Tag Archives: students

A chance to teach

Our grade 10’s are working on resumes and yesterday I got to work with them on a lesson about job interviews. Their pre-lesson homework is to fill out an application form, I use an old one from Subway. I start by sharing some of my experience hiring as a Starbucks manager, then we discuss what makes a good application form, resume, and interview.

Then students take turns in groups of three, being interviewer, interviewee, and observer. They are given a 10 question interview, but the second and third person to go get 3 new questions each turn… this adds a bit of variety to those that have watched the other students go before them.

This is a lesson I’ve done many times before, and one that I enjoy sharing. It is practical and useful, and I share some personal, funny, and even embarrassing stories that help students get to know me a bit better.

In the craziness of school startup, it’s just wonderful to spend a bit of time teaching, to remember why I do the things I do. I have not had a lot of teaching time the past few years, and spending a bit of time with students like this really charges my batteries!

Sorry, my brain is full

Since March there have been so many new demands on educators. The path has not been easy. And the new school year has added many more expectations compared to having 70% of the year already completed, when Covid-19 brought with it the new phrase, ‘remote learning’.

How do I do effective group work with students one or two meters apart? How do I do collaborative projects and minimize the sharing of resources? How do I facilitate student-to-student communication when some students are in class and the rest are learning from home? How do I effectively engage students working from home on web conferencing tools. These and many more questions combine to overwhelm educators who are coping with learning on the fly as they navigate a new frontier.

It really isn’t easy.

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Let’s pause here and think about our students:

How does it feel to be new to a country, not know the language, and have to learn, when everything said needs to be translated and most words are not understood?

How does it feel to be introduced to y=mx+b when you struggle with Math, and never really understood how ‘x‘ was a number, and fractions confuse you?

How does it feel to have to learn the krebs cycle when the chemistry and vocabulary is all totally new to you?

How are you supposed to interpret the meaning of a story when every 5th word is either new to you or seems out of context related to the words around it?

How are you supposed to work from home when the home environment is filled with distractions and interruptions that don’t happen at school?

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While educators struggle to learn in new environments and with new tools, let’s pause and think about how hard learning is for some of our kids, who are also learning in new environments and with new tools… and new content they have never seen before.

Is it just me?

I’ve seen incredible understanding, kindness, and patience in schools this year. I’m a bit worried about the kids who worry, and I wish classes could mix, but it seems everyone is being so considerate.

Maybe it’s just the honeymoon stage, but I’m impressed with the gratitude and thoughtfulness of digital communication I’m seeing. I’m noticing appreciation from families for what is happening… even if it isn’t ideal, or what could have been possible without so many restrictions.

This doesn’t show up in the news. This isn’t what makes headlines. Schools are resilient places. Educators are caring people. Students want to do well.

Everyone is stepping up.

It’s only the start of the journey, and it may be a bit of a bumpy trip… but everyone is doing the best they can (students, educators, and families) and that is making a noticeable and positive difference.

Is it just me, or are others noticing this too?

How long does this need to be?

As a teacher, this was always a tough thing to hear. You pour yourself into a lesson and then get to the assignment and a kid asks, “How long does this need to be?”

I hear this and in my mind I hear an underlying second question, “What’s the least amount I need to do to get this done.”

My response wasn’t really liked, but it was honest:

“It needs to be as long as it needs to be. I’ve read 3 brilliant sentences that said all that was needed to be said. I’ve read three sentences that told me nothing. I’ve read paragraphs that are eloquent and beautifully written, which cover everything needed. I’ve read entire essays that are crap. The length isn’t important, the quality and thoroughness of the writing is.”

If what’s being assessed is an essay, a response should be essay length in an essay format. Beyond that, does length of a response really matter? Does the format make a difference if the message is well conveyed? Does your next assignment require a minimum length, or does it require a response that clearly demonstrates understanding?

The best they can with what they’ve got.

I’m sure if I go looking, I’d find a similar post I’ve written before, but this idea is worth exploring (again) and it was inspired by Aaron Davis’ comment on yesterday’s Daily Ink.

I don’t remember where I first heard this, but it was decades ago, before I became an educator: “People do the best they can with the resources they have.”

This is such an empowering position to hold when dealing with an upset person. They are trying, they are doing their best, they are hurting and need compassion. This shifts the direction of the conversation, especially when your own buttons are pushed by the person or when they are showing their upset by going on the attack.

If you go into a conversation with an upset person believing they are only there to attack you, that leaves you only with a choice of being defensive or going on the attack yourself. If you go into the same conversation thinking this person is upset and doing the best they can, suddenly you can shift to helping them, even when their strategy isn’t ideal.

This isn’t always easy. Here is an example from a while back at another school: Student does something very inappropriate. Parents are invited in. Parent has heard the student’s ‘creative’ perspective on how they are not at fault. Parent comes in with metaphorical ‘guns-a-blazing’ to defend the kid.

Whether it’s a father or mother that comes in, I call this ‘mama bear’ behavior. Mama bears will do anything to protect their cubs. So, what’s the worst thing that you can do with an angry mama bear? Attack the cub in front of them.

The easy, but unhelpful reaction to hearing a parent defend a kid, who has fabricated a story to the parent about the innocence of their behaviour, is to call the kid out. The harder thing to do is to remember that the kid is scared and doing the best they can, and the parent is angry and doing the best they can. A counterpoint at this juncture can easily lead to an unhealthy argument. So, a softer approach is better.

It’s a matter of remembering that we want the same thing… to take care of a student who has in our eyes done wrong and in the parents eyes has been wronged. And so that parent is doing the best they can with the knowledge and resources they have.

This doesn’t mean that you let the kid off. It does mean that you can take an approach that is more aikido than karate, more deflective and less of a direct attack.

Without going into specifics, I talk about how more than one kid was involved in the situation. I talk about how intentions aren’t always known and that two people can see the same situation in different ways. I ask the parent to remember that the other kid has a parent too, and might ask what they would think of the situation if they were the parent of the other child (this is delicate and not something to do early on, only when the parent is less angry than when they came in to defend their cub).

It’s only when the parent can see another perspective that I then discuss their kid, and the approach is that ‘we both want the same thing’. Without saying it bluntly, the approach is asking ‘Do you want your kid acting this way?’ or more subtly, ‘Do you want your kid being perceived they way they are being perceived?’

In essence, it’s about giving the parent more information and resources than they arrived with, to deal with the situation better than an angry mama bear has defending a cub from danger. It’s about saying, ‘Your kid made a bad choice’, and separating their behaviour from their identity and the parent’s identity too. And then it’s about helping both of them get the strategies and resources they need to make the situation better.

It’s not easy. But when a mama bear sees that you want what’s best for their kid… and that’s really what you want even though the kid made a really bad choice… then the outcome becomes what you intended it to be. That same mama bear parent has, at times, even wanted to go harder on their kid than I do. If it comes to this point, they are still operating under the same pretence, they are doing the best they can with what they’ve got.

How do we get to ‘YES’?

I watched this Peter Hutton TEDx talk tonight and more than one part struck a very familiar chord with me and the things we do at Inquiry Hub.

The part of the talk I want to discus is this one:

“We have a saying that ‘Yes is the default’. So, the firth thing about that is if any staff, student, or parent has a suggestion or a request, the answer has to be ‘Yes’. Unless it would take too much time, too much money, or negatively impact on somebody else.” ~ Peter Hutton

My mantra over the last 8 years at Inquiry Hub has been:

“How do we get to ‘Yes’?”

The reality is that at our school the teachers are always trying to say ‘Yes’ already. Or, they are trying to guide students to a path where ‘Yes’ can happen. If it gets to me, there is already a reason for it to be a ‘No’, and it’s my job to figure out how do we get to ‘Yes’ when a teacher already couldn’t get there?

Here are 3 concrete examples:

  1. Students wanted to put our garden onto the concrete and not just in our courtyard. They were told ‘No’ by the district, because it would be in the way of maintenance vehicles. I had the students go back to the district and ask how far out it could go and not still be in the way? They didn’t get what they wanted, but the small encroachment onto the pavement was a win for them.
  2. In our second year one of our students wanted to grow hemp in our garden. We were a young school, still not fully developed, and our courtyard has no fencing, and is open to the public. I could only see bad (misinformed) publicity coming from this. I suggested a couple indoor plants and the student wasn’t interested. In the end, I could see a lot of downside beyond the project, and felt I had to say ‘No’.
  3. A student wanted to bring his Jeep engine block into the school to work on it. He had his own hoist and equipment. We don’t have the supervision and it would be completely unsafe, and would break all kinds of rules put in place to protect students. This was a hard ‘No’. So, we invited him to bring in anything he could lift without a hoist, and he could work on it with hand tools, or electric tools with supervision. We did have to have a few conversations about flushing gas/oil smells out of the parts he worked on before they came to school. But overall it worked out. We simply couldn’t bring items big enough to crush someone, or their finger or foot, into the school to be worked on.

Our default tends to be ‘Yes’, but that default doesn’t always work. When we can’t get it to work, then next question is, “How do we get to ‘Yes’? The answer isn’t always ideal, but it means something to our community for staff and students to know that we are all at least trying to get to ‘Yes’.

~ Also Shared on Pair-a-Dimes For Your Thoughts.

 

Derek Sivers on Goals

I’m a fan of Derek Sivers. I loved his first interview with Tim Ferris. I knew him before that from ‘The first follower‘, and I think this little video about ‘Obvious to you. Amazing to others.‘ is brilliant.

I recently purchased and listened to his book, ‘Hell Yeah or No’ and this chapter really resonated with me: ‘Goals Shape the Present, not the Future‘.

From the chapter:

If it was a great goal, you would have jumped into action already. You wouldn’t wait. Nothing would stop you.
The purpose of goals is not to improve the future.The future doesn’t exist. It’s only in our imagination. All that exists is the present moment and what you do in it.
Judge a goal by how well it changes your actions in the present moment.

I think this is what I’ve always struggled with when teaching or talking about goals with students… they all focus on the plan ahead, the future, and not on the habits and attitudes needed right now. We don’t teach the ‘Hell Yeah’ part of creating goals that kids really want to do.

We don’t teach them about goals, we teach them about wishful thinking.

Present habits and actions lead us to future outcomes, and these need to be emphasized when we teach goal setting.

Showcasing their passion in school

I have a friend that is a master craftsmen. He routinely helps me with work, like installing my deck, and French doors to replace a bay window to the deck… And in fairness I should say that I help him rather than ‘he helps me’. I become the inept assistant and he puts up with my help. 🤣

He reminded me today that he got a ‘P’ (Pass) in woodworking in school. The pass was a ‘gift’ that the teacher gave him after he helped clean up the shop at the end of the year. He had the skills to do well in the course, but he didn’t jump through the hoops, making all the simple projects required by the teacher.

This makes me think of the kid who runs her own business but is too busy to do a good job in her Entrepreneurship course. Or the musician that is creating his own music, or artist selling their own art online, but getting a ‘B’ in their respective Music and Art classes because they are just doing what needs to be done in class.

Each of these examples make me wonder:

What more we can do in our schools to showcase the out-of-school passions and interests of students, while they are at school?

With the knowledge that we may be moving to some level of blended learning to start the year in September, this might be an ideal time to ask this question!

Questions about September 2020

I was speaking to a friend that teaches at a university and she said about 30% of students that would normally come to her university next year are requesting a one year deferral, and taking a gap year. If that’s happening at universities across the province, and the country, that’s going to have a devastating impact on universities. Also, what are these students going to do next year? The two most productive things that students do in a gap year are work to save money, and travel (get some life experience). The job market is not going to bounce back quick enough, with unemployment at some of the highest levels in years, and most countries aren’t going to lift travel bans any time soon.

So what are all these gap year students going to do?

I wonder about the mental well-being of students who are not going to school, can’t get a job or travel, and are home and idle?

What can we do to support these students?

I also wonder if all of our colleges and universities will survive financially with such a decrease in students and revenue?

Will a percentage of high school students also stay home? Will there be a spike in high school students wanting to take online courses rather than try blended courses with teachers unfamiliar with this form of delivery?

Will private school students and their families decide that they should just go to public school rather than pay expensive tuition for an online experience?

We are headed into some very unknown territory and the impacts to what schooling might look like for September 2020 and beyond may not unfold in ways that we are expecting.

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.