People That Fill Your Bucket

Watch this short clip from “Jerry Maguire”:

This short clip, says so much about us as educators as well as our students.  This is something I have been thinking about a lot lately.

My friend Katie Martin shares three tips on the “The Science of Happiness: 3 Practices That Changed My Perspective” (I encourage you to read the whole post) after attending a keynote by  Dr. Tal Ben Shahar. The point on “gratitude” especially resonated with me:

3) Show Gratitude

This last one is so simple and complex at the same time- maybe that’s just me though. In a way, it requires vulnerability to express gratitude. I have a framed quote in my office that says, “start each day with a grateful heart.” But, to be honest, I am not always as intentional as I could be about this practice on a day to day basis even though I am so grateful for all I have and really appreciate when people share their gratitude with me.

I do my best to show gratitude to those closest me (I could get better), but I know that I have been bad at showing appreciation for things in my life.  It is easy to get caught up in deficit thinking, but I have been trying to start my morning off with thinking about three things I am grateful for in my life. It has helped me start on a positive note even when I am having a tough day/week mentally and emotionally.

But one thing I am truly grateful for is that I have people in my life that I can contact and say, “Hey…I need a pep talk.”  And they never fail me. Sometimes I don’t listen to what they say, but I always realize that I am grateful that I can count on them for saying it.

Surround yourself with people that fill you up.  As I have grown older, I have realized that a small circle of those people in your life who are willing to have your back and fill you up, is much better than a large circle that has no interest in doing the same thing.

• May 20, 2018 Controlling the Solution
• September 8, 2016 The #InnovatorsMindset MOOC Starting Soon! #IMMOOC
• June 6, 2018 5 Ideas for Improving Professional Learning Experiences
• October 15, 2017 Thinking About Research, Innovation, Test-Scores, and Creativity
• October 18, 2018 3 Simple Questions To Shape Professional Learning

Source: George Couros

from Connected Principals http://bit.ly/2IEVNAO

People That Fill Your Bucket

Watch this short clip from “Jerry Maguire”:

This short clip, says so much about us as educators as well as our students.  This is something I have been thinking about a lot lately.

My friend Katie Martin shares three tips on the “The Science of Happiness: 3 Practices That Changed My Perspective” (I encourage you to read the whole post) after attending a keynote by  Dr. Tal Ben Shahar. The point on “gratitude” especially resonated with me:

3) Show Gratitude

This last one is so simple and complex at the same time- maybe that’s just me though. In a way, it requires vulnerability to express gratitude. I have a framed quote in my office that says, “start each day with a grateful heart.” But, to be honest, I am not always as intentional as I could be about this practice on a day to day basis even though I am so grateful for all I have and really appreciate when people share their gratitude with me.

I do my best to show gratitude to those closest me (I could get better), but I know that I have been bad at showing appreciation for things in my life.  It is easy to get caught up in deficit thinking, but I have been trying to start my morning off with thinking about three things I am grateful for in my life. It has helped me start on a positive note even when I am having a tough day/week mentally and emotionally.

But one thing I am truly grateful for is that I have people in my life that I can contact and say, “Hey…I need a pep talk.”  And they never fail me. Sometimes I don’t listen to what they say, but I always realize that I am grateful that I can count on them for saying it.

Surround yourself with people that fill you up.  As I have grown older, I have realized that a small circle of those people in your life who are willing to have your back and fill you up, is much better than a large circle that has no interest in doing the same thing.

• May 20, 2018 Controlling the Solution
• September 8, 2016 The #InnovatorsMindset MOOC Starting Soon! #IMMOOC
• June 6, 2018 5 Ideas for Improving Professional Learning Experiences
• October 15, 2017 Thinking About Research, Innovation, Test-Scores, and Creativity
• October 18, 2018 3 Simple Questions To Shape Professional Learning

from Connected Principals http://bit.ly/2IQ9hJ3

My Favorite Chocolate Chip Cookies

The Core of Innovative Teaching and Learning #InnovatorsMindsetUDL

The above image is a draft visual that is the basis of my next book, “The Core of Innovative Teaching and Learning” (working title) which connects “The Innovator’s Mindset” and Universal Design for Learning (UDL).  I am blessed to have Katie Novak writing this book with me as her brilliance and expertise is something that I know so many people will benefit from in reading the book, as I have benefitted tremendously in writing alongside her.  She takes UDL and makes it extremely accessible for all educators while providing practical strategies for teachers that they can use, iterate, or hopefully, spark new ideas.  This book is focused on providing strategies for teachers through Katie’s amazing examples that she weaves throughout, but since we focus on learners, we hope to see administrators see the value of mirroring these opportunities in their community.

The book is separated into parts based on the visual above.  Part 1 is on the first two circles. Those four areas are meant to “set the stage” for learners.  “Relationships” is listed in the middle because without a focus on it, the other three strands will not be as effective.

Part 2 is focused on “The 8 Characteristics of the Innovator’s Mindset” (new visual below) and the UDL principles, and their connection to one another.  If part 1 is “setting the stage,” part 2 is about student’s “putting on the production.”

And in Part 3, we discuss some of the opportunities we have to lead from where we are and how important it is that we not only focus on the “whole student” but the “whole educator” as well.

We also discuss “Innovative Teaching and Learning” is not focused on only doing the “latest and greatest” for our students. It is about finding new and better ways to serve our learners, whether through a traditional practice or a new idea.

The book will be out soon, and I look forward to sharing more information as the release date gets closer.  I just wanted the opportunity to share the visuals out with the world.  Feedback is appreciated.

• April 18, 2019 “Tell me what you need to ensure that every student in your class can learn.”
• April 9, 2019 What do you do with what you know?
• March 7, 2019 The Wisdom of Those Closest To Students
• April 11, 2019 3 Important Questions Regarding “Success” in Schools
• March 26, 2019 Why Teachers Love Teaching (As Shared by Teachers)

Source: George Couros

from Connected Principals http://bit.ly/2PmrgYU

The Core of Innovative Teaching and Learning #InnovatorsMindsetUDL

The above image is a draft visual that is the basis of my next book, “The Core of Innovative Teaching and Learning” (working title) which connects “The Innovator’s Mindset” and Universal Design for Learning (UDL).  I am blessed to have Katie Novak writing this book with me as her brilliance and expertise is something that I know so many people will benefit from in reading the book, as I have benefitted tremendously in writing alongside her.  She takes UDL and makes it extremely accessible for all educators while providing practical strategies for teachers that they can use, iterate, or hopefully, spark new ideas.  This book is focused on providing strategies for teachers through Katie’s amazing examples that she weaves throughout, but since we focus on learners, we hope to see administrators see the value of mirroring these opportunities in their community.

The book is separated into parts based on the visual above.  Part 1 is on the first two circles. Those four areas are meant to “set the stage” for learners.  “Relationships” is listed in the middle because without a focus on it, the other three strands will not be as effective.

Part 2 is focused on “The 8 Characteristics of the Innovator’s Mindset” (new visual below) and the UDL principles, and their connection to one another.  If part 1 is “setting the stage,” part 2 is about student’s “putting on the production.”

And in Part 3, we discuss some of the opportunities we have to lead from where we are and how important it is that we not only focus on the “whole student” but the “whole educator” as well.

We also discuss “Innovative Teaching and Learning” is not focused on only doing the “latest and greatest” for our students. It is about finding new and better ways to serve our learners, whether through a traditional practice or a new idea.

The book will be out soon, and I look forward to sharing more information as the release date gets closer.  I just wanted the opportunity to share the visuals out with the world.  Feedback is appreciated.

• April 18, 2019 “Tell me what you need to ensure that every student in your class can learn.”
• April 9, 2019 What do you do with what you know?
• March 7, 2019 The Wisdom of Those Closest To Students
• April 11, 2019 3 Important Questions Regarding “Success” in Schools
• March 26, 2019 Why Teachers Love Teaching (As Shared by Teachers)

from Connected Principals http://bit.ly/2GyFOli

Students staring at blank walls? 5 classroom displays for Secondary Schools

One of the key differences that exist between learning environments in primary school classrooms and those in many secondary schools is the use of the classroom display space. Too often secondary school classrooms can be uninspiring places to walk into, so spare a thought for the students who have to put up with it. To those educators, who have made a significant effort to provide a classroom environment that makes a student want to walk in the room, thank you!

Classroom displays do not always have to be about displaying the work of our students. In fact, some of the best classroom displays that I have seen are purely functional and there to support explicit instruction, which enhances learning. Classroom displays can be reference points for what we want students to look for and incorporate into their learning. Here are 5 ways to do just that:

Academic vocabulary displays

Every teacher is a language teacher, yet some are lot better at it than others. Classroom displays with key topic vocabulary, question command terms and sentence starters / writing builders can make for fantastic displays. They can be an essential point of reference for both the teacher and the student in both discussion, reading and writing engagements. For second or additional language learners such displays are a must in a classroom, though we should not neglect opportunities to support language development of native speakers.

Quotes for inspiration or reflection

Having quotes of famous posted around a room can be referred to in challenging times, in moments of celebrating success / accomplishment, or even linked to a learning task. Over the years, I have seen some excellent classroom displays that support a book that is being read, with key quotes for students to reflect, discuss and incorporate into their work.

Academic honesty displays

With a cut and paste environment, teacher support for and encouragement of academic honesty is vital. Displays should aim to promote academic honesty rather than be punitive in nature. Speak to your school librarian for ideas and, perhaps, even adopt a whole school approach to this important aspect of student learning.

Assessment displays

Classroom displays that support assessment tasks, whether it be an assessment rubric, step-by-step guides and annotated exemplars of work. These can be fantastic ‘go to’ resources for the teacher to emphasize and make clear expectations for the student.

Values and character development displays

School mission, vision and values displays, particularly the latter. To build culture in a school and for everyone to live the values, then they must be present, explicitly modeled, taught and reflected upon through learning. Images to support values can make fantastic displays.

In summing up, classroom displays, if planned well, can be amazing tools for teachable moments, as well as providing interest to students, fellow educators and prospective parents and students, who may be thinking about join your school community.

Most of all, if you see it and reminded of it, then you will most likely remember to apply it. That can only strengthen learning.

Connect with me @richard_bruford

Originally posted on the Ed Leader blog

from Connected Principals http://bit.ly/2veoN9s

The Lying Game by Ruth Ware

I read this novel a week ago and discussed it with my book group last Tuesday. Even time away from it, and our group discussion, doesn't help my "meh" opinion about this thriller. 

Some readers absolutely do not like to read novels where they can't find a character likable, and that certainly was the case for a few of my fellow book group members. I prefer to like characters; but I've also found that disliking one or more (or in this case, all) of the characters can make for an interesting read. Or not. I was really hoping this would be a good thriller, but it was full of holes, characters that didn't learn a darn thing from previous screw ups, and left a very unsatisfying ending. 

Four women are brought together after many years apart when a body is unearthed on a beach near the English seaside village of Salten. Seventeen years before, the women, then young teens, had become fast friends while attending boarding school. Kate, Thea, Fatima, and Freya had a game-the 'lying game' they played on their fellow classmates, villagers, and anyone they could fool. They had rules, too: tell a lie, stick to your story, don't get caught, never lie to each other, and know when to stop lying. Some lies were pretty innocent, but others were damaging. The girls quickly gained a reputation around school that they were distrustful and mean. Kate's father, Ambrose, was a beloved art teacher at the school, and her stepbrother Luc attended a school for boys in a nearby village. Living at the Mill, a rundown building next to the water, Kate often had the girls sneak out of school at night and come to the Mill to hang out, swim, and spend time. Her father, Ambrose, was delighted to have Kate's friends there, and they in turn adored him. Freya, who narrates the story, is deeply in crush with Luc. All seems well...

Until one night Kate insists the girls come to the Mill. Ambrose is dead; a suicide note is left behind. What to do? Kate is only fifteen, and she can't take the risk of being sent to a foster home. She'll be sixteen in just a few months...

Well. The actions the girls take that night come back to haunt them, and as the reader, you're pulled along while they try to figure out just what to do all these years later. Do they keep lying? And who knows what they've lied about?

So. Sounds good, right? Well, as I said before, with the exception of Fatima, the main characters aren't very likable. Even Freya, who is a new mom, is unlikeable. They're all kind of pathetic. Fatima is the only one who has actually moved on the best-she's a happily married mother and doctor, and has returned to her faith. She's the most solid of the ladies. Kate is a mess; still living in the Mill--which is slowly falling into the sea and seems to be held together by spit and a wish. Thea is a drunk, never eats and smokes like a chimney. None of them have learned their lesson regarding lying and the toll it takes. 

I'll not tell you more of the plot. Even though it's pretty thin, it does have a few twists (you'll figure out the major twist all on your own) that will have you hoping maybe, just maybe, there is a chance the women will learn something from this whole disaster! I was disappointed in the end...Freya...ugh. 

I've read two Ruth Ware novels, and been disappointed by both. Thin plots, not so surprising thrillers. I feel that with some effort, they could have been good, meaty reads, but fell short. Do I expect too much? I don't think so. I have another Ruth Ware novel at home, and I'm going to give it a try sometime this year. We'll have to see if it breaks free of the ho-hum thrillers I've already read. 

Rating: 3/6 for a thriller that wasn't much of one at all. Some plot devices just fell flat, the characters weren't memorable, and the only interesting thing about the whole dang story was the decrepit Mill that was slowly falling into the sea. 

Available in paperback, large print, audio, and ebook. 

from Bookalicious Babe Book Reviews http://bit.ly/2DqpMrF

The Importance of Emotions in Learning

Earlier this month, Dave Burgess shared a great tweet of a slide from Amy Fast's presentation at What Great Educators Do Differently in Houston.

“The most important work we do in schools is the emotional labor.” - @fastcrayon at #WGEDD #tlap pic.twitter.com/Doh0cGhXJh

— Dave Burgess (@burgessdave) April 2, 2019

It's true. It's so important to do the emotional work, your emotional work to connect and care and empathize, because it influences the emotions of everyone around you. It influences others. 

How important are emotions? Emotions are "energy in motion." Our emotions are always moving us toward something or away from something. We don't always have to choose to follow those emotions, but they are powerful. Just understand that when a student or colleague is stuck in a performance rut, there is nearly always an emotional component to that.

Most people want to succeed and do well, right? They didn't wake up in the morning wanting to fail. But sometimes they lose their way. At some point, their thoughts, beliefs, or feelings start getting in the way. Their words and actions are impacted. They allow the obstacles to weigh them down or stall their progress.

We need to create positive emotions in our classrooms and in our schools toward each other, toward learning, and toward making a difference. We need to support each other and believe in each other and never give up on each other. A positive learning environment is a positive emotional environment.

How often are there moments in your school that bring great joy, hope, and purpose? Those moments help create a heightened state of emotion. A peak state of emotion leads to a greater sense of motivation.

Think about it...
When you are laughing, smiling, encouraging, connecting, complimenting, progressing, and succeeding, you will have more energy, enthusiasm, effort, excitement, enjoyment, engagement and more. 

And conversely...
When you are frowning, criticizing, isolating, blaming, or complaining, you'll reap what you sow with that too. You'll have less energy. You'll be more tired. You'll be less likely to take a risk or do something great.

If you want to increase learning and performance, create an environment that provides for positive emotional support and growth. Create a positive environment. Create an uplifting environment, a fun environment. Bring your best energy.

Be intentional to create opportunities for students and colleagues to have more positive emotions. When the emotional environment improves, everyone has a better chance to change and grow and experience more powerful learning and connection.

What are ways you create an positive emotional environment in your classroom or school?

How do you set the tone each day for connection and care?

What behaviors need to be addressed that are damaging the emotional environment?

I want to hear from you. Leave a comment below or respond on or . Thanks for all you do to bring your positive vibes each and every day!

        

Comments

• Comments

Related Stories

• What Story Are You Telling Yourself?
• When Student Behavior Is Like Looking in the Mirror
• 5 Tips for Building Great Relationships with Students

 

from Connected Principals http://bit.ly/2GwEqji

J. Alexander’s Carrot Cake

This copycat version of J. Alexander’s Carrot Cake is every bit as perfect as the original: full of carrots, pineapple and coconut, and soaked with a buttermilk syrup for a melt-in-your-mouth slice of cake.

I don’t throw out the word “best” in front of many of my recipe titles, but I almost did for this carrot cake.

I’ve been obsessed with the carrot cake from J. Alexander’s for no less than 10 years. In my opinion, it is carrot cake perfection.

I would get a piece to go almost every time I ate there and nibble on it every night for dessert throughout the week.

When we moved to Cleveland from Toledo, my love affair with J.’s kind of ended because the closest one is now almost an hour away. :(

Last Easter I decided to search for a copycat recipe for the cake and stumbled upon one from the Sun-Sentinel. You guys, it is pretty much an exact dupe.

I have no idea why I forgot to share the recipe with you last year, but I knew I couldn’t let another spring go by without introducing you to this carrot cake. It’s hearty, moist, perfectly sweet and the frosting – it’s seriously eat-it-with-a-spoon good.

If you’re looking for a last-minute dessert for your Easter dessert table or just one seriously delicious cake recipe, I promise you, this carrot cake will quickly become your new fave!
(more…)

The post J. Alexander’s Carrot Cake appeared first on My Baking Addiction.

        

from My Baking Addiction http://bit.ly/2GAPUkH

“Tell me what you need to ensure that every student is your class can learn.”

In my post, “Invest in the People that Invest in the Students,” discussing the importance of focusing more “on people” than initiatives and programs, a comment from Catherine Quanstrom stuck out to me:

Our teachers are caring professionals who are increasingly stymied when it comes to meeting the learning needs of their students in today’s diverse, inclusive classrooms. These classes often contain a critical mass of students with complex learning profiles. Just once I’d like to hear of an administrator who told a teacher: “Tell me what you need to ensure that every student is your class can learn; it’s my job to find the resources — money, personnel, testing, materials — and to then provide them so that you, their teacher, can teach.”

Catherine makes an excellent point.  I have been lucky to not only work for administrators that embody the feedback but also work alongside administrators currently that do remove barriers for their staff to incredible heights.

A few things I thought about from Catherine’s comment:

1. As an administrator, we have to recognize that teachers don’t have full plates, but full platters.  Don ‘t ever add anything to the platter without explicitly communicating things that can come off. Less is more if you want things to be done well.
2. In my experience as an administrator, I filtered as much as I could away from my teachers that was not necessary.  There are things you will do as a teacher that no one ever told you about in “teacher college” that are boring, tedious, and seemingly have little purpose.  That is the reality of the job.  But there are WAY too many things that are put upon teachers that are not necessary (i.e., the million surveys that seem to come around January and February).  Filter away.
3. Remember that when you taught, how complex teaching was, but also identify that teaching becomes more complex (seemingly) each year.  You can remember what it was like when you were a teacher, but it doesn’t mean that those realities are the same today.  It helps for understanding, but it will never give the full picture. (This is true for the role of administrator as well.)
4. It is rare (if ever) that people want to do a lousy job.  Guidance and coaching work better than ridicule and negative reinforcements.

There is a balance between “getting out of the way” and leading from the front, side, or back.  A simple question to think about as an administrator; am I creating barriers or pathways, and how is that helping my staff maximize their potential?

• March 12, 2019 4 Ideas to Help Improve Teacher Well-Being
• March 5, 2019 Focusing on the Positive Possibilities for Our Students
• March 28, 2019 Finding the Best Fit for the Culture of a School
• March 26, 2019 Why Teachers Love Teaching (As Shared by Teachers)
• March 7, 2019 The Wisdom of Those Closest To Students

Source: George Couros

from Connected Principals http://bit.ly/2Iu8zSx

“Tell me what you need to ensure that every student is your class can learn.”

In my post, “Invest in the People that Invest in the Students,” discussing the importance of focusing more “on people” than initiatives and programs, a comment from Catherine Quanstrom stuck out to me:

Our teachers are caring professionals who are increasingly stymied when it comes to meeting the learning needs of their students in today’s diverse, inclusive classrooms. These classes often contain a critical mass of students with complex learning profiles. Just once I’d like to hear of an administrator who told a teacher: “Tell me what you need to ensure that every student is your class can learn; it’s my job to find the resources — money, personnel, testing, materials — and to then provide them so that you, their teacher, can teach.”

Catherine makes an excellent point.  I have been lucky to not only work for administrators that embody the feedback but also work alongside administrators currently that do remove barriers for their staff to incredible heights.

A few things I thought about from Catherine’s comment:

1. As an administrator, we have to recognize that teachers don’t have full plates, but full platters.  Don ‘t ever add anything to the platter without explicitly communicating things that can come off. Less is more if you want things to be done well.
2. In my experience as an administrator, I filtered as much as I could away from my teachers that was not necessary.  There are things you will do as a teacher that no one ever told you about in “teacher college” that are boring, tedious, and seemingly have little purpose.  That is the reality of the job.  But there are WAY too many things that are put upon teachers that are not necessary (i.e., the million surveys that seem to come around January and February).  Filter away.
3. Remember that when you taught, how complex teaching was, but also identify that teaching becomes more complex (seemingly) each year.  You can remember what it was like when you were a teacher, but it doesn’t mean that those realities are the same today.  It helps for understanding, but it will never give the full picture. (This is true for the role of administrator as well.)
4. It is rare (if ever) that people want to do a lousy job.  Guidance and coaching work better than ridicule and negative reinforcements.

There is a balance between “getting out of the way” and leading from the front, side, or back.  A simple question to think about as an administrator; am I creating barriers or pathways, and how is that helping my staff maximize their potential?

• March 12, 2019 4 Ideas to Help Improve Teacher Well-Being
• March 5, 2019 Focusing on the Positive Possibilities for Our Students
• March 28, 2019 Finding the Best Fit for the Culture of a School
• March 26, 2019 Why Teachers Love Teaching (As Shared by Teachers)
• March 7, 2019 The Wisdom of Those Closest To Students

from Connected Principals http://bit.ly/2UsLDEG

PMPEncore109: The Power of One Caring Adult with Josh Shipp

A few years ago, I sat across my desk from a student whose father had abandoned him and left the state. A family in our community had taken in the young man, and our school had been in contact with the Department of Human Services on what to do next. That morning I had been […]

from Connected Principals http://bit.ly/2DjokYd

Human Disconnection

I am sitting in a Starbucks, and focusing on writing.  I tend to come to this place because I know the taste of what I am going to drink, and I also know that I can work with people in my vision, but in isolation with no interruption.  I like the “routine” of it all, but also know that with a large pair of headphones, I can concentrate and get things done without any interruptions from others. I have done more writing in a Starbucks than I have any other place in the world.

There is so much focus on collaboration in education. I think the ability to work with others is crucial, but I also don’t think we have to do it all of the time.  Whether we are face-to-face or online, we almost can be overconnected unless we decide to disconnect ourselves.

Human connection (face-to-face) is essential, but so is human disconnection.  We need to learn to be able to be alone and work alone. I watch my daughter playing, and sometimes she walks into another room, grabs some toys, and takes some time to herself. She is not worried about what I am doing or what is happening on social media. It is just her and her thoughts with no around but her. I don’t know why she does it or when it is going to happen, but as much as I love her being around me, I also love that she sometimes sits on her own with no prompting.

I don’t even know where I am going with this or why I am writing it. Working in isolation right now, this is what I started thinking about, and I just chose to write it down.  This time I have created for myself to process my thoughts is invaluable to me and something, I think many students could benefit from in schools.  Reflection on our own is crucial to moving forward.

• March 12, 2019 4 Ideas to Help Improve Teacher Well-Being
• April 9, 2019 What do you do with what you know?
• April 11, 2019 3 Important Questions Regarding “Success” in Schools
• March 28, 2019 Finding the Best Fit for the Culture of a School
• March 7, 2019 The Wisdom of Those Closest To Students

Source: George Couros

from Connected Principals http://bit.ly/2IolSDQ

Human Disconnection

I am sitting in a Starbucks, and focusing on writing.  I tend to come to this place because I know the taste of what I am going to drink, and I also know that I can work with people in my vision, but in isolation with no interruption.  I like the “routine” of it all, but also know that with a large pair of headphones, I can concentrate and get things done without any interruptions from others. I have done more writing in a Starbucks than I have any other place in the world.

There is so much focus on collaboration in education. I think the ability to work with others is crucial, but I also don’t think we have to do it all of the time.  Whether we are face-to-face or online, we almost can be overconnected unless we decide to disconnect ourselves.

Human connection (face-to-face) is essential, but so is human disconnection.  We need to learn to be able to be alone and work alone. I watch my daughter playing, and sometimes she walks into another room, grabs some toys, and takes some time to herself. She is not worried about what I am doing or what is happening on social media. It is just her and her thoughts with no around but her. I don’t know why she does it or when it is going to happen, but as much as I love her being around me, I also love that she sometimes sits on her own with no prompting.

I don’t even know where I am going with this or why I am writing it. Working in isolation right now, this is what I started thinking about, and I just chose to write it down.  This time I have created for myself to process my thoughts is invaluable to me and something, I think many students could benefit from in schools.  Reflection on our own is crucial to moving forward.

• March 12, 2019 4 Ideas to Help Improve Teacher Well-Being
• April 9, 2019 What do you do with what you know?
• April 11, 2019 3 Important Questions Regarding “Success” in Schools
• March 28, 2019 Finding the Best Fit for the Culture of a School
• March 7, 2019 The Wisdom of Those Closest To Students

from Connected Principals http://bit.ly/2UHpkjC

Human Disconnection

I am sitting in a Starbucks, and focusing on writing.  I tend to come to this place because I know the taste of what I am going to drink, and I also know that I can work with people in my vision, but in isolation with no interruption.  I like the “routine” of it all, but also know that with a large pair of headphones, I can concentrate and get things done without any interruptions from others. I have done more writing in a Starbucks than I have any other place in the world.

There is so much focus on collaboration in education. I think the ability to work with others is crucial, but I also don’t think we have to do it all of the time.  Whether we are face-to-face or online, we almost can be overconnected unless we decide to disconnect ourselves.

Human connection (face-to-face) is essential, but so is human disconnection.  We need to learn to be able to be alone and work alone. I watch my daughter playing, and sometimes she walks into another room, grabs some toys, and takes some time to herself. She is not worried about what I am doing or what is happening on social media. It is just her and her thoughts with no around but her. I don’t know why she does it or when it is going to happen, but as much as I love her being around me, I also love that she sometimes sits on her own with no prompting.

I don’t even know where I am going with this or why I am writing it. Working in isolation right now, this is what I started thinking about, and I just chose to write it down.  This time I have created for myself to process my thoughts is invaluable to me and something, I think many students could benefit from in schools.  Reflection on our own is crucial to moving forward.

• March 12, 2019 4 Ideas to Help Improve Teacher Well-Being
• April 9, 2019 What do you do with what you know?
• April 11, 2019 3 Important Questions Regarding “Success” in Schools
• March 28, 2019 Finding the Best Fit for the Culture of a School
• March 7, 2019 The Wisdom of Those Closest To Students

from Connected Principals http://bit.ly/2UHpkjC

Berry Crumble Bars

Berry Crumble Bars are bursting with fresh mixed berries and topped with a pecan-studded crumble. These bars are easy to make and perfect to serve at any spring brunch or party.

This post is sponsored by Fisher®. Thank you for continuing to support the brands that make My Baking Addiction possible.

My kid has a bone to pick with Mother Nature.

All Elle wants is for the weather to be warm enough to wear her shorts and sandals. My little fashionista has had her summer outfits picked out for weeks and the weather just won’t cooperate.

We’ll have a day of sunny weather in the upper-60s and my sweet girl will get her hopes up for shorts-and-sandals weather. And then BOOM – we’ll have snow.

Seriously! It was 70 degrees last week and then this weekend we had snow.

I may not be able to make the weather cooperate outside of the house, but inside we can still pretend the weather is warm. We can will it to be spring if we bake enough Berry Crumble Bars, right?
(more…)

The post Berry Crumble Bars appeared first on My Baking Addiction.

        

from My Baking Addiction http://bit.ly/2Ip6FlQ

Writing Positive Notes to Kids – Part of our Faculty Meeting

Invest in the People that Invest in Students

The article, “How Education Takes Itself Too Seriously” by Jennifer Nicole, is one that could push your thinking and starts with an interesting paragraph:

Education has become a system that revolves around the needs of the adults instead of the needs of the children. We focus on curriculum, assessment, and technology. We focus on content, instruction, and differentiation.

But we fail to focus on what really matters — reaching children.

Education programs fail to address the primary driver of success in the classroom — relationships. They fail to address childhood development and the conditions in which children learn best. They fail to address how to incorporate social and emotional learning into teaching practices.

Then, it ends with this challenge:

It’s time for education to take a backseat to students. Take children seriously instead.

I agree with a lot of what is being said in the article, but I would make a subtle change, and from the reading, I think the author might agree.

It’s time for education to take a backseat to students learners. Take children people seriously instead.

The best educators I have come across know that it is people you need to serve and focus on and why the author focuses on the importance of “relationships” but we tend to get caught up in being an “insert program certified” school as opposed to finding ways to spend our resources (money and time) on focusing and growing people.

Here is what I used to think…We need to always start on what is best for kids.

Here is what I now think…If we want to do what is best for kids, we have to ensure that the people closest to them have what they need to do the best job possible.  You can’t “serve” students unless you “serve” the people that work with them. This is true in all organizations, not just education.

For example, if you are having an issue with a company and you need to get to a point where you ask “Can I speak to the manager?”, that may signify the person that works closest to the customer doesn’t have the same opportunities to do what is right for the person in front of them based on “common sense” which can be lost in “policy.”  By developing and investing time in the people that work closest to students, you are investing in students.  I am not saying any, and every “program” is terrible, but guess who has to implement it?

Invest in the people that work closest with students, and you have invested in kids.

• March 12, 2019 4 Ideas to Help Improve Teacher Well-Being
• March 21, 2019 3 Questions to Help Leverage Barriers in Education
• April 11, 2019 3 Important Questions Regarding “Success” in Schools
• April 9, 2019 What do you do with what you know?
• September 9, 2018 The Balance Between Struggling and Developing Strengths

Source: George Couros

from Connected Principals http://bit.ly/2DfinLR

Invest in the People that Invest in Students

The article, “How Education Takes Itself Too Seriously” by Jennifer Nicole, is one that could push your thinking and starts with an interesting paragraph:

Education has become a system that revolves around the needs of the adults instead of the needs of the children. We focus on curriculum, assessment, and technology. We focus on content, instruction, and differentiation.

But we fail to focus on what really matters — reaching children.

Education programs fail to address the primary driver of success in the classroom — relationships. They fail to address childhood development and the conditions in which children learn best. They fail to address how to incorporate social and emotional learning into teaching practices.

Then, it ends with this challenge:

It’s time for education to take a backseat to students. Take children seriously instead.

I agree with a lot of what is being said in the article, but I would make a subtle change, and from the reading, I think the author might agree.

It’s time for education to take a backseat to students learners. Take children people seriously instead.

The best educators I have come across know that it is people you need to serve and focus on and why the author focuses on the importance of “relationships” but we tend to get caught up in being an “insert program certified” school as opposed to finding ways to spend our resources (money and time) on focusing and growing people.

Here is what I used to think…We need to always start on what is best for kids.

Here is what I now think…If we want to do what is best for kids, we have to ensure that the people closest to them have what they need to do the best job possible.  You can’t “serve” students unless you “serve” the people that work with them. This is true in all organizations, not just education.

For example, if you are having an issue with a company and you need to get to a point where you ask “Can I speak to the manager?”, that may signify the person that works closest to the customer doesn’t have the same opportunities to do what is right for the person in front of them based on “common sense” which can be lost in “policy.”  By developing and investing time in the people that work closest to students, you are investing in students.  I am not saying any, and every “program” is terrible, but guess who has to implement it?

Invest in the people that work closest with students, and you have invested in kids.

• March 12, 2019 4 Ideas to Help Improve Teacher Well-Being
• March 21, 2019 3 Questions to Help Leverage Barriers in Education
• April 11, 2019 3 Important Questions Regarding “Success” in Schools
• April 9, 2019 What do you do with what you know?
• September 9, 2018 The Balance Between Struggling and Developing Strengths

from Connected Principals http://bit.ly/2ZaE9tB

Galapagos by Kurt Vonnegut

I've never read a Kurt Vonnegut novel before, so I wasn't sure what to expect. I bought Galapagos on the recommendation of my brother. Uh...I bought it a few years ago, and it's been sitting on my bookcase. But once again, a book group spurred me on to pick it up and finally dive into a truly odd tale.

Published in 1985, Galapagos is told from the viewpoint of a ghost. Yes, a ghost. He's connected to the story through a ship that becomes, in a weird way, a modern Noah's Ark. Oh, and the story is told from a million years in the future.

It's A.D. 1986, and an apocalypse is brewing all over the world. A group of guests have gathered at the El Dorado Hotel in the city of Guayaquil, Ecuador. These guests are all bound for a trip to the Galapagos Islands for a spectacular cruise aboard the Bahia de Darwin. Little do they all know that in the space of a few short hours, two will be dead, one will be dying, and a new human race will come down to one man, a high school science teacher, and six indigenous young girls. Oh--and there's a woman who will give birth to a furry baby girl on the island that becomes ground zero for the new human race. 

It sounds pretty goofy, and it is-but there is a point to all of it. Vonnegut talks about the "big brains" that humans have in 1986, and how much trouble they are; humans are only concerned with food, shelter, and money. If they are successful, their brains keep them from ever thinking about life without food, money, and shelter. Being oblivious to need, they don't realize there are people in the world who don't have one, two, or all three of those things. Blinded by money and a full stomach, they just don't see the signs of impending doom as economies collapse, people riot, and those with happy trigger fingers declare war on each other and start unloading nuclear bombs. 

The story travels back and forth between 1986 and a million years into the future, when humans aren't really human anymore--rather, they've evolved back into fishy-type things that have smaller brains, fins, and hit their peak at age six. Utter nonsense, right? It was actually quite fun to read. Timing, slight adjustments in plans, and plain old dumb luck (or not) all play a part in the survival of the human race. Adapt, adjust, survive, until a shark eats you and you go into the blue wiggly after-life tube that everyone enters when they die. Is the human race even human a million years from now? What does it mean to be a human, after all?

This was definitely not at all what I usually read, but I'm glad I finally dipped my toe into the writing of Kurt Vonnegut. I will be interested in reading more of his novels. He's funny, thoughtful, pointed, and writes a story that kept me involved-even when I knew the ending (because he keeps telling it to you all throughout the book!). 

I don't think I'll ever think of Darwin quite the same again. 

Rating: 4/6 for an odd novel, for sure. But it's funny, in a very pointed way, about the obsessions we have that are really not worth much, and usually keep us from paying attention to what's really going on. I would love to discuss this novel with one of my reading friends, so I'll be nagging someone to read it soon! Interesting characters, a truly imaginative plot and plenty of moments where I laughed out loud. 

Available in paperback, audio, and ebook. 



from Bookalicious Babe Book Reviews http://bit.ly/2Gc62sj

3 Important Questions Regarding “Success” in Schools

This article, “9 Simple Ways to Improve Your Life in 9 Short Days,” has some excellent advice that could benefit many, educators and students alike.  The first paragraphs on “success” struck me:

Successful people live by a different set of rules. Collecting accolades, reaching the top of the corporate ladder, or acquiring riches isn’t as important as having a calling, pursuing a dream, and changing lives.

Successful people inspired by a mission strive to leave behind a legacy. Fair warning, though: When all is said and done, it’s really not about you. It took years for me to develop the understanding that life is about giving, service, and meaningful relationships.

As an adult, your version of what “success” looks like could and should be different from mine.  But how “success” is often portrayed in society, can send a message to students that their success is not as valuable as the success of someone else.

Thinking about “success” and what it means in connection to schools and education, here are some questions that I have been wrestling with

1. Do we have continuous conversations with students about what they believe “success” is or is it defined and planned out for them?  How do we ensure students are in on the conversation regarding “success?”
2. When we talk about a “successful” school, how is that portrayed in our communication with communities past “grades and scores?”
3. Is the success of the school more about what the adults deem as “success” and a measure of their work as opposed to what the students do, create, and act?

From my travels, I have seen more schools, classrooms, and teachers, help students understand and strive for success that is based more on “purpose” rather than basing it on extrinsic value. I appreciate when those conversations are had because it helps students feel valued and that although paths can be different, they can still have tremendous value to ourselves as individuals.

This is important to note…Adults are there to help students and the conversation regarding success is something we can help guide our students on. But, excluding them (students) from the discussion is not helpful now or in the future.

• March 12, 2019 4 Ideas to Help Improve Teacher Well-Being
• April 9, 2019 What do you do with what you know?
• March 26, 2019 Why Teachers Love Teaching (As Shared by Teachers)
• March 5, 2019 Focusing on the Positive Possibilities for Our Students
• March 7, 2019 The Wisdom of Those Closest To Students

Source: George Couros

from Connected Principals http://bit.ly/2Kr5aW7

3 Important Questions Regarding “Success” in Schools

This article, “9 Simple Ways to Improve Your Life in 9 Short Days,” has some excellent advice that could benefit many, educators and students alike.  The first paragraphs on “success” struck me:

Successful people live by a different set of rules. Collecting accolades, reaching the top of the corporate ladder, or acquiring riches isn’t as important as having a calling, pursuing a dream, and changing lives.

Successful people inspired by a mission strive to leave behind a legacy. Fair warning, though: When all is said and done, it’s really not about you. It took years for me to develop the understanding that life is about giving, service, and meaningful relationships.

As an adult, your version of what “success” looks like could and should be different from mine.  But how “success” is often portrayed in society, can send a message to students that their success is not as valuable as the success of someone else.

Thinking about “success” and what it means in connection to schools and education, here are some questions that I have been wrestling with

1. Do we have continuous conversations with students about what they believe “success” is or is it defined and planned out for them?  How do we ensure students are in on the conversation regarding “success?”
2. When we talk about a “successful” school, how is that portrayed in our communication with communities past “grades and scores?”
3. Is the success of the school more about what the adults deem as “success” and a measure of their work as opposed to what the students do, create, and act?

From my travels, I have seen more schools, classrooms, and teachers, help students understand and strive for success that is based more on “purpose” rather than basing it on extrinsic value. I appreciate when those conversations are had because it helps students feel valued and that although paths can be different, they can still have tremendous value to ourselves as individuals.

This is important to note…Adults are there to help students and the conversation regarding success is something we can help guide our students on. But, excluding them (students) from the discussion is not helpful now or in the future.

• March 12, 2019 4 Ideas to Help Improve Teacher Well-Being
• April 9, 2019 What do you do with what you know?
• March 26, 2019 Why Teachers Love Teaching (As Shared by Teachers)
• March 5, 2019 Focusing on the Positive Possibilities for Our Students
• March 7, 2019 The Wisdom of Those Closest To Students

from Connected Principals http://bit.ly/2IriCqt

3 Important Questions Regarding “Success” in Schools

This article, “9 Simple Ways to Improve Your Life in 9 Short Days,” has some excellent advice that could benefit many, educators and students alike.  The first paragraphs on “success” struck me:

Successful people live by a different set of rules. Collecting accolades, reaching the top of the corporate ladder, or acquiring riches isn’t as important as having a calling, pursuing a dream, and changing lives.

Successful people inspired by a mission strive to leave behind a legacy. Fair warning, though: When all is said and done, it’s really not about you. It took years for me to develop the understanding that life is about giving, service, and meaningful relationships.

As an adult, your version of what “success” looks like could and should be different from mine.  But how “success” is often portrayed in society, can send a message to students that their success is not as valuable as the success of someone else.

Thinking about “success” and what it means in connection to schools and education, here are some questions that I have been wrestling with

1. Do we have continuous conversations with students about what they believe “success” is or is it defined and planned out for them?  How do we ensure students are in on the conversation regarding “success?”
2. When we talk about a “successful” school, how is that portrayed in our communication with communities past “grades and scores?”
3. Is the success of the school more about what the adults deem as “success” and a measure of their work as opposed to what the students do, create, and act?

From my travels, I have seen more schools, classrooms, and teachers, help students understand and strive for success that is based more on “purpose” rather than basing it on extrinsic value. I appreciate when those conversations are had because it helps students feel valued and that although paths can be different, they can still have tremendous value to ourselves as individuals.

This is important to note…Adults are there to help students and the conversation regarding success is something we can help guide our students on. But, excluding them (students) from the discussion is not helpful now or in the future.

• March 12, 2019 4 Ideas to Help Improve Teacher Well-Being
• April 9, 2019 What do you do with what you know?
• March 26, 2019 Why Teachers Love Teaching (As Shared by Teachers)
• March 5, 2019 Focusing on the Positive Possibilities for Our Students
• March 7, 2019 The Wisdom of Those Closest To Students

from Connected Principals http://bit.ly/2IriCqt

PMP: 149 Managing Adult Conflicts, Part 2

Spring time is here, and the landscape is green with new growth. Ironically, my wife told me that by the spring of each school year, she has decided that our marriage is falling apart, our kids all need counseling, and we have chosen to the wrong places to live, work, etc.   In other words, […]

from Connected Principals http://bit.ly/2P0ZqBi