Tag Archives: Dave Sands

The speed of change

Yesterday I was having a conversation with my colleague, Dave Sands, Principal of Technology Implementation in our district. He shared some good news that our 14th and final middle school in the district is becoming a BYOD – Bring Your Own Device school. This is a great accomplishment for our district. It starts with ensuring the infrastructure is in place. Next, teacher technology, capacity, and readiness are essential, and finally there needs to be support for families that can not afford their own technology. This takes time.

In the conversation I remembered a presentation that I did in 2009 at the Building Learning Communities conference in Boston titled “The POD’s are Coming!”

In the presentation I said, the seed of this presentation started with a conversation and a blog post. Here is what I said in an October 2008 post:

“PODs. We are about 5 years away from most of our students bringing PODs to school, Personally Owned Devices. I’m talking about pervasive access to laptops and iPhone-like devices in our schools. Every kid coming to school with more capability in their pockets and hands than most teachers have on their desk right now.

So in the presentation in July 2009, 9 months later, I said that we were 4 years away from this happening. I was wrong. It took 7 years longer than I thought.

When I look back now, I can see that we weren’t ready for this in 2013. The infrastructure was barely there, there was a lot of fear around the use of technology in the classroom because of the distraction (and disruption) technology causes, and teachers were not ready to lead the charge.

I know many other districts aren’t where we are, and yet we were 7 years slower than what I imagined was possible. Progress and change happen slower than we expect in schools. However, in the world we live in now, 7 years is an eternity to be behind doing what’s possible.

We will need schools to be far more agile in the future.

Listen to what they have to say

Last week I wrote, ‘Know your audience‘ and asked, “Are you trying to share your view only with people that already agree with you? Or are you trying to share your view with others who think differently?“

Yesterday I wrote ‘When you live in a democracy… VOTE‘ and quoted Thomas Jefferson, “We do not have government by the majority. We have government by the majority who participate.”

Would my message actually reach anyone who chooses not to participate and change their mind? It’s possible, but unlikely.

I’m in education, it’s not that I don’t believe that we can change minds, open them to new ideas, and help people learn… it’s just that I’m guessing my audience already votes. And if they don’t, my post won’t change their pattern of behaviour. This reminds me of a quote that I often share,

“As a general rule, adults are much more likely to act their way into a new way of thinking than to think their way into a new way of acting.” ~Mark Millemann

Adults don’t tend to act differently as a result of hearing new and different ideas. They are not convinced easily, or as easily as kids. So how do we speak to them? In his comment on my ‘Know your audience‘ post, Dave Sands said,

“Perhaps share a your message in a “way” that they will hear it as well. Too often we display an emotional response to those who hold a different view and our egos emerge blocking any chance of reciprocal understanding. Staying logical and intentional with a genuine will to listen goes a long way in seeking to understand as opposed to seeking to convince.“

‘A genuine will to listen.’

Why don’t people really vote? I gave the reasons I thought, but are they the reasons people actually have?

It’s interesting that I originally titled this, ‘How do you speak to them?’ and not, ‘Listen to what they have to say’. But is listening enough? Can listening help me better understand something like a person’s choice not to vote in such a way that can then alter my argument enough to change their minds?

I can’t say that I’ve really tried. So, if you choose not to vote, tell me why? You don’t have to do this ‘out loud’, here is a contact form to share your thoughts privately, if a comment below is too public.

How can I help you act your way into a new way of thinking? Or why won’t I be able to do this?

I’m listening:)

Making time for great conversations

In the last year and a half I’ve been making time for an almost daily workout, and daily writes (here) as well as daily meditations. (See: My healthy living goals year-end reflection, with 5 key tips.)

On Tuesday I recorded a podcast with Valerie Irvine on Zoom, which I finally posted today. This was my first podcast since sharing my conversation about learning at home during the pandemic, with Dave Sands in April. I would like to podcast weekly because I love the conversations and they help me think more, and more deeply, about education and learning. However, I’ve got to figure out a schedule that works and is consistent. I’m someone that needs my routines in order to make things work. I’m not a multitasker, and I know this about myself.

I watch things like this and think that maybe I have ADHD tendencies. 😉

@heygudeI forget what I was supposed to be doing when I decided to make this ##adhd ##attentiondeficitdisorder ##add ##attentiondeficienthyperactivitydisorder

♬ original sound – erikgude

My point is, (while I still remember it), that I have to create uninterrupted time to have these conversations, and also to produce and share the podcasts. I’m on holidays now and trying to produce the recording in 15-20 minute chunks made the process twice as long. It won’t get easier when school starts. But I love having these conversations and want to have the regularly. Here are three more of my favourites podcasts from the archives:

Remi Kalir on educator agency, Josh Abrams on Meridian Academy, and Shelly Sanchez Terrell on bringing passions into reality.

There aren’t any I’ve done so far that I haven’t listened to after the fact at least twice. I’m going to figure out a schedule, probably all done on the weekends, and make this as routine as I have my other goals that I track. I need to make regular time for more of these great conversations.

Dave and Dave podcast 28

7 Parenting Tips During Covid-19 – Video Version

I recently revived my podcast. I’ve had conversations with Kelly Christopherson, Jonathan Sclater, Joe Truss, and Dave Sands. Because of COVID-19, I can’t sit next to people to interview them for my podcast. I couldn’t do that for Kelly in Saskatchewan or Joe in California anyway, but for sure that would have been the preferred approach to interview Jonathan and Dave. For all 4 of these interviews I used Zoom, and Dave and I were talking last week about the idea of also putting the podcast out on video. So, here it is, my podcast with Dave Sands in video form.

Description: This is the video version of Podcasting Pair-a-Dimes #28 with David Truss. My guest is Principal Dave Sands. We discuss 7 tips to help parents, who are supporting their kids learning at home (as a result of remote learning due to COVID-19). The 7 tips are:

    1. Manage Expectations
    2. Make a Schedule
    3. Minimize Distractions
    4. Learning occurs everywhere
    5. Set daily and weekly goals
    6. All screen time is not created equal
    7. Model learning.

I think this topic is relevant almost everywhere in the world right now, and I believe that we discussed some great tips for parent, not only when dealing with their kids learning at home, but also in general to support their kids success at school.

Goals aren’t enough

I very rarely read or listen to a book, or watch a movie more than once. Atomic Habits is a book that I listened to twice. I also subscribe to James Clear‘s 3-2-1 weekly email, one of only 3 weekly email lists that I subscribe to. I listen to James last night on the Sam Harris podcast and stopped long enough to tweet this quote:

“A habit is not a finish line to be crossed, it’s a lifestyle to be lived.” ~ James Clear

My daily writing and meditation, my workout routine, my getting back into podcasting (trying to produce/create creative work)… these are habits I have developed or am developing. They don’t have an end goal. They don’t have a place where I can land and say, ‘Yes! I have arrived!“:

“A habit is not a finish line to be crossed, it’s a lifestyle to be lived.”

This is a time when more than ever we have an opportunity to do things for ourselves. I haven’t found my work schedule to be any less hectic at the moment. I still bring things home and fill my mind with the things I need to accomplish that don’t get done in a day. But I have more time at home to do things I felt I didn’t have time for previously.

It’s a great time to make positive lifestyle changes. It’s also a good time to reflect on what we will keep doing, or change, when things return to (some semblance of) normal.

It’s a Saturday, and after writing this, I’ll meditate. I meditate after writing because when I meditate first, I get stuck thinking about my writing and my mind is too distracted to meditate. So, I reward myself after publicly sharing my writing with 10 minutes of ‘me time’… a simple way to connect two habits and make them easier to do. I’ll work out, and at some point today and I’ll play with making my last podcast with Dave Sands into a video podcast. This is something new that I want to play with. The first video will take a while, since I need to create a reusable intro. But, since I need to interview people from a distance, and Zoom creates a video recording, it seems like a natural progression from sound recordings only… and it’s creative… and it’s fun… and it makes me use my brain in a creative way, unlike Netflix or Crave.

People set goals all the time, but as James Clear says, goals aren’t enough. Every competitive athlete at the Olympics has a goal of winning gold, only one of them will achieve this. But the habits we build into our lives, those become the lifestyle we live, they don’t lead to a finish line target, they lead to a life well lived.

The tightrope balance of parenting

Yesterday I recorded a podcast with Dave Sands and we discussed 7 PARENTING TIPS to help navigate the challenges of students LEARNING AT HOME during the Covid-19 pandemic. This got me thinking about how different kids are, and how hard it is to be the perfect parent for a kid.

Parents hold an imbalance of power over kids, who are in a constant state of growth. With growing up comes both more responsibility and more expectation of freedom. These things do not develop at the same speed, and our expectations will often be mismatched with our kids expectations. When it comes to how much choice and freedom kids are given versus how much of that choice and freedom they feel they deserve, parents will often think of the child they were dealing with a few months ago, while kids feel like they’ve grown up since then.

Some parents navigate this well, but many struggle. Some hold on to power over their kids to keep them safe. In doing so, they can create resentment because they are being too strict. Some parents give too much power to kids too soon, and kids tend to take advantage of that power and make poor decisions. Some parents get it right with respect to some expectations, and totally wrong with others. This can relate to chores, use of money, curfews and bedtimes, use of technology, eating habits, manners, homework, and all sorts of household rules and expectations.

The thing is, that some kids need more structure and more guidelines, and some kids need more freedom and choice, an it’s a tightrope balancing act not just to figure this out for a kid, but also to recognize that what works for one kid might not work for another… even in the same household with the same parents! To give a concrete example, one kid might need parameters around getting homework done, because without that support they won’t get it done, while an older or younger sibling might be able to do homework completely independently, without any parent supervision or support. Having different rules for these kids can create tension and so can having the same rules and not providing the freedom and responsibility that the more responsible kid deserves (especially if the one that deserves more freedom is the younger of the two).

So parenting tips are something that will always be tricky to give. What works for some, doesn’t work for all. That said, I really think Dave Sands and go over some ideas that are not prescriptive, but rather they are things to think about when trying to deal with kids learning at home… no matter how you currently parent or how good or challenging your kids might be. Here are the tips:

1. Manage Expectations
2. Make a Schedule
3. Minimize Distractions
4. Learning occurs everywhere
5. Set daily and weekly goals
6. All screen time is not created equal
7. Model learning.

I think there is something of value here for every parent. Please check the podcast out, and let me know what you think.

What will it look like?

A few days ago I wrote a post This is not the ‘new normal’, and I said,

“This is not the ‘New Normal’, this is a pandemic that will come to an end. This is temporary.”

This morning I ‘met’ Dave Sands on Zoom and we recorded a podcast. We spent about an hour online together and it was great to ‘see’ him. The fact that this was not face-to-face didn’t matter that much. In fact, I’ve ‘seen’ Dave much more in the last few weeks than I have in months. The reason for this is that we’ve connected almost daily on Microsoft Teams for work, since the March break ended 3 weeks ago. But I would have loved to have Dave over to do the recording. To sit and have coffee and enjoy his company along with the conversation.

This afternoon my wife and I joined another couple in their back yard. We sat apart, respecting ‘social distancing’ norms. We brought our own cups and drinks, and left after only touching the chairs we sat on. No handshakes, no hugs, no communal snacks or drinks. This was our first social gathering like this in about 2 months. It was wonderful to connect.

This is not the new normal, but I wonder what the new normal will look like? Will we be less likely to greet people with hugs and handshakes? Yesterday I saw a girl and her dad at a crosswalk. The young girl looked like she was about 4 years old. She got off her bike and ran to press the crosswalk button… with her elbow. Will we ever look at things like elevator buttons, public handrails, and door handles the same way?

Part of me thinks that things will eventually return to a normal that resembled what it looked like in 2019, but part of me wonders about social norms and practices, and how these will change? Will we bow to greet someone rather than shake their hands, hug, or fist bump? Will restaurant workers preparing our food all wear masks? Will we carry hand sanitizer everywhere we go and use it constantly?

We are months and months away from any kind of normal, but when that normal arrives, how many norms and social practices will have changed as a result of Covid-19 pandemic.

Expecting appropriate student behavior online

14 years ago was the first time that I tried blogging with students. Here is a quote from a blog post about the rules I created for this new online space:

There is one thing above all others that significantly impressed me with this experience: Students owning the learning, asking the important questions, and helping each other to learn. They showed an incredible willingness to contribute/share their ideas. 

I wasn’t sure what rules I should give around ‘Safe Blogging’ so I pared it down to some basics. In our school we have been slowly rolling out the ideas of Restitution and we have developed 4 basic beliefs: Respect, Safety, Inclusion, and Learning. So I thought why not use these beliefs as the guiding principles for the blogs and communities? 

The idea was simple. What rules and expectations do we apply to our school community? Those also apply in our digital spaces.

Now more than ever, we are going to see issues of behaviour in online learning spaces that are inappropriate? Why? Because we have students and educators who are new to these spaces who are learning as they go. It is important to talk about appropriate use and expectations, if you want to be proactive rather than reactive. But creating draconian rules and conditions won’t help. When I see this happening I always go back to a quote I first heard from my colleague, Dave Sands, “Laws create outlaws.”

Instead, think about what the underlying behaviour expectations are in classrooms and in schools? Then ask, how do these same expectations look online? The idea here is that digital citizenship is just citizenship. Digital spaces might be new frontiers for some educators and students, but they are frontiers in classroom learning spaces that have been around for a very long time. If we know how we want students to act in our classrooms, we also know how we want them to act in their digital classrooms.

When schools start in September, teachers create expectations for their class. Often this will involve conversations and even participation by students in determining what a good learning environment looks like. The same should apply to entering new online learning environments. The choice is simple, be proactive and explicit about expectations, or be reactive when things don’t go as expected… because the expectations aren’t clear.

One final thought, even when you lay out all the expectations, students will make mistakes. At this point a decision needs to be made: will the response be punitive or will the response be a learning opportunity?

Adopting tools in a transformative rather than additive way

Years ago I was doing a presentation to high school educators and things didn’t go as planned:

I started my presentation and within 30 seconds the power went out. I picked up my laptop and said to the 100+ audience members, “Ok, everybody gather around here.” 😉

I started a conversation about ‘What tech tool can’t you live without, that didn’t exist 5 years ago… and by the time people had discussed this with their neighbours and we started sharing as a group the power turned on… “POP” … that would be the sound of the ceiling mounted LCD light bulb burning out.

That’s when I asked a new question: “How many of you have had the experience before of having a lesson planning epiphany… suddenly you are up late at night planning… you head into the school before class starts in the morning and when you get to the photocopier… it’s BROKEN!“ ~Most teachers raised their hands.

“So, keep your hands up if you said something like, ‘That’s it, I’m never using the photocopier again?’“ ~All hands went down.

Sometimes ‘technology’, be it a photocopier, a presentation, or even a pen doesn’t work.

Other times the technology is new, and different, and not intuitively transformative. That doesn’t mean the tool can’t be transformative, it just means it’s hard to see the benefit or the value.

This afternoon a good friend and educational leader, Dave Sands, and I will be presenting to principal and vice principal colleagues. We will be sharing the value we see in using Microsoft Teams with our staff in schools.

For some people this is just one more tool to add to the list of other things they need to look at in a day… it doesn’t add value, it adds work. However Dave and I see it differently. We see how this tool can change workflow in a positive way, making it an effective way to streamline communication with different teams of people that you work with. Here are a few key points about how a tool like Microsoft Teams can be transformative:

1. It can reduce and be more efficient than email.

Have you ever shared an email that requires a response from a group of people? Some ‘Reply All’, some don’t. And you’ve got to figure out what’s what, and collate the information while responses trickle in.

Have you ever shared information with a group and one-by-one people ask the same clarifying question that you end having to respond to individually?

Have you received an email from someone that you wish you looked at sooner than you did, but instead you were dealing with 30+ other emails that came in after that?

Using Teams contextualizes conversations. It allows you to keep responses public to the team, and to clarify responses in contained conversations rather than scattered throughout email. It also allows you to prioritize your teams over the most recent items in your email inbox.

2. Using Teams creates a shared learning space within your community.

Have you ever worked as a staff on professional development, sharing paper resources that never get looked at again? Then someone shares a great resource through email, but that resource stays in your email?

My staff has created channels within a Team to work on our professional development. We co-create the notes, share files, and publicly follow through with our plans. Afterwards if someone adds anything, everyone has that resource available within the context of the learning that happened, not lost in email.

3. You are working with a team of people in other buildings and you don’t see them often.

Email is brutal for this. Conversations get scattered, supporting each other is challenging, it doesn’t feel like you are a community. When you create a Team with this group, everything is shared in one public space. When a question is asked, the whole team is there to respond, and resource sharing is easy. It shifts the environment from a broken up group into a shared community.

—

That’s three quick examples of how a tool like Teams can be more effective than other tools like email, but it requires shifting practice to be truly transformative. If you are communicating with your team or staff using both Teams and email, then you are being ineffective and adding more to your plate. But if you replace communicating through email with Teams, now you have a few key advantages you didn’t have before:

  • You can actually prioritize the people within your community that you want to give your attention to by going to teams first, before dealing with the most recent and often erroneous emails at the top of your inbox.
  • Communication on Teams is public to your team, and responses are easily clarified for everyone.
  • You can embed forms where everyone can see everyone else’s responses.
  • You can easily switch to the private chat function when information becomes relevant to just one or a few people.
  • You can use the @name function to specially address a person or a whole Team.
  • You can build a sense of community and support that email does not provide.
  • Conversations are contextual. I can prioritize what I look at first, at a glance, not just by the most recent items.
  • You can reduce the amount of email you get! My email has gone down by more than 1/3 since adopting Teams.

For me the ability to prioritize my teams in a space outside of email, and reducing the amount of emails I get, have been the greatest benefits to moving to Microsoft Teams.

Note: I share expectations and etiquette with my teams about how and where to communicate. It’s a good idea with any new tool to make the intentions and expectations about how to use the tool clear. Otherwise, the tool isn’t transformative, it’s just one more shiny new thing to check, without really seeing the value in using it.

— — —

Related: Transformative or just flashy educational tools? (Written almost a decade ago.)

— — —

Also shared on my Pair-a-Dimes for Your Thoughts blog

Confidence and Competence

Yes, you can be overly confident, and cocky. We see plenty of that with #fail tagged on social media these days.

Yes, you can be highly competent and lack confidence. We often see this on tv shows like America/Britain’s Got Talent, etc.

But at breakfast with Dave Sands & Brian Kuhn, Brian was talking about doing some extreme mountain biking with a group, and how he noticed that confidence and competence created a positive loop with each one increasing the other.

I noticed the same while downhill riding with my nephew. We did a couple runs of the same trail and I hadn’t ridden like that in over 15 years. The first run, I followed him and avoided some of the tracks he chose, keeping myself ‘safe’ but also feeling scared anyway. I kept seeing myself make a bad choice and going over the handlebars or into a tree. I tried a couple things out of my comfort zone, was cautious and mostly unsuccessful. But by the end of that run, I could feel my confidence build, having not had any worse case scenarios materialize.

Round two was a different story. I attacked the hill trying everything my nephew did, and while I couldn’t keep the same line as him, I could feel my confidence and my competence rise. My speed was better, keeping closer to him, and I rode far better than the first run.

Confidence feeds competence, which feeds confidence…