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.
Took a bike ride today on a trail near Squamish and passed this massive rock that sheered of an adjacent rock face. Three trees have grown around it, adapting to the shape of the rock. It almost looks like they are there supporting the rock from falling over, like massive pillars burdened by the weight of the rock.
That’s not the case. The rock was probably there long before the trees, and they have grown around the stationary rock. They adapted to the presence of the rock.
In the coming weeks, schools will need to make some major adaptations to the structures put in place due to Covid-19. Some of these changes will be challenging. Unlike the giant, unmovable rock, the parameters of the response will be fluid and changing. Similar to the rock, what we are going to be facing will be long-lasting. This school year will be one where outbreaks determine responses and communities will be impacted.
Covid-19 will be the immovable rock, and we will need to respond organically.
Last night I had a dream and while I don’t remember all of it, I do remember that social distancing played a part in what was happening. Having to keep my distance from others was hindering the task I was trying to do. This is the first time that I can recall the pandemic seeping into my dreams.
I wonder how this is affecting our psyche? What impact is it having on people who already felt isolated? How is it adding stress to our family dynamics and our jobs?
I don’t know why, but a short (pretty insignificant) scene that I witnessed weeks ago keeps replaying in my mind as sort of a ‘statement of impact’ of the pandemic. I was in my car at the closest traffic light intersection to my home, and I was the first car stopped at the light. On the far left curb a dad and his young daughter on bicycles rode up on the sidewalk to the intersection. The 3 or 4 year old girl got off her bike to press the crosswalk button. She put her bike down, went to the button and raised her elbow to press it.
That’s the whole scene which keeps replaying in my mind. That simple motion of a little kid pressing a button with her elbow rather than her finger. It somehow defines the pandemic response for me. Things have changed. We will do things differently in response to Covid-19 for years to come. Young kids won’t know how this has impacted them because they will just grow up doing things that are culturally ‘normal’, even if the behaviours were not normal just 6 months ago.
I lived in China for a couple years just after H1N1. It wasn’t pervasive, but some people would wear masks in public. It became something that was just part of the public landscape. We will see that here, for a long time coming.
Automatic doors are going to be everywhere. Voice operated elevators will ask us what floor we are going to. Hand sanitizer will greet us in shop and restaurant entrances. Lineups will be spaced out, and social distancing social etiquette will be ingrained into our behaviour.
For many of us this is an adjustment. But for young kids, dreams involving social distancing will always have been there, and pressing buttons with elbows is just what has always been done. For us we see these things seeping into our dreams and habits. For young kids it is already the norm.
This morning I went for a walk with my wife through Mundy Park. There is a 5 kilometre perimeter trail that we like to walk that takes us 50-60 minutes depending on our pace. The trail is well maintained and well used, especially by dog owners. We take the same route every time and it makes for a great uninterrupted time to chat.
I don’t usually take my phone out during the walk but today I did so to take a few pictures of trees growing out of old, larger stumps.
I love the way old stumps and roots become the home to new growth in the forest. Decaying life becomes the fuel and the foundation for new life.
It reminds me that we don’t always have to begin anew. We don’t always have to throw everything out and start fresh. We can build from a foundation we already have, and we can use existing resources to help us. Sometimes when we are looking to make changes, to make things better, we forget the accomplishments that got us where we are now.
It’s still early February, and I know we have a lot of wet and cloud-covered days to go before we can say spring has arrived. But getting outside on a bright and fair-weather day like today, and paying attention to the cycle of life in nature, reminds me that I can look positively ahead to new adventures, while also embracing the the things I hope to change. I can reflect on how these old things are an important part of the journey we all go through. When we bring life to new ideas, we need to respect the foundation of old ideas that we built on.
Sometimes I get a song in my head and I just want to hear it again and again when I’m doing a specific task. When I do plank workouts, it’s Eminem’s Lose Yourself. And when I write, it’s a lyric-less song called ‘Nerve Centre’ on the Calm meditation app. I’m listening to this now, too late on Thursday night, because I can’t sleep.
Tomorrow is bitter sweet. For the past 2 years I’ve been principal of 3 completely different schools: An online school, a small innovative, uniquely structured, but ‘regular’ school, and an alternate school. These schools have nothing much in common except for being in the same building… and having me as Principal. After tomorrow, I’m no longer in charge of the alternate school.
I’ve been needing a change. The role has been exhausting and 2 years in it hasn’t gotten easier. It has been too much, and I always feel I’m letting at least one school down. So, although I’ll be adding some additional responsibilities, I know after 2 years, I will have more balance. But more importantly, I know I can do more for my schools and feel good about that.
So why is this bitter sweet? Where is the bitter part? I’m leaving a school with students I’ve connected with; I’m leaving a school I wish I did more for. I feel guilt that I feel relieved.
But I felt ready to quit a year ago. I was at my ropes end (figuratively only). What kept me going was my early morning fitness and meditation routine, my audio book consumption, and my healthy time restricted eating routine. Last summer, I added this daily blog. With these routines I created something outside of my work schedule that encouraged self-care. They gave me sustenance when my work scheduled didn’t.
It seems counterintuitive, that adding a bunch of extra routines helped me manage my busy schedule better, but they have strengthened my skills as an educator and a leader. I’m fitter and have more energy. I’m listening to non-fiction books that I constantly connect to my job. I reflect on my learning and life lessons here on my blog. And, I’m sure my daily meditation is helping too, although I still can’t calm my monkey brain down and concentrate on my breathing for longer than a minute, even after trying daily for over a year.
I look forward to dedicating more time to my 2 schools after tomorrow. I know this is a good thing… But Friday… Friday is going to be bitter sweet.
“One of the most important kind of leadership skills:
…If you make decisions that everybody likes all the time, then those are the decisions that they would make without you. So, you are not actually adding any value… Almost by definition a lot of the most important decisions end up being ones that people don’t agree with, don’t like, and are difficult, and cause people not to like you, at least for a while.”
I’ve shared before that “As a leader if we don’t have relationships where we can go to the hard places, then we aren’t being the best leaders we can be.” The Horowitz quote adds a whole other element to this. We really are not being leaders if we are only making decisions that would happen without us. If that’s not what we are doing, then we will obviously be making decisions that not everyone will approve of. Of course, that doesn’t mean that we don’t try to create a common vision, and it doesn’t excuse us from treating everyone as team members who can contribute to that vision… but sometimes we need to make hard, unpopular decisions.
Something that I can critique myself on, and that others might be able to empathize with, is that sometimes I delay those hard, uncomfortable conversations or redirections for too long. I spend too much time trying to get everyone on board with a new idea, or I walk on eggshells leading up to the shift. One thing we do need to recognize is that sometimes our decisions can affect others far more than they affect us, and so the readiness for change is not always evenly distributed. Resistance can come from unexpected places, and ripple in unforeseen ways. This isn’t always because of poor leadership or communication, but rather something we need to respond to after making tough leadership decisions.
Change is hard to lead. These 3 images (and the accompanying blog post) examine the challenges of embracing change, resisting change, and also inspiring change.
But as Ben points out, even when we work hard to inspire change, sometimes we have to make unpopular decisions, ones that not everyone will agree with. At that point, you aren’t going to win a popularity contest, and you aren’t necessarily going to be inspiring. But it is in these moments that you’ve got to decide if it is more important to go to the hard places of making such decisions, or if you would rather do something that could be done without you there as a leader?
I think truly great leaders define themselves when they are making tough leadership decisions, rather than when they are making popular decisions. Although when it is you that has to make those decisions, it doesn’t feel always feel great. Ben continues in the podcast to describe this feeling as ‘running towards the darkness’. When you are making tough, unpopular decisions you can feel alone and uncertain, but that’s probably better for your organization than yielding to decisions that are easier to make, but less likely to have a favourable outcome.
Teaching is a challenging art. It takes patience, skill, and adaptation. It isn’t easy, but it is very rewarding.
Teachers are selfless in many ways, they put a lot of their own time into making their lessons great, and many even use their own money for supplies.
However, sometimes teachers make changes because it makes things simpler for themselves. A multiple choice test is easier to mark than other forms of testing. A video is more convenient to prep for than an interactive lesson. But is that test or that video better for the students?
An important question to ask when you are trying to make things better is,
‘Better for who?’
Of course ‘better for everyone’ is an ideal answer, and while it might seem idealistic, increased student engagement and understanding are beneficial for everyone!
A friend of mine, Keith, was visiting this weekend and I went downtown to connect with him. We walked by the Starbucks I used to manage, a couple blocks from where he used to work, and he asked someone to take our photo in front of it. It brought back fond memories of us connecting at lunch breaks.
Taking this photo and looking inside reminded me of something I did while I was there. This narrow Starbucks on Hornby Street is near the law courts, the art gallery, and many office buildings. In the mornings the rush was crazy for about an hour and a half, then the store would quite down with smaller rushes at lunch and at the end of the day. One of the challenges this rush created in the mornings was that people would look in, see the lineup, then leave… hopefully to come back later, but likely we were losing customers.
Inside the store, we had our main cash register, then the pastry case, followed by a counter then the 2nd till for selling coffee beans. Back then the beans were not pre-packaged, we had scales and empty bags, and cupboards with different flavoured coffee beans in them. Generally we would run just one till, unless someone wanted coffee beans, but every morning rush we would have both tills open to maximize how many people could come through. However this created a huge problem for us because the line up would be 10-15 long for over an hour and a half, and navigating to the two tills slowed things down and created opportunities for people to butt in, although I’d say this was mostly done unintentionally. No matter how we managed it, at some point during the rush we’d be apologizing as we helped navigate who should be next, with the lineup going to two very different places, but the store being too narrow to really create two separate lines.
I spoke to my District Manager and told her I wanted to move the second cash register. This also meant moving the pastry case too, to make room for the two tills to be close, but also have a space in between them to serve two different customers. She understood the challenge and had it done to my requested specifications. In the following weeks the results were pretty impressive. During our 1.5 hour rush, we averaged between 45 and 60 more customers (15-20 more per half hour). We had many regular customers thanking us for the change. We also had less people walking by because we were busy, since they knew that the line up would go quickly.
The renovation was probably paid off in a few months, we dealt with less issues around managing the line, customers were happier, and all we did was move a cash register about 9 feet (2.75 metres). We can’t always make big sweeping changes but sometimes small changes can have a big impact.
Incremental changes are easy if you are a bee or an ant. Social insects contribute minimally to a greater goal and so collecting a droplet of nectar or moving a single grain of sand can quickly lead to incredible results. Incremental changes are hard if you are human.
Incremental changes rarely happen because incremental changes are seldom what’s really needed. You don’t get fit by adding one workout to your week. You don’t break a bad habit by adding one day of discipline before repeating the habit. There is usually a greater change needed to actually get the incremental changes you want. You aren’t going to make any significant difference collecting a droplet of honey or moving a single grain of sand.
What can you do on another logical level to achieve the incremental change you want as a positive by-product of doing something else? Example: You want to be less distracted but email eats up too much of your time. You can’t ignore email, it needs to be addressed, but maybe don’t open email until you do one thing on your ‘to do’ list that you want to do! Now you have a daily routine of focus, rather than trying and failing to be less distracted many times over the course of the day.
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Related: Leading Change – This is the post that I got the featured image from (above). It goes along with 2 other images. Together they focus on Embracing Change, Resisting Change, and Inspiring Change.
We train kids to deal with teachers in a certain way: Find out what they want, and do that, just barely, because there are other things to work on. Figure out how to say back exactly what they want to hear, with the least amount of effort, and you are a ‘good student.’
We train employees to deal with bosses in a certain way: Find out what they want, and do that, just barely, because there are other things to do. Figure out how to do exactly what they want, with the least amount of effort, and the last risk of failure and you are a ‘good worker.’
So many things about the structure of our schools today promote this… promote the next generation of worker bees who drone on and do ‘what needs to be done’ instead of ‘what’s possible’.
How do we UN-standardize our schools?
It starts with the smallest of points… “A paragraph ‘needs’ to have 5 sentences.” … Which produces a class full of mediocre 5 sentence paragraphs.
To the biggest of points… “I can’t“ … Whether this is a response from a teacher or a student.
As Seth says at the end of his post: “The opportunity of our age is to get out of this boss as teacher as taskmaster as limiter mindset…”
What are our students capable of if we foster their creativity and get tests and curriculum and scheduled blocks and ‘busywork due the next day’ out of the way?
“At this point, we appear to have a 19th century curriculum, 20th century buildings and organizations and 21st century students facing an undefined future.”
’20th century organizations’ – We spend a lot of time discussing our out-dated curriculum, and about students graduating into an unknown work force… could things move faster if we paid a lot more attention to our organizational structures that perpetuate an out-dated education?
