Author Archives: David Truss

Whose problem is it?

A couple thoughts about assessment:

1. I taught Grade 9 Math for a year then after a year of only Humanities I went back to teaching Math, but for Grade 8’s. After about 5 years of teaching Math 8 I caught myself saying something as I started my unit on Exponents. I said to the class, “Every year this is the hardest unit and the hardest test that I give you.” I had to say it out loud to realize what I was really saying.

What I was really saying was one of two things, either I wasn’t doing a good enough job teaching this unit, or I was giving students much too hard of a test. Looking carefully at the test, I realized it was a bit of both. Because I had taught Grade 9 and new what was coming, when I looked at the test I realized that I was expecting students to know the content at a Grade 9 level… I was ‘preparing them’ for what’s to come. In every section of the test I had questions that started out with basic Grade 8 outcomes, but questions got gradually harder and always ended up with a couple (or more) questions that expected them to exceed what was required in the curriculum.

It was my problem, not theirs, that they struggled. I was pushing them to learn hard concepts at a very high level and testing them so that they all had to be competent at a higher grade level just to get a decent mark. My intentions were good. The outcome and experience for students who were not strong in math were not so good. I reworked my test that year, and some of my teaching as well.

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2. This isn’t one I’ve done, but my daughter has faced this. Last year in her university French course, the professor said, “Nobody gets an ‘A’ unless they are native speakers”. He then proceeded to give my daughter ‘B’s in every assignment, no matter what she did, and what feedback she used to improver her next assignment… that is, until her final exam. In her final exam, the marking was blind (the teaching only saw a number, and not the students’ names). On that exam, my daughter got an ‘A’.

If our job is to teach students, and improve their work, then what are we telling them if our message is, “You aren’t good enough to get an ‘A’.” … Is this not also saying, “I’m not a good enough teacher to help you improve.”? What message does this give to a student who is always striving to do her best and is a high achiever? What message does this give to a student who is struggling? Whose problem is it when every student that comes to your class isn’t good enough for an ‘A’ both before they arrive in class, and also after you have been their teacher for a semester?

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Assessment isn’t just measuring progress, it’s also measuring teacher expectations, and it’s up to us to make sure those expectations are realistic and fair.

The power of a good teacher

Last night I asked this question onTwitter:

I didn’t know that I would become a teacher until I was almost 30, so I can’t say that any teachers influenced me to become a teacher, but I had many that inspired the kind of teacher I wanted to be.

Mr. Lapoint taught me not to be a marshmallow in class, and I started my career telling kids to speak up, go beyond the expected answers, and to not be marshmallows. That said, this motorcycle loving hippie was tough as nails and had high expectations… and scared me a little.

Mrs. Lane taught me to love fiction and helped me find my writing voice. She was one of my favourites and I think of her as inspiring me to be the kind of teacher I want to be.

Mrs. Forster made me appreciate social studies. She also stepped up to coach a sport she knew nothing about, and encouraged me to become a player coach… in a way this was inspiration to becoming a teacher since continuing on as a coach is where my passion for working with kids came from.

Mr. Towe taught me that I have a creative side.

Mr. Harrison made learning fun.

I had other teachers that influenced me and helped me know what kind of teacher I wouldn’t want to be, but that’s not the spirit with which I started this post and I won’t mention any names.

Mr. Greven was never my teacher, but he taught in the high school where I worked as a lifeguard and coach, and he came to work every day whistling with joy. And when a kid was late with an assignment, he would tap me and ask me to nudge the kid, because he knew I had a good relationship with them as their coach.

Overall, I had many good and great teachers, and while they may not be the reason I became a teacher, they gave me respect for the profession, and left me with positive learning experiences.

Teachers make a difference!

Rose coloured glasses

We’ve all heard the term, “It’s like seeing the world through rose coloured glasses”, but what does that mean? What is it like to see the world through a biased viewpoint that ‘clouds’ other views? Rose coloured glasses suggests a positive outlook, what happens when our ‘glasses’, our viewpoint, is biased in a negative way? What if our view prevents us from seeing things that can benefit us?

This is too hard!

I can’t.

Why do things like this always happen to me?

There is no way out.

These are gloomy statements that can sour our world view and limit our ability to see good possibilities… to view the world through rose coloured glasses, or for that matter, clear glasses.

What lenses do we choose to look through? For most of us the lenses aren’t clear, they don’t bring reality into focus. We carry biases that cloud our vision, our perspective. But we don’t walk around wearing those biases like a pair of coloured glasses on our faces.

Despite the fact that most ideas lie on a spectrum, most viewpoints seem to swing away from central perspectives to polarized views with thick coloured lenses to peer through.

What does this mean? It means that not only do we not share the same viewpoint as others, sometimes we don’t share the same world as others. We literally exist in world so different than someone with an opposing view, that we can’t see the same things.

Imagine a world where everything is either red or green, and you had to choose red or green coloured sunglasses. To the person wearing green glasses there would only be green items and dark/black objects. To the person wearing red glasses there would only be red items and dark/black objects. None of the items seen by these two people would look remotely the same to both of these people. None.

I fear that few people these days are seeing the world through rose coloured glasses, and that whatever the colour being chosen, it is too dark, there is less light coming through, less opportunity to see the world others different than you are seeing. Maybe my inability to see this is an issue of my own lenses being clouded… but I fear that we are building a world that pushes us towards darkened glasses and away from natural light that lets us see things as they really are.

What’s that one thing?

I know that a lot of educators feel a bit overwhelmed right now. I know that others have started to strike a balance, they are figuring out what they can and can’t do in a day. For many, the current mode is: what can I do to sustain this crazy pace? What can I do to maintain my current levels of energy and output?

And yet, I’m going to ask a bit more of you… what’s that one thing you really want to try this year? What is it that you want to do to challenge the status quo, or rather challenge your status quo? Maybe it’s too early to act on this, but it’s not too early to start thinking about it.

We do not thrive when we are thinking about survival or even maintenance. We do not thrive when our minds are only on what’s next on our agenda, or our ‘to do’ list. We excel when we let our imaginations soar, and when we dream up how we can make a difference. We get excited when we push our own frontiers, and when we enter uncharted territories in new directions that we’ve chosen for ourselves.

Maybe it’s not the time to flip your whole world upside down or to take on a big project, but it is always time to ask yourself small, incremental questions that steer you in a new and exciting direction.

What can I do to help my students own more of their learning? What guiding questions do I want to ask? What can my students teach me? What new assessment strategy can I try? What can I do to connect to the parent community? What new project am I excited to introduce? What extensions can I offer my students who are ahead of the class? How can I embed some more formative assessment? How can I get my students to share their work with another class, or with the world?

What’s one thing that I’m passionate to try, that will charge my batteries far more than drain them… because doing this will make me excited about being a learner, and in control of my experience?

Documenting your life

It occurred to me last night that a daily blog is an interesting way to document your life. It’s not a true journal, like a diary, because there are things I won’t share because it’s public… However it is a document of my thoughts and it opens a door into the things I think about.

I’m basically at a point now where I look back at old posts and some I remember writing and some I don’t. The blog is documenting thoughts I don’t even remember having. Have you ever looked back at a piece of writing and not remembered writing it? It’s kind of a weird feeling.

Kids today are doing this in different ways. They are sharing videos on TikTok, photos on Instagram, and even memories on Snapchat. Yes, even on Snapchat, the app where everything disappears, there is an option to save your video and Snapchat will share your ‘memories’ with you each year, like us old folk see on Facebook.

We are documenting our lives in digital, social spaces. Some of these spaces will disappear over time, and we will lose a piece of our histories. I no longer have my Ning and my Wikispaces memories archived, I can’t even remember some of the names of the apps that I stored memories on, that no longer exist.

But some will survive, some will get archived. While a paper journal can disappear, digital footprints might stick around for a very long time.

Manipulation and Engagement

Spend an hour and a half watching Social Dilemma on Netflix.

The section on fake news about an hour into the show is truly alarming. Fake news travels 6 times faster and further on Twitter than real news. Think about that as a battle against or for Truth. It’s an unfair fight.

Polarization is growing because polarized messages feed the attention algorithms better than centrist views and ideas.

Your social media feed isn’t designed to give you what others get, it’s catered to keep your attention. Your attention is the product. Social media sites vie for that attention and then sell it to the highest bidder… and the highest bidders are not just shoe companies and consumables, the highest bidders are wanting to influence the next video you see, and the next idea that moves your thinking where they want.

If you use social media, you are not in control of your own attention.

Can you drive me home?

I don’t pretend to be a perfect dad, but let me tell you one thing that I do that I’m pretty sure I’ve got right. Whenever one of my kids asks me to pick them up at the end of the night, my default answer is always ‘yes’.

My oldest shared this with me one night when I picked her and three friends up from a club… We just dropped the 3rd one home and my oldest said about the kids me we dropped off second, “You know what she said to me before you picked us up? She said, ‘I think you dad actually likes dropping us home’.” We had a good chuckle.

Yes, I do.

I want to be asked. I want to know they are getting home safe. I want them to plan ahead and ask me. I want them to know that I’m the backup if things don’t go as planned.

The fact is if I’m part of the plan, I know the plan is good. I know they aren’t driving with a designated driver that still had drinks, or left the party early. I know that my kids will call me if they feel stuck, or uncomfortable, or decide to leave before the person driving.

And I want them to know that I’m not rolling my eyes, or judging them, or doing it begrudgingly. As they get older, they aren’t going to come to you for the big things if they don’t feel like they can come to you for smaller things… And playing chauffeur for them every now and then in their late teens and early 20’s isn’t half the work that being chauffeur to sports and dance and musical theatre and singing lessons were when they were younger.

“Hey Dad, can you drive me and a couple friends home at midnight tonight?”

“Of course.”

A day of learning

Today is the first Professional Development Day of the school year. It is an opportunity for educators to pause and reflect on their own learning journey.

When I started my career, I got to work at a school where 14 of the 30 teachers were teaching for their first year, another 2 had only a partial year under their belt, and still 2 more were in their second year of teaching. We were both struggling and thriving as we muddled through our early years of teaching. We had a handful of teachers that, with just a few tears under their belt, we brilliant and very supportive. We had a leader who encouraged us to focus on students and gave us opportunities to lead. But more than anything, we had each other.

Our school based pro-d days were so special. One of my favourites was the October retreat we would go on. It was always themed and we would arrive at the retreat all dressed up the night before our day of learning. We were grouped into sitcom characters from tv shows, we were dressed for the 80’s, we we rock stars. The night would be filled with activities and games that made us feel like kids.

Then the next day we would come together and co-run the day’s events, filled with ideas to engage our minds and the minds of our students when we went back to school.

Those early experiences helped me realize that people need to be part of their own learning journey. Learning is most enriching when participants help create the journey. When we realize who owns the learning, that’s when learning really happens.

Voting in a democracy

How many people have died, fighting either to earn the opportunity to vote, or to keep the freedom to participate in a free and open society? Yet many individuals in free and democratic societies don’t make the effort to exercise their right… their duty, to vote. It amazes me. It baffles me.

Even if you don’t think your vote will make a difference. Even if you feel you have to choose the lesser evil because you are not a fan of any candidate or party. Even if you aren’t passionate about any of the party platforms… you have the opportunity to contribute to a process that makes your life better than if you didn’t have that opportunity at all.

Voting in a democracy should be like renewing your driver’s licence… something you have to do every few years. If you don’t vote, you should have to pay a penalty when you pay taxes. But more than that, it should be something you want to do; to participate in a free and open society. It should be a duty you want to perform.

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Upcoming elections: With Covid-19, there are more options to vote than just in person on Election Day. Your options can including voting early, and/or by mail, but this requires action before Election Day… so register now!

BC, Canada Provincial Election – October 24th 2020: Online Voter Registration

US Federal Election – November 3rd, 2020: I Will Vote

A chance to teach

Our grade 10’s are working on resumes and yesterday I got to work with them on a lesson about job interviews. Their pre-lesson homework is to fill out an application form, I use an old one from Subway. I start by sharing some of my experience hiring as a Starbucks manager, then we discuss what makes a good application form, resume, and interview.

Then students take turns in groups of three, being interviewer, interviewee, and observer. They are given a 10 question interview, but the second and third person to go get 3 new questions each turn… this adds a bit of variety to those that have watched the other students go before them.

This is a lesson I’ve done many times before, and one that I enjoy sharing. It is practical and useful, and I share some personal, funny, and even embarrassing stories that help students get to know me a bit better.

In the craziness of school startup, it’s just wonderful to spend a bit of time teaching, to remember why I do the things I do. I have not had a lot of teaching time the past few years, and spending a bit of time with students like this really charges my batteries!