On Being Invisible

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At our school, when we run a special event the students are in charge of the sound system. My line to them is that their job is to: ‘Be invisible’. The best job they can do is not to be noticed. We notice the sound crew when we hear microphone feedback, or static, or music starts too early, too late, or too loudly. Or someone speaks but the mic is off or too quiet. If none of these hiccups happen, the sound team are not ever in the limelight… and they have done an excellent job.

At a dinner meeting last night a colleague reminded me of a different kind of invisible, and that’s being invisible until it’s important to be seen. The metaphor he used was a referee. A referee should be invisible or not a factor in the game, doing his or her job, making the right calls, and not disrupting the flow of the game. However, there are also times when refs need to be the center of attention. They need to stop the game and make the big call. At this point they are crucial, and the wrong call can be devastating for a team.

They can spend most of the game being somewhat invisible, and going relatively unnoticed, and then suddenly they are front and center, making a key call that could pivot the outcome of the game significantly. A lot of jobs are more like the referee than the sound tech, as long as the person in the job is focussed on wanting to be invisible.

A good teacher or school counsellor can invisibly be doing a fantastic job, handling behavioural or social issues that never reach the office to be dealt with by a principal. These staff members may not get a lot of attention but they are quietly doing an excellent job… and when they ask for help or escalate a situation, the leader knows to step in and support them. Rather than explain the opposite, just know that sometimes situations demand more attention regardless of how good a teacher or school counsellor is, and other times the attention is required because the ‘referee’ is making less than ideal calls.

The point being, it’s ideal in many positions to be invisible, to take care of issues in the background, unseen. But there are also times to make the tough calls and to be in front of the issues and addressing them head on. The magic is in staying invisible most of the time and knowing when to reveal yourself.

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Ashtrays and Newspaper Racks

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If you are Gen X, then at some point in your schooling you probably made your parents an ashtray out of clay. I did, and my parents didn’t even smoke. And if you were in a woodworking class you probably made some sort of newspaper or magazine rack, which was something your parents might have had in your living room. Depending on how good it was, this wooden creation may or may not have been as prominently displayed in your house as the ashtray. But these were a couple ‘practical’ things we made in school ‘back in the day’.

Both my daughters, who went to different middle schools, made gum ball machines out of wood, which used a mason jar to hold the gum balls. And I think for both of them the other option was a birdhouse. These were their versions of ashtrays and newspaper racks.

I bet most kids today will come home from school at some point with a 3D printed keychain. Most houses don’t have ashtrays, or newspapers or even magazines. Most parents wouldn’t know where to go to buy loose gum balls to put in a school made gum ball machine. Times change and so do the crafts students create at school.

Some of the other things students might (and do) create at school these days include: Apps, websites, and online businesses. These are the modern day ashtrays. A bit more practical, and a lot more relevant. That said, I hope kids still get a chance to work with clay and wood. I still want to see art that is 3D but not 3D printed. No one needs a newspaper rack or gum ball machine but bird houses can still be made.

There are cookie-cutter style ‘everyone makes the same design’ kind of bird houses, and then there are versions of the same project which are open to design thinking and personalization. And it really doesn’t have to be a bird house… just a hands-on creation using tools rather than a keyboard. But when I said, “I still want to see art that is 3D but not 3D printed.” I also should have mentioned that I want kids to also 3D print things.

The message of this little, nostalgic visit down memory lane isn’t just to say bring back the old hands-on projects, and do away with the new ones. Rather it’s to say we need both. We need students creating physical crafts, with their hands, at school and we need them designing new digital products with new tools as well. I’d be a bit concerned if kids today came home with ashtrays, but I’d still love to see them producing creative works that involve building and creating physical things with their hands.

I also wonder what the 2050 version of the school made ashtray will be?

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It Works The Other Way Too

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Yesterday I had a great conversation with the teachers from a nearby Grade K-8 home learner’s school in a neighbouring school district. Out high school usually gets 1-3 students from this school a year and these have been some exceptional students.

At one point we reminisced fondly about some of the really special kids they sent our way, and one of the teachers said, “You know, you always hear about how much a teacher matters to a student and how thankful students are for the influence of a teacher, but you don’t hear enough about how a teacher can learn from and be grateful to a student.”

We all agreed.

There are some kids that make teaching special. They are gems. They stand out and they leave a lasting, positive memory. They enrich our lives as educators and remind us why we love to teach. This isn’t just about a teacher’s pet. It’s not necessarily the kid with the best grades, it might even be a kid that’s a bit challenging to teach… but these one-of-a-kind kids inspire us, delight us, humour us, teach us, and/or influence the way we think about teaching, learning, and building community.

So this is a ‘Thank You’ to those kids. It’s a message to say that while we can inspire you and leave you with fond memories of a great teacher, it works the other way too, and you can be a positive influence, admired by your teachers. Thanks to those special students that don’t just go through our classes but also send positive ripples through our lives and the lives of students around them.

One-of-a-kind kids whom we will always remember and be grateful to have taught.

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VO2 Max

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When it comes to health and fitness, the two people I follow and learn from the most are Dr. Rhonda Patrick and Dr. Peter Attia. Recently I’ve been hearing them both talk about how important your Maximum VO2 is to improving you health. VO2 max is the maximum amount of oxygen your body can absorb and use during exercise. It is a great measure of both your aerobic fitness level and your overall health.

Here, Dr. Patrick shares information about a VO2 study as well as the Norwegian Protocol, to help improve VO2 Max:

I usually do 20 minutes of cardio, but yesterday I tried this protocol, and did 31 minutes on the treadmill: 3 minutes warmup, followed by: 4 minutes high intensity and 3 minutes cool down, repeated 4 times. It’s challenging, but totally doable. I’m going to commit to doing this at least once a week.

I was not going to get a heart monitoring watch until I retired, but I think I’ve changed my mind. I’d like to get one because my tracking has not been great and I’d really like to ensure that when I’m trying to get my heart rate up past 80%, I’m actually getting it there and not just guessing. I also want to get my maximum VO2 measured so that I can have a baseline for where I am.

Today I’m not pushing like that again, my hips feel tight and I might just walk on the treadmill and increase the incline as I loosen up. One and maybe sometimes two Norwegian protocols a week will be enough. They aren’t fun. But if I’m going to commit to daily exercise anyway, at least once a week I should make sure I’m doing something to really push myself and maximize outcomes.

Watch the video above, and think about how you can exercise your way into being healthier… and quite literally younger at heart.

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I blew my streak

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I started Wordle with a perfect attempt, but it was a cheat. My daughter was trying to solve one and I looked at the 3 attempts she had and declared that I knew the answer. She said, “Don’t tell me”, so I went to the puzzle and tried the answer, and it was right. What I didn’t know was that when I started to play a while later that this first attempt would show up in my game history. So while I have one correct first-guess attempt on my stats, it’s not real.

What was real until today was that I was just days away from a year-long streak… and I blew it!

I lost today after a 361 day streak:

I share my Wordle daily in a couple WhatsApp chats, one with my Mom, sisters, nieces and nephew, and one with a couple friends in Toronto. I have one friend that I share other puzzles with and we occasionally share Wordle, but usually other games. I don’t share on social media, and so for some people this sad post will be the first indication of my chronic habit of playing this puzzle.

Tomorrow I’ll start a new streak. I have a weekday morning ritual: Wordle, Daily-Ink blog post, meditation, 20 minute cardio, stretch, and then a quick workout of at least on body part before showering for work. I go off script on weekends, but still start with Wordle. It’s fun, it gets my brain going, and it connects me to family and friends on WhatsApp.

But I’m quite disappointed this morning that I didn’t get to a full year streak. Hopefully I’ll share better news one year from tomorrow! #Optimism

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Spoiler alert, here is my failed attempt for Wordle #1,037 (click here to see it).

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A Simple Shift in Perspective

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I woke up just after 4am this morning and thought to myself, ‘Nice, almost an hour more to sleep.’ Then I had this little inkling to check my alarm…

What? It’s not on?

Thinking for some reason it was a Tuesday rather than a Saturday, I turned on my 5am alarm and made sure the volume was low before snoozing until it buzzed in about 55 minutes. When it went off I hit the stop button quickly, but my wife still woke up, “Why are you getting up so early on a Saturday?” She asked curiously.

‘It’s Saturday?’

I had no idea. I was going to do my typical weekday morning routine, and head off to work. I wasn’t upset about this, it was just another normal school day in my head. I got up anyway, did my morning meditation and went back to sleep on the couch for a bit before heading to meet my buddy first our Saturday morning walk.

My buddy, also named Dave, inspired this Daily-Ink. He told me he struggled to be motivated to do our walk this morning, and I responded that I was excited to come, having realized that it was Saturday and not Tuesday. I’m not great at rehashing conversations, but this was Dave’s message in a nutshell:

‘Isn’t it interesting how that shifts your perspective. Think of how much better every day would be if you framed it the same way. What if next Tuesday you thought about what a great day it is, and ask yourself, who can I show gratitude to? Or, how can I make someone’s day great today?’

Pick any day in the last week, week day or weekend, and imagine redoing that day, but with a shift in perspective of how rich, engaging, and rewarding that day was going to be… What’s to stop us from doing this daily?

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Old Stories

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I was talking to a couple teachers yesterday after school and I was reminded of a funny story. I shared it with them. I was explaining a new assignment and sharing exemplars with my class. “This is what an ‘A’ would look like, and this is what a ‘B’ would look like.”

A student blurred out a silly example, “What if I did _____, would it be a ‘C’?”

I responded, “No, that would be a C-R-A-P.” 

Just as the class broke out laughing, I looked over to movement in my doorway to see a parent I’d never met before waiting to talk to me. The joke was funny, the timing was awful.

I started to write about this 15 minutes ago, and stopped to look back at my blog. Sure enough, I already shared this in a post, A-B-C-R-A-P, almost 4 years ago. The post is actually better than what I was going to share today because it examined criteria, exemplars, and creativity. Today I was just going to share a funny memory.

But seeing that I’d already written about this incident made me think about the stories we tell. How many of us have the same stories that we tell and retell? We have friends that generously listen as we share a story for a 3rd, 4th, 7th, even 15th time. We listen without interjecting, without sharing that we’ve heard it before. We generously listen as someone else hears it for the first time, and we laugh at the appropriate time, and with sincerity.

My wife and her friends sometimes do this cute little thing. If one of them starts a story and it has been told before, the people listening will touch their nose. If someone doesn’t touch their nose then they know it’s new to them and the story continues. If they all touch their noses the person telling the story stops…. No hard feelings, they even have a little laugh about it.

A few of my friends will tell it anyway, even if they know everyone’s heard it, but some stories are just so fun that the rerun can be more enjoyable than the first viewing.

I do wonder though, what are the stories that define us? What are those memories that stick with us and revisit us, and invite themselves in like old friends? Would I even have remembered that silly joke if a parent hadn’t been in the classroom doorway? Or was that necessary to make it a story I’ve shared and reshared?

How has the story changed over time? Does my retelling create a new memory? How much has the memory changed as a result of my resharing? Or, how has it remained the same and been emboldened and reinforced from retrieving it many times?

We are an accumulation of the stories we tell. Old stories shape our view of ourselves, and of our friends. As we get older, we don’t add significantly to the stories we share, we get more selective. Maybe it’s because we have more stories to choose from. Maybe it’s because we get to hold on to moments in our past that would otherwise be lost. And maybe it’s just fun to reminisce and to share fond memories with the people we love.

Tell me a story, and I learn something about you. I get to share in your experience, and we are both richer from the experience.

Your chance to share:

The push

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I’ve been in a workout slump recently. I haven’t stopped working out, it’s just my effort has waned. I’m finding it hard to push myself and get the most out of my workouts. I know it’s just a phase and I’ll get through it, but it’s lasting a bit longer than I hoped.

I mention it because it builds a little fear in me. The lack of drive, of push, scares me a bit. It whispers in my ear, ‘you are getting old’, it says to me, ‘you aren’t an athlete anymore’.

It hits me when I’m doing a short sprint on the treadmill and there is 30 seconds left and I want to shorten the sprint time… Not push through, not muscle it, just end it early. It hits me when I’m on my 3rd set with weights, and I start the set thinking I can get 8 reps, then at 4 reps I’ve already decided I can only do 6… and then I do 5. Or when I know I have more gas in my tank and still I leave a few reps undone, because while I wasn’t at full fatigue, my mind said ‘that’s good enough’, and I can’t push myself anymore.

Part of it might be that I’ve been working out on my own too much and I need some external motivation. It might also just be a slump. But it eats away at my confidence. It becomes a self-fulfilling prophecy that makes the next push experience harder.

I’m confident that I’ll find my focus again, and I know that the fact that I’m still showing up and not letting this discourage my commitment is a real positive. But I have to say that this slump has been mentally challenging for me. I want to feel I’ve left nothing in reserves after I finish a set or a sprint. I want to really feel ‘the push’ again.

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Easier and hard

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It’s easier to eat unhealthy. It’s hard to avoid unhealthy snacks.

It’s easier to watch TV. It’s hard to push yourself hard in the gym.

It’s easier to scroll on your phone. It’s hard to get to bed early and get enough sleep.

It’s easier to skip a day. It’s harder to start a new streak.

It’s easier to make excuses. It’s harder to stick to a disciplined schedule.

It’s easier to make excuses. It’s hard to avoid excuses and do what needs to be done.

It’s easier to make excuses. It’s hard to convince yourself that your excuses aren’t good.

In the end, doing harder things is more rewarding. Easy things just aren’t as memorable, and aren’t as rewarding, and the satisfaction they provide are fleeting. Harder things bring results that you can see, and feel… and done often enough, the hard journey itself gets easier, even if the individual tasks remain hard. That’s the end goal, to make the hard things that are good for you easier to do, than the easy things that aren’t good for you.

And remember, you are always a work in progress… as long as you are moving in the right direction, don’t be too hard on yourself.

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Empowering students

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There is an element of control that needs to be given up by teachers if they are truly empowering students. There has to be a willingness to accept a potential outcome that is less than ideal… An understanding that students won’t always hit the high standard you expect.

This isn’t about lowering standards or expectations, in fact, if you are empowering students you need to make your high expectations clear. Rather, this is the realization that students bite off more than they can chew (or rather can do), and then they end up scrambling to do less and still produce a good product or presentation. It’s an acceptance that a student’s vision doesn’t match yours but their outcome is still good, or (and this is the tough part for teachers) good enough. It’s about mistakes being honoured as learning opportunities rather than as something to penalize.

Empowering students doesn’t happen with outcomes that are exactlywhat the teacher envisioned and expected. Outcomes will vary. Results will be less predictable. But the learning will be rich, authentic, and far more meaningful and memorable for the students… As long as they feel empowered, and are given the space to have autonomy, lead, and learn in ways that they choose.

And while that won’t always end with results that the teacher envisioned or expected, it will always end with learners feeling like they owned their own learning. Shouldn’t that be the essence of a great learning experience?

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Related: Teacher as Compass

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