. But the problem is that every child did not necessarily receive what they needed.

As we look forward to the work we do in education, is “wisdom” something that we see as important in education?  My focus on shifting from “engagement” to “empowerment” is not about saying knowledge is not essential, but as I think about it, it is to develop the wisdom in our student and educators to use what they know in a way that gives them the opportunity for ownership over their path, and the ability to lead others.

To do this, wisdom is needed, but it is a trait that can be nurtured and developed at all levels in education.

• December 13, 2011 Empathy and Emotion
• January 6, 2015 The “Answer” is Not Always the Right Answer
• December 26, 2016 “…in the service of the right aims”
• June 12, 2013 People-Driven Decision Making
• August 13, 2010 “You Don’t Need to Be Brilliant To Be Wise”

Source: George Couros

from Connected Principals https://ift.tt/2mZa7Hi

Developing Wisdom in Schools

I have been reading, “The Seven Decisions; Understanding the Keys to Personal Success,” by Andy Andrews, and this quote on “wisdom” stuck with me:

Most people mistake wisdom for education, like a high school diploma or college degree. Seeking wisdom is not the same as gaining knowledge: Knowledge is a precursor to wisdom. Wisdom includes an intuitive element, an insight gained from personal experience that serves us as we make choices in our lives. Seeking wisdom should be a continual process.

For me, it is easy to identify between “knowledge” and “wisdom”.  I have met many people who have large amounts of knowledge who do not necessarily have wisdom, but I have never met someone who was wise and didn’t have an abundance of knowledge.

When I look up the definition, here is what I am referring to:

…the soundness of an action or decision with regard to the application of experience, knowledge, and good judgment.

But this quote makes the most sense:

“Knowledge is knowing a tomato is a fruit. Wisdom is not putting it in a fruit salad.” ~ Unknown

This is something that we want from our students but in the past, has the system of “school” taken away the application of wisdom from teachers?

In the book, “Practical Wisdom,” Barry Schwartz shares the following observation from the “No Child Left Behind” initiative: 

Supporters of lockstep curricula and high-stakes standardized tests were not out to undermine the wisdom, creativity, and energy of good teachers. The scripted curricula and tests were aimed at improving the performance of weak teachers in failing schools—or forcing them out. If lesson plans were tied to tests, teachers’ scripts would tell them what to do to get the students ready. If students still failed, the teachers could be “held accountable.” Equality would seemingly be achieved (no child left behind) by using the same script, thus giving the same education to all students. But this also meant that all teachers, novice or expert, weak or strong, would be required to follow the standardized system.

Teachers on the front lines often point to the considerations left out of the teach-to-test paradigm. Tests are only one indicator of student learning, and poor performance on tests has other causes aside from poor teaching—poorly funded urban schools, students from poor or immigrant backgrounds with few resources at home and sometimes little or no English, overcrowded classrooms with not enough teachers, poor facilities, lack of books and equipment, students with learning problems or other disabilities. But one of the chief criticisms many teachers make is that the system is dumbing down their teaching. It is de-skilling them. It is not allowing them—or teaching them—the judgment they need to do good teaching. They are encouraged, says education scholar professor Linda Darling-Hammond, “to present material that [is] beyond the grasp of some and below the grasp of others, to sacrifice students’ internal motivations and interests in the cause of ‘covering the curriculum,’ and to forgo the teachable moment, when students [are] ready and eager to learn, because it [happens] to fall outside of the prescribed sequence of activities.”

Sooner or later, “turning out” kids who can turn out the right answers the way you turn out screws, or hubcaps, comes to seem like normal practice. Worse, it comes to seem like “best practice.”

Does what Schwartz describes still happen in classrooms? From my travels, some teachers still discuss how they are bound by things like scripted curricula or a laser-like focus on doing the “test”, has hampered their ability to serve the students in front of them.

From what I have read on the “No Child Left Behind” act, my understanding was the intent to ensure every child got the same education. But the problem is that every child did not necessarily receive what they needed.

As we look forward to the work we do in education, is “wisdom” something that we see as important in education?  My focus on shifting from “engagement” to “empowerment” is not about saying knowledge is not essential, but as I think about it, it is to develop the wisdom in our student and educators to use what they know in a way that gives them the opportunity for ownership over their path, and the ability to lead others.

To do this, wisdom is needed, but it is a trait that can be nurtured and developed at all levels in education.

• December 13, 2011 Empathy and Emotion
• January 6, 2015 The “Answer” is Not Always the Right Answer
• December 26, 2016 “…in the service of the right aims”
• June 12, 2013 People-Driven Decision Making
• August 13, 2010 “You Don’t Need to Be Brilliant To Be Wise”

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

Turner’s Dairy at the corner of Ontario Street and West 17th Ave

Turner’s Dairy is a new collection of townhomes located at the corner of Ontario Street and West 17th Ave, Vancouver. This project will offer 13 contemporary townhouses, Sizes ranging from 695 square feet to 1,636 square feet. Contemporary and efficient living, designed for the modern family. Progressive meets heritage in these sleekly crafted and thoughtfully created homes. The building’s open and expansive spaces, high ceilings, and vast casement style windows harken back to the lofts and offices that were inhabited by generations of industrial businesses, starting with Turner’s Dairy.

The post Turner’s Dairy at the corner of Ontario Street and West 17th Ave appeared first on Vancouver New Condos.

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The Case of the Green-Dressed Ghost by Lucy Banks

I came across this book while shelving in the library. Actually, I came across the second in the series, The Case of the Deadly Doppleganger and was ready to check it out before I discovered it was actually the second in the Dr. Ribero's Agency of the Supernatural series. I'm happy to say I've discovered a series that I thoroughly enjoy.

Kester Lanner has recently lost his mother, and she has left instructions for him to travel to Exeter, in England, to a rather run-down building, to meet Dr. Ribero. Kester finds out Dr. Ribero is actually his father, and he runs a very odd company, with a small crew of argumentative people: Ms. Wellbeloved, Pamela, Mike, and Serena. And by argumentative, I mean they're all continually squabbling. Sheesh, talk about a toxic work environment! But underneath it all lies a firm foundation of togetherness. Dr. Ribero and crew run a supernatural agency. 

Kester, an overweight, pale, delicate sort of young man, relies on facts and reality, and he's thrown a curve meeting his father and the crew. In fact, he's actually dreadfully frightened of the unknown. But, he's inherited a skill from his mother: his ability to open a door to the spirit world that spirits just can't resist. It's a rare gift, and one that Kester hasn't mastered at all. The agency has a bit of an unusual job: a haunted portrait that enchants men and terrorizes their wives. If they don't solve this haunting, and capture the spirit, they will have to close the doors of the agency for good. Will Kester help them, or be the end of them?

So aside from the constant bickering between Serena (geez, she's got an attitude) and Mike, I liked the small crew at the agency. Pamela and Ms. Wellbeloved were the anchors, and quite lovely women, with their own particular talents. Serena is the one who can capture spirits in water bottles, and Mike is the techno guy who is constantly trying to fix, improve, and create technology to help them with their jobs. Dr. Ribero is a quirky, mysterious leader, and a father Kester never imagined. Kester is the most interesting. He's a sad sack, barely ever leaving home, loves to read, is great at research, but hasn't lived a life at all--until he meets the crew. Waffling between being terrified and interested in capturing spirits, he's a man-child on the cusp of potential great change, if only he can get up the courage to jump. 

I read reviews of this novel on Goodreads, and I'd say roughly half the folks either gave up, or complained about the argumentative cast of characters. I loved it, and it reminded me a bit of Simon Green's Ghost Finders series. I am heading to work today, hopeful the second in the series in still on a shelf waiting for me to check it out. Anyone who enjoys series with a supernatural twist will enjoy this one. I can't wait to see what trouble the crew get into, and see Kester mature. It's a contemporary novel, but the feel to it kept me thinking it was not contemporary; but that didn't really bother me. I thought the ghost story was pretty clever, and I can tell the author put some thought/research into the legend of that particular spirit while developing the novel. 

Yay! Another series I like. I'm continually surprised that I keep happening upon new series. I can't promise I'll always read every book in the series-sometimes they just go on for too long--(Laurel K. Hamilton, Charlaine Harris, Patricia Cornwell, Jim Butcher). But for now, I'll continue to enjoy Dr. Ribero and his unique agency. 

Here's the second in the series, out now:

Rating:  4/6 for an entertaining start to a new supernatural series. I am looking forward to reading more! 

Available in paperback and ebook. 

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3 Important Factors in Asking Better Questions

It seems like every day I’m blessed to work with teachers and administrators who are doing incredible things with and for students and are providing opportunities that I could not dream of when I went to school. The rate of change in classrooms has been incredible, and the shift to delivering both engaging and empowering opportunities for students to develop as creators and learners both in and out of school has been incredible.  It has been humbling to learn from so many educators all over the world, both online and offline.

What I have noticed through the process of talking with these individuals is that they are continuously focused on asking questions rather than thinking they know all of the answers. It is not that they aren’t extremely knowledgeable educators, but they know that their growth individually and as an organization depends on continuing to ask questions and learn from others. 

This past year, I had the opportunity to chat with Will Richardson, and he said something to me that made me pause and stretched my thinking. As someone who I have always appreciated and has pushed my learning. He stated, “I am not sure of the answers, but I am trying to ask better questions.”  

This quote from Sylvia Earle is essential for the growth of learners, both young and old:

“The best scientists and explorers have the attributes of kids! They ask questions and have a sense of wonder. They have curiosity. ‘Who, what, where, why, when and how!’ They never stop asking questions, and I never stop asking questions, just like a five year old.” – Sylvia Earle

Although questions can be powerful, your demeanor and reception to the answers are also crucial.  Anyone can ask questions, but what you do when you receive the answers is extremely important.

Here is what I have noticed from the leaders that I have worked with in all roles of education, and things that I am personally trying to work on:

1. They show humility.
   
   When asking a question, they are humble and curious about the answer they receive.  They are not looking for “their answer,” otherwise the “question” was more as a test than it was to learn and grow in a genuine manner.It doesn’t mean that they have to agree with the answer, but they are open to learning and understanding the experience from a differing viewpoint.  Every person we work with has different knowledge, strengths, and experiences and  as Dale Carnegie states in “How To Win Friends and Influence People”: “Every man is my superior in some way. In that, I learn from him.”Leading to the next idea.
2. They genuinely listen to the answer.
   “Most people do not listen with the intent to understand; they listen with the intent to reply.” Stephen R. Covey
   
   Sometimes, and I am guilty of this myself, we ask questions that we want to hear our answer.  But taking time to listen really, soak in and understand information, is a skill that needs to be developed. If we aren’t willing to listen to the answer, the question shouldn’t have been asked in the first place.
3. They connect their learning to their context.
   When we ask questions, blindly accepting what you find is not a good strategy.  But in every context and community, the same “answer” can look different, and opportunities for learning are apparent if you are willing to look for them. Even in the “bad answers” we can learn. Connecting ideas, both in and out of education, can lead to more creative solutions.
   
   

   In the article. “This One Habit Will Take Your Creative Thinking to the Next Level,” the author discusses the idea of “cognitive entrenchment,” which can hold“Someone who is solely focused on their industry has less chance of making a creative breakthrough than someone who can import perspectives and heuristics and ideas from other industries. In psychology, there’s a concept called ‘cognitive entrenchment’ that basically says it’s harder to be creative in a field the longer you’re in it if you don’t get outside much. This is why I’m convinced that Einstein’s playing a mean violin–not to mention looking at patents in umpteen different fields at his desk job–was helpful to him in his physics work.”

   We can learn from anywhere if we are willing to be observant.

   I have always focused on relationships as it is impossible to carbon copy solutions and for the outcomes to be the same. Individuals and communities are different, and if one thing worked for everyone, then we would all know that one thing.  Applying what you have learned in your context is crucial in serving the people in front of you.  I believe that the best research any educator can do is knowing the student in front of them.

Genuine curiosity is crucial in growth and development, individually and as schools and organizations. Asking better questions, being humble, genuinely listening with the intent to understand, and trying to connect what we learn in our context is crucial to when we find the answers and will ensure that we won’t have to speak for our work, but our work will speak for itself.

• June 24, 2012 You Should Read… (June 24, 2012)
• May 6, 2017 Even If You Are “Big”, Act Small
• February 25, 2011 One Rule
• October 17, 2017 Curiosity Leads to Growth
• January 1, 2013 Some of My Favourite Posts From 2012

Source: George Couros

from Connected Principals https://ift.tt/2K6qGKl

The Stranger in the Woods by Michael Finkel

I consider myself more of a solitary person than one who has to be in the midst of people all of the time, but I certainly can't imagine living by myself in the woods for 27 years and avoiding any human contact. That's just what Christopher Knight did when, at age 20, he parked his car, left his keys on the console, and with little more than the clothes on his back and a tent, walked into the Maine woods. 

He never contacted his family, and until he was caught stealing from a camp in 2013, he lived a solitary life in a camp secluded enough that no one ever found it, but only a few miles away from popular lakes and cabins that had plenty of people around during the Maine summer months. He survived by breaking into cabins and stealing food, clothing, supplies, and propane tanks to melt snow for water. He took books and spent all of his time sitting still in his camp, reading and listening to the radio with headphones. His desire to be alone wasn't caused by mental issues; Christopher found himself most happy and alive living a solitary existence in nature. Some call him a hermit; others a thief. Some question his mental stability; others recognize in Christopher his deep introversion and inability to live in a world full of chaos and noise. We all seek those times of solitude in order to think, clear our brains, and recharge our batteries. Studies have shown spending even a short time outside in the woods can calm our blood pressure, relax our minds, and infuse us with a sense of wellbeing and peace. For Christopher, it was essential to his survival; even the hardest of times during the winter contributed to his sense of satisfaction and contentment. 

I found this a fascinating tale, written by a man who visited Christopher in jail and before he was taken to court. Michael Finkel's attempt at understanding Christopher's life in the woods was pretty satisfying to me; surrounding his tale with some of the history of hermits, anchorites, and others who chose to live a solitary existence throughout history. It helped frame the extraordinary tale of Christopher. And it is extraordinary, that this man walked away from one life and created another by sheer hard work and determination.

 Reading this book reminded me of the importance of solitude. I certainly feel after a day of being surrounded by people: the noise, the personalities, the emotions; that coming home to a quiet house becomes increasingly necessary for me to balance myself. Luckily, my partner feels the same way, and is a man who finds his sense of self and extreme peace in the quiet of the woods, away from people. It literally recharges his mental batteries; I've seen the change in him time and again after a day spent by himself in nature. I think for me, reading quietly at home is my own escape that refreshes me and is a balm to my soul. It helps prepare me to put on my "game face" and walk back into my everyday busy world. 

This is a short book, and quick to read. I had to check online to make sure Christopher is still alive and well, and he is, but I have to wonder if he is happy living again around people. I can only imagine his grief at losing that solitary existence. 

Rating:  5/6 for a intriguing look at one man's desire to live a life of solitude, and an author's attempt to understand the driving force behind that desire. 

Available in hardcover, paperback, ebook, and audio. 

from Bookalicious Babe Book Reviews https://ift.tt/2LNtn8H

3 Important Factors in Asking Better Questions

It seems like every day I’m blessed to work with teachers and administrators who are doing incredible things with and for students and are providing opportunities that I could not dream of when I went to school. The rate of change in classrooms has been incredible, and the shift to delivering both engaging and empowering opportunities for students to develop as creators and learners both in and out of school has been incredible.  It has been humbling to learn from so many educators all over the world, both online and offline.

What I have noticed through the process of talking with these individuals is that they are continuously focused on asking questions rather than thinking they know all of the answers. It is not that they aren’t extremely knowledgeable educators, but they know that their growth individually and as an organization depends on continuing to ask questions and learn from others. 

This past year, I had the opportunity to chat with Will Richardson, and he said something to me that made me pause and stretched my thinking. As someone who I have always appreciated and has pushed my learning. He stated, “I am not sure of the answers, but I am trying to ask better questions.”  

This quote from Sylvia Earle is essential for the growth of learners, both young and old:

“The best scientists and explorers have the attributes of kids! They ask questions and have a sense of wonder. They have curiosity. ‘Who, what, where, why, when and how!’ They never stop asking questions, and I never stop asking questions, just like a five year old.” – Sylvia Earle

Although questions can be powerful, your demeanor and reception to the answers are also crucial.  Anyone can ask questions, but what you do when you receive the answers is extremely important.

Here is what I have noticed from the leaders that I have worked with in all roles of education, and things that I am personally trying to work on:

1. They show humility.
   
   When asking a question, they are humble and curious about the answer they receive.  They are not looking for “their answer,” otherwise the “question” was more as a test than it was to learn and grow in a genuine manner.It doesn’t mean that they have to agree with the answer, but they are open to learning and understanding the experience from a differing viewpoint.  Every person we work with has different knowledge, strengths, and experiences and  as Dale Carnegie states in “How To Win Friends and Influence People”: “Every man is my superior in some way. In that, I learn from him.”

   Leading to the next idea.

2. They genuinely listen to the answer.“Most people do not listen with the intent to understand; they listen with the intent to reply.” Stephen R. Covey

   
   Sometimes, and I am guilty of this myself, we ask questions that we want to hear our answer.  But taking time to listen really, soak in and understand information, is a skill that needs to be developed. If we aren’t willing to listen to the answer, the question shouldn’t have been asked in the first place.

3. They connect their learning to their context.When we ask questions, blindly accepting what you find is not a good strategy.  But in every context and community, the same “answer” can look different, and opportunities for learning are apparent if you are willing to look for them. Even in the “bad answers” we can learn. Connecting ideas, both in and out of education, can lead to more creative solutions.

   In the article. “This One Habit Will Take Your Creative Thinking to the Next Level,” the author discusses the idea of “cognitive entrenchment,” which can hold

   “Someone who is solely focused on their industry has less chance of making a creative breakthrough than someone who can import perspectives and heuristics and ideas from other industries. In psychology, there’s a concept called ‘cognitive entrenchment’ that basically says it’s harder to be creative in a field the longer you’re in it if you don’t get outside much. This is why I’m convinced that Einstein’s playing a mean violin–not to mention looking at patents in umpteen different fields at his desk job–was helpful to him in his physics work.”

   We can learn from anywhere if we are willing to be observant.

   I have always focused on relationships as it is impossible to carbon copy solutions and for the outcomes to be the same. Individuals and communities are different, and if one thing worked for everyone, then we would all know that one thing.  Applying what you have learned in your context is crucial in serving the people in front of you.  I believe that the best research any educator can do is knowing the student in front of them.

Genuine curiosity is crucial in growth and development, individually and as schools and organizations. Asking better questions, being humble, genuinely listening with the intent to understand, and trying to connect what we learn in our context is crucial to when we find the answers and will ensure that we won’t have to speak for our work, but our work will speak for itself.

• June 24, 2012 You Should Read… (June 24, 2012)
• May 6, 2017 Even If You Are “Big”, Act Small
• February 25, 2011 One Rule
• October 17, 2017 Curiosity Leads to Growth
• January 1, 2013 Some of My Favourite Posts From 2012

from Connected Principals https://ift.tt/2mS3GWE

What Story Are You Telling Yourself?

When you think about your students, what stories are you telling yourself about them? I've been guilty of buying into limiting stories about who they are, where they come from, or what they're capable of.

Of course, I care about all of our kids and strive to treat them all with dignity and respect. But it's easy to see them a certain way if I'm not careful. It's easy to make judgments. There are subtle thoughts and feelings. I might believe a story that casts some as most likely to succeed and others as at-risk or some other label.

It's almost effortless to impose our stories on them or accept the limiting stories others believe about them without a question.

They don't have a chance.

They're victims of their environment.

They don't have the right parents, the right influences, the right resources. 

They have an IEP. 

They're low functioning.

They're a behavior problem.

They're lazy.

They don't care about school.

They'll never make it in college.

We can easily make all kinds of assumptions even without thinking. 

I've seen on Twitter recently the idea that we shouldn't judge a student by the chapter of their story we walk in on. That is a powerful thought. So true! We all know people who've had difficult back stories who were probably judged as incapable or unlikely to succeed.

And yet, they made it.

Some famous examples include Albert Einstein, Oprah Winfrey, J.K. Rowling, Walt Disney, Abraham Lincoln and many others. Not only did they make, they became world changers.

I'm gonna try harder to never tell myself a story about a kid that says they can't because of where they live, what kind of home they come from, the trauma they've experienced, or anything else that limits their possibilities.

Things that have been true in the past don't have to be true for the future. Alan Cohen writes "our history is not our destiny."

As educators, we cannot buy into the idea that because a kid comes from the wrong side of the tracks, lacks resources, or has a difficult home environment they have limited capacity.

As I wrote in Future Driven, 

Treat all of your students like future world changers. I know there are some who are difficult, disrespectful, and disengaged. But don't let that place limits on what they might accomplish someday. Believe in their possibilities and build on their strengths.

Kids can overcome any obstacle placed in their way. Don't believe it? How can you know what might be possible with effort, enthusiasm, and continuous learning? 

And when no one else in the world is seeing a kid for the genius of what's inside them, it's time for educators to step up and be the ones who find that spark. 

No limits. No excuses.

What story are you telling yourself? What story are you believing about yourself? What story are you believing about your students?

The culture on the inside of your school must be stronger than the culture on the outside. There are so many outside voices telling kids what they can't do, and it's no wonder that kids start to believe it.

Every school needs every adult who works there to believe in the possibilities of their students, who will push them to greatness every day, who show them how to reach higher and go further. They may have limits crashing down on them from the external realities they live with, but we can help unleash the greatness they have within them. We can help them overcome and break through the limits.

What are specific ways we can help students realize they have greatness within? How can we unleash the potential they have to pursue their unlimited capacity? I want to hear from you. Leave a comment below or respond on or .

        

Comments

• Comments

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What Story Are You Telling Yourself?

When you think about your students, what stories are you telling yourself about them? I've been guilty of buying into limiting stories about who they are, where they come from, or what they're capable of.

Of course, I care about all of our kids and strive to treat them all with dignity and respect. But it's easy to see them a certain way if I'm not careful. It's easy to make judgments. There are subtle thoughts and feelings. I might believe a story that casts some as most likely to succeed and others as at-risk or some other label.

It's almost effortless to impose our stories on them or accept the limiting stories others believe about them without a question.

They don't have a chance.

They're victims of their environment.

They don't have the right parents, the right influences, the right resources. 

They have an IEP. 

They're low functioning.

They're a behavior problem.

They're lazy.

They don't care about school.

They'll never make it in college.

We can easily make all kinds of assumptions even without thinking. 

I've seen on Twitter recently the idea that we shouldn't judge a student by the chapter of their story we walk in on. That is a powerful thought. So true! We all know people who've had difficult back stories who were probably judged as incapable or unlikely to succeed.

And yet, they made it.

Some famous examples include Albert Einstein, Oprah Winfrey, J.K. Rowling, Walt Disney, Abraham Lincoln and many others. Not only did they make, they became world changers.

I'm gonna try harder to never tell myself a story about a kid that says they can't because of where they live, what kind of home they come from, the trauma they've experienced, or anything else that limits their possibilities.

Things that have been true in the past don't have to be true for the future. Alan Cohen writes "our history is not our destiny."

As educators, we cannot buy into the idea that because a kid comes from the wrong side of the tracks, lacks resources, or has a difficult home environment they have limited capacity.

As I wrote in Future Driven, 

Treat all of your students like future world changers. I know there are some who are difficult, disrespectful, and disengaged. But don't let that place limits on what they might accomplish someday. Believe in their possibilities and build on their strengths.

Kids can overcome any obstacle placed in their way. Don't believe it? How can you know what might be possible with effort, enthusiasm, and continuous learning? 

And when no one else in the world is seeing a kid for the genius of what's inside them, it's time for educators to step up and be the ones who find that spark. 

No limits. No excuses.

What story are you telling yourself? What story are you believing about yourself? What story are you believing about your students?

The culture on the inside of your school must be stronger than the culture on the outside. There are so many outside voices telling kids what they can't do, and it's no wonder that kids start to believe it.

Every school needs every adult who works there to believe in the possibilities of their students, who will push them to greatness every day, who show them how to reach higher and go further. They may have limits crashing down on them from the external realities they live with, but we can help unleash the greatness they have within them. We can help them overcome and break through the limits.

What are specific ways we can help students realize they have greatness within? How can we unleash the potential they have to pursue their unlimited capacity? I want to hear from you. Leave a comment below or respond on or .

        

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• 3 Reasons to Recognize Effort and Growth Over Achievement and Outcomes
• 5 Tips for Building Great Relationships with Students
• Don't Ask For More Until You're Willing to Risk More

 

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3 Reminders for the Beginning of the School Year

It is such a pleasure to work with schools at the beginning of the year. I’ve been blessed with the opportunity to hopefully push thinking on what is possible for the upcoming school year, while appreciating the hard work of educators, and hopefully inspiring them through some humor and fun.  For my presentations and my life, I try to live by these words from the late Jim Valvano:

So as you enter the school year (or are in the middle of it depending on where you teach in the world), here are a few reminders for the school year.

1. For some students, school is their happy place, and they missed their happy place. In the past few years, I have met students from all over the world, and they have inspired from me with stories of perseverance and thriving through tremendous adversity. Honestly, adversity that I do not think I could have dealt with as a child.

   On the first day of school, many teachers, myself included, would focus on the “rules” of the classroom.  Later in my career, I focused more on relationship building and creating a joyous but challenging environment in the first week more than I did on “rules.” This continued throughout the year. This doesn’t mean “school” should always be “fun,” but it is way easier to struggle in an environment that you enjoy being a part of, then one you hate coming to every single day.

   For some students, school is the best place they are in all day.  I am not saying schools should fix all societal issues, but I know that we can create an environment where students feel appreciated, and like educators, will more likely thrive in that type of setting.

2. No matter how happy (or sad) your colleagues or students seem, don’t hesitate to share a kind word or action.
   

   You never know what anyone is going through so if you think of something nice about a person, say it. Don’t ever let an opportunity pass to make someone’s day.

   — George Couros (@gcouros) July 26, 2018

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

   It is pretty natural to see someone as positive and happy and believe that they don’t need recognition or a kind word. It is often common that some of the people we see as the happiest are still fighting battles that we do not understand. Going out of your way to share a kind word, saying hi in the hallway (always), or showing appreciation for great work, can make a world of difference. Displaying kindness can take seconds but can make someone’s whole day. Always assume that there is something you can do to make another person’s day better.

3. Give everyone a new beginning.
   
   We know that kids should always start every single day with a new beginning.  Things may have happened in the past, but if a school is a place where we are supposed to grow, we need to give our students a fresh start so that they can step into that growth.  As a principal, I remember having to suspend students and when they would come back to school, the first thing I focused on was talking to them as a person, not focusing on the unfavorable action. I wanted to make sure that they knew that although they made a mistake, they were a valued part of our community and that we were excited for them to be back and making a positive contribution to our environment.  It made a difference for myself and hopefully our students.

   But do not reserve the “fresh beginning” for students.  Staff can get pigeon-holed and the only way they can get a new start is if they leave or a new administrator enters the building.  Expect your colleagues to impress you and most often they will.  I am not going to pretend this is easy, but I will say it is important.  The “fresh start” should not be reserved only for your students.

I would love any reminders that you have for educators to be shared in the comments below, and to all of the educators starting a new school year, I hope it is your best one yet!

• June 18, 2016 Laugh, Cry, and Think.
• May 21, 2017 Empowered or Entitled?
• August 18, 2015 “Hard Work is No Guarantee of Success”
• June 2, 2016 Push and Support
• January 1, 2017 20 Inspirational Quotes to Start off 2017

Source: George Couros

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3 Reminders for the Beginning of the School Year

It is such a pleasure to work with schools at the beginning of the year. I’ve been blessed with the opportunity to hopefully push thinking on what is possible for the upcoming school year, while appreciating the hard work of educators, and hopefully inspiring them through some humor and fun.  For my presentations and my life, I try to live by these words from the late Jim Valvano:

So as you enter the school year (or are in the middle of it depending on where you teach in the world), here are a few reminders for the school year.

1. For some students, school is their happy place, and they missed their happy place. In the past few years, I have met students from all over the world, and they have inspired from me with stories of perseverance and thriving through tremendous adversity. Honestly, adversity that I do not think I could have dealt with as a child.

   On the first day of school, many teachers, myself included, would focus on the “rules” of the classroom.  Later in my career, I focused more on relationship building and creating a joyous but challenging environment in the first week more than I did on “rules.” This continued throughout the year. This doesn’t mean “school” should always be “fun,” but it is way easier to struggle in an environment that you enjoy being a part of, then one you hate coming to every single day.

   For some students, school is the best place they are in all day.  I am not saying schools should fix all societal issues, but I know that we can create an environment where students feel appreciated, and like educators, will more likely thrive in that type of setting.

2. No matter how happy (or sad) your colleagues or students seem, don’t hesitate to share a kind word or action.
   

   You never know what anyone is going through so if you think of something nice about a person, say it. Don’t ever let an opportunity pass to make someone’s day.

   — George Couros (@gcouros) July 26, 2018

   It is pretty natural to see someone as positive and happy and believe that they don’t need recognition or a kind word. It is often common that some of the people we see as the happiest are still fighting battles that we do not understand. Going out of your way to share a kind word, saying hi in the hallway (always), or showing appreciation for great work, can make a world of difference. Displaying kindness can take seconds but can make someone’s whole day. Always assume that there is something you can do to make another person’s day better.

3. Give everyone a new beginning.
   
   We know that kids should always start every single day with a new beginning.  Things may have happened in the past, but if a school is a place where we are supposed to grow, we need to give our students a fresh start so that they can step into that growth.  As a principal, I remember having to suspend students and when they would come back to school, the first thing I focused on was talking to them as a person, not focusing on the unfavorable action. I wanted to make sure that they knew that although they made a mistake, they were a valued part of our community and that we were excited for them to be back and making a positive contribution to our environment.  It made a difference for myself and hopefully our students.

   But do not reserve the “fresh beginning” for students.  Staff can get pigeon-holed and the only way they can get a new start is if they leave or a new administrator enters the building.  Expect your colleagues to impress you and most often they will.  I am not going to pretend this is easy, but I will say it is important.  The “fresh start” should not be reserved only for your students.

I would love any reminders that you have for educators to be shared in the comments below, and to all of the educators starting a new school year, I hope it is your best one yet!

• June 18, 2016 Laugh, Cry, and Think.
• May 21, 2017 Empowered or Entitled?
• August 18, 2015 “Hard Work is No Guarantee of Success”
• June 2, 2016 Push and Support
• January 1, 2017 20 Inspirational Quotes to Start off 2017

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Moving Beyond a “Growth Mindset”

This is an image I modified from the book, “The Growth Mindset Coach,” and then added my column for “The Innovator’s Mindset“:

As focusing on a “growth mindset” has become amazingly popular in schools, there have been several criticisms that the work is not beneficial, or sometimes misinterpreted. All fair criticisms of the work, even coming from Carol Dweck herself.

Although I truly believe that there is no “mindset” that applies to every situation; I have a very fixed mindset about skydiving. I also believe that the notion of not having a growth mindset has been used to label people that don’t agree with a certain direction of an organization or school. Many people challenge, not to hold on, but to move forward.

But with any idea, there are interpretations and modifications that are made to apply to the context people are working within.  There is no idea that can be simply carbon copied to work with students.  People use Hattie’s work all of the time, but the factors that are deemed to “work” do not necessarily work with all students in all situations.  We have to remember that people are always a variable, and we have to realize that people have different experiences, as well as wants and needs for their own personal growth.  I recently read a quote (paraphrasing) that research should be used to influence practice, not determine the exact path.  This combines both the “science” and “art” of teaching.

I do this activity after I do a keynote where I have people write down, what they hope to get out of the day, and what they would like to learn moving forward.  Even though the same keynote is shared with everyone, the answers from individuals greatly, and then I reshape the day on what the learners need, not on what I want to teach them.

With all this being said, this is why I have been focusing on helping people develop an “innovator’s mindset” in their work.  As defined in my work:

Similar to the idea of not having a growth mindset in all situations, this mindset does not apply to anything and everything. It is also meant to be an extension of the concept of the “growth mindset,” not a competing idea.  The simplest way I explain this to people is that I do not want our students to only “learn” math, but to be able to do something with the math they have learned.  This quote from Thomas Friedman really makes sense to me:

But this cannot be reserved for only students, but something we develop in adults as well.  I want to be a person that creates opportunities for myself and for those that I serve based on what I know.

Too often though, people connect the word “innovation” to “entrepreneurship,” but it can be applied to any position and any role. My first assistant principal exemplified this mindset in spades, as not only was she amazingly knowledgeable, she would continuously create opportunities for students and staff without waiting for any direction from myself as the principal.  I cannot remember asking her to do one thing in my role as principal, because she was always so far ahead creating so many incredible opportunities for others.  So many educators do the same within the constraints of doing their job, balancing doing what they have to do, while ensuring they find a way to do what is important. That is the “Innovator’s Mindset” exemplified.

Something I believe:

Again, there are some spaces when change is thrust upon me, and sometimes when I create it for myself.  It is not an “all or nothing” scenario. But, as we look to the future of schools, I hope that we focus on how to empower our students to find and create their pathways, by modeling the same mindset ourselves.

• January 27, 2017 A World that is Asking for Continuous Creation
• September 21, 2016 Beyond Knowing
• July 30, 2016 Is a “Growth Mindset” Enough?
• September 11, 2014 The Innovator’s Mindset
• June 20, 2015 Ask Questions and Listen

Source: George Couros

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Moving Beyond a “Growth Mindset”

This is an image I modified from the book, “The Growth Mindset Coach,” and then added my column for “The Innovator’s Mindset“:

As focusing on a “growth mindset” has become amazingly popular in schools, there have been several criticisms that the work is not beneficial, or sometimes misinterpreted. All fair criticisms of the work, even coming from Carol Dweck herself.

Although I truly believe that there is no “mindset” that applies to every situation; I have a very fixed mindset about skydiving. I also believe that the notion of not having a growth mindset has been used to label people that don’t agree with a certain direction of an organization or school. Many people challenge, not to hold on, but to move forward.

But with any idea, there are interpretations and modifications that are made to apply to the context people are working within.  There is no idea that can be simply carbon copied to work with students.  People use Hattie’s work all of the time, but the factors that are deemed to “work” do not necessarily work with all students in all situations.  We have to remember that people are always a variable, and we have to realize that people have different experiences, as well as wants and needs for their own personal growth.  I recently read a quote (paraphrasing) that research should be used to influence practice, not determine the exact path.  This combines both the “science” and “art” of teaching.

I do this activity after I do a keynote where I have people write down, what they hope to get out of the day, and what they would like to learn moving forward.  Even though the same keynote is shared with everyone, the answers from individuals greatly, and then I reshape the day on what the learners need, not on what I want to teach them.

With all this being said, this is why I have been focusing on helping people develop an “innovator’s mindset” in their work.  As defined in my work:

Similar to the idea of not having a growth mindset in all situations, this mindset does not apply to anything and everything. It is also meant to be an extension of the concept of the “growth mindset,” not a competing idea.  The simplest way I explain this to people is that I do not want our students to only “learn” math, but to be able to do something with the math they have learned.  This quote from Thomas Friedman really makes sense to me:

But this cannot be reserved for only students, but something we develop in adults as well.  I want to be a person that creates opportunities for myself and for those that I serve based on what I know.

Too often though, people connect the word “innovation” to “entrepreneurship,” but it can be applied to any position and any role. My first assistant principal exemplified this mindset in spades, as not only was she amazingly knowledgeable, she would continuously create opportunities for students and staff without waiting for any direction from myself as the principal.  I cannot remember asking her to do one thing in my role as principal, because she was always so far ahead creating so many incredible opportunities for others.  So many educators do the same within the constraints of doing their job, balancing doing what they have to do, while ensuring they find a way to do what is important. That is the “Innovator’s Mindset” exemplified.

Something I believe:

Again, there are some spaces when change is thrust upon me, and sometimes when I create it for myself.  It is not an “all or nothing” scenario. But, as we look to the future of schools, I hope that we focus on how to empower our students to find and create their pathways, by modeling the same mindset ourselves.

• January 27, 2017 A World that is Asking for Continuous Creation
• September 21, 2016 Beyond Knowing
• July 30, 2016 Is a “Growth Mindset” Enough?
• September 11, 2014 The Innovator’s Mindset
• June 20, 2015 Ask Questions and Listen

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The Late Bloomers' Club by Louise Miller

I was thrilled to receive an advanced copy of The Late Bloomers' Club in the mail last week. I absolutely loved Louise Miller's first novel, The City Baker's Guide to Country Living.  Set in the little town of Guthrie, Vermont, this novel has the same warmth and delicious baking that made CBGTCL one of my favorite reads of 2016. 

Nora Huckleberry owns and runs the town's beloved Miss Guthrie Diner; first started by her parents, and inherited by Nora after her mother dies of cancer and her father falls apart. Taking care of her younger sister Kit as a teenager, Nora has always done what she should do, rather than what she wants. The diner is popular, but always has something that needs fixing, and takes up so much of Nora's time she has little for her real passion: creating art. When a local cake baker, Peggy Johnson suddenly dies and leaves her house and land to Nora and Kit, it starts a whole new chance for the town, and Nora, to begin a new life. 

Elliot, a representative from HG Corporation, had been in talks with Peggy before her death on purchasing her land for a new big box store. Nora and Kit could sell the land, pay all their bills, and have some extra cash. It would help Kit with her struggling film career, and help Nora get ahead of diner bills. But Peggy's home includes an old growth orchard and some surprises in the woods. As Nora discovers what Peggy kept hidden from the town, she falls in love with the comfort, quiet, and sense of home Peggy's place provides. And darn it all, Elliot is a cutie, too. Nora has to not only think about what would benefit her, but what a big box store would mean to the town of Guthrie and all the small shop owners who make their living from tourists. It would change the makeup of Guthrie permanently, and while there are benefits, are they worth it?

There's so much more to this novel; I don't want to give any of it away. Cakes are a big part of it all, and like a great cake, you should savor every bite. Peggy's life may have seemed quiet, but she had a lot going on behind the scenes, and those secrets effect Nora and Kit's choices. 

This was such a lovely book to read, especially after The Hunger. The town of Guthrie must surely exist somewhere, and all the wonderful folks who make Guthrie a special place are out there, too. Characters from The City Baker's Guide to Country Living populate this novel, and it felt like a continuing story, with hardly any time gone by. 

A big thank you to Pamela Dorman/Viking for an advanced review copy. Just what this gal needed in the dog days of summer. 

Rating:  5/6 for a delightful return to the small Vermont town of Guthrie. It's never too late to realize your dreams.  And the cakes! Oh, the cakes. Yum. 

Available in hardcover and ebook. 




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5 Tips for Building Great Relationships with Students

Relationships are essential to learning. Kids connect more to learning when they feel more connection to their teacher. A great classroom environment begins by building great relationships. 

So how do you build great relationships with your students? Here are 5 tips I promise will make your relationships stronger. 

What if everyone in your school tried to get a little better at these five things every day? Wow! That would be an amazing school culture.

1. Connect with your students.

Learn your students' names...on the first day. Greet them at the door. Make eye contact. Smile. Ask them questions. Ask them their opinion about a movie or type of music or your teaching. Joke with them. Offer fist bumps and high fives. Know at least two things about each student that have nothing to do with school. 

2. Invest in your students.

Believe in your students. Look for opportunities to affirm their strengths. Build them up. Show your approval. You will have far more influence if they know you're in their corner. Plant seeds in their mind of the great things they will do in their future. Treat them like future world changers. "You're going places. You're going to do great things." Then point out how their incredible strengths will take them far.

3. Personalize learning for your students.

Meet students where they are. Get to know their passions and look for opportunities to connect learning to those interests. Provide experiences that allow individual strengths and personality to shine. Place responsibility on your students and let them know you trust them. Never teach down to your students. Teach them in ways that empower them as learners. 

• How often do your students have input on how they will learn?
• How often do your students have input on what they will learn?
• Are your students given opportunities to lead conversations?
• Are your classroom goals developed by the teacher alone or in partnership with students?
• Do your students have some time to pursue their own goals?
• How often do you ask your students for feedback on their experience in your classroom?

4. Give time and attention to your students.

Notice when a student is having a bad day. Offer encouragement. Make eye contact. Stop and really listen. There are so many people and things clamoring for your attention. To give your attention to something is an amazing gift. Too often we make our plans a higher priority than our purpose. Our purpose might be to connect with our students, but what about our plans for today? Can we let go of those for a couple of minutes?

You can also give time and attention by making that positive phone call home, writing that note of encouragement, or attending that ballgame or concert after school.

5. Forgive your students.

Every kid deserves a fresh start in your classroom every day. Time spent holding onto yesterday means less time moving forward today. Forgiveness protects the relationship. It allows you to set aside those frustrating moments with a kid and believe today can be better. It's part of being able to enjoy your students...all of them. They're kids and they're not always going to show up well in your classroom. If you enjoy them and take delight in them, even with their imperfections, you'll feel better about yourself and enjoy teaching far more.

I think we can all continue to grow in our ability to build stronger relationships. What ideas do you have for building relationships in your classroom or school? How will you grow stronger in this area? Leave a comment below or respond on or . I look forward to hearing from you.

        

Comments

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Related Stories

• What Is Empathy? And Why Is It So Important?
• Is Positivity an Excuse for Silencing Opposing Viewpoints?
• 3 Reasons to Recognize Effort and Growth Over Achievement and Outcomes

 

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