Tag Archives: school

Crash and burn

It’s the last school day before the March break. My ‘to do’ list at work will require a bit of focus to accomplish, but it is achievable… at least if the general day-to-day interruptions are manageable, that’s an unknown that is just part of the job. The good news is that beyond an email home to students and parents before the break, I don’t have anything pressing, that can’t wait until after the break.

All that said, something that often happens when I reach this point in the year, or at the winter break, is that the first couple days of the break I just crash and burn. I fall into a mode where I sleep more than I usually do, and I feel extremely lazy. And sometimes I literally get sick. It’s like my body holds out for the break, then says ‘You made it! OK, you can let go now’, and I get sick.

However, in previous years, I would usually not be sticking to my healthy living routine right now. I’d have the mentality of, ‘ I’ll get back into shape over the break.’ But this year I’ve done some form of exercise 19 out of the last 20 days. Usually I am metaphorically burning my candle at both ends, but I’ve been intentionally getting to bed for an average of about 7 hours of sleep (I usually get 6 to six-and-a-half). And I’m of the mindset that I’m looking forward to the break, not ‘I need a break’.

While saying this all out loud doesn’t mean that my body still won’t crash to some level, it didn’t this past winter vacation, and I feel like I’ve been able to break the crash and burn routine to start my holidays. The next couple days will tell the tale. Now it’s time for my morning meditation and then on to my exercise bike… I’ve got to maintain the positive patterns that are helping break this cycle.

6 weeks later

I said this in a post, ‘If or When?‘ six weeks and 2 days ago, with respect to Omicron and coronavirus:

I’m afraid my crystal ball gazing conjures no clear images of what’s to come in the short term. What’s my best guess? Businesses and maybe even schools closing from staffing shortages; Tougher restrictions in public (indoor) spaces; and a lot of people self-or-family isolating.

What’s my hope? Less and less hospitalization with more and more mild cases that look like a ‘regular’ flu.

We didn’t have any full school closures in our district but 2 weeks after this post we had a 3-day period where many schools were short staffed and support teachers, and vice principals, were reallocated to help fill the needs. Tighter restrictions didn’t happen. And many people did get mild versions of Omicron although so few of them were tested, because of shortages of tests and long lineups, that I think the number of cases reported was probably underreported by a factor greater than 10.

Now, there are no issues with staffing, and there is an abundance of rapid tests available, and I think things are much better. The only big news here in Canada is a protest against mandates and vaccines that is being held in Ottawa, with smaller versions showing up in other major cities. I’m not going to link to any of the reports because I don’t believe they deserve the attention.

I find it sad how many people are misguided by these protests, and think they are somehow fighting for freedom by blockading people and making others less free? It’s sad how messages of hate and ignorance are part of this convoy. It’s ironic that when we are on the brink of restrictions being lifted, thanks to a vast majority of Canadians doing their part in slowing the pandemic by following the mandates and getting vaccinated, these unvaccinated, anti-mask protesters feel like they are somehow doing something to better the world they live in.

6 weeks after my original post I still haven’t had covid, but I’d say this has been as much about luck as any other reason. Many people around me have been equally as cautious as me and have contracted it. All these people have had versions that are mild, or at least not bad enough to go to the hospital. And I still wonder if for me it’s a question of if or when? But in this 6 weeks I’ve seen things getting much better. I wonder if mask restrictions will continue in schools after March Break? I wonder if there will be crowd restrictions at theatres and sports events, or if restaurants will still require vaccine passports?

Unless another contagious and more deadly strain start spreading, I think we might see a lot less restrictions in the coming months… But it won’t be because of this ‘freedom rally’ that’s happening. On the contrary, it will literally be despite them and their anti-community stance, not doing their part to help reduce the concerns and spread of coronavirus.

How important is it?

It’s that time of year when students are applying for university, or college, or a technical institute, and the concern about their marks is at the forefront. Suddenly, a difference of 2% could matter. And while some schools want a personal profile, and want to know more than just marks, the marks matter a lot. But I wonder how many straight ‘A’ students head off to university and then drop out during or after their first year? I bet it’s a higher number than you would guess.

How many students have had their grades spoon fed to them with cookie cutter precision, doing exactly what the teachers want, but not learning what it’s like to manage their own time, or direct their own learning, or manage relationships with people outside the safety of their own grade and school?

Universities don’t find out a lot about a student when they determine entrance by small differences in GPA. How important is a 2% difference in grades, when so many other things factor into success? But if you are short 2% and your application doesn’t get looked at, it actually matters a lot.

Relationships can be the same. How important is: communication; money; sex; balance of responsibilities; work/life balance; diet & exercise; or support in a relationship?

If you are running a deficit in any of these areas, then it matters a lot. If you feel you have balance or your needs are being met, these things don’t matter much. If something is unbalanced or missing, then the level of concern increases. A simple example is money. If you have a little less money than you wish you had, you might not go on as expensive a vacation as you hoped for, that’s a minor issue and money isn’t really important. If you can’t pay rent or buy groceries for the week, then money is a major issue.

It doesn’t matter if it’s marks, or money, or any other concern I did or didn’t list, it’s when there is a deficit that these things become important. We often take advantage of the things that are working in our favour, because they aren’t a concern, and worry about the things that we are missing. While this is necessary for us to meet our desires and needs, it can often be at the expense of living a good life.

What is the price paid by a high achieving student who is so marks focused that they don’t enjoy other aspects of their lives so they can get a 96% instead of a 94%? What about a workaholic who is trying to squeeze out a few more thousand dollars by working a 65 hour week?

How important is it to meet the needs you have, and what’s the true price of meeting these needs? I’m sure in some cases the effort or sacrifice is important enough… but other times it really isn’t, and focusing on the deficits might make you lose focus on what’s really important.

Satisfactory Work Habits

When report cards go out, they include Work Habits. The usual standard is either that you got a ‘G’ for good, or you haven’t done a good enough job. Admittedly, as a parent, I wanted to see ‘G’s more than ‘A’s, because I wanted to know that my kids were trying their best.

At Inquiry Hub we look at it differently. We think the scale is skewed to the negative with ‘Satisfactory’ being something bad, when in fact in means you are doing a ‘good enough’ job. This was part of my message home to parents that went out on report card day:

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Work Habits – The work habits provided are ‘G’ – Good, ‘S’ – Satisfactory, and ‘N’ Needs Improvement. 

Many middle and high schools break this up as ‘G’ = anything above average. ‘S’ = There are some issues. ‘N’ = Not good. Some schools even give awards for students that get “All G’s”. That is NOT what we do here. The word ‘Satisfactory’ is not a bad word. Satisfactory means doing what needs to be done. That’s not a bad thing… could it be better? Yes, it is possible that a student can step up and do more than they need to… that’s ‘Good’. And for us an ‘N’ means that work habits need improvement, like most other schools. 

We like to have a positive distinction between ‘Satisfactory’ and ‘Good’ rather than ‘Good’ being the only measure of doing good work. It’s more important to us to separate 2 kinds of ‘Good’, than 2 kinds of ‘Needs Improvement’. In fact, we have many over-achievers in our school, and one thing we stress is that sometimes it’s perfectly OK to do ‘enough’ work in one area so that you can focus more attention in another area. Can you still talk to your child about moving from ‘S’ to ‘G’? Sure, but please don’t put a lot of emphasis on this! ‘Satisfactory’ can often mean, “I did what I needed to do to get the job done.” If everything you do is always good, that’s a heck of a lot of stress to deal with when you have a lot on your plate. 

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This approach seems even more apt now that we are having students do SCRUM projects, because part of working on a scrum team is defining what ‘Done’ looks like. For some parts of a project ‘done’ doesn’t mean ‘excellent’, it means good enough to move on. This is an important skill to learn. The interesting thing is, when you are working on a team, the collective definition of done is usually more than just ‘satisfactory’, and is already better than ‘good enough’. This isn’t about putting the least amount of effort it, it’s more about not extending the team so much that they can’t finish a project on time.

Sometimes satisfactory work really is the goal, so that you have the time, energy, and enthusiasm to do other work at an excellent level. A satisfactory work habit means that you’ve done what you needed to do.

Another year, another Costume

One thing about being in education that’s different than many other jobs is that when Halloween arrives, it’s time to dress up. Every. Single. Year. Costumes are not something you do for that occasional party, it’s a yearly event. 22 years in education, 22 Halloweens in a row dressing up on the school day closest to this special day.

I’m not a huge fan of dressing up, but I jump in and participate. For the second year in a row I’ll incorporate a fun mask into my makeup, so that my safety measures are part of the costume rather than something over top of it. I bought a jagged toothed black mask and I’m going for a creepy black and white theme this year, but just 30 minutes before I start my makeup, I’m still not sure of the exact look I’m going for?

The thing about being an educator and celebrating on the Friday before Halloween is that when you finish work and you are covered in makeup, you look ridiculous doing things like going to the bank, or in my case today, going on a popular hike after school. I’ll probably be the only one with makeup on my face and without the mask, with only my upper half of my face painted, it will look even more silly. But I won’t have time to go home and get the paint off my ears and eyes, and I’d look even worse trying to get most of it off.

Another year, another costume. I might sound like I’m complaining, but I know it’s an event kids love, and I’m happy to join in on the celebration. Happy Halloween, a couple days early!

Student involvement in meetings

When I recently quoted part of a post I wrote back in 2007, I shared this, “why do teachers have parent meetings about a teenage student’s education and not have the student there too?”

I can understand certain circumstances where a student might be too young, or the subject matter too sensitive for a student to participate in a meeting, but I’d guess from about grade 6 onwards, over 9/10 times it would be better if a parent-teacher meeting was a parent-student-teacher meeting. The ultimate question is, whose education is it? The students. So shouldn’t the student be part of the conversation? Shouldn’t the student see their parent and teacher both care and want what’s best for them… and are ‘on the same page’?

With that in mind, I think it’s awesome that at Inquiry Hub, students participate in Parent Advisory Council (PAC) meetings. We had one last night (online) and 3 students showed up, along with 18 parents. Last month one of them was on the agenda.

This started early on when our school was new. I began sending emails usually sent only to parents, to students as well. So when I mentioned the PAC meeting in an email a couple students asked if they could come too. When they came, the parents accepted their presence with open arms, and a tradition was started.

I can honestly say that students have only added value to the meetings. No downside. Parents love it. I love it. Students feel empowered. Students belong in conversations about their education, and their school.

Death by a thousand paper cuts

This is the term I use when too many small things come my way. I then spend my entire day successfully getting two-thirds of those things done, and creating an unruly ‘to do’ list for the next day, after staying at work a little longer than I hoped.

I haven’t done it yet this school year, but today I’m blocking some time in my calendar for a project I’m hoping to get done in the coming weeks. It was a September goal that never happened.

It’s quite apparent to me that unless I slot time in for visioning and projects that move my schools forward, the paper cut tasks win me over and consume my day. Blocking this time off won’t magically create more time in my calendar. I’m not going to suddenly have less little things to do… but I’m not going to go home feeling like I spent the day getting paper cuts. I’ll feel more like I had a productive day rather than just a busy day.

I know that when I do these things that I want to get done, (which I know are good for my school), then I don’t go home feeling like I want to describe my day as ‘death by a thousand paper cuts’. I know that I will feel a lot more like my day accomplished something beyond the many little (but important) things land on my desk.

Weekend blues

Sometimes, at the start of the school year, weekends are tough. They are too short, there is work on your mind, and routines are too hard to follow.

This was one of those weekends. It’s not over, and I’m looking forward to my evening plans, but school is on my brain.

It’s moments like these that I feel like a split personality. Part of me longs for a job I don’t bring home. Part of me is so excited about the year to come, filled with potential… and I can’t imagine doing anything else.

I think a 4 day week would be the perfect balance. I’d have a lot less weekend blues. I think my mind would clear more easily, and I’d head back to work fully energized. But that’s not the reality, and I’ll be in bed by 9:30 tonight. And I’ll be ready to start my weekday routine long before the sun rises tomorrow.

First Day of School

I’m genuinely excited about the year ahead. I know things are far from ‘back to normal’. I know safety is still a primary concern, and we’ll be wearing masks for quite some time yet. I know there will be unexpected challenges that come our way…

But the first day of a school year always holds so much promise! There is so much potential for us to do awesome things, and to watch our students shine. It’s an opportunity to look forward knowing that as educators we make a difference in people’s lives.

“With great responsibility comes great power”… that’s the reverse of the Spiderman quote, “With great power comes great responsibility”, and a teacher, John Sarte at Inquiry Hub, uses this to explain to students that while we give them a lot of time to work independently (a lot of responsibility) that comes with a lot of power. This is something that teachers understand, because they are given the great responsibility to teach, and they have tremendous power over what that experience looks like.

And collectively we have so much power over what the year ahead looks like… Let’s keep our optimism up, and make this school year exciting, engaging, and full of meaningful learning for everyone (teachers and students alike).

Mind occupied

Yes, it’s the long weekend before school starts, and I should be resting up for what promises to be a challenging year… but I’m not able to let my thoughts of the days to come out of my mind. I’ll be going into work today, and making sure that everything I need to do the first couple days goes seamlessly. I know there will be distractions. I know there will be a lot of conversations and connections that will take time. I know that there are new members to the team that I’ll need to support, and that need to know how easy it is to get support. And ultimately, I know that no amount of planning will make the coming days go exactly as planned.

That’s why I’m going in today. I want the students first visit to the school this year to be something that makes them feel welcome. I want my first staff meeting to demonstrate that I was prepared and ready to support my staff. I want to be ready in such a way that when unexpected interruptions to my plans happen, things can still go smoothly.

I could sit at home and think about work all day today and tomorrow, or I can go to work, fell like I’ve fully prepared myself, then take tomorrow completely off. If my mind is going to be occupied with work, I might as well use my time effectively.