Author Archives: David Truss

Monkey brain

I’ve been doing daily meditation for about a year and a half now. Just 10 minutes in the morning. I used to do it right away, but I found that if I wasn’t done my daily write, that’s what my mind would go to. So now I usually write first. Yet even with this order, I struggle to stay focused for just 10 minutes. My monkey brain can’t stay quiet.

I understand that meditation isn’t about thinking about ‘nothing’. I understand that meditation is a process of ‘returning to my breath’, meaning recognizing that my mind has drifted and recentering it on my breathing. I understand that when I notice I’ve drifted, that I should not attach anger or frustration to this, simply notice and refocus.

Yet, I can have days like yesterday where I barely spent 2 out of 10 minutes focussed on my breath and the rest of the time drifting. I’m not sure I was able to focus on my breath for more than 3 breaths before my mind was on something else. I’m realizing that I’m still just a beginner. I’m wondering what I need to do differently?

I’m aware that I need to let go of my expectations, but I’m also someone that wants and expects results. These opposing goals are not very Zen. They don’t help each other. I have so much still to learn or maybe just to understand… just not sure if my monkey brain is ready?

If I were to start a school…

This is a ‘10,000 foot view’ of something I’ve thought about for a while. It should be an essay, not a handful of bullet points, but I’ll put a few ideas down now and come back to this at a later date.

If I were to start a school…

  • It would be K-12, with under 1,200 kids. Three classes per grade.
  • Kindergarten to grade 5 would be Reggio based, and resource and support rich. There would be a lot of intervention at these grades to ensure students who struggle are given proven strategies and structures of support.
  • Grade 6 to 9 would not be IB, but would run with a similar model to Middle IB. There would be significant focus on cross-curricular, big thematic projects, a lot of opportunity to mentor and lead younger students, and a focus on doing projects that matter in the community.
  • Grades 10-12 would be inquiry and passion based. Some students would reach out into the community to explore trades and careers, others would focus on academics and the pursuit of Arts and/or Sciences. All would have passion projects, time to pursue them, and mentors to inspire them.
  • Teachers would teach for 60-70% of the day, have 10% prep time, and the rest of the time would be to collaborate, and/or to support students working on projects that go beyond the scope of anything teachers teach in class.
  • The school would be broken into separate pods, divided by the grade groupings suggested above. Students at those different levels would be separated except for planned events… but these would happen regularly, with many student leadership opportunities.
  • Teachers would be expected to connect with teachers and/or students in at least one other level.

That’s not earth-shatteringly different than what can exist, but it is cost prohibitive with class sizes and staffing needs. The driving forces are:

1. Students having autonomy, choice, and support to do big projects and follow their passions.

2. Educators having time to collaborate and work with students beyond course content and a fully ‘blocked’ and timetabled schedule.

3. A sense of community support, student leadership, and a focus on meeting the learning needs of students.

If you were to start a school, what would it look like?

Learning Experiences

Last month I wrote, ‘Just shifting online or shifting the learning?‘. This post looked at how to effectively shift engaging learning online, from a distance, as we moved to remote learning. Now we need to think about what we’ve learned, and what we want to bring back into our schools.

There will be limits that social distancing will challenge us with. But when we final normalize what school looks like, how will this global experiment in teaching remotely change what we do in schools post a Covid-19 vaccination? What lessons will we take from this?

Six years ago, I wrote,’Flexible Learning Opportunities‘

In this post I said,

“Blending won’t be something done to classes or students, rather it will be the modus operandi… the way teaching and learning happens. In fact, even ‘distance learning’ could have synchronous ‘face-to-face’ meetings in virtual worlds. It will be an exception to the norm, in a very short while, to have a class that is strictly face-to-face or solely online/asynchronous.”

I got timing of ‘a very short while’ wrong, and it took a pandemic to make it happen, but now I think we are approaching this. When students return to school are teachers going to just revert to old ways or will they rethink how they spend their time in class?

One of my schools that I’m the principal of is the district online school (Coquitlam Open Learning). For a while now, I’ve been talking to my teachers about the fact that over 95% of our online students are local, and asking how we can leverage this? Here are a couple examples:

1. Math teachers running a Numeracy event, where they brought students from many different classes together to solve numeracy problems and help them prepare for the provincial numeracy assessment.

2. The Biology teacher running fetal pig dissections to teach about the different body systems. Second year university med students taught our online & Inquiry Hub students about the different systems and did rotating demonstrations, then our students taught gifted middle school students in the same format later that day, with the university students assisting.

In both these cases, when the online students came together, it was for an ‘experience’, not just a lesson. How can we think about this as we bring some of the asynchronous learning to our synchronous classrooms? How can we rethink the experience of school when students all have access to resources, digital conversations, and videos and lessons that they don’t need to be together to see and do?

How can we leverage the digital access and connectivity to change what we do when we meet kids face to face?

Can we give them more guided time to work independently, with teachers providing just-in-time support?

Can we focus more on learning experiences, rather than lessons?

Are we just going to shift the learning back into classrooms, or are we going to start thinking more about how we can shift the learning experiences we provide while kids are in our schools?

A concrete example of this is that students at Inquiry Hub Secondary have about 40% of their day when they are not in front of their teachers. During this time, they work on assignments teachers give them (imagine group work where students never need to meet outside of school), they work in digital components of their courses (like video lessons), and they work on some pretty interesting student-designed inquiry projects (that they get credit for). You can learn more about how we make Inquiry Hub work here.

Are we just shifting the learning back into schools or are we also shifting towards different kinds of learning experiences?

Future Success

Future success comes from the habit of pushing yourself beyond what you can do today. I can have goals, and I can make plans, and I can talk about what I want to do. I can ‘do’ all of these things, but it is actions and effort that make the difference.

Here I am failing to do handstand push-ups against the wall.


I scraped some skin off me knee on that last fall. However, that last fall came after 3 successful reps. That’s 3 more than I did on the first set. I’m getting there. That doesn’t mean the failures feel good. That doesn’t mean the next 3 will feel easy… yet. I have a lot of hard work and effort to get there.

Six weeks ago, if you told me that I could do something like this, I would have ‘No, waaay too hard!’:


But that’s only 32 days after trying to do just this:


After sharing my fail video above, Kelly Christopherson tweeted:


The reality is that Kelly and Jonathan Sclater have been inspiring me as well. We are sharing our efforts publicly and push each other: To keep improving; To appreciate effort and hard work; and, To recognize our incremental improvements;

My future includes being able to do a 30 second, unassisted handstand. I failed at reaching this goal on my original two timelines. My next timeline is aggressive and I might not make that either. But it will happen. The journey will include more failures, and false starts, and frustration.

I started by saying, ‘Future success comes from the habit of pushing yourself beyond what you can do today.’ If I’m going to push myself beyond my comfort zone, I’m going to reach failure points. But last months failed attempts got me where I am now, and tomorrow’s failures will bring me future success.

It will be quite different

I went to swap out my snow tires today. Usually when I go to the tire store, the show room for new tires is open, and there is free coffee and self-serve popcorn. Instead, a table sat in the front entrance blocking the showroom and allowing only one customer in at a time. The popcorn maker was empty. While at some point the showroom will open again, I think the days of self-serve popcorn are over.

Will we see self serve bulk food in grocery stores again any time soon? What will buffet meals look like? What new etiquette will be required for bathroom use in restaurants, or changing rooms in clothing stores? What will hair dressers and massage therapists do to their stations and rooms between customers?

Even without these changes, on a personal level, I look at door handles, railings, and elevator and crosswalk buttons completely differently than I did a few months ago. The new normal will be quite different than what we were used to in 2019.

Social distance in schools

A couple days ago our premier made a major announcement about the reopening of the economy in BC. The timing of our March break gave us a huge advantage over other provinces, and the residents of BC have done a very good job of social distancing.

As part of the plan in BC, continuing to practice social distancing is key:

So what does that really look like in schools?

Students used to be put in rows, and worked mostly independently, but that has changed quite a bit in the past few decades. Things like collaboration, group work, and peer support are all part of what a typical class looked like in 2019… What will this look like for the rest of 2020?

How do we integrate the lessons we have learned teaching from a distance, to reduce the physical distance challenges we will now face in classrooms? If we aren’t thinking about this, it will be easier to revert to more individualized learning than it would be to try to foster the same (or similar) collaborative experiences that have made schools more engaging for students in recent years.

How do we provide rich learning experiences in schools, while also adhering to social distancing etiquette and expectations?

What happens when we find a vaccine?

At some point scientists are going to find a vaccine for COVID-19, and two things become immediately evident. One: there won’t be enough vaccine to give to everybody as fast as they want them. Two: there will need to be a thoughtful plan to distribute the vaccine in a way that maximizes it’s effectiveness.

The three easiest places to start:

  1. Health care workers
  2. Senior homes
  3. High risk due to age or health conditions like immune sufficiencies.

But what’s the order after that? The reality is that money and power will play a big role, and so athletes and famous people will get an undeserved advantage with respect to how fast they get their vaccine. This unfair advantage will occur. But if you were in charge, who would be next after the list I mentioned above?

Where do grocery and restaurant workers fit in the schedule? Or workers at food production farms and plants? What about teachers and professors? Dentists, physio, and massage therapists?

What restrictions might fall upon those not vaccinated?Will their travel to other countries be limited? Will their ability to work in certain sectors be limited? Will there be consequences for those that decide they don’t want to be vaccinated? (Besides natural consequences.)

I’m sure countries have already made decisions like this. I’m also pretty sure how counties do this will look different around the world. How it plays out will be interesting to see. If production of a vaccine is extremely fast, this won’t be a huge concern, but the slower the production, the greater the distribution order of the vaccine will matter.

What’s your Walk-up music?

If you’ve ever watched a boxing match, a UFC fight, or even fake wrestling, you know that fighters come in to ‘Walk-out music’. They have a song that pumps them up and gets them ‘Ready to Rumble’. These Walk-out/Walk-up/Walk-in songs energize you and get you ready for ‘game time’. Almost everyone knows this one.

John Spencer asked on Twitter: “If teachers had walk-up music when they started class, what would you walk-up song be?”

The resulting thread of replies is fun to check out!

I went with a song that’s very new to me, but that I love to do workout sets to, Tujamo ‘s ‘Drop that Low (When I dip)’.


A former students reminded me in a response to my tweet that for last year’s grad my walk-up music to the stage was ‘Rock Lobster’ by the B-52’s. I responded, “That was old school me, this is new school me 🤣“.

I have a small playlist on my phone called ‘All On Repeat’. These are songs I like to listen to over and over again when I work out.

Just recently, I shared a video of myself working on my handstands listening to Kesha’s ‘Your Love is My Drug’. My plank music is Eminem’s ‘Lose Yourself’. And my chin-up music, along with other exercises, rotate between ‘Paper Planes’ by M.I.A., ‘Bitter Sweet Symphony’ by The Verve, and again my new favourite, Tujamo ‘s ‘Drop that Low (When I dip)’.

I also have music that I listen to when I write. I always chose music either with no lyrics, or with lyrics that are easy to ignore. Enya is a favourite, especially songs from her album, ‘Memories of Trees’. My current go to is a bit more frenetic, Michael Denny’s ‘Nerve Centre’ available on the Calm (meditation) App. I’m listening to this as I write, now.

Music stimulates my mind, and it sets positive moods for me. When you look at my eclectic selection of songs above, they give no indication that I grew up loving Led Zeppelin (still my favourite band – and ‘No’, not a password recovery answer to retrieve any of my passwords), as well as Boston, AC/DC, and the Rolling Stones. But I also grew up on Bob Marley, Blondie, and Boney M. I’ve also grown to love musical theatre songs, thanks to a family that is obsessed with them.

My tastes vary considerably, and my workout songs are far from classic rock, but they really do ‘Pump me up‘ and motivate me to push myself. So what about you?

What’s your Walk-up music? If you had ‘game time’ music to put you into a mood to do your best, what would it be?

A moment to paws

Our cat has an early morning routine. He comes to me, crawls on my chest, starts purring, and waits for me to pet him a few times. He doesn’t really settle in. Then he goes to my wife and flops on her head, purring away.

Today we both got the flop.

It’s a nice way to wake up before your alarm, not as nice when it’s over an hour plus before your alarm… but I’m not complaining. It’s a pretty wonderful morning routine, and one that made me ‘paws’ and reflect on the simple pleasures in life this morning.

What are students creating?

It’s a simple question, but there is a lot of power in the verb, ‘creating’. I was digging through old Powerpoints last night, and I came across a presentation that I did in Selno, Ontario, in April 2017. There was a slide in that slide deck that looked at what students at Inquiry Hub were ‘doing’: iHub - what students are doing - 1

It’s a bit overwhelming to look at a slide with this many words on it, but then my next slide played with the colour of the font a bit:

iHub - what students are doing - 2

The learning verbs we use are very powerful. Are students searching for data, or are they collecting their own data? Are students copying a cookie-cutter assignment where every final result looks almost the same, or are they being led to a final product that fosters creativity and choice by the student? When you think about it, the difference between these pairs of questions are determined completely by the teacher, and the kind of assignments they provide. The former are usually more about content delivery, and the latter are about creating learning experiences. Here’s one more slide to think about:

Role of the Teacher

Teachers across the globe are missing their students, and our students are missing their teachers. It may seem far away still, but when we get students back into our schools and our classrooms, what experiences are we going to give them that they didn’t get during remote learning? How are we going to foster learning verbs that are about students engaging with the learning in a meaningful way?

How can we foster students as creators of content, and not just consumers of it?  

(And there’s no need to wait for students to get back into schools to do this!)