Sunday, August 7, 2016

Change happens. You can either do it, or it will be done to you.

Someone asked me a question similar to this; “What do we do about kids that are distracted by devices in the classroom?”

My response was, “Maybe we have to be less boring?”

Although this is obviously not that simple or black and white, it is something that we have to think about.

Do not think the expectation only has gone up for teachers in the classroom.  Look around your staff meetings; how many educators (paid to be there) are disinterested?  Sometimes they go to their devices, and sometimes they bring in their marking to get done during that time.  Sometimes they are multitasking, but sometimes they have a singular focus; it’s just not on what is happening in the room.

When I start many of my talks or sessions, I encourage people to go to devices and provide them spaces either through hashtags on Twitter or Google Docs.  This isn’t someone saying, “If you can’t beat them, join them.”  This is understanding that there is an insane amount of opportunity in bringing these devices into the fold to further learning during, after, and sometimes even before the face-to-face learning happens.

Do I believe that people are 100% into my sessions at all times? Nope.

What this is understanding that if I were to teach the way I taught several years ago and ignore what exists in our world now, the problem isn’t solely placed on the learner.  I have to take advantage of these opportunities.

If you teach the way you taught pre-devices, pre-google, and pre-social media, and then introduce devices into the classroom, the majority of us are going to have a hard time staying “engaged”. We have to rethink our teaching.

I do not know much about this Michigan high school that recently banned devices (July 2016) in their classrooms, but my questions would be the following:

  • Tell me about the opportunities you see with your own learning using devices.
  • How have you implemented opportunities for learning with devices in your own professional learning?
  • What opportunities do these devices bring into the classroom that didn’t exist before?

These articles used to really bother me, but what I have learned is that I never know the whole story. There is always more to any article or tweet you read online.  That being said, here is one part that bothered me:

The decision regarding the new cell phone policy was made after several discussions with the high school advisory committee, made up of teachers and support staff, and with the parent advisory committee, Bohl said.

Notice anything missing? Me too.

Change happens.  You can either do it, or it will be done to you.

Either way it will happen and I am doing my best to embrace the former than the latter.

Screen Shot 2016-07-31 at 1.32.57 PM

Source: George Couros



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Change happens. You can either do it, or it will be done to you.

Someone asked me a question similar to this; “What do we do about kids that are distracted by devices in the classroom?”

My response was, “Maybe we have to be less boring?”

Although this is obviously not that simple or black and white, it is something that we have to think about.

Do not think the expectation only has gone up for teachers in the classroom.  Look around your staff meetings; how many educators (paid to be there) are disinterested?  Sometimes they go to their devices, and sometimes they bring in their marking to get done during that time.  Sometimes they are multitasking, but sometimes they have a singular focus; it’s just not on what is happening in the room.

When I start many of my talks or sessions, I encourage people to go to devices and provide them spaces either through hashtags on Twitter or Google Docs.  This isn’t someone saying, “If you can’t beat them, join them.”  This is understanding that there is an insane amount of opportunity in bringing these devices into the fold to further learning during, after, and sometimes even before the face-to-face learning happens.

Do I believe that people are 100% into my sessions at all times? Nope.

What this is understanding that if I were to teach the way I taught several years ago and ignore what exists in our world now, the problem isn’t solely placed on the learner.  I have to take advantage of these opportunities.

If you teach the way you taught pre-devices, pre-google, and pre-social media, and then introduce devices into the classroom, the majority of us are going to have a hard time staying “engaged”. We have to rethink our teaching.

I do not know much about this Michigan high school that recently banned devices (July 2016) in their classrooms, but my questions would be the following:

  • Tell me about the opportunities you see with your own learning using devices.
  • How have you implemented opportunities for learning with devices in your own professional learning?
  • What opportunities do these devices bring into the classroom that didn’t exist before?

These articles used to really bother me, but what I have learned is that I never know the whole story. There is always more to any article or tweet you read online.  That being said, here is one part that bothered me:

The decision regarding the new cell phone policy was made after several discussions with the high school advisory committee, made up of teachers and support staff, and with the parent advisory committee, Bohl said.

Notice anything missing? Me too.

Change happens.  You can either do it, or it will be done to you.

Either way it will happen and I am doing my best to embrace the former than the latter.

Screen Shot 2016-07-31 at 1.32.57 PM



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Saturday, August 6, 2016

Does Your School Build Dreams or Crush Them?


Yesterday, I had a conversation with one of our teachers about some new ideas she wanted to share with me about her plans for the coming school year. She shared ways she wanted to create more relevance for her students, give them more ownership, and create a more engaging learning experience in her classroom. Wow! Those are awesome goals.

She had several specific ideas for achieving these aims. So we chatted about them. She was seeking feedback so I made some comments and asked some clarifying questions. I also handed her a book I thought might be helpful as she's thinking more about where her ideas will lead.

After the conversation, I was reflecting on it. I thought to myself, I wonder if she is more excited or less excited about her ideas after our meeting. Of course, my intention is to generate excitement around new ideas and create a culture of risk-taking and innovation in our school.

But trying to be a good coach, I shared some cautious comments too. While I loved the direction of her ideas, I wanted to interject some wisdom from my experience. I'm not sure how helpful that was. It's difficult for me not to launch into my own ideas about how I would do such and such. For the most part, I think I avoided that. But the last thing I want is to be a dream killer.

I remember a conversation I had with someone who was a leader in my life. I was sharing some ideas that I was very excited about. My passion was in this area and my energy flowed when talking about the changes I was planning. 

My leader didn't completely reject the ideas I shared, but every comment seemed laced with caution and barriers. I can remember two words distinctly from that conversation my leader used over and over.

Yeah, but...

Those two little words cut my enthusiasm in half. I didn't feel energized by our discussion. I felt deflated. Instead of throwing gasoline on my dream, they poured water all over it.

I believe successful organizations are dream building organizations. They tap into people's passions and create a sense of excitement and enthusiasm in the culture. I guess there are successful organizations that aren't great at this, but I would venture there are no incredibly, extraordinarily successful organizations that don't have a dream building culture.


Image source: http://goo.gl/jSxnpQ

And I think this post is challenging for all of us in schools, not just principals or others in formal leadership positions. If you're a teacher, how does your classroom support students' own goals and dreams, not just your goals for teaching a subject well? Does your classroom allow students enough freedom and flexibility to pursue things that are important to them?

And when your students share their dreams with you, do you pour gasoline on their dreams or douse them with water?

We've all had students share dreams with us that seemed impossible. Or, we felt they didn't really understand what it takes to achieve the dream. Their actions weren't lining up behind the words of their dreams. I think we must be very careful about how we show up in these conversations. We have a delicate balance to help build dreams and guide actions. 

Unless someone in our life is about to go off a cliff, I think we should do everything possible to lift them up and speak support and encouragement into their lives.

Jim Carrey was once a struggling young comic from a poor family trying to make it big. He didn't have much, but he had a dream. And he wouldn't give up on it. When he was 10-years-old, he even mailed his resume to Carol Burnett. He was bold and audacious believing he would someday entertain millions and make them laugh.

In 1990, he wrote himself a check for $10 million dated Thanksgiving 1995. He placed it in his wallet. At the time, he was broke and struggling to find work as a comic. In the notation on the check, he scribbled 'for acting services rendered.' He carried that check with him as a powerful reminder. It was the tangible representation of his dream.

By 1995, he had starred in multiple films, Ace Ventura, Pet Detective and Liar, Liar. He was earning nearly $20 million per movie!

I wonder how many people in Jim Carrey's life thought his dreams of being a comedian were misguided? I bet there were lots of people who thought he'd never make it. Those people probably doused him with water. But there were probably others who saw something special in him, who threw gasoline on his dreams of being an actor and comedian.


Image source: http://goo.gl/kKYxWA

When we see students or teachers who struggle with apathy, I think it's often because they've given up on their dreams. Everyone must have something to aspire to, something that makes you want to get up in the morning and push forward in life. We need dreams to chase. As educators, we should be that spark of inspiration for both our students and our colleagues. 

When someone shares their dreams with you, how will you respond? Will you be the 'Yeah, but...' voice in their life? I would suggest a different response. How about these two little words, instead? 

Yes, and...

1. Yes! You can do it.

2. Yes! I believe in you.

3. Yes! Tell me more about that.

4. Yes! Why is that important to you?

5. Yes! How can I help you?

6. Yes! You are on the right track.

7. Yes! Your dreams matter to me.

If you are going to inspire others in your life to dream big, you can't get stuck in the where, when, who, and how. Dreams are about what you want and especially why you want it. I feel so guilty about this in parenting my own children. I feel like sometimes my expectations have placed limits on their dreams. Our adult minds are so practical and boring.

But today I am reminded to help those around me dream big, audacious dreams. I don't want to crush dreams. I want people to be excited about their dreams and not the dreams I have for them.

How will you encourage the dreams of those in your circle of influence? Reflect on who the dream builders were in your life. I want to hear from you. Share a comment below or respond on Twitter or Facebook.

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Does Your School Build Dreams or Crush Them?


Yesterday, I had a conversation with one of our teachers about some new ideas she wanted to share with me about her plans for the coming school year. She shared ways she wanted to create more relevance for her students, give them more ownership, and create a more engaging learning experience in her classroom. Wow! Those are awesome goals.

She had several specific ideas for achieving these aims. So we chatted about them. She was seeking feedback so I made some comments and asked some clarifying questions. I also handed her a book I thought might be helpful as she's thinking more about where her ideas will lead.

After the conversation, I was reflecting on it. I thought to myself, I wonder if she is more excited or less excited about her ideas after our meeting. Of course, my intention is to generate excitement around new ideas and create a culture of risk-taking and innovation in our school.

But trying to be a good coach, I shared some cautious comments too. While I loved the direction of her ideas, I wanted to interject some wisdom from my experience. I'm not sure how helpful that was. It's difficult for me not to launch into my own ideas about how I would do such and such. For the most part, I think I avoided that. But the last thing I want is to be a dream killer.

I remember a conversation I had with someone who was a leader in my life. I was sharing some ideas that I was very excited about. My passion was in this area and my energy flowed when talking about the changes I was planning. 

My leader didn't completely reject the ideas I shared, but every comment seemed laced with caution and barriers. I can remember two words distinctly from that conversation my leader used over and over.

Yeah, but...

Those two little words cut my enthusiasm in half. I didn't feel energized by our discussion. I felt deflated. Instead of throwing gasoline on my dream, they poured water all over it.

I believe successful organizations are dream building organizations. They tap into people's passions and create a sense of excitement and enthusiasm in the culture. I guess there are successful organizations that aren't great at this, but I would venture there are no incredibly, extraordinarily successful organizations that don't have a dream building culture.


Image source: http://goo.gl/jSxnpQ

And I think this post is challenging for all of us in schools, not just principals or others in formal leadership positions. If you're a teacher, how does your classroom support students' own goals and dreams, not just your goals for teaching a subject well? Does your classroom allow students enough freedom and flexibility to pursue things that are important to them?

And when your students share their dreams with you, do you pour gasoline on their dreams or douse them with water?

We've all had students share dreams with us that seemed impossible. Or, we felt they didn't really understand what it takes to achieve the dream. Their actions weren't lining up behind the words of their dreams. I think we must be very careful about how we show up in these conversations. We have a delicate balance to help build dreams and guide actions. 

Unless someone in our life is about to go off a cliff, I think we should do everything possible to lift them up and speak support and encouragement into their lives.

Jim Carrey was once a struggling young comic from a poor family trying to make it big. He didn't have much, but he had a dream. And he wouldn't give up on it. When he was 10-years-old, he even mailed his resume to Carol Burnett. He was bold and audacious believing he would someday entertain millions and make them laugh.

In 1990, he wrote himself a check for $10 million dated Thanksgiving 1995. He placed it in his wallet. At the time, he was broke and struggling to find work as a comic. In the notation on the check, he scribbled 'for acting services rendered.' He carried that check with him as a powerful reminder. It was the tangible representation of his dream.

By 1995, he had starred in multiple films, Ace Ventura, Pet Detective and Liar, Liar. He was earning nearly $20 million per movie!

I wonder how many people in Jim Carrey's life thought his dreams of being a comedian were misguided? I bet there were lots of people who thought he'd never make it. Those people probably doused him with water. But there were probably others who saw something special in him, who threw gasoline on his dreams of being an actor and comedian.


Image source: http://goo.gl/kKYxWA

When we see students or teachers who struggle with apathy, I think it's often because they've given up on their dreams. Everyone must have something to aspire to, something that makes you want to get up in the morning and push forward in life. We need dreams to chase. As educators, we should be that spark of inspiration for both our students and our colleagues. 

When someone shares their dreams with you, how will you respond? Will you be the 'Yeah, but...' voice in their life? I would suggest a different response. How about these two little words, instead? 

Yes, and...

1. Yes! You can do it.

2. Yes! I believe in you.

3. Yes! Tell me more about that.

4. Yes! Why is that important to you?

5. Yes! How can I help you?

6. Yes! You are on the right track.

7. Yes! Your dreams matter to me.

If you are going to inspire others in your life to dream big, you can't get stuck in the where, when, who, and how. Dreams are about what you want and especially why you want it. I feel so guilty about this in parenting my own children. I feel like sometimes my expectations have placed limits on their dreams. Our adult minds are so practical and boring.

But today I am reminded to help those around me dream big, audacious dreams. I don't want to crush dreams. I want people to be excited about their dreams and not the dreams I have for them.

How will you encourage the dreams of those in your circle of influence? Reflect on who the dream builders were in your life. I want to hear from you. Share a comment below or respond on Twitter or Facebook.

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Before the Fall by Noah Hawley

This book was on my radar, but not on the "I've just got to read it now!" radar.  I put myself on the hold list at the library, but soon realized it would probably be next year before I would reach the top of the list.  That just wouldn't do.  I was contemplating buying the hardcover, when my friend Kirk talked about the book at our monthly book club and offered up his copy to anyone who wanted to read it.  

When the book gods offer up a book you want to read, you take it.  It was immediately bumped up to this month's TBR pile so I wouldn't lose it at home, forget to read it, or have to keep telling Kirk "I'm going to read it soon".  

Before the Fall is a pretty quick read.  Noah Hawley is a very talented writer of tv shows (Fargo, Bones), and that talent shows in the back and forth that happens in the novel.  I'm not giving anything away when I give you the plot of the story:  a very rich couple vacations on Martha's Vineyard in August.  They are heading back to New Jersey on a private plane.  They've invited along another couple, and an artist who's hitching a ride back to New Jersey.  The couple Maggie and David Bateman also have their two kids on board:  nine year old Rachel and four year old JJ.  Also along for the ride is the Bateman's security guard, Gil Baruch.  A simple flight, taking less than an hour.  

Except 16 minutes into the flight, the plane crashes into the ocean.  Only two people survive:  Scott Burroughs, the artist, and little JJ.  

How does the plane crash?  Why?  Was it a mechanical failure, or something more ominous?  There are plenty of possibilities.  The novel moves from Scott's experience after the crash to each person on the plane, and the days leading up to the crash.  One strange bit is that the date of each person's death: August 23, 2015 is the same except for Gil Baruch's:  his is August 26th, 2015.  What the heck does that mean?  

Another kicker:  Scott doesn't remember what happened.  He hit his head, and next thing he knows, he's in the ocean, surrounded by flames.  And then he hears a cry.  It's JJ, floating on a piece of debris.  

It's a pretty good book.  I wouldn't say it's a thriller; more of a mystery.  The novel also looks at the way the 24 hour news treats tragedies; how they treat survivors, and through it all is the sense of how abruptly life can end for some of us without any warning.  What makes this such a big news story is the fact that Bateman was the head of a Fox-like news company (worth millions), and the other couple, Ben and Sarah Kipling, are also millionaires.  And Ben just found out he's going to be indicted for money laundering the next day.  Will they find the plane?  Will the FBI figure out what happened?  And how will Scott move forward, knowing he's got a second chance?

I enjoyed this novel.  It was a complete switch from reading about baking and Vermont.  The ending, oh, it just felt like a punch in the stomach to me.  

Rating:  8/10 for a novel that sucks you into the lives of characters that perish in the first chapter, but haunt you throughout the story.  A good read!

Available in hardcover, e-book, and audio.

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Friday, August 5, 2016

Being nice will not necessarily address the elephant in the schoolhouse

shutterstock_169559516

Many important conversations in our schools are avoided at the expense of preserving what we may think are harmonious relationships. It is quite amazing how both teachers and leaders will avoid difficult conversations that are a source of frustration for the sake of keeping things amicable.

It seems at times that school leaders are in a catch-22 situation. Address a concern or problem with a teacher or group of teachers, there is a danger that the leader may be resented for doing so. This can happen for many a variety of reasons from teachers feeling that the criticism is baseless or not warranted, through to teachers feeling that they are being picked on when they are working really hard.

Of course, any criticism or raising of a concern can hurt and bruise our fragile egos. Nevertheless, if a leader does not address key issues that may be occurring with their faculty, then they will be criticized for not doing anything.

Over the years, I have seen some great school leaders who are willing to address poor teacher performance or behaviour unfairly criticized, even forced to leave their schools. On the other hand, I have seen some really nice school leaders, who are simply nice to their staff and leave difficult conversations well alone, revered by members of the teaching faculty.

So why does this occur?

For the leader who has the tough conversation, this brings bad news and things that we may not necessarily want to hear. If the conversation does not go particularly well, then the consequences can be significant.

Those leaders who are not bearers of bad news are welcomed by many educators who are not strong performers, or are not particularly collegial. In fact, for some educators, to be left alone to get on with the job, as they see fit, is an ideal situation owing to the autonomy and lack of accountability given to them by the leader.

But we know accountability, responsibility and commitment to each other is the elephant in the room of most, if not all, schools. It is a fact, that to be part of a good school requires these three qualities of its teaching faculty, which is fostered by the school’s leaders.

The truth is that great educational leaders cannot be nice all the time and to move a school and its teachers forward, tough conversations must happen to address the elephant that may be in the schoolhouse. The leader who attempts to be ‘nice’ to everyone is not always the one who is most respected. The best leaders say things that others are not always prepared to say.

Connect with me @richard_bruford

Originally posted on the Ed Leader blog



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Building a Log Home: Contract Types

Advantages and disadvantages of the two most common types of log home builder contracts.

Financing the cost of your log home can be a stressful process for some, but it doesn’t have to be. When entering into a contract with your log home builder there are typically two types of contracts they offer: Cost Plus Contracts and Fixed Rate Contracts.

Cost Plus (Cost+) Contracts

Also known as build plus contracts, cost plus contracts are a great option if you aren’t building on a tight budget and deadline but want to have some flexibility as you build. These contracts start off with a basic design and log shell price. As you start to build and construct your log home, materials and other add-ons are chosen and added to the budget. Your builder can likely provide you with a very rough estimated cost for the overall project but without identifying the exact materials it’s likely that you will exceed your original budget.

Advantages

If you don’t know exactly what type of flooring, cabinets or amenities you want to have in the home and you’re not ready to make those decisions at the design phase, a cost plus contract is a good fit for you. You can confirm material and amenities as the project moves along, giving more flexibility to the entire project. We also find that clients who prefer higher end finishing’s prefer cost plus contracts so they can budget accordingly and ensure the custom work aligns perfectly.

Disadvantage

A proposed budget is often in place but majority of the time you will see project overruns because clients tend to upgrade more often and make last minute changes that can cause revisions to already completed work. Secondly, because materials can’t be purchased at the beginning of the project you may run the risk of having items being slightly more expensive at the time you need to purchase them. Just like any project, when changes occur, timelines need to be adjusted and can extend the project completion dates.

Fixed Rate Contracts

If you are one of those types of people that like to know all of the details, costs and timelines of a project before you start then you will want to have a fixed rate contract. Before the building of your log home starts you will have a detailed budget and timeline for the overall project. It is extremely important that you know what is included in your budget and what isn’t and we also recommend reviewing all of the subcontractor quotes so that you don’t have any surprises.

Advantages

If you have a set budget or timeline for your log home to be completed, fixed rate contracts are more likely to stay on time and on budget. If you have a simple design or know exactly what you are looking for you may even notice some cost savings since your log home builders will already know all of the details for the project before they start so materials can be purchased in bulk or they can identify the best time of year to buy specific materials.

Disadvantages

All of your building and finishing material have to be chosen before the projects start to allow for the project to stay on time and budget. Making all of these decisions at the start of the project can be overwhelming so make sure you talk to your designer, log home builder and other trades to have them answer any questions or concerns you have. If you realize after the fact that you do need to make a change you likely can still do it but it may affect the overall project cost and deadline.

To sum it up, if you have a tight budget, timeframe and know what you’re looking for, a flat rate contract may be best for you. If you aren’t exactly sure what you want all of your finishing’s to look like and are still considering additional add-ons but don’t have a tight budget or deadline ,cost plus may be the best option for you. Regardless of the type of contract you enter into with your log home builder make sure you ask a ton of questions, review all of the quotes, budgets and arrange to have weekly or monthly budget update meetings with your general contractor to ensure there are no last minute surprises.

Have a question or want to learn more? Contact Artisan Log Homes at info@artisanlog.com and we’d be happy to help you out

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