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.
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?
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!
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.
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.
As the principal of our district online school I hear a lot of stories about kids not wanting to attend school anymore, and so they are looking to try online learning. A former, retired principal of a nearby online school, Brad Hutchinson, had a quote about this. He said that, “Online learning is a school of first choice and last resort.”
When a student takes an online course because they want to: they want to upgrade, or they want to create room in their school schedule for another elective, then our success rates are very good. When a student comes to us as a last resort because nothing else is working for them, our success rates are awful.
It’s so hard as a principal. Every time they come as a last resort they, or their parents, believe this is the best choice. But a kid who won’t attend school, or won’t do work for a teacher who is right in front of them, is very unlikely to do school for a teacher that is on the other end of an online course, and not in their faces reminding them of the work that needs to be done.
We try. We offer supports. We even occasionally see some initial results. Then we don’t see anything. Another powerful quote about online learning came from a former ministry employee, Tim Winkleman, and this is one that I say a lot, “No pace is not a pace.”
When nothing is being done, when students choose not to proceed, or feel they can’t, then that’s simply not progress. It’s hard to be a school of last resort where regular attendance is not expected. It’s hard to see students give up on trying when they feel like this is their last chance to find success in school. It’s also really hard to tell a kid or a parent who is desperate to avoid other school options that this is a bad option to try.
There have to be some better last resort options out there for kids who struggle to attend school regularly… I just don’t know what those options are?
I met two young, gifted students yesterday, interested in attending our school next year. It’s fascinating to meet 13 year old kids who aren’t just good students but passionate learners. Kids who see school as places to connect with friends and get exposed to ideas that they wouldn’t get exposed to if they stayed home. Kids who want to go to school because it’s more interesting than staying home.
It excites me to think that these kids will come to our school and part of their day will be dedicated to them perusing passion projects that they design. They aren’t just going to be taking notes, do practice questions from a textbook, or comple ‘cookie cutter’ styles projects where most of the final products look the same.
I think some kids learn despite the system they are in. These kids I met yesterday would be successful no matter what school they attend. But they deserve an opportunity to attend a school where they get to shine… Where they get to try something that can fully engage their passion for learning. Even where they can try something too big and fail, but learn that this too is a learning experience.
When I see kids with a passion for learning, I see kids that should have some autonomy over their day at school. They want to learn, let them discover, explore, and innovate. Let them follow their passions and interests. Let them own some of their own learning.
Keep the passion for learning alive.
Kid is in the office again, bad choices were made.
Behavior was an ‘F’ if given a letter grade.
But you don’t know the struggles, you don’t know the pain.
You can see some challenges, but not comprehend the drain.
How much do the hardships weigh? Not for you to decide.
Because as much as you know, there are limits to what they confide.
What they are actually going through is not what you see.
What’s hidden in the depths is often heaviest, like an iceberg at sea.
So avoid quick judgements, and give the benefit of doubt.
The issue at hand may not be what their story is about.
The troubles at home might be more than most can take.
Burdens so big that many others would break.
They made it to school, that alone was success.
Hard to see through the disruption and mess.
They create chaos, cause concern, and can be a pain.
Their file is thick with incidences, repeat offences again, and again.
But you don’t know the struggles, you don’t know the pain.
You can see some challenges, but not comprehend the drain.
Of a life so much harder than you can comprehend.
A life you would not swap with, or wish upon a friend.
Have some respect for the kid you’d never want to be.
The ones you would not trade lives with, saddled and unfree.
The pain, the unfairness, the hardships, you don’t know.
You don’t know, you don’t know, you don’t know.
Before I share this, no, it’s not a reflection on my parenting. I’m not wallowing in worry about how I’m messing my kids up. This is just one of the most powerful comics I’ve ever seen, and I think about it a lot as a school principal. Also, profanity warning for the comic below.
Now that I’ve got the disclaimer out of the way, let me share that I think this is one of the most challenging times to grow up in the last few decades. More young adults are living longer with their parents, or committing long hours to be able to afford rent. Many have not hit 25 yet and they don’t see themselves ever owning a house, or having a back yard like the one they had as a kid. Many more are disillusioned by what they see in the news and on social media.
Meanwhile, parents are doing their best not to make the mistakes of their parents, and yet struggling to navigate what that looks like. Some parents are doing all they can to help a disengaged kid stay in school. Others are lost trying to figure out inappropriate behavior. Still others are doing everything to protect their child, but preventing them from learning from failure. And still others are doing everything ‘right’, which works for one kid and doesn’t work for another.
And those are the resourceful parents that are trying their absolute best. They aren’t the divorced parents who fight in front of the kids every time the kids are passed off. They aren’t the ones struggling with their own demons of abuse, drugs, or mental illness. Still doing the best they can with the skills they have, but just not skilled in ways that support their kids.
We don’t want to make the same mistakes our parents did. We don’t want to follow the same patterns. That can be, but probably isn’t, a disparaging complaint about our own parents. Rather it’s a recognition that we want to do better, be better.
But try as we might, family dynamics is challenging, the world we live in is challenging, and this comic sums up the parenting challenge perfectly.
We have a Professional Development Day today and so we held our Remembrance Day Assembly yesterday. It was completely organized by our student leadership club. My only contribution was a suggested theme, and it was shared because I was asked. Beyond that the agenda, setup, sound, performances, and every word spoken was done by students.
The main organizer, in Grade 12, is an exceptional writer, and I could hear his voice, his excellent vocabulary, weaved through the presentations. But he didn’t speak, he sat with the team working on the sound system.
I didn’t get to hear the rehearsal like I’d hoped, but one of our Grade 10’s assured me that it went really well. This was obvious in the assembly, because everything went smoothly. The performers were mostly from Grade 10’s, all future leaders capable of taking on running the event next year.
There’s a difference between student leaders who help a teacher run an event, and student leaders who take full responsibility for an event. There is an authenticity that comes with full control. Of course the students need to be ready for this. Putting them fully in charge but unprepared is not a recipe for success, but there is another side to this.
What if things go wrong? Well, there are different kinds of going wrong. If a student is playing an instrument and misses a note, that’s not a big deal. If a student says something inappropriate in a formal assembly, or obviously doesn’t take the event seriously, that’s different. If someone forgets a line, that’s different than if the event feels ad hoc and unplanned.
When students are ready, they need to be provided with authentic opportunities to lead. And when they step and truly lead, it’s impressive to see what they can do. One of the highlights for me, a thing that really made me feel impressed, was that the main organizer did the same thing we did. He stepped back, work done before the event even started, and he let the younger students MC, he let his team run the show. He distributed the leadership the same way it was distributed to him.
