Sunday, September 25, 2016

They Ask Me Why I Teach

So I had to deal with a few situations last week that truly made me appreciate being an educator, and that made me feel honored to have the opportunity to interact with young people each and every day. Most of the issues revolved around students who had made bad decisions, or who had made a big enough mistake that it warranted a hard conversation. Anyway, reflecting back on these interactions, I found that they were easily the best part of my week, as they reminded me why I love education so much…being with kids!

 

Having the opportunity to speak to students who have made bad decisions and mistakes is one of the best parts of the job in my opinion, because it’s then that you can really teach, and mentor, and get kids to become better versions of themselves. The mistakes that kids make are where the beauty of adolescence lies, and to have the opportunity to help guide a child through their formative years, which is at times hard for every child, is a true gift that educators have been given. That said, it is remarkable to me that with every conversation that I have with a student around making better choices, I am reminded so much about life and what education is all about, which is that the most precious and most teachable moments often happen outside of the academic classroom.

 

Teaching kids to be better human beings, and to learn from their mistakes, so that they can become better each and every day is the good stuff, and if we approach these opportunities with the right mindset and attitude then we can change and truly impact a young person’s life in immeasurable ways…and we get to learn about ourselves in the process. It’s easy to quickly go straight to the discipline approach, or to frame the conversation around consequences, but then we miss out on what’s really important, which is the learning. I always walk away from one of these conversations changed for the better, and with a deeper appreciation of the student who is with me at the time. Kids make mistakes, we all do, but it’s how we approach the outcome that makes all the difference. No other profession has the opportunity that we have, and it’s beautiful. How fortunate are we to be doing what we’re doing? How fortunate are we to be spending our days with kids? We get to be mentors and role models and we get to learn from the best teachers on the planet…our students.

 

It all reminds me of one of my favorite poems by Glennice L. Harmon, which brings to life the reason why we all do what we do…we get to spend our days with young people, and like she says, where could you find more splendid company? Have a wonderful week everyone and remember to be great for our kids and good to each other.

 

They Ask me why I Teach, Glennice L. Harmon

They ask me why I teach

And I reply, “Where could I find more splendid company?”

There sits a statesman,

Strong, unbiased, wise,

Another later Webster

Silver-tongued.

And there a doctor

Whose quick, steady hand

Can mend a bone or stem the lifeblood’s flow.

A builder sits beside him — 

Upward rise the arches of that church he builds wherein

That minister will speak the word of God,

And lead a stumbling soul to touch the Christ.

And all about

A lesser gathering

Of farmers, merchants, teachers,

Laborers, men

Who work and vote and build

And plan and pray into a great tomorrow.

And, I say,

“I may not see the church,

Or hear the word,

Or eat the food their hands will grow.

And yet — I may.

And later I may say,

“I knew the lad, and he was strong,

Or weak, or kind, or proud

Or bold or gay.

I knew him once,

But then he was a boy.

They ask my why I teach and I reply,

“Where could I find more splendid company?”

 

Quote of the Week…

Teachers affect eternity; no one can tell where their influence stops – Henry Brooks Adams

 

The Power of Great Teachers Videos – 

https://www.youtube.com/watch?v=ebN9VocKiyg

https://www.youtube.com/watch?v=RN3iLeq1828

https://www.youtube.com/watch?v=ypFRxw9czi4

 

The Power of a Great Teacher Articles –

http://ift.tt/23QPFXX

http://ift.tt/2cuteBx

http://ift.tt/25GCf0G



from Connected Principals http://ift.tt/2dbwF4g

Principals-How Mindful Are You?

Friday, September 23, 2016

Focusing on What Students Can Do

I had the privilege of speaking to middle school and high school students on the notion of “Digital Leadership”, which I wrote a definition for in 2013:

Using the vast reach of technology (especially the use of social media) to improve the lives, well-being, and circumstances of others.

As I started the presentation, I asked the question, “How many of you had the talk on cyberbullying?”

It was pretty much 100%.

I followed up with, “How many of you have heard the talk on cyberbullying 3 or more times?”

Again, almost 100%.

Then I asked, “How many of you are sick of hearing about cyberbullying?”

The last answer looked very similar to the first two.

Think about it…How inspired would you be if you were constantly told what not to do? In fact, brought into a gymnasium as a group, and then told what not to do.  I really don’t blame kids for feeling annoyed.  Of course we want students to be good to each other, but the majority of them will do that.  We teach too much focusing on the few, and not the majority.

What I try to do is share stories of students who are making a difference right now! Like this teen who created the “Sit With Us” app, to help students find welcoming students to join during lunch. Or the 9 year old, “Little Miss Flint”, becoming a voice of a city and educating people about the water crisis in her city of Flint, Michigan.  Both of these young people are not waiting to become the leaders of tomorrow; they are grabbing these opportunities today.

Our goal as educators should that these stories are not the exception, but the norm. By raising the bar and our expectations for our students, we are more likely to get there than by simply telling them what they should not do.

As I have learned from students before…

positives

 

Below is a one minute video that I shared on Twitter regarding my experience with students.

 

Source: George Couros



from Connected Principals http://ift.tt/2cO5TxH

Focusing on What Students Can Do

I had the privilege of speaking to middle school and high school students on the notion of “Digital Leadership”, which I wrote a definition for in 2013:

Using the vast reach of technology (especially the use of social media) to improve the lives, well-being, and circumstances of others.

As I started the presentation, I asked the question, “How many of you had the talk on cyberbullying?”

It was pretty much 100%.

I followed up with, “How many of you have heard the talk on cyberbullying 3 or more times?”

Again, almost 100%.

Then I asked, “How many of you are sick of hearing about cyberbullying?”

The last answer looked very similar to the first two.

Think about it…How inspired would you be if you were constantly told not to do? In fact, brought into a gymnasium as a group, and then told what not to do.  I really don’t blame kids for feeling annoyed.  Of course we want students to be good to each other, but the majority of them will do that.  We teach too much focusing on the few, and not the majority.

What I try to do is share stories of students who are making a difference right now! Like this teen who created the “Sit With Us” app, to help students find welcoming students to join during lunch. Or the 9 year old, “Little Miss Flint”, becoming a voice of a city and educating people about the water crisis in her city of Flint, Michigan.  Both of these young people are not waiting to become the leaders of tomorrow; they are grabbing these opportunities today.

Our goal as educators should that these stories are not the exception, but the norm. By raising the bar and our expectations for our students, we are more likely to get there than by simply telling them what they should not do.

As I have learned from students before…

positives

 

Below is a one minute video that I shared on Twitter regarding my experience with students.

 



from Connected Principals http://ift.tt/2dqp0PY

Wednesday, September 21, 2016

Beyond Knowing

Recently at a workshop, one of amazing educators in the room talked about the shift in language from a “fixed mindset” to a “growth mindset”.  She made this distinction:

Fixed Mindset –> “I don’t know.”

Growth Mindset –> “I don’t know…yet.”

This belief in your ability to learn is crucial not only for our students, but also for our educators.  Common sense will tell you that believing you can learn is a great first step to being able to learn.

But when does, “I don’t know…yet.”, become, “I don’t know anymore”?

For example…Today I asked a group of Canadian educators if they have ever learned about the fur trade in school. As this is an extremely Canadian thing to teach, I know that the answer was going to be 100%.  Then I followed up with, “Unless you teach it currently, what can you tell me about it (other than Hudson Bay is mentioned somehow)?”

Nobody could answer.

Something we all learned, yet no one can remember.

So building upon the earlier prompt, what happens when we shift from fixed, to growth, to “innovator’s mindset”?

Fixed Mindset –> “I don’t know.”

Growth Mindset –> “I don’t know…yet.”

Innovator’s Mindset –> “This is what I have created with what I know.”

Does our depth of knowledge not become substantially greater when we take our knowledge and create something with it?  Is it also not more likely to go beyond the immediacy of when we our asked to know something?

Personally, I do not speak about things until I blog about them as I know that I will have a better understanding when I take time to make my own personal reflections and connections to content.

I love this thought on learning from “The Center for Accelerated Learning“:

Learning is Creation, Not Consumption. Knowledge is not something a learner absorbs, but something a learner creates. Learning happens when a learner integrates new knowledge and skill into his or her existing structure of self. Learning is literally a matter of creating new meanings, new neural networks, and new patterns of electro/chemical interactions within one’s total brain/body system.

As Thomas Friedman states, “The world only cares about — and pays off on — what you can do with what you know (and it doesn’t care how you learned it).” Let’s ensure we are going beyond just “knowing” with ourselves and our students.

innovation-in-education-002

 

Source: George Couros



from Connected Principals http://ift.tt/2dkQ7Mo

Belpark by Intracorp – Stunning West Side Collection Pre-Construction Homes

 

Naturally Beautiful
Introducing Belpark, the newest addition to Intracorp’s prestigious West Side Collection. Set along the lush, tree-lined neighbourhood of West 59th Avenue, this intimate enclave of thoughtfully-designed residences offers spacious floor plans and “Westside” luxury finishes. With extended views of the surrounding 133 acres of green space, be it Langara Golf Course to the north or Winona Park to the south, you’ll appreciate Belpark’s urban tranquility.

 

marpole_aerial-750x423

 

 

The post Belpark by Intracorp – Stunning West Side Collection Pre-Construction Homes appeared first on Vancouver New Condos.



from Buildings – Vancouver New Condos http://ift.tt/2cuON7W

Beyond Knowing

Recently at a workshop, one of amazing educators in the room talked about the shift in language from a “fixed mindset” to a “growth mindset”.  She made this distinction:

Fixed Mindset –> “I don’t know.”

Growth Mindset –> “I don’t know…yet.”

This belief in your ability to learn is crucial not only for our students, but also for our educators.  Common sense will tell you that believing you can learn is a great first step to being able to learn.

But when does, “I don’t know…yet.”, become, “I don’t know anymore”?

For example…Today I asked a group of Canadian educators if they have ever learned about the fur trade in school. As this is an extremely Canadian thing to teach, I know that the answer was going to be 100%.  Then I followed up with, “Unless you teach it currently, what can you tell me about it (other than Hudson Bay is mentioned somehow)?”

Nobody could answer.

Something we all learned, yet no one can remember.

So building upon the earlier prompt, what happens when we shift from fixed, to growth, to “innovator’s mindset”?

Fixed Mindset –> “I don’t know.”

Growth Mindset –> “I don’t know…yet.”

Innovator’s Mindset –> “This is what I have created with what I know.”

Does our depth of knowledge not become substantially greater when we take our knowledge and create something with it?  Is it also not more likely to go beyond the immediacy of when we our asked to know something?

Personally, I do not speak about things until I blog about them as I know that I will have a better understanding when I take time to make my own personal reflections and connections to content.

I love this thought on learning from “The Center for Accelerated Learning“:

Learning is Creation, Not Consumption. Knowledge is not something a learner absorbs, but something a learner creates. Learning happens when a learner integrates new knowledge and skill into his or her existing structure of self. Learning is literally a matter of creating new meanings, new neural networks, and new patterns of electro/chemical interactions within one’s total brain/body system.

As Thomas Friedman states, “The world only cares about — and pays off on — what you can do with what you know (and it doesn’t care how you learned it).” Let’s ensure we are going beyond just “knowing” with ourselves and our students.

innovation-in-education-002

 



from Connected Principals http://ift.tt/2cRK9BG