Tag Archives: school

Attention to what really matters

Yesterday I had a couple meetings that took me out of my school for most of the morning. I got back to my building and immediately started my lunch. It was about 20 minutes before teachers would be in the staff room and so I was there alone. A student saw me through the clear glass walls and asked to speak to me.

She was honoured with doing a speech at our district’s indigenous student graduation ceremony next week and she wanted advice. I invited her in, listened while I ate, and provided some initial feedback. She’ll work on it and come back to me.

Just as I was ending that discussion there was another student at the door. She invited me to see her Independent Directed Study final presentation the next day (today). I told her I’d love to see it and set an alarm on my phone to remind me.

What a productive lunch! Instead of sitting and eating alone, I got to spend time talking with students, and it was by far the best part of my day. I love that students feel they can come to me for help and want me to see them present. It reminds me of why I like my job, of what my job is all about.

It’s easy to get buried in the work of running a school. I can spend my entire day in my office and in meetings… doing important work that needs to be done. But if I don’t make time for students, if they only see me as a guy in my office too busy to talk to them, then I don’t know why I got into this position.

As I come off an extended leave due to a herniated disc, I’ve been absolutely swamped trying to get back up to speed. It’s easy to get lost in the work and to forget what really matters… our students. And if we can’t find time for them, they won’t look for us to help and support them. They won’t see us as part of their learning community. These relationships are key to foster, and moments like this lunch remind me that I’ve got to put the time in, or moments like this won’t happen.

1984 in 2024

First they came…

First they came for the socialists, and I did not speak out— Because I was not a socialist.

Then they came for the trade unionists, and I did not speak out— Because I was not a trade unionist.

Then they came for the Jews, and I did not speak out— Because I was not a Jew.

Then they came for me— and there was no one left to speak for me.

~ German Lutheran pastor Martin Niemöller (1892–1984)

— — — — — — — —

I watched a short video about a school board voting down an attempt to ban books. I thought it was an American video about the the ultra-conservative movement in Florida. I was wrong. This was in Manitoba, and while the book ban was denied, I was struck by the realization that this was something being voted on in Canada.

There is hate in this world. It is driven by fear. It’s driven by the idea that someone getting more rights, more choice, and more opportunity somehow removes those things from someone else… from someone privileged.

I salute the community of Brandon Manitoba for standing up against such prejudice and hate. I salute everyone who speak out against hate, tyranny, prejudice, and ignorance.

Over the past few months I’ve rolled my eyes and wondered how the ‘land of the brave and home of the free’ down below our southern border could become so much more fearful and so much less free? Banning books, stripping away women’s rights, and creating policies based on ignorance and hate… This isn’t conservatism, it’s fascism. It’s oppressive and un-democratic.

In Florida you won’t find George Orwell’s 1984 in school libraries any more. They’ve entered an era where a dystopian novel about government control is being banned by the government; an era where history is being whitewashed; an era where hospitals can deny needed services that don’t meet the ruling party’s oppressive guidelines. And these ideas are spreading.

The people of Brandon Manitoba got to say ‘No’! No one in Florida was given the same choice. I could name a few countries in the world where I’d expect to see this, none of them on this continent until now. I fear that the US election in 2024 is not about political parties, it’s about democratic ideology… it’s a choice between living in an open and free society or a state controlled and restricted society.

The interesting thing in both Canada and in the United States is that these battles are not just being fought in national elections, they are being fought municipally in local elections including school board elections. We saw it here in my city when, last year, I broke my non-partisan ‘it’s your duty to vote’ message to speak out against a (fringe, close minded) group of school trustee candidates. (They all lost their bid.)

We can’t wait until deeply un-democratic but politically active people take away our books, and our rights and freedoms, before we act. We need elected officials like the ones in Brandon Manitoba to be in the positions they were in. And if we can’t step up, we need to vote for the ones who do.

In Canada voter turnout has decreased since 2015. It dropped from 48.8% in 2019 to 44.5% in 2021. The voter turnout rates were much higher in the close race of 2020 in the US, but 1/3 of the eligible population still didn’t vote. In both countries local municipal elections have even less people turn up to vote. If ever there was a time to show up and vote, if ever there was a time to step up and take on an elected position, this is it.

The beauty of a democracy is that everyone has a voice… the scary thing about a democracy is that everyone has a voice.

I may not want a Orwellian 1984 government, but I do want my future grandchildren to be able to read that book in their public school library. I want my grandchildren to learn about multiple historical perspectives. And I want my grandchildren to live in an open, inclusive, and accepting society, not one that limits their rights and freedoms.

We need to speak for them, and for everyone who is having their liberties stripped away, before our chance to speak up, even to vote, is lost.

Something really special

I sometimes forget how lucky I was at the start of my teaching career. I worked with some amazing leaders and educators, and we created very special learning experiences for our students. When I meet former students from those teaching years, they often share a few different comments such as:

  • Middle school was my favourite time in school.
  • You guys made school so much fun.
  • You taught us life skills I still think about.
  • We could tell you all loved teaching and loved working together.
  • It was such a special school!

Today my wife and I (we both taught at the school back then) met up with a former student visiting from Ottawa. She had invited friends and former teachers to meet at a local park. This student is pregnant with her first child and she talked about wanting to find a future school for her newborn that was as special as Como Lake Middle was to her.

She said, ‘For years I thought every middle school was as fantastic as our school’, and that it was comments on our Facebook pages about how special our experience was (from other former students) that made her realize, ‘Wait, that isn’t normal for every middle school?’ She said she thought that’s just what middle school was before talking to her husband and others that didn’t have such an amazing experience.

She brought up a specific lesson I’d shared in a leadership class, and like others she mentioned how much fun the teachers had together. She brought up an experience in PE class where the Vice Principal highlighted her effort in PE, even though she was, as she described it, ‘in the middle of the pack athletically’. And she mentioned a teacher visiting her class on the first day and teasing her teacher in such a fun way that everyone had a good laugh (including her teacher being teased).

I need to spend more time reflecting, fondly reminiscing, and appreciating those years, and the connections to students from those years. They really were something special.

The secret sauce of iHub – Time and Space, and Pace

Inquiry Hub (iHub) is a small school that runs more like a specialty program than a school. The backbone of the program (besides some awesome and innovative educators) is two courses we wrote: Foundations of Inquiry 10 – BAA Course 2018 &  & Foundations of Inquiry 11 – BAA Course 2018. Large high schools have a multitude of elective offerings that students can take, and we can’t offer them with our small teaching staff. Instead, Grades 9 & 10 take these two courses and then in Grades 11 & 12 students do IDS, Independent Directed Studies, where they develop their own year-long course.

Here  is a student, Thia, describing her inquiries, her ‘electives’, at our school:

You can see other unique projects on our student page.

I’ve been doing some reflection and our inquiry courses are necessary, but they not the secret sauce of our school. The secret sauce has two main ingredients: ‘Time and Space’ and ‘Pace’.

  1. We create the time and space for students to work on projects that they want to work on. Student are not ‘in front’ of a teacher who is ‘in front’ of the room all day. They have time and space to work independently and in groups. We create multidisciplinary projects and use an adapted version of scrum project management to get required content out of the way so that students have more time to work on projects they want to work on. They get the time and space to follow their passions and interests while at school.
  2. We provide support for students to help them maintain a good pace. The most important trait a student needs to be successful at our school is that they are self-directed learners… they know how to use their time well. However, most Grade 8 students don’t come fully pre-loaded with these skills, (in fact many adults lack these skills). So, teachers work as a team and our student services teacher connects with any students that are behind on work. She works with students to help them build in strategies that help them keep up and stay on top of work. This is essential in a school where students can have up to 50% of their school day without a teacher in front of them, directing their work/tasks.

Yes, the inquiry process is important. Yes, we can talk about their mindset and look at how we examine failure, but when I really think about what makes Inquiry Hub tick (again, besides the hard work of great teachers) I think that giving students the time and space to explore their interests while supporting them in keeping up a good pace, is what the school is really all about.

Fun escape

Yesterday we took our students bowling. Our PAC, Parent Advisory Council, paid for the event. With my back issues I didn’t bowl, but it was great to see students and staff having a fun afternoon together.

Bowling is a fun sport where students are a lot more equalized in skill than many other sports. Most people don’t know how to bowl well, and while athleticism can help, being athletic doesn’t make you a good bowler.

For us, it’s an affordable, fun event and the bowling alley is a 5 minute walk from our school so there’s no transportation costs. I wish I got to participate, but it was still great to see students having fun in a completely different context. Sometimes we can take school too seriously, and forget that kids are still kids. An event like this is a good reminder.

Ready or not

It’s hard to believe I’m back to work tomorrow. I just wish I was running on all cylinders. My back and arm have been bugging me for weeks now and when the pain hits it’s all I can really think about. I have such incredible empathy for anyone who has to deal with pain every day. I know I’ll get through this and move back to normal, but for some people chronic pain is something they can expect every day.

The challenge for me is that unlike my usual back pain this is a pinched nerve and I’m getting referral pain causing my arm to ache. When it aches, that’s all I can really think about. It sits with me, both physically and mentally, taking up bandwidth in my brain.

My energy levels go way down and so does my ability to deal with things other than the discomfort I’m feeling. Today was a wasted day. I’d hoped to get a head start in things but I just didn’t have it in me. I have a Physio appointment set for after school tomorrow, I just hope the day goes better than today.

I’m reminded that I don’t look any different than I would if I wasn’t dealing with this pain and that’s something to remember when I’m at school… ready or not, students and staff will be showing up tomorrow, and some of them won’t be at their best, just like I might not be. We don’t always know the pain people are carrying, physically or emotionally. And that’s worth remembering even when I’m feeling great.

Time for a break

It’s the last day before March Break and it’s going to be a long day. My final ‘to do’ list is quite big and my goal is to get it done and not take it into the break. Sometimes these holidays sneak up on me, like this one. Other times I am counting down the days. But despite the fact that this two-week holiday seemed to come so quickly this year, I can tell that I need a break.

It’s a reset for me. A chance to rest my aching back. A chance to listen to a fictional novel. An opportunity to visit my parents. And most importantly, a chance to switch work off for a little bit. The last semester of school from March to June is always a whirlwind of non-stop activity and this break is the preparation for it.

My brain won’t totally let work go on this break, but unlike a weekend, I will be able to go a couple straight days without thinking about work. I’ll put my vacation response on email, and I’ll not be checking email daily. I used to not do this, but over the years I’ve realized that when I actually let myself take a break, I come back more rejuvenated and ready for the homestretch.

So while I’ve got a long day ahead of me, I hope to leave work at work and take some time completely off this holiday. The test of this will be my daily writing… how much of it will show that work is still on my mind? We’ll know in a couple weeks!

The 4 ‘D’s leading to office discipline

It was early on in my first job as a vice principal. The position was in a middle school just a few kilometres away from the middle school I taught at for 9 years to start my career. Our secretary came to tell me that a student had been sent down to the office. I sat down with him in my office and he told me why he was sent there.

“Really, that’s all you did?” (I was sure he was leaving something out, I’d never send a kid down to the office for this.)

“Yes!” He said defensively.

We worked out an apology, and rehearsed it, and I sent him back down to his class. Minutes later he was back up at the office. I looked at him quizzically and he quickly responded to my unspoken question, “Mr. Truss, I did exactly what you told me to!”

After a bit of back-and-forth I took him back down to the class and waited for a an appropriate moment to talk to him and the teacher together. It became very evident that she had no interest in letting him back in the room. This surprised me for two reasons:

First, as mentioned, this minor altercation was nothing me or my peers at my previous middle school would ever have sent a kid to the office for. In my eyes, sending a kid to the office was essentially telling the kid, “I cant manage you,” which takes away any leverage I may have the next time this student has any challenging behaviour.

Secondly, why not take him back? I verified with the teacher that the students wasn’t downplaying the behaviour, he was apologizing, and he wanted to come back to class. But the teacher was not interested. I offered to come in with him and that got us passed the impasse.

When I started writing this, my intention was going to be on empathy and growth in understanding that not every student, teacher, or principal is just like me, and how important it is to understand this. But as I was sharing the story above I remembered my 4 D’s that led to the rare occasions I’d send a kid to the office. I wrote about this back in 2008, and I’ll share them here:

________

In 9 years as a teacher I have made very few classroom issues into office issues. I have 4 D’s that I think are issues that should be dealt with at an office level. The first two D’s are cut-and-dry/immediate office issues. These are ‘no-brainers’, you break these rules and you go to the office!

1. Drugs- Alcohol is included in this category;

2. Dangerous- Not just weapons, but physical violence too. The best policy is a zero-tolerance policy… We don’t solve problems this way.

The next 2 D’s have some grey area between being an issue for the office and being an issue that I handle myself. They are:

3. Defiance- an absolute refusal to participate and/or co-operate. If you don’t come to class prepared to learn, or if you aren’t willing to participate with the class… If you can’t offer me 5% of what I am offering you, then that probably hinders my ability to give everyone else the time and attention they deserve. I obviously can’t help you, so there is no reason for you to be here. I’ve only ever had one student absolutely refuse to engage in learning to this point. I honestly felt that it was a disservice to keep him in the class and made this the reason to send him to the office. (I have used this as ‘leverage’ with other students in the past- not an ideal strategy, but sometimes a student needs to know that you have limits);

and the final ‘D’,

4. Disrespect- If you are going to treat me, or others in a way that is hurtful, if you are going to ‘injure’ others emotionally/socially… then we have a problem. Hitting someone, or physically hurting someone puts you in the ‘Dangerous’ category and becomes an immediate office referral. Disrespect on the other hand is a little different. If you emotionally or socially injure someone then you are defying one or two of our school beliefs : Respect and/or Inclusion.

________

In ‘administering’ these rules, #3 and #4 had to be pretty extreme to get sent to the office. Otherwise, I handled them myself. But that’s me. Some teachers would be faster to send students away to be dealt with out of class. I just always felt that the most important relationship was between me and the kid. So, while #1 and #2 were likely immediate grounds for an office visit, #3 and #4 only resulted if the relationship was broken such that the defiance and/or disrespect didn’t allow me to be the teacher anymore. At that point the student is clearly a disruption to the class and I’m unable to manage it.

I think in my time as a teacher, I could count on one hand how many kids I ended up sending to the office, but looking back now, I probably should have asked for help a few more times. It’s good to try to hold on to the relationship with a kid, but sometimes a little help and support could go a long way. And I think having clear lines of what constitutes needing that help is a good place to start.

New norms needed

I was in a community of schools meeting yesterday morning, and it was quite insightful hearing some of the challenges that my colleagues are facing with respect to student behaviour. From elementary principals right up to high school, behavioural concerns of students has been concerning this year. Social-emotional dynamics are not as well managed by kids of all ages, as compared to just a few years ago.

Post-pandemic or endemic times are not the same as pre-pandemic times. Where this is most noted is in the social construct of what ‘normal‘ behaviour looks like. It’s different in Kindergarten classes when more students have been home with limited other-student interaction, especially when compared to a kindergarten class a few years ago where more than when 2/3rds of students had already spent 2-3 years in pre-school.

It’s different in middle schools where students can feel isolated not only in school, but also online. Or students showing behaviour that is usually something seen with much younger kids. High schools are noticing this too. Grade 12’s having social dynamic challenges normally seen with younger students, and behaviours that seem immature happening far more frequently.

We sometimes forget that ‘normal’ behaviour is learned. We don’t realize that an expected culture is no longer expected when it hasn’t been practiced for 2+ years. We aren’t just experiencing a blip in the norm, we are experiencing new norms, and if we don’t like what we see it’s going to take both time and effort to change. And if we don’t explicitly think about how we want things to change, and work on making those changes, then we probably aren’t going to see the results we are expecting or hoping for.

The exciting thing is that we don’t have to go back to how it used to be. The challenging thing is that we need to spend time developing the positive norms we want to see… Or we can get stuck just being reactionary to the negative behaviours we don’t want, but are happening while there is a void of positive norms being practiced.

Disengaged

It’s apparent in schools, it’s apparent in the workforce… there are students and young adults who are disengaged with societal norms and constructs around school and work. They are questioning why they need to conform? Why they need to participate? There is a dissatisfaction with complying with expectations that schools is necessary, or that a ‘9-5’ job is somehow meaningful.

Some will buck the norm, find innovative alternatives, and create their own niches in the world. Others, many others, will struggle, wallow in unhappiness, and fight mental health demons that will leave them feeling defeated, or riddled with anxiety, or fully disengaged with a world they feel they don’t fit in. Some will escape this, some will find pharmaceutical ways to reduce or enhance their disconnect. Some of these will be doctor prescribed, others will be legally or illegally self-prescribed.

The fully immersive worlds of addictive, time-sucking on-demand television series, first-person online games, and glamorous, ‘living my best life’, ‘you will never be as happy as me’ illusions on social media certainly don’t help. Neither does unlimited access to porn, violence, and anti-Karen social justice warriors dishing out revenge and hate in the name of justice. The choices are fully immersed, unhappily jealous, or infuriatingly angry… and disengaged with the world. Real life is not as interesting, and not as engaging as experiences that our technological tools can provide. School is hard, a full day at work is boring, and it’s easier to disengage than participate.

The question is, will this disengaged group find their way? Or will they find themselves in their 30’s living in their parent’s basements or subsisting on minimal income, working only enough to survive, and never enough to thrive?

School and work can’t compete with the sheer entertainment value this group gets from disengaging, so what’s the path forward? We can’t make them buy in if they refuse, and we can’t let school-aged students wallow in a school-less escapes from an engaged and full life. I don’t have any solutions, but I have genuine concerns for a growing number of disengaged young adults who seem dissatisfied with living in a world they don’t feel they can participate meaningfully in.

What does the future hold for those who disengage by choice?