Tag Archives: students

Parents as Partners

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This week we had a student IEP (Individualized Education Plan) meeting with a family. It was a meeting that really could not have gone better. It involved both parents and an advocate, myself and three teachers. From start to finish the meeting was focused on one thing: how do we work together to provide the best possible environment for their child/our student to thrive?

When everyone has the same objective, it almost always makes a meeting go well. But sometimes it’s clear that it isn’t just the objectives that are similar but also the approach, and then it’s easy for strategies to be put into place and for everyone to come out of the meeting feeling like we truly are partners working together.

Way back in 2009-10, when I was living in China and working as a principal in a foreign national school, I shared a series in my school newsletters that I called ‘Parents as Partners’. While some of the links I shared no longer work, the messages still hold true.

I started the post saying this:

“I firmly believe that “It takes a community to raise a child” and so without cooperation and communication between a school and their parent community, ‘we’ cannot fully support our children and their learning. That said, I often wonder about how we can more meaningfully engage parents in a way that they want to be engaged.”

You can head to that post to see some of the ideas I shared… and you are welcome to use anything there for yourself, editing as you see fit.

Share less tragedy

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We don’t have to feign naivety and pretend something horrible didn’t happen. Sad things happen in the world and we need to understand this. What we don’t need is a constant flow of news and a detailed account of the event pushed on to us, and more importantly pushed onto kids.

This was some professional advice shared with me 14 years ago, after a tragic suicide in our community that was followed shortly after by a school shouting in the US.

  • Refrain from sharing images or video of the incident.
  • If discussions do take place within the classroom, we recommend they be limited to a brief sharing of facts.
  • There will understandably be some anxiety around this incident and staff and students may have some level of emotional impact from the news.
  • Please watch for any changes in behaviour, particularly among vulnerable students, and refer appropriately to your school counsellor as needed.

Children don’t need to see report after report about a tragic incident. It doesn’t have to be the topic of a current events discussion. And nothing needs to be shared about a perpetrator of a horrific crime. Not even the perpetrator’s name. Not at school, not at home.

I could go on, but I’ve share a lot on this already, many years ago:

‘Care or Fear’

Excerpt: We often get results based on the pictures we fill our young impressionable  students’ heads with. Tomorrow, I fear that well-intentioned teachers could stir up thoughts of fear for personal safety in young minds, as concerns about Newtown are discussed. As I said, ‘I’m willing to bet that hundreds of thousands of students that might have felt safe in their school, and would not have questioned their own safety, will now think of that question (Am I safe?) and perhaps be more frightened than if that question did not get discussed.’

And then I followed up with ‘A new tragedy of the commons’

Excerpt: The fact is that we know, both through research and from historical evidence, that glorified stories perpetuate the very sadness we are appalled by. But that doesn’t stop a major national magazine, MACLEAN’S, from glorifying a killer on their front cover page. I’ve shared the cover below, but took some creative liberties with a red pen to prevent this very post from doing what I wish others wouldn’t.

When I see a cover page like this, I’m left wondering what we truly value in our society?

It comes down to this: We need to care for those who are concerned, we don’t need to amplify concern. The less we share tragic stories as a community, the more care we are showing for that community.

Thinking Requires Effort

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I recently read a great article by Alec Couros, The Radical Act of Thinking. In it he said, “The challenge isn’t finding the tool anymore. The challenge is avoiding it. We’ve reached the point where AI is the path of least resistance for almost every task.”

And then he concluded with this:

“To succeed, we need to fundamentally reframe “effort.” We have to stop viewing the struggle of thinking as an inefficiency to be solved, and start protecting it as the very thing that helps us grow.”

Here are a few ways that I see teachers doing this at Inquiry Hub:

  1. Community video or podcast challenges. Part of the challenge might include creating the video in a specific genre, or a meta part of the presentation where students explicitly describe what they have learned.
  2. Personalized inquiry projects. This is offered through a course designed around the process of learning, not content. So it doesn’t matter if a student is learning to code, designing a website, publishing a book, learning a specific skill in art, composing a song, starting a business, or even learning to crochet… the inquiry is designed around students learning skills they want to learn.
  3. Solving problems in class. I’ve questioned the value of homework for over 15 years now. Watching our senior math teacher teach Math & Physics, I see him focusing on the why of questions. I see his students working in pairs and groups to solve problems together on white boards. I see students actively struggling and learning in class, where they have access to support, and the focus is on the struggle and understanding the problem.

Something else that we do is to be careful not to add things to students loads unnecessarily. I can’t tell you the countless times I hear well-intentioned educators say, “You know what would be a good project for your students to do?” Followed by a legitimately good idea. But we are not an alternate school, we are a regular school with an alternative approach. Our students still need to fulfill the entire regular curriculum on top of the inquiries they do for credit. As good as other ideas may be, they become make-work activities that not all students are interested in, and this just invites students to use AI or to feel like the work is just busywork.

Will Richardson asks, “Every time you’re about to implement a new program or pedagogy or technology or initiative or building project or anything else, ask and answer this simple question: “In service of what?””

When we add anything to our schedule, it’s to serve one of two purposes:

1. Integrate curriculum or make the curriculum more engaging. Our students go on to universities, colleges, and technical institutes, and they need the required courses to get there and do well. But the required curriculum doesn’t need to be taught in a linear, boring fashion. When a project is added in class, the intent is to meaningfully cover more curriculum in less time.

2. We add things in service of students. A recent example: For the last 10 years our PAC has fundraised to provide students with FoodSafe every 2nd year. So all our students learn life skills around preparing and serving food. This year our PAC is also providing our seniors with first aid training. The plan is that they will alternate years between FoodSafe and first aid so that every student who goes through Inquiry Hub will have these life skills when they leave the school. Carving out 8 hours of training time over 2 days involves our senior teachers reworking their schedule… in the service of giving our students a life skill.

I won’t pretend that everything we do is AI proof, and that there aren’t lessons and activities where students could avoid thinking using a tool that does the work for them. I also won’t pretend that every assignment and project is ‘in service’ of authentic learning for students. But I will say that we’ve worked hard to make the learning meaningful for students. We provide them with opportunities to work in our community towards common goals, and we provide them with opportunities to pursue projects meaningful to them, focusing on the process of learning… on the struggle, with a perspective that failure and struggle are a path to real learning, not a barrier.

I’ve said before,

“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.”

This fits with what Alec said above,

“To succeed, we need to fundamentally reframe “effort.” We have to stop viewing the struggle of thinking as an inefficiency to be solved, and start protecting it as the very thing that helps us grow.”

The secret sauce is in providing the space and time for students to struggle out in the open, facing challenges or learning life skills that they will use. However, you don’t create these opportunities by continually adding things to a student’s plate. Adding more to their plates only invites them to find tools to do the work for them.

Thinking requires effort, and providing students with opportunities to demonstrate that effort in meaningful ways is, in my mind, the project of schools. Reducing busywork, and maximizing the problem-solving time, in a community of learners who find benefit from working together, is what schools should be in service of.

The upside down bell curve

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The bell curve, also known as a normal distribution, is a graph that depicts how values in a dataset are distributed. Most values cluster around the average with fewer values appearing at the extremes… those rare few that do very well or very poorly.

But there is a new curve evolving that matters more, the upside down bell curve where the ones on the extremes are where most of the data points are distributed. In an era of free and openly available information, this is the new learning curve. There is no more average majority, instead there are those that understand and those that do not. Those that participate and those that opt out. Those that engage and those that choose not to. Those that seek to learn and those that disengage.

The resources needed to do well are available. The access to information is there for all who want it. The opportunity to get that information in a format or delivery that makes sense to you is easy to find. The question is, are you willing to put the effort in?

If you learn how you best learn, then access to information is no longer a barrier and you will likely learn very well. You will be with the majority of people on the successful side of the distribution curve. If you decide it’s too hard, or choose not to engage, you will be with the other majority, ignorantly selecting the unsuccessful side of the distribution.

There will be anomalies, those that have learning challenges that are not met and struggle, and those that make no effort yet still find it easy to understand things. There will also be those few that just choose to squeak by, capable of more but neither excelling or struggling. But this is the era of extremes. This is a time when the ‘A’, the ‘Exceeding Expectations’, the ability to excel, is available to most… and yet will only be achieved by the ones who actually choose it.

The mathematical average of the curve might be the same, but the distribution will be starkly divided.

AI Assisted Letters of Reference

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As principal, I frequently get asked to write letters of reference or requests to fill out reference questionnaires. Something that I’ve always done is asked for a ‘brag sheet’ so that I don’t end up forgetting something about the person I’m writing the reference for. An example is that I might forget that a student was a major organizer of an event we ran, or I might have forgotten about their service they do for the community outside of school.

Recently I have been using AI to assist me, specifically Google’s Notebook LM. What I did was I took 8 old reference letters that I wrote and changed the names so that there was no reference to the actual student I wrote them for, and I inputted these into the notebook as style references. For one of them I also included a brag sheet.

Now when a student gives me a brag sheet, I write a prompt that says to write a reference letter for the scholarship I specify, giving criteria for the scholarship, sharing the brag sheet, and asking for it to be written in the exact style of the 8 examples I shared, using the information from the brag sheet.

At this point the reference letter is over 90% complete. A few changes by me and the whole process is done in about 10 minutes (this includes a name change because I don’t put the new student’s name in either). Normally, this would take me over a 1/2 hour and sometimes longer to ensure that I’m hitting all the chords relating to both the brag sheet and the scholarship requirements.

Most of my minor changes are either up or downplaying something from the brag sheet or editing to ensure the reference is in my voice, although this is often already evident based on the examples I provided. My last part of this is copying the text as plain text onto letterhead.

In all honesty, I think these new letters of reference are better than my originals. I often focused on fewer items that I knew about and didn’t give the full scope of the brag sheet. Now I just add a sentence or two about the parts I really know about the student to highlight my connection and understanding of them, and what they do at the school. I feel like my voice comes through and the AI provides more detail than I normally do. So not only is this a great time saver, I’m actually doing a better job to support my students.

Fun encounters

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Got to see a band of grads from my school perform at an event this evening. A couple weeks back my wife and I took her parents to a coffee shop where we ran into a student we both taught in middle school about 20 years ago.

It’s wonderful seeing former students in our community. In fact, that’s my favourite part of living in the community where I’m an educator.

Seeing students grow up outside of school is a wonderful thing.

Guiding students forward

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Watch this leadership lesson I just found on Instagram:

I can’t help but think about how important this is not just in business/leadership roles, but also in teaching. The best teachers guide students. Teachers are the compass: “A compass doesn’t point the way, it points north and guides the student on their own journey.”

We lose sight of learning when we focus on teaching courses and not students. We lose our bearings when the curriculum is more important than the learner. We are completely lost when we teach to the test.

Watch the video again, and think of the times you led a challenging student rather than faced off with them. Like the time you put the ‘trouble-maker’ in charge because you had to leave the room for a couple minutes… knowing he would keep things in line for you but would cause problems if a peer was left in charge of him. Or the time you metaphorically threw a lesson out the window because students felt lost and you were not getting the learning across. Or when you sat with a kid to do 5 homework questions, letting them know that if they did that with you, they wouldn’t have to do any of the remaining homework.

Are you the guiding compass or the bossy captain? Are you facilitating learning or trying to push learning down their throats? Are you building resistance and conflict or resilience and trust?

Going to miss them

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We had our grad event last night. Seven performances, mostly from Grade 12’s, and student speeches that left me teary eyed. This one hit me harder than most. These grads feel more like family than students.

I’m realizing that I’ve got some work to do to connect with the other grades next year because it seemed that any time I was out of my office, this was the cohort I gravitated to. Every year seems to offer something a little different. Many students in this group would visit the office almost daily. Grade 12’s need to sign in when they don’t have a first block class, and my secretaries would have full 5 minute conversations with these students. Inevitably I’d get pulled in too.

I get a little nostalgic every year around this time, but I have to say that this grad class was really something special and I’m going to miss them!

Celebrating challenges

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I watched a few student presentations yesterday. Each one was excellent in their own way. But my favourite moment came when one student presenting on her Independent Directed Study put up a slide with the single word, ‘Challenges’ on it. She got excited and started with, “OK, I’ve been waiting to share this with you!”

I love the way our students perceive challenges and failures. They recognize that this is part of the learning journey. They celebrate the discoveries they make and the effort and perseverance it takes to overcome unexpected challenges along the way.

Here is a student that has done an amazing project, with a great outcome, and she can’t wait to share her challenges that lead to success. This happens because we embed the expectation that students will find challenges along the way. We expect them to share those challenges as part of their learning journey. As a result, the challenges become a big part of the learning, they become the focal point of where real learning begins.

An ‘A’ student that breezes through problems as if they were not problems doesn’t learn as much as another student who stumbled along the way and got to the same results. The journey is less memorable, less rewarding. It’s overcoming challenges that make a learning experience valuable, and seeing our students celebrate the challenges they met on there learning journey is extremely rewarding.

Your ‘B’ Game

You can’t always bring your A game to everything. This is something we try to teach kids with a perfectionist streak. We run scrum projects where we give a clear ‘definition of done’. We encourage them to choose where best to focus their perfectionism, because trying to be perfect everywhere is debilitating, and students tend to get overwhelmed and not get everything done.

This is an aspect of the gifted student profile that can be both a superpower and also the Kryptonite that weakens the student. Perfectionism can be the thing that makes a student produce exceptional work, and it can be the reason they give up, or end up handing something in late, because while the project or assignment is good (even very good), it isn’t meeting a high or previous standard already achieved and so it’s just not good enough to complete, or sometimes even to try.

And so sometimes you need to teach kids to bring their ‘B’ game. Show us what you’ve got right now, because it’s probably good enough. Let’s see it? Great, you’ve met the outcomes, let’s move on. No, it’s not your best work, yes, if you put more hours into it, it could get a higher mark. If you want to improve it later… and if you have time… then go ahead, but why don’t we just focus on the next assignment now, and not fall behind again.

It sounds like easy advice to give, but to a perfectionist kid, this is hard work. What’s even harder though is expecting that you can bring your ‘A’ game to everything you do. Because this isn’t just debilitating as a student, it’s hard as an adult too.

When you’ve got more tasks on your ‘to do’ list than you can achieve; when email seems insurmountable; when meetings fill your schedule; and when getting one task done is taking time away from two or more other tasks, well then bringing your ‘A’ game is impossible. Sometimes you have to just embrace you ‘B’ game and give everything you do just enough to get it done… and save your ‘A’ game only for things that really matter.