10 Core Values for Education

As in any profession, educators should be able to look back and think, “Why did I do that?”  If you aren’t able to do that, there might not have been much growth.

Early in my career, I remember walking into a colleague’s classroom first thing in the morning and noticing that her students were eating and had water on their desks.  I was seriously dismayed because the school rule was, “There is to be no food or drink in the classroom,” and I was not one to not follow the rules.  When I shared with her how her ignoring the rules made us all look bad, she shared with me, “It is really hard for the kids to learn when they are hungry.”  I would love to say that I got it then, but I didn’t.  I was more worried about following the rule than doing what was right by my students because, in all honesty, I thought the rule WAS doing right by my students. I feel differently now.

This all came back to me as I was discussing with a teacher how they were doing something subversive that was in contradiction with the school rules but it was helping their kids.  My stance is that the principle we should follow as educators is the following:

“Do what you can to support the growth and success of your students.”

When the rule trumps common sense, the rule is stupid.

But I know that I have always had this need to do right by my boss. I am not the “Ask forgiveness, not permission” type because I don’t want to be in that position where I am subversive to my boss and/or my colleagues. I know a lot of teachers like this as well.

So what am I suggesting moving forward? As administrators, we have to look at our policies and “rules” in place within our school and see if they are putting our teachers in a place where we are pushing them to follow the rule over serving their students.

I love the core values of the shoe company “Zappos” and the preamble before:

At Zappos our 10 Core Values are more than just words, they’re a way of life. We know that companies with a strong culture and a higher purpose perform better in the long run. As we continue to grow, we strive to ensure that our culture remains alive and well. Check out our Oath of Employment, which we use to not only highlight our values, but commit to them both as Zappos employees and as a business.

1. Deliver WOW Through Service
2. Embrace and Drive Change
3. Create Fun and A Little Weirdness
4. Be Adventurous, Creative, and Open-Minded
5. Pursue Growth and Learning
6. Build Open and Honest Relationships With Communication
7. Build a Positive Team and Family Spirit
8. Do More With Less
9. Be Passionate and Determined
10. Be Humble

These core values give direction but there is so much flexibility in what each value looks like and how it can be applied to serve their customers.

So perhaps creating these types of “core values” for your school or organization might be something that helps guide while encouraging each individual to do what is best for the people they serve directly. Here are ten that come to my mind when thinking about education:

1. Do what you can to support the growth and success of your students.
2. Grow and learn in a way that you would expect from the students in your classroom.
3. Push your colleagues to grow along with you, but support, collaborate, and empower them on their path.
4. Over-communication is better than under-communication.
5. Take care of yourself so that you can better support others.
6. Find joy in your work.
7. Take the work seriously but never take yourself too seriously.
8. Share your passion with others so we can help students find their passion.
9. Find and develop strengths and talents first of your students and colleagues. Always start in the positive.
10. Don’t just value people but also ensure people know they are valued.

What would your core values be for your school or organization? What would they create for your culture and community and how would they put your staff in a situation where they can always do what is right by their students?

Of course, there are going to be some rules and policies that are needed but my guess is that there are often too many that limit teachers instead of empowering them.

Focusing on these types of “values” helps develop wisdom and creates cultures where educators are treated as professionals and ensure they do right by those that they serve instead of shifting their focus on what “rules” they need to follow.

• April 12, 2013 So Much More Effective
• February 21, 2011 Leading or Getting Out of the Way?
• August 14, 2018 3 Things I Look for In a Leader
• January 21, 2018 The One Answer to All Questions in Education
• June 28, 2013 The Prophets In Your Land

Source: George Couros

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10 Core Values for Education

As in any profession, educators should be able to look back and think, “Why did I do that?”  If you aren’t able to do that, there might not have been much growth.

Early in my career, I remember walking into a colleague’s classroom first thing in the morning and noticing that her students were eating and had water on their desks.  I was seriously dismayed because the school rule was, “There is to be no food or drink in the classroom,” and I was not one to not follow the rules.  When I shared with her how her ignoring the rules made us all look bad, she shared with me, “It is really hard for the kids to learn when they are hungry.”  I would love to say that I got it then, but I didn’t.  I was more worried about following the rule than doing what was right by my students because, in all honesty, I thought the rule WAS doing right by my students. I feel differently now.

This all came back to me as I was discussing with a teacher how they were doing something subversive that was in contradiction with the school rules but it was helping their kids.  My stance is that the principle we should follow as educators is the following:

“Do what you can to support the growth and success of your students.”

When the rule trumps common sense, the rule is stupid.

But I know that I have always had this need to do right by my boss. I am not the “Ask forgiveness, not permission” type because I don’t want to be in that position where I am subversive to my boss and/or my colleagues. I know a lot of teachers like this as well.

So what I am suggesting moving forward? As administrators, we have to look at our policies and “rules” that are in place within our school and see if they are putting our teachers in a place where we are pushing them to follow the rule over serving their students.

I love the core values of the shoe company “Zappos” and the preamble before:

At Zappos our 10 Core Values are more than just words, they’re a way of life. We know that companies with a strong culture and a higher purpose perform better in the long run. As we continue to grow, we strive to ensure that our culture remains alive and well. Check out our Oath of Employment, which we use to not only highlight our values, but commit to them both as Zappos employees and as a business.

1. Deliver WOW Through Service
2. Embrace and Drive Change
3. Create Fun and A Little Weirdness
4. Be Adventurous, Creative, and Open-Minded
5. Pursue Growth and Learning
6. Build Open and Honest Relationships With Communication
7. Build a Positive Team and Family Spirit
8. Do More With Less
9. Be Passionate and Determined
10. Be Humble

These core values give direction but there is so much flexibility in what each value looks like and how it can be applied to serve their customers.

So perhaps creating these types of “core values” for your school or organization might be something that helps guide while encouraging each individual to do what is best for the people they serve directly. Here are ten that come to my mind when thinking about education:

1. Do what you can to support the growth and success of your students.
2. Grow and learn in a way that you would expect from the students in your classroom.
3. Push your colleagues to grow along with you, but support, collaborate, and empower them on their path.
4. Over-communication is better than under-communication.
5. Take care of yourself so that you can better support others.
6. Find joy in your work.
7. Take the work seriously but never take yourself too seriously.
8. Share your passion with others so we can help students find their passion.
9. Find and develop strengths and talents first of your students and colleagues. Always start in the positive.
10. Don’t just value people but also ensure people know they are valued.

What would your core values be for your school or organization? What would they create for your culture and community and how would they put your staff in a situation where they can always do what is right by their students?

Of course, there are going to be some rules and policies that are needed but my guess is that there are often too many that limit teachers instead of empowering them.

Focusing on these types of “values” helps develop wisdom and creates cultures where educators are treated as professionals and ensure they do right by those that they serve instead of shifting their focus on what “rules” they need to follow.

• April 12, 2013 So Much More Effective
• February 21, 2011 Leading or Getting Out of the Way?
• August 14, 2018 3 Things I Look for In a Leader
• January 21, 2018 The One Answer to All Questions in Education
• June 28, 2013 The Prophets In Your Land

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Circumvention without a conversation – what it means for school leaders

Going around someone in order to ensure that something gets done is not uncommon in most workplaces, including schools. Yet it can create significant issues for school culture and challenges for school leaders wherever they may be in the hierarchy of operations.

People circumvent when they feel the person in front of them is blocking their way forward, or stopping them from getting what they want. For example, the department head / chair is not going in the direction a particular teacher wishes to go, or they are requiring them to do something that they dislike or are unwilling to carry out. To avoid the situation, the teacher by-passes their line manager and goes straight to the next person up the chain, for example the assistant principal to discuss the problem.

The assistant principal now is placed in a difficult situation. If they side with the teacher, they will undermine the department head. Side with the department head, they may discourage the teacher and they may feel unsupported. Obviously, any action taken by the assistant principal will depend on why the teacher is circumventing in the first place.

Before taking any action to any request from the teacher, it is vital the assistant principal investigate and clarify the situation impartially. If the teacher feels that the assistant principal is siding with them, this may lead to further unwanted issues.

Too often when circumvention occurs, no conversation has occurred between teacher and department head (line manager). Such conversations are difficult. Conversations where we have our differences and disagreements are not easy, they are tense, sometimes confronting and most of all emotionally draining. Yet these conversations need to happen in our schools.

School leaders are responsible for cultivating an environment where we can engage in passionate but civil discourse without running to the next person if we do not get our own way.

In the case above, it could be after all, the teacher’s line manager that is the cause of the issue. The assistant principal may need to bring the two together to resolve their differences and invest in further coaching of the department head. School leaders need to be as supportive as possible to resolve such problems.

Allow for circumvention in our schools, then we begin to head down a slippery slope of a school culture that lacks basic trust. If we get to a point where trusting is lacking between colleagues and between teachers and leaders, we are in a very difficult situation indeed.

Connect with me @richard_bruford

Originally posted on the Ed Leader blog

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Providing Support Versus Enabling

In a workshop this past week, I discussed how it is essential to create conditions for students where students and adults find ways to learn for themselves.  I believe that we can get caught into the trap of “spoon-feeding” where learners think something is not necessary to learn unless it is explicitly taught in a step-by-step process.

One participant made a critical point.  Is there a fine line between supporting and enabling?  Of course, we want people creating their solutions, but we also want to put them in situations where they are encouraged to do so.  I thought a lot about this and read several articles on the concept and this quote on “Supporting vs. Enabling” in relation to children:

So let’s start with a rule of thumb: support should always empower your child to move forward toward greater stability and more independence. Support will acknowledge difficulties yet not eliminate them. It’s about working with your child as he learns to overcome obstacles, manage his fears, and build confidence for the future.

As I think about this, the problem is that when people do not feel supported in education, this may lead to an environment where one might only do what they see is necessary.

So how does “support” look? 

Support means that when you take risks in pursuit of serving your students, someone has your back.

Support means providing time and mentorship to grow.

Support means adding to the person and not always adding to the plate.

My mentor taught me that there is a balance of pressure and support. If we pressure too much, people may fold. If we support too much, people may not take ownership over finding their way.  The challenge is that there is no clear distinction of when to identify each.

If we want to figure out how people can feel more supported to be successful, here is the easiest way to find out; ask them.

I am not sure where the balance of “enabling and support” lies, and I am still wrestling with the question from the participant.  What are your thoughts?  How can we better support educators in their growth and learning, while ensuring that they have the freedom and flexibility to create their way?

• January 19, 2016 Why Your Best People Leave and Why That Can Be Okay
• November 28, 2015 It can’t just be new…it has to be significantly better.
• July 21, 2015 Understanding and Removing Barriers
• November 16, 2015 The Relentless Pursuit of What Is Possible
• May 9, 2015 Always Let Them Know You Care, Even When it is Tough

Source: George Couros

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Providing Support Versus Enabling

In a workshop this past week, I discussed how it is essential to create conditions for students where students and adults find ways to learn for themselves.  I believe that we can get caught into the trap of “spoon-feeding” where learners think something is not necessary to learn unless it is explicitly taught in a step-by-step process.

One participant made a critical point.  Is there a fine line between supporting and enabling?  Of course, we want people creating their solutions, but we also want to put them in situations where they are encouraged to do so.  I thought a lot about this and read several articles on the concept and this quote on “Supporting vs. Enabling” in relation to children:

So let’s start with a rule of thumb: support should always empower your child to move forward toward greater stability and more independence. Support will acknowledge difficulties yet not eliminate them. It’s about working with your child as he learns to overcome obstacles, manage his fears, and build confidence for the future.

As I think about this, the problem is that when people do not feel supported in education, this may lead to an environment where one might only do what they see is necessary.

So how does “support” look? 

Support means that when you take risks in pursuit of serving your students, someone has your back.

Support means providing time and mentorship to grow.

Support means adding to the person and not always adding to the plate.

My mentor taught me that there is a balance of pressure and support. If we pressure too much, people may fold. If we support too much, people may not take ownership over finding their way.  The challenge is that there is no clear distinction of when to identify each.

If we want to figure out how people can feel more supported to be successful, here is the easiest way to find out; ask them.

I am not sure where the balance of “enabling and support” lies, and I am still wrestling with the question from the participant.  What are your thoughts?  How can we better support educators in their growth and learning, while ensuring that they have the freedom and flexibility to create their way?

• January 19, 2016 Why Your Best People Leave and Why That Can Be Okay
• November 28, 2015 It can’t just be new…it has to be significantly better.
• July 21, 2015 Understanding and Removing Barriers
• November 16, 2015 The Relentless Pursuit of What Is Possible
• May 9, 2015 Always Let Them Know You Care, Even When it is Tough

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7 Tips for Difficult Conversations with Students

These tips are actually true for conversations with just about anyone, not only students. Too often I think we avoid having a difficult conversation about a topic because we aren't sure how it will go. We aren't sure if it will be productive, so we just remain silent.

Or, on the other hand, we know the topic might evoke some strong emotions, so we come at the conversation forcefully, from a position of dominance. It's the "my way or the highway" approach. That might get compliance from students, but it won't build trust or stronger relationships. Underneath it all, there will be a kid who resents you.

Neither of these approaches is successful. It's not good to be silent and avoid the topic. And it's not good to be aggressive and overbearing either. A healthy relationship is build on mutual trust that comes through respectful dialogue.

Here are five tips for having difficult conversations that create shared meaning and understanding.

1. Keep Dialogue Open

Let the student know that you are willing to listen and work together to solve the problem. Ask if they are willing to listen to your thoughts too. Keep the focus on the issue and not on sweeping generalizations like "You always..." or "You never..." statements. You might even ask the student, "How can we have this conversation in a way that is positive and helpful?"

2. Make Respect a Top Priority

Let the student know you believe it's possible to solve any problem if both parties are respectful of one another. Let the student know you will never intentionally disrespect him or her. Let them know you want to hear what they think about the issue. The words we use are powerful and communicate our level of respect. Your body language and tone of voice are equally important.

3. Describe Your Intentions

You might say, "I'm willing to discuss this as long as it takes until we both feel good about how it's resolved." Let the student know you're wanting a solution he or she can feel good about too. We're aiming for a WIN/WIN outcome, not my way or the highway. As the teacher, you don't have to prove you're in charge. You ARE in charge. You don't have to prove it. Work cooperatively with students to seek WIN/WIN solutions.

4. Be Curious, Not Furious

Ask questions to understand the student's perspective. Be curious about what they are experiencing. Say, "Tell me more" or "Go on" to show you are interested in hearing the details. Paraphrase what they say to you to show you're listening. My biggest mistake is talking too much. When I'm "telling" a student what I think should happen, I'm missing the opportunity to listen and better understand the student's perspective.

5. Avoid Countering

Countering results in arguments. We start debating the facts. We build our case. We prove our points. It's about "being right." Try to avoid this trap. Try to stay curious and avoid countering. Spend more time listening. The goal is to get to a place where both parties let their guard down and work together cooperatively.

6. Timing is Everything

In my first few years as a principal, I would sometimes choose horrible timing to try to address an issue. I thought it had to be resolved immediately. Usually, that's not true. Most of the time it can wait until cooler heads prevail. If I sense there is no way to have safe dialogue in the moment, I'll step away temporarily. And then I'll resume the conversation in a different location in a different time. This works much better than allowing a situation to escalate.

7. Focus on the Future

Every kid needs a fresh start every day. Time spent holding onto yesterday means less time moving forward today. Take inventory of the current situation, but then focus on the future. Where do we want our relationship to go from here? How can we work together to make the future brighter in this situation? What are we trying to accomplish? What will it look like if we are successful in resolving this problem?

Some people might view these tips as "going easy, or "being soft" or "having low expectations." I would completely disagree. We must have firm boundaries. What's easy is avoiding the conversation entirely. What's easy is being silent. What's easy is also using threats or power to get your way. What's hard is listening to a student, understanding their perspective, and guiding them in a way that is cooperative and respectful. We MUST have boundaries, and we MUST challenge behavior that is harmful to learning. But the way we do it can either build trust or destroy it. 

What are some of your strategies for having difficult conversations with students? I know you have some great tips to share. I want to hear from you. Leave a comment below or respond on or .

        

Comments

• Comments

Related Stories

• 5 Tips for Building Great Relationships with Students
• 3 Reasons to Recognize Effort and Growth Over Achievement and Outcomes
• What's the Key to Influencing Your Students?

 

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ARIIA by Azora in the Norquay Village

ARIIA by Azora Group is a new townhouse development located in the Norquay Village, East Vancouver. This project will offer a collection of 10 two and three bedroom beautiful townhomes for the modern family, situated in a serene tree-lined setting. ARIIA offers a stellar location with easy access to other cities from the nearby skytrain station, or arrive at Downtown Vancouver in just 15 minutes by car. Recently there have been community enhancements, including bike routes and public spaces such as Slocan and Norquay Park, as well as the community fruit orchard.

The post ARIIA by Azora in the Norquay Village appeared first on Vancouver New Condos.

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7 Tips for Difficult Conversations with Students

These tips are actually true for conversations with just about anyone, not only students. Too often I think we avoid having a difficult conversation about a topic because we aren't sure how it will go. We aren't sure if it will be productive, so we just remain silent.

Or, on the other hand, we know the topic might evoke some strong emotions, so we come at the conversation forcefully, from a position of dominance. It's the "my way or the highway" approach. That might get compliance from students, but it won't build trust or stronger relationships. Underneath it all, there will be a kid who resents you.

Neither of these approaches is successful. It's not good to be silent and avoid the topic. And it's not good to be aggressive and overbearing either. A healthy relationship is build on mutual trust that comes through respectful dialogue.

Here are five tips for having difficult conversations that create shared meaning and understanding.

1. Keep Dialogue Open

Let the student know that you are willing to listen and work together to solve the problem. Ask if they are willing to listen to your thoughts too. Keep the focus on the issue and not on sweeping generalizations like "You always..." or "You never..." statements. You might even ask the student, "How can we have this conversation in a way that is positive, helpful way?"

2. Make Respect a Top Priority

Let the student know you believe it's possible to solve any problem if both parties are respectful of one another. Let the student know you will never intentionally disrespect him or her. Let them know you want to hear what they think about the issue. The words we use are powerful and communicate our level of respect.

3. Describe Your Intentions

You might say, "I'm willing to discuss this as long as it takes until we both feel good about how it's resolved." Let the student know you're wanting a solution he or she can feel good about too. We're aiming for a WIN/WIN outcome, not my way or the highway. As the teacher, you don't have to prove you're in charge. You ARE in charge. You don't have to prove it. Work cooperatively with students to seek WIN/WIN solutions.

4. Be Curious, Not Furious

Ask questions to understand the student's perspective. Be curious about what they are experiencing. Say, "Tell me more" or "Go on" to show you are interested in hearing the details. Paraphrase what they say to you to show you're listening. My biggest mistake is talking too much. When I'm "telling" a student what I think should happen, I'm missing the opportunity to listen and better understand the student's perspective.

5. Avoid Countering

Countering results in arguments. We start debating the facts. We build our case. We prove our points. It's about "being right." Try to avoid this trap. Try to stay curious and avoid countering. Spend more time listening. The goal is to get to a place where both parties let their guard down and work together cooperatively.

6. Timing is Everything

In my first few years as a principal, I would sometimes choose horrible timing to try to address an issue. I thought it had to be resolved immediately. Usually, that's not true. Most of the time it can wait until cooler heads prevail. If I sense there is no way to have safe dialogue in the moment, I'll say, "

7. Focus on the Future

Every kid needs a fresh start every day. Time spent holding onto yesterday means less time moving forward today. Take inventory of the current situation, but then focus on the future. Where do we want our relationship to go from here? How can we work together to make the future brighter in this situation? What are we trying to accomplish? What will it look like if we are successful in resolving this problem?

Some people might view these tips as "going easy, or "being soft" or "having low expectations." I would completely disagree. We must have firm boundaries. What's easy is avoiding the conversation entirely. What's easy is being silent. What's easy is also using threats or power to get your way. What's hard is to really listen to a student, understand their perspective, and guide them in a way that is cooperative and respectful. We MUST have boundaries, and we MUST challenge behavior that is harmful to learning. But the way we do it can either build trust or destroy it. 

What are some of your strategies for having difficult conversations with students? I know you have some great tips to share. I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

        

Comments

• Comments

Related Stories

• 5 Tips for Building Great Relationships with Students
• 3 Reasons to Recognize Effort and Growth Over Achievement and Outcomes
• What's the Key to Influencing Your Students?

 

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PMP:127 Why Social Emotional Learning Matters – Interview with Tamara Fyke

Educators are talking a lot about students in trauma. Although you may not always know when students are stressed or facing a crises, research by the American Psychological Association, shows that today’s students have the same level of anxiety as psychiatric patients did in the 1950’s. Some of this anxiety is the result of increased […]

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“Success is a catalyst for failure.”

I am always a sucker for articles that share quotes because they stop and give me food for thought. I shared this article recently and the following quote on success leading to failure, as well as the write-up, gave me pause:

“Success is a catalyst for failure.” — Greg McKeown

Success becomes a catalyst for failure because “success” isn’t something you’ve accomplished. It’s something you create. And the only way you can create something of true value is by being a deep student.

Most people stop being true students after they’ve succeeded, even in small degrees. They begin to ‘rest on their laurels’ — being so satisfied with what one has already achieved that one makes no further effort.

Additionally, with increased success often follows over-confidence and lack of focus. You stop putting in the time. You stop taking risks. You over-attach yourself and look more and more to the past and what you’ve achieved. You stop focusing on the future and what you want to achieve. You start listening to other people’s ideas and comments and stop listening to your own voice.

Success is a suppressant to creativity, if you attach to it rather than use it as a vehicle to push your boundaries even further.

This quote stuck with me both on a personal and organizational level.  When one sees success in pursuit of their own goals, it can often lead to further progress.  Personally, when I feel that I am getting healthier and in all honesty, other people comment, it pushes me to work harder.  But sometimes the routine that leads you to success becomes “routine,” and we can stagnate.  What led us to the success in the first place was developing new habits, and sometimes those habits are great for maintenance but become harmful to future growth.  Maintenance is not always the worst thing, but if we want to grow in an area, changing our routines, or what we do in those routines, becomes essential.

On the organizational level, I have seen that the groups that become the quickest to move backward are the ones most satisfied with their success.  But as the world moves forward, if you are standing still, you are falling behind.  The thing with success is that it is much harder to challenge than failure. People can become complacent and judge what they have done solely based on the past, without looking at what is happening now or what they are creating for the future.  This William Pollard quote sums it up beautifully:

Take time to celebrate your the successes you have accomplished, but be wary of becoming comfortable with them.

 

• July 1, 2018 3 Ways We Can Learn from Past Success
• October 21, 2014 4 Reasons Why “Innovation” in Education is Different Today
• June 29, 2016 Who is defining “student success”?
• June 28, 2013 The Prophets In Your Land
• November 29, 2017 3 Articles for Student Discussion on “Success”

Source: George Couros

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NUDE by Battistella in Calgary

NUDE by Battistella is a new 18-storey highrise condo development located in Calgary’s most dynamic neighbourhood, the West Beltline. This project will offer 177 homes, sizes range from 400 sqft to 800 sqft. Inspired by timeless architecture, NUDE reflects a considered aesthetic where symmetry and articulation combine to create a simple and calm elegance.

The post NUDE by Battistella in Calgary appeared first on Vancouver New Condos.

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“Success is a catalyst for failure.”

I am always a sucker for articles that share quotes because they stop and give me food for thought. I shared this article recently and the following quote on success leading to failure, as well as the write-up, gave me pause:

“Success is a catalyst for failure.” — Greg McKeown

Success becomes a catalyst for failure because “success” isn’t something you’ve accomplished. It’s something you create. And the only way you can create something of true value is by being a deep student.

Most people stop being true students after they’ve succeeded, even in small degrees. They begin to ‘rest on their laurels’ — being so satisfied with what one has already achieved that one makes no further effort.

Additionally, with increased success often follows over-confidence and lack of focus. You stop putting in the time. You stop taking risks. You over-attach yourself and look more and more to the past and what you’ve achieved. You stop focusing on the future and what you want to achieve. You start listening to other people’s ideas and comments and stop listening to your own voice.

Success is a suppressant to creativity, if you attach to it rather than use it as a vehicle to push your boundaries even further.

This quote stuck with me both on a personal and organizational level.  When one sees success in pursuit of their own goals, it can often lead to further progress.  Personally, when I feel that I am getting healthier and in all honesty, other people comment, it pushes me to work harder.  But sometimes the routine that leads you to success becomes “routine,” and we can stagnate.  What led us to the success in the first place was developing new habits, and sometimes those habits are great for maintenance but become harmful to future growth.  Maintenance is not always the worst thing, but if we want to grow in an area, changing our routines, or what we do in those routines, becomes essential.

On the organizational level, I have seen that the groups that become the quickest to move backward are the ones most satisfied with their success.  But as the world moves forward, if you are standing still, you are falling behind.  The thing with success is that it is much harder to challenge than failure. People can become complacent and judge what they have done solely based on the past, without looking at what is happening now or what they are creating for the future.  This William Pollard quote sums it up beautifully:

Take time to celebrate your the successes you have accomplished, but be wary of becoming comfortable with them.

 

• July 1, 2018 3 Ways We Can Learn from Past Success
• October 21, 2014 4 Reasons Why “Innovation” in Education is Different Today
• June 29, 2016 Who is defining “student success”?
• June 28, 2013 The Prophets In Your Land
• November 29, 2017 3 Articles for Student Discussion on “Success”

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Duchess & Horley Townhomes

Duchess & Horley by Baron Projects and Priivan Development Group is a new townhouse development located in Vancouver. This location is fantastic with Vancouver’s ONLY mandarin elementary school directly across the street and the 29th Ave. Sky Train station only a few blocks away. This project will offer 6 units, sizes ranging from 995 – 1196 sq ft. with 3 bedrooms + flex.

The post Duchess & Horley Townhomes appeared first on Vancouver New Condos.

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The Connection Between Innovation and Time

A common thing I hear from educators is, “I don’t have time to be innovative.”

I get it.

The demands of teachers are seemingly going up while the time frame of our days stays the same.  From my conversations with educators, the “other stuff” that they do not tell you about in college (paperwork, reports, meetings, etc.) is getting to be more and more.

A couple of things…

For administrators…

If you are reading this, always ask yourself, “Am I adding to the plate or am I adding to the person?”  Are there things that you are asking of the people you serve making their work better or making their work more difficult?  I have pushed many administrators and sharing that they need to clear the path more than be the obstacle. Yes, there are things to be done in education that are necessary for reasons beyond our control, but I also have been witness to added initiatives and tasks that seem like “extra” and are often due to a lack of trust, not an abundance.

I remember this one story about a person who ran a hot dog cart that was extremely popular, but he could not keep up with the demand of preparing the food while also taking the money.  What he did was put out a basket of change for customers so that they could make their own change.  What had happened was that he not only sold more, but his tips went up because his customers felt valued. He shared that there were times where money was stolen, but he made so much more that the negative consequences were barely noticeable while the positives were abundant. It is a simple reminder that we often benefit when we trust others, but often lose before we start when we don’t. Trusting people often leads to less work for you and more valuable time for them.  Seems like a good tradeoff.

And for teachers…

Part of innovation is how we use our time. Getting kids to take over initiatives in the classroom can not only lead to less work for you, but deeper learning for them. Replacing a newsletter with a video as you walk out of the building at the end of the day and tweeting it out can provide some quick information while doing something that you were already doing (walking out of the school).

I encourage reflection at all levels in education, but many teachers do not think they have the time. In the same way many teachers read while their kids read to model good learning, why not write while your kids write to model that process as well?  No extra time out of the classroom and you are immersing in learning opportunities with your students.  To be a master teacher you need to be a master learner, but that learning can be alongside your students, not only after school.

Understand that innovation is about a mindset, not implementing a bunch of bells and whistles, or technology into your classroom because it seems like the thing to do. It is about creating better opportunities for learning within the constraints of the work that is to be done. What most educators don’t realize is that they are innovating more often than they are given credit.

How you utilize time is part of innovation in the classroom and if it leads to better learning, for your students and yourself, you are on the right track.

• December 17, 2017 Education is a profession that is both taxing on the mind and the heart.
• September 7, 2017 Innovate One Thing
• September 28, 2017 The Inspiration in Front of Your Eyes
• October 6, 2016 “We expect innovation in every organization except for the one we work in.”
• October 15, 2017 Thinking About Research, Innovation, Test-Scores, and Creativity

Source: George Couros

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What is Mass Timber?

Building any sort of tall structural wood home or design is at the forefront of what many like-minded building professionals are seeking out this day and age. Today, big timber is sprouting up in cities all across North America and abroad. After years of feasibility studies and design proposals, buildings six stories or taller constructed primarily from pre-engineered wood products are being considered in cities around the world.

There has always been a debate as to what type of home is more energy efficient and has the least amount of impact on the environment. A lot of testing is continuing to be done to prove that timber structures can perform equal to or better than structures made of materials like concrete and steel. Regardless of this, Mass-timber has made huge headway here in North America and there are no signs of it slowing down.

But what is Mass Timber?

Mass Timber is a category of framing styles typically characterized by the large solid wood panels for wall, floor, and roof construction. They are and can be formed by mechanically fastening and or/bonding with adhesive smaller wood components such as dimension lumber or wood veneers, strands or fibers from large pre-fabricated wood elements. It also includes innovative forms of sculptural buildings and non-building structures formed from solid wood paneling or framing systems of six feet or more in width and depth.

Utilizing the high strength to weight ratio of wood, hybrid construction pairs mass timber with concrete and/or steel to create a cost-effective and sustainable building system. Advancements in hybrid building systems have definitely enabled the design and construction of taller wood buildings including the 18-story mass timber hybrid student residence building at the University of British Columbia, Brock Commons Tallwood House.

What is considered a Mass Timber product?

Some of these products include glue-laminated timber (glulam), cross-laminated timber (CLT), glued-laminated timber (GLT), laminated strand lumber (LSL), laminated veneer lumber (LVL), nail-laminated lumber (NLT) and other large-dimensioned structural composite lumber (SCL) products. They are diverse with proven performance and safety, showcasing the wide range and variety of opportunities with wood products.

What exactly defines a mass-timber project?

The simple analogy to know if something is a mass-timber project is that if the primary load-bearing structure is made of either solid or engineered wood, it’s a mass-timber building. A building that uses mass timber as an accent and not a primary structural element isn’t mass timber.

The benefits of mass timber:

Because mass timber components are fabricated with high levels of precision to ensure a tight fit, together with wood’s natural insulating properties, mass timber construction offers strong thermal performance, which is critical for tall buildings. Due to many of these factors, mass timber is helping wood make a comeback for many of these reasons…

• Costs may be lower with mass timber than with traditional concrete and steel materials and methods. Initial research indicates that mass timber projects can be completed approximately 25 percent faster than a similar concrete project. What does this mean? Significant savings!
• Mass timber is more environmentally friendly and more compatible with Leadership in Energy and Environmental Design (LEED) certified construction. Wood is a renewable resource (unlike concrete or steel), has a smaller carbon footprint, and takes much less of an environmental toll at the point of extraction.
• Mass timber offers a huge economic potential for the lumber industry and manufacturing jobs, especially in forested areas, such as the Pacific Northwest in the United States and Canada.

With that being said, there are also some risk factors to consider when you consider mass timber construction. Many of these factors are going to be similar to other construction risks, while some are from just the ‘newness’ of mass timbers emergence.

Possible risk factors when considering mass timber construction

Insurers may want to know about the building’s construction plan, exposures to catastrophes and other events, and details of exterior and interior design.

Factors to consider include:

• source of material
• the moisture content of wood and construction sequencing
• combustibility and fire resistance
• presence and effectiveness of automatic sprinkler systems
• performance under wind and earthquake stress
• ability to hold up to water damage
• mold and fungus exposures
• insect and pest exposures
• types of wood adhesives used
• replacement costs
• long-term performance

If you’re interested to know more about Mass Timber and weren’t already aware, the International Mass Timber Conference is happening in Portland, Oregon. This conference attracts professionals from across the forest, manufacturing, design, development, and construction industries.

Are you wanting more information on designing your very own log or timber home, or have additional questions? Send us an email at info@artisanlog.com and we would be able to answer any questions you have.

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Can't We Talk About Something More Pleasant? by Roz Chast

Anyone who scoffs at the notion of reading a graphic novel simply hasn't read one. They are just as powerful and impactful as a book that's full of words, page after page. Roz Chast had me reliving some painful parental moments in her graphic novel, Can't We Talk About Something More Pleasant?

We all hope our parents live long lives, and that we have time to get to know them as people when we grow up and become adults ourselves. But as our parents age, and live longer than their parents and grandparents did, we're faced with increasing angst as parents who always were strong, independent, sharp, and ruled the household become frail and forgetful. 

Roz Chast outlines that very situation. For her, it's even more difficult, as she's an only child who doesn't live near her parents. And her parents are a handful. Elizabeth and George have been married for decades; her mother is a force, while her father is quiet. They do everything together. They've lived in the same apartment in Brooklyn since Roz was a baby. And neither of them want to talk about death, wills, money, or future care. Their routine is set in stone and they don't like change. 

There were times when I felt like I was reliving some of the same conversations I had with my Mom when I was reading this memoir. And it's always one significant medical issue that is the start of the end, and you know it when it happens. The end can be years away, but you're aware of that one specific moment when you realize it's the beginning of the end. Roz's memoir is full of that tug of war between parent and child as their mental acuity declines, and is replaced with anger and bewilderment. Faced with cleaning out her parents' apartment, Roz is just overwhelmed, and realizes that most of it is just junk. What her parents refused to throw away, and what they thought valuable, was only valuable to them, and now they don't need it or even remember they have it. I can say going through your parent's lifetime (and your family's lifetime) of things is both frustrating and heartbreaking. It adds a permanent bit of sadness to your soul. 

Roz's relationship with her mother is a strained one, and there is one moment where she says:

I left her room. Walked through the tasteful lobby of the Place as if everything was fine. Walked to my car. When I got in, I cried. The bellowing quality of the sobbing and the depth of the sadness I felt surprised me. I was angry, too. Why hadn't she tried harder to know me? 

But I knew: if there had ever been a time in my relationship with my mother for us to get to know one another--and that's a very big "if"--that time had long passed.

**Cue the ugly cry**

I found this graphic novel to be powerful and poignant. Roz mixes in photos of her parents, along with some of her mother's poems. I'd recommend it to anyone who has aging parents, or has already gone through this process and feels they were all alone and feeling the frustrations and sadness that no one else would understand. There are plenty out there who do understand. 

Rating: 5/6 for an accurate portrayal of caring for aging parents, and the struggles both emotionally and financially that adult children face--without the guidance of those we look to the most-our parents. Don't be put off because it's a graphic novel. That's what makes it a powerful memoir. Read it. 

Available in hardcover and paperback. This was a National Book Award Finalist. That's a pretty amazing accomplishment. 





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The Connection Between Innovation and Time

A common thing I hear from educators is, “I don’t have time to be innovative.”

I get it.

The demands of teachers are seemingly going up while the time frame of our days stays the same.  From my conversations with educators, the “other stuff” that they do not tell you about in college (paperwork, reports, etc.) is getting to be more and more.

A couple of things…

For administrators…

If you are reading this, always ask yourself, “Am I adding to the plate or am I adding to the person?”  Are there things that you are asking of the people you serve making their work better or making their work more difficult?  I have pushed many administrators and sharing that they need to clear the path more than be the obstacle. Yes, there are things to be done in education that are necessary for reasons beyond control, but I also have been witness to added initiatives and tasks that seem like “extra” and are often due to a lack of trust, not an abundance.

I remember this one story about a person who ran a hot dog cart that was extremely popular, but he could not keep up with the demand of preparing the food while also taking the money.  What he did was put out a basket of change for customers so that they could make their own change.  What had happened was that he not only sold more, but his tips went up because his customers felt valued. He had shared that there were times where money was stolen, but he made so much more that the negative consequence was barely noticeable while the positives were abundant. It is a simple reminder that we often benefit when we trust others, but often lose before we start when we don’t. Trusting people also often leads to less work for you and more valuable time for them.  Seems like a good tradeoff.

And for teachers…

Part of innovation is how we use our time. Getting kids to take over initiatives in the classroom can not only lead to less work for you but deeper learning for them. Replacing a newsletter with a video as you walk out of the building at the end of the day and tweeting it out can provide some quick information while doing something that you were already doing (walking out of the school).

I encourage reflection at all levels in education, but many teachers do not think they have the time. But in the same way many teachers read while their kids read to model good learning, why not write while your kids write to model that process as well?  No extra time out of the classroom and you are immersing in learning opportunities with your students.  To be a master teacher you need to be a master learner, but that learning can be alongside your students, not only after school.

Understand, that innovation is about a mindset, not implementing a bunch of bells and whistles, or technology into your classroom because it seems like the thing to do. It is about creating better opportunities for learning within the constraints of the work that is to be done. What most educators don’t realize is that they are innovating more often than they are given credit.

How you utilize time is part of innovation in the classroom and if it leads to better learning, for your students and yourself, you are on the right track.

• December 17, 2017 Education is a profession that is both taxing on the mind and the heart.
• September 7, 2017 Innovate One Thing
• September 28, 2017 The Inspiration in Front of Your Eyes
• October 6, 2016 “We expect innovation in every organization except for the one we work in.”
• October 15, 2017 Thinking About Research, Innovation, Test-Scores, and Creativity

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What is reasonable? When great teachers make other teachers look bad

In every school there are teachers who may be fabulous and make teachers who are good look quite ordinary in comparison.

In so many ways it is wonderful to have committed great teachers who may go beyond the norm in delivering their classes, communicating with parents and contributing to the school as a whole.

There is a downside too, in that parents will make this comparison and demand that other teachers commit to doing the same as that great teacher they and their child just love. The creates a significant dilemma for school leaders who need to support all teachers in order for a school to move forward. In many instances, teachers and school leaders quite rightly  feel that comparisons from parents are unfair and unjustified.

In worst case scenarios, I have seen great teachers in schools resented and even bullied because others just cannot keep up and are being constantly pushed to do more and more beyond what they feel is reasonable.

I have seen over the years, among others, comparisons made between teachers in:

• the frequency and type of communication
• the adoption of different teaching strategies and learning technologies
• time given to students after school (by the way more time given does not always equate to better teaching)
• commitment to extra-curricular activities

So, should we hold back that great teacher who is making the others look bad? Of course not.

The issue lies in how schools define their expectations of teachers and communicate this both to teachers, parents and students. If teachers are meeting the expectation of the school, then it should be relatively easy to respond to parents who are demanding that certain teachers give more because Mr or Mrs X did this or did that.

We have to be clear that when teachers do the extraordinary, then we should be thankful for it when it happens but recognize that each teacher is different in ability and level of commitment that they can give in any day. Take for example a teachers personal circumstances and their family life. What a teacher may have given to a school before they were married with children may have been significantly more depending on the person.

It becomes easier to for school leaders to support and defend teachers when unfair comparisons are made between them by parents if the expectations are understood by all. As long as our expectations are fair and reasonable to most, if not all, then we should be in a decent place to respond when the next teacher may not ‘be as good’ as the previous one.

We need to mindful that our willingness to serve our school community to the best of our ability can be as divisive as it can be productive. Refrain, however, from holding great teachers back.

Connect with me @richard_bruford

Originally posted on the Ed Leader blog

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Losing Confidence

Can I be completely honest with you?  I am disappointed in myself. Better yet, angry with myself. I started blogging back in 2012 and the for the past six years, I’ve consistently shared my thoughts through a blog post on average about once a month. However, I am currently on a reluctant streak. That reluctant streak started May13 when I last shared a blog post with my readers.  This is the longest stretch that I have gone without writing and posting a blog article and feel like I’ve let down my fellow educators, my professions, and most importantly, myself.

I could come up with a list of reasons why I haven’t posted in more than four months. Is it because that is about the same time my speaking calendar went into full swing, leaving me limited time to write? Or perhaps it’s because I was finishing up two more book projects with my business partner Jeff Zoul and I just got a little burned out with writing? Maybe I feel that I don’t have anything fresh or profound to share with my readers and I don’t want to share something that isn’t going to resonate with them or leave them reflecting about their impact as an educator? Or could it be I just lost interest in blogging?

Truth? I think I know what it is and I can’t even bring myself to say it because it is a legitimate fear. A fear of going back to a place that I don’t want to go because I know it will stir up old memories that I don’t want to think about or worse yet, relive. But if I don’t confront it I know it could send me into a tailspin and I fear that even more because of the potential for additional and sometimes unforeseen consequences that I may not be able to see. I just need to accept the fact that it’s very possible that this is where I have landed.

I’ve lost confidence.

It’s been more than three months since I typed the words above. And that is a crappy feeling. I feel stuck. And it scares me. Damn, it, I hate this feeling. Self-doubt can leave you feeling unsettled, even paralyzed. I started writing this blog post in July and yet here it sits. I never finished it.

I have stared at my computer screen from my desk at home, from a hotel room, a hotel balcony, poolside, and even while I sat on a plane. And yet nothing comes. I thought about reaching out to members of my PLN for words of encouragement, but then decided not to bother them. I know what they would say. “Jimmy, write like you talk.” That is what @gcouros would say to me. My good friend @jeff_zoul would simply remind me that all writers, even great writers struggle to find the words at times. He would remind to, “Start writing and keep writing and the words will come.” My friend and colleague @E_Sheninger would say, “Write for you and don’t worry what others think. Write for yourself.”

So tonight, I am committed to get my words down on paper. I am going to follow their advice and finally finish this post. I can do it. I know I can. Just start writing. Write like you talk. Don’t worry about what others will think.

I never professed to be a good writer. And maybe, just maybe because I was lucky to land at the right place at the right time, these three gentleman not only encouraged me, but inspired me to be more and do more than I ever thought I could do. And for that I will forever be grateful for their encouragement, guidance, and support.

In my book, Culturize: Every Student. Every Day. Whatever It Takes, I share the following thoughts below in order to help others who like me, struggle at times to find the right words to say, who worry about what others will think, who don’t have the confidence or in some cases, had it and then lost it.

Remember….

• Start writing and keep writing your thoughts down on paper.
• Once you see your thoughts written down, you will be able to piece them together.
• Get the negative thoughts out of your mind and believe in yourself.
• Don’t be afraid of what others will think; everyone has something to contribute.
• Forget about what it looks and sounds like. Just write.
• It only takes one person to relate to your story. Honor your impact.
• Embrace your vulnerability. Give of yourself and don’t be afraid to share your story.
• Reach out to others whom you trust to “check you” back into perspective.
• It is normal to experience writer’s block. It happens to everyone, even the best writers.
• Write for you. Reflection is powerful and necessary for individual growth.

If it’s been awhile since you last sat down and wrote a post or you’ve been thinking about starting a blog, but hesitated for whatever reason, I hope this post helps you or inspires others out there who are struggling to find the right words or are feeling stuck. Just know that you are not alone.

Write like you talk.

Start writing.

Write for you.

Thank you George, Jeff and Eric. I’m ready for October so I can get back on schedule.

 

 

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