Writing is my artistic expression. My keyboard is my brush. Words are my medium. My blog is my canvas. And committing to writing daily makes me feel like an artist.
Ever find yourself feeling hesitant to say things are going well… or even worse, ‘Going smoothly’? You don’t want to jinx it, to turn your luck around. So things at work and home are going good, even great, but when someone asks you how thing are going you just say ‘fine’, or respond ‘ok’.
You might share that things are good, but preface it with something challenging. Or worse yet you might add that you are busy:
“How are things going?”
“Busy, but good.”
Like Dean Shareski says, Everybody’s busy. Busy is not a badge of honour. So, why mention it? Why preface your well-being with a statement about being busy or any other statement for that matter:
“How are things going?”
“Great, but have you seen the price of eggs?”
“Great, except for my favourite hockey team lost again.”
“Fantastic, if only I had one more hour of sleep.
It’s not bragging to say things are good, when someone asks. Be good. Be great. Allow things to be wonderful. It’s not going to last forever, so why make it unnecessarily conditional? Enjoy the fact that sometimes things are going well without adding stipulations and parameters.
Six years ago in Philadelphia I ran a session at Educon on Failure. Bill Ferriter came to the session and after the interactive presentation he created this image:
This was the premise I was working from,
When is failure really a success?When we engage students in EPIC projects and challenges,the journey to success is often fraught with failuresthat can prove to be amazing learning opportunities.
Do we need to reexamine the use of the term ‘Failure’?
Our present education system is built around always finding the ‘right’ answer, but when can the wrong answer be valuable? How can we provide rich, meaningful opportunities for students to make mistakes, iterate, persevere and develop alternative approaches to problems relevant to what they are learning?
4 years before this presentation I created this image:
Think of this: If students (regardless of skills and abilities) have only ever met success, and accomplished every task, assignment and project they have needed to do for school, then they weren’t pushed hard enough. In this case, it is the program that is the failure, because the students were not challenged as much as they should have been.
The learning potential of failure is significant. If the work is meaningful enough, there can be more learned from an epic failure, than a marginal success, where the measure for success was set too low.
We talk a lot about ‘learning through failure’ in education, but we don’t really mean failure. Because when a student takes lessons from something not working, then it’s a learning opportunity and not actually a failure.
When you think about it, lack of knowledge is where the learning begins. If you give students the knowledge, they don’t really learn, you actually rob students of their learning. You want them to struggle and to find the learning challenging. And if the challenge is authentic, if it’s really a challenge, then it’s not something they’ll get on the first try. So hitting the ‘failure point’ is part of learning. Trying to achieve too much needs to be part of the process… and so bumping into failure is an essential part of learning.
So a failure is only a failure if the challenge lacks reflection, resources, support, or effort. If these things are provided (by the teacher and more-so by the learner) then the learner didn’t actually fail. They may not achieve their original goal, but they invited learning into the attempt… and learning is achieved. That is not a failure.
The idea of learning through failure is actually not a failure at all. It is accepting that there are opportunities for learning in not achieving the intended goal but still identifying that there was learning to be acquired and often the struggle is something that makes this kind of learning stick.
Some days it’s really hard to start writing. Today I stared at a blank page long enough that I realized I’d get nowhere stating longer, and so I did my meditation first. Then I thought, ‘I’m the only one that cares about my streak of writing every day, so what if I skip a day?’ And that was the right question to ask myself.
“So what if I skip a day?”
Well, it’s not just about breaking this streak, it’s the permission I give myself to be a streak breaker. It’s the identity that I’ve created that gets broken, not just the pattern. I’m a daily writer, I commit to writing, to putting something creative out into the world. Some days it won’t be great. Some days it will feel like a chore. Some days I’ll stare at a blank page for too long. But every day I’ll write.
“So what if I skip a day?”
If I do it intentionally, I’m opening a door to not being a daily writer. I’m giving myself permission to make exceptions every time it feels tough. Some days you just have to show up. It doesn’t matter if it’s going to the gym, dragging yourself to work on a day when you just want to stay under the covers, heading to a practice you don’t want to go to, or writing every day.
The blank page can be daunting, but it’s not scary, it’s just hard to look at. It’s not a beast, it’s a gremlin. And it’s not blank if you get one sentence down with a commitment not to erase that sentence until you are ready to replace it.
Daily writing is an identity based habit not a calendar based habit. I am a writer, and I can only say that if I’m writing. I live an active lifestyle, and I can only say that if I’m consistently staying active. It’s not about the act as much as it is about the identity. This is who I am. I show up, I get it done, and I know that I’ll do the same tomorrow. Skip a day? That’s a choice somebody else gets to make, not me.
It is a simple thing to understand but not always an easy thing to do. When a kid messes up, you can focus on the behaviour that was inappropriate or you can address the kid as inappropriate. When you deal with the behavior, you give the kid a choice not to behave that way. When you deal with the kid, you are telling them that they are bad. Not what they did, they are bad.
What were you thinking? (That teenage brain probably wasn’t thinking.)
How could you do such a thing? (As opposed to ‘what other choices could you have made?’)
You should be ashamed of yourself! (Does the idea of shame make you feel resourceful and help you learn? I doubt it.)
Addressing the behaviour allows the kid to see that behaviour is a choice. Having them come up with alternate options is a way for them to see how their behaviour can change. It’s a way to help them see that the future can be different… just like in my 3rd part of an apology, students can see how a different behaviour can produce a more effective result.
You can be disappointed in a kid, but they need to know you are disappointed with their behaviour. Because if they decide that you are right, and they are just a disappointment… there isn’t the same incentive to change the behavior compared to if the kid feels empowered to change. If the kid feels like you believe they are not only capable of change but that the change is something you would expect from them, then the experience can lead to positive change… to positive changes in behaviour. A good kid can now show you that they made a bad choice.
What’s your favourite, “I couldn’t put it down (or stop listening) book you would recommend?
I listen to a lot of books in a year. I barely read much before switching to audio. I’d come home and try to read but I spend so much time looking at screens in a day that even if I chose to read, my eyes would get tired after 10-15 minutes. Switching to audio, I can listen during my workouts, while in the car, when eating lunch on my own, and even doing house chores. I can get hours in over a week, rather the occasional minutes reading.
But to start this year I’m listening to a book that, while I’m enjoying it, I can only listen to short bursts then I need a break. And in between listening to this, I’ve been listening to podcasts, and I’m looking for a good book to listen to.
I tend to listen to books I learn from until Christmas break, March break, and summer, when I listen to fiction, but right now I’m thirsty for a good, hard-to-put-down action/thriller. I like sci-fi, fantasy, and spy novels, and enjoy novels no matter the age or gender of the protagonist. Some recent things I’ve enjoyed listening to include:
Caliban’s War, book 2 of the Expanse series, (but not ready to go to book 3).
Many books in The Grey Man series (do NOT watch the awful movie that butchers the story and creates a final battle that screams of bad moviemaking and screenwriting). I love this series but 7-8 books in I need a break.
The Bone Witch… fabulous storytelling!
The Bobiverse entire series and everything Dennis E. Taylor has written.
And Artemis, sharp, witty, and fast paced sci-fi that begs for a sequel.
So there are some of my shares… what would you recommend?
The last few months I’ve needed more sleep than usual. It’s not a surprise, between covid in November and an awful cough to start the year, I have mostly been in recovery mode for a few months now. I can usually get between 6 and 7 hours of sleep a night and consistently feel refreshed. That’s not enough right now and I’m letting myself sleep longer. This is a good thing… I know how important sleep is and I don’t think I get enough of it.
Back when I started my career I used to live on even less sleep. I’d go 3-4 days with 5 hours or less sleep, then catch up with 6-7 hours, and do it all over again. One very tired day when I was running on too little sleep my buddy Mark said to me, “Dave, you’re burning your candle on both ends, you are killing yourself… you’re going to die 10 years younger if you keep doing this to yourself.” The following night I sent him an email at about 1:30 in the morning, it read, “Yeah, I might die 10 years younger but I did the math and if you live to 80 and I only live to 70, I’ll have been awake longer than you.”
While the math was correct, and it’s kind of funny, there is a lot of research around the importance of sleep and I don’t tend to get as much as I should even now. I used to wear ‘I don’t need a lot of sleep’ like some sort of badge of honour. But sleep is essential, and I’m hoping that I can figure out a way to get more without feeling like I’m taking away from my day.
I don’t think I’ll ever be someone who sleeps 8-9 hours a night, and in fact I start to develop a headache when I’m in bed that long, but I hope to make 7-8 hours the norm with only an occasional 6-7 hour night. That would be dreamy. 😜
Recently I had a student come to me for advice. He played a joke on a friend, and then kept the joke going digitally on a digital discussion board. It wasn’t a bullying issue, there wasn’t a power struggle. But the kid who came to me recognized that his friend was struggling a bit and he felt that his joke added stress and added to his struggles. He just wasn’t sure how to fix it.
I could see and hear the anxiety that he had gone too far with the joke and hurt his friend. There was a lot of guilt, and the awareness that he could have contributed to a friend’s struggles was really burdening him. He felt awful. I think he came to me partially because he wanted advice and partially because he felt he should somehow be punished for hurting his friend. I mentioned that there was no power struggle and so it wasn’t bullying, but in this kids eyes he did something that hurt someone so it was bullying.
I tried to put him at ease by talking about how hindsight is 20/20 and it’s easy for him to see that he took the joke too far now, but it would have been much harder to see this at the time. And I said that the fact that he could look back and see that now was actually a good thing. Good because it shows he’s reflective and cares for his friend, and good because he has the power now to make things better. But that it’s easy to see this now only by looking back and being thoughtful.
I then guided him through a good apology. He wanted to make it about the struggles his friend was going through as part of the apology. I suggested this wasn’t an ideal approach. A version of “I’m sorry you have problems that I added to” doesn’t instil a sense that the conversation is about an apology. Instead I suggested he focus on his own behavior. “I’m sorry that I took the joke to far, I didn’t mean for it to be hurtful in any way, but I think it was. I apologize and I’ll be more thoughtful next time.”
At one point when I was finishing up with him he said, “I’m sorry if I seem distracted but the longer I’m here the longer my friend has to wait for my apology.” I had to hold back a little chuckle as I let him go to talk to his friend.
This is a good kid. He used hindsight to see that he had done something wrong to a friend, but then he beat himself up for not seeing his mistake sooner. How often do we all do this? We look back at our actions and feel guilty, stupid, or embarrassed for what we did. Then we magnify those feelings and feel even worse. Our hindsight gives us insight into how we could have and should have acted previously… but now it’s too late. Now it feels like all we can do is feel bad.
…Or we can be humble, recognize our mistake, and try to make things better. The challenge with hindsight is that we can’t undo our stupidity, we can only pretend it didn’t happen, beat ourselves up about it, or actually try to face the mistake we made, own it, and be willing to make amends or ‘make it right’. This latter choice isn’t the easiest path to take, but it is the best path to take and the faster we do it, the less time we spend worrying or feeling bad about it.
If you are in a semestered high school, you are about to finish semester 1 and start semester 2. That means it’s time to give students final marks in half of their courses. How do you work out their marks? Is it a matter of just looking at your mark book and averaging or tallying up marks from September to now?
Consider this little analogy I’ve shared before… and ask yourself if there’s a kid or two who might deserve a better mark considering how they are doing now compared to 4 months ago:
__________
The Parachute Packing Analogy
I love the simplicity of this example! There are 3 students who are in a parachute packing class:
Students take 3 tests during the course.
Student A starts off strong and gets an A on the first test, gets a B on the second test, is over-confident, flounders and gets a C on their final test.
Student B is a solid B student and gets B’s on all 3 tests.
Student C struggles on the first test and gets a C, starts understanding the concepts and gets a B on the second test, then totally understands all the concepts and finishes with an A on the final test.
All 3 students have a ‘B’ average in the course.
Which student do you want to packyourparachute?
__________
You don’t ‘need’ to mark the way you used to. You don’t ‘need’ to mark the kid getting 46% just by the numbers, especially if their mark was 36% at the start of the year and they are much more successful now. You can bump the one kid up 2% for the ‘A’ because they did poorly on one test the whole semester… And totally justify not giving another kid that 2% because they are short of getting an ‘A’ from consistently getting the harder questions wrong, and have not demonstrated that they are a ‘A’ student.
Equal ≠ Fair
Equal is not equal to fair. You can be fair without treatingeveryone equal… with assessments, with support, and even with how much homework you give them.
Assessmentisn’t just about averaging and tallying marks, and fairnessisn’t determined by equal treatment.
It’s no secret that I’m a huge fan of Atomic Habits by James Clear. I’ve listened to it twice and have white-boarded some ideas I hope to share with students as soon as things settle down a bit.
Yesterday morning after waking up a bit later than usual, and taking a little longer than usual to write, I wasn’t sure if I had time for my workout. But rather than skip it, I decided to do a 10 minute row instead of 20 minute stationary bike, and then do 3 quick sets of tricep pull downs with elastic bands rather than weights… Less than the usual plan, but a workout nonetheless!
As I was rowing, I was listening to the podcast and came across this gem of a quote:
Here it is in-text quote:
The first thing is I give myself permission to reduce the scope but stick to the schedule. So if my typical workout takes 45 minutes, but I only have 15 that day, it’s easy to get into the story where you’re like, ‘Ah, I don’t have time to do it all, like why bother?’ But instead, I try to remind myself to reduce the scope and stick to the schedule, and there’s been a lot of days where all I have time for is to go in and do a couple sets of squats, but I’m glad that I did that rather than doing nothing, and it counts for a lot to, like, not throw a zero up for another day. In a sense, in the long run I almost feel like the bad days matter more than a good days, because if you showing up on the bad days, even if it’s less than what you had hoped for you maintain the habit. And if you maintain that habit, then all you need a time, so it counts for a lot. You also prove to yourself, you know, you can look yourself in the mirror at the end the night, and be like, ‘You know what, circumstances weren’t ideal, situation wasn’t perfect, but I still found a way to show up and, you know, like get some reps in today.’
It was so timely for me to hear this. I was on the row machine on a morning where I had reduced the scope but stuck to the schedule. I couldn’t do what was ideal, but I didn’t skip the workout. I showed up. And hearing this I went from feeling kind of guilty that I was cutting my routine short to realizing that I stuck with it. I did it anyway. I didn’t have a zero workout day. Because in the end consistency really matters, and a lighter, faster workout is still a workout.
Now if you’ll excuse me, it’s time to get on my exercise bike and put a bit more time into my workout today.
Whenever I am talking to new or potentially new employees of our online school I share the idea of a learning cliff. We all know about a learning curve… when you are learning something new, there is an effort you have to exert as you gain knowledge and learn how to use new systems and tools available to you. There’s a slow uphill climb to learn the new job. But some jobs have a few too many systems to learn just by doing things once. I call this the learning cliff.
In a new position you’ll inevitably get to a point where you don’t know how to do something and you need to ask for help: This is true for both the learning curve and the learning cliff… With the learning curve , you ask, you learn, and you don’t need to ask again. But in an organization where too many things are new, you try to absorb so much information at once that you don’t actually remember the help you got the next time you have to deal with the same situation… You asked, you got the help you needed, but you didn’t actually learn because your brain was taxed with too much new information to retain one more thing. So a few hours, days, or weeks later you have to ask the same question again.
You’ve left the learning curve and hit the learning cliff. I tell my new employees that with so many new systems to learn, we have all hit those cliffs and every one of us knows you will too. So, ask again. Ask a third time. We won’t judge. We remember hitting the cliff ourselves. We know you feel bad having to ask again when you feel you should know. We know you can’t, just like we couldn’t, remember everything and need to ask again. We expect it and want to assist you.
A learning cliff is not a scalable slope without help, so let us help you over the edge, and when you come back to the same issue, or a new one, and it’s still not a traversable slope… ask again. We are expecting it and happy to help.
