Tag Archives: success

Winning is Everything

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We live in an era of participation awards and consolation prizes. Everyone is a winner… except that’s not true. It takes a special kind of attitude, one that requires you to believe that winning is everything, to get you to the headspace of a winner that actually wins more often.

Great athletes are not satisfied with second place, second place is the first loser. Dedicated athletes are pissed off when they are a fraction slower than their personal best time… Next time… I’m going to hit it next time. I’ve got to give more. The thrill of competing isn’t the the only thrill, it’s the path to the greater thrill of winning, of hitting a personal best… of giving everything you’ve got and being rewarded with success.

Sportsmanship is important, but winning is more important. My opponent is pissed off at me? Good. Let them be angry while I am focussed. Let them worry more about hurting me than on scoring. Let them fear what I’m willing to do that they are not. Anger is weakness and all weaknesses are to be exploited. Celebrate in their faces after scoring. Exude confidence. Boast. Win at all costs. Defeat them morally as well as on the scoreboard. Make them loath the thought of going up against you next time.

Some will vilify and hate you. Some will call you arrogant. Some will declare you a cheat, call you a dirty player, and claim you are overrated, overhyped. This will be your fuel, not a reward, winning is your reward, but the naysayers light a fire under you. Proving them wrong is part of what makes victory so sweet.

There is no consolation prize, no celebration for mere participation. No. There is simply the drive to win next time. Hours of practice lie ahead. More than any other competitor is willing to do… because that is what winners do.

Nike “Am I a bad person?”commercial: https://youtu.be/pwLergHG81c

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Update: See my post, Good pushback , for follow up to this post.

Being tough vs having high expectations

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In your schooling you’ve probably had some really tough teachers that gave you no slack or leeway, and some of them you might have liked and others you didn’t. What made them tough and likeable versus tough and unlikable?

I think it comes down to high expectations, consistency, and connection.

• When a teacher has high, but realistic expectations the message is that they believe in you and your capabilities. But this is individualized, not every student can achieve the same thing, but every student knows the difference between a teacher wanting them to do better rather than just expecting results they know they can’t achieve.

• When a teacher is fair and shows consistency, students feel respected. Favouritism undermines morale, and invalidates the integrity of the classroom. High expectations can’t be mixed with greater strictness for some students without them feeling picked on.

• When a teacher connects with students and shows genuine interest in them high expectations becomes an honour not a challenge. Students recognize that the teacher wants them, expects them, to be successful… and believes in them.

Having high expectations, being fair and consistent, and genuinely caring and connecting with students can build a classroom environment where a teacher being strict comes across to students as wanting to get the best out of them, and believing in them. But take any one of these three things away and being strict can seem mean, unfair, or even vindictive.

It’s a pretty special classroom where students are all held to a high standard and they feel like their teacher sincerely wants the best out of all of them… and believes in them.

Subtle regret

It’s a price I pay as an educator. It doesn’t matter how many positive things happen in a school year, I always feel a little regret at the end of the year. I wanted the year to be more. I wanted it to be better. I wanted to make a greater contribution. I wanted to have more impact.

Twenty five years into my career, and I’ve felt this every year. This year it stings a bit more because my health issues made me miss a lot of school. But I also know this is just me being hard on myself. I know that if things were 100 percent better and I hit every goal I had, I would still feel subtle regret that I didn’t set my targets high enough.

Yesterday a grad came by with flowers, and a card, and a card from their parent. Both cards shared thanks for four amazing years in a school that gave them an opportunity that they felt they couldn’t get anywhere else. That’s heartwarming. And yet this morning I’m lamenting about what else could have been done.

This isn’t me feeling depressed. This isn’t me fishing for compliments. It’s me wondering who else feels this at the end of the school year?

In reality, I don’t want this ‘subtle’ feeling to go away, (that said I also don’t want it to be more pronounced). I actually want this small feeling at this time of year. It doesn’t sadden me as much as it drives me. It makes me think a bit about the potential of next year. It fuels me and inspires me to think bigger, to be excited about what’s possible. It’s kind of like the feeling of coming in second in a competition, you aren’t thrilled, but you had a god season, and now you are excited about next season.

Maybe it’s possible to garner that excitement without the subtle regret? Maybe it could happen where you feel like you won the season and you want to create back-to-back winning seasons? Perhaps that’s possible. But unlike a sports season, a school year doesn’t have a trophy, and there are always things about the year that could have been better.

So, I’ll take the subtle regret. It won’t make me sad, but it will make me want to make next year better… and I really believe it will be.

Measuring success

Pull out a ruler and measure how happy you are. Start a stop watch to measure your success. So many people measure success by their ability to achieve goals, but many of these same people reach their goals only to realize the goal wasn’t enough, they need more:

  • You won a tournament, but you still aren’t world champion.
  • You made your first million, now you need to make 10 million.
  • You a ran a personal best time, what’s the next goal?
  • Target reached? Look ahead to yet another target you haven’t yet achieved.

There’s nothing wrong with trying to be better. Nothing wrong with creating smaller targets on a path to larger targets. It’s good to have goals that push you to be your best. But what happens when you reach a final target? Is there always one more target to add? Is there always one more achievement you haven’t measured up to yet?

Maybe. And that’s ok, because that drive is what makes you so successful. But what does success feel like? Is it a sense of achievement or a sense of never being enough? When you hit a critical target on your journey ‘to’ success does the celebration feel great, or empty?

Who helped you along the way. You did you hurt or lose along the way? How much do these other people matter? How much of your time was focussed on your targets versus the people that helped you reach them? What else did you have to sacrifice?

Is success measured by what you did, or how you feel about it, or how others perceive you? What does success look like and feel like to you? How do you measure success?

How long does it last?

Who else benefited?

Where does happiness or fulfillment fit in? What achievements really matter? And how do you really measure these things?

Take a moment and celebrate where you are right now. Maybe, just maybe, success is reaching a point where you don’t have to do more to feel good? Maybe, just maybe, success is not a destination you haven’t yet reached… because if every measure of success has another target ahead of it, you’ll never feel successful enough. I may or may not know you, but I’m willing to bet you deserve more than that. If you don’t feel successful, maybe you are measuring the wrong things.

University entrance

I find it interesting that universities struggle with retention and dropout rates, yet year after year they seem to focus on the same parameters for entry… namely marks. It gets more and more competitive to get into universities, with higher and higher marks, and these schools hire people whose sole job it is to help kids stay in school after they arrive. Despite having these teams do their thing to retain students, many universities don’t lower their dropout rate.

Maybe marks aren’t the only thing that matter. Maybe students can get straight ‘A’s in high school without ever getting the skills to be successful outside of classrooms that are set up to ensure compliance and following a teacher’s lead through a course.

I know a student who spent hundred of hours doing research projects that far exceeded anything a typical high school student does. I’m talking about computer programming and Artificial Intelligence research that required university level courses to be done on his own time. He applied to some Ivy League schools and didn’t get in. This kid will be successful wherever he goes… some students that will get into these Ivy League schools instead of him will not. Oh, and not only were his marks great, he was in the 98 percentile on his SAT scores.

But it’s the balance of drive, determination, focus, and interest in learning that makes this kid an amazing candidate, not his SAT score and good marks. He’ll get into a great school. He will be extremely successful. He will not drop out after 6 months or a year. But how many students will?

How many students will meet the university requirements, be accepted, and still not make it through their first year? And how is it that universities can’t figure out the data points to choose kids like this over kids with high grades that will really struggle when they leave a sheltered high school experience and head off to university?

As long as universities focus primarily on marks, this will drive high schools to focus on grades. This will drive high school students into classes and programs that are about outputting good grades, not producing intrinsic learners, passionate about learning, and ready to take on all the challenges universities have to offer.

If at first you don’t succeed

As the saying goes:

“If at first you don’t succeed… try, try again!”

Working with students, what you sometimes see is:

“If at first you don’t succeed… quit before someone sees you fail.” Or, “If at first you don’t succeed… avoid trying altogether.”

What the saying should say:

“If at first you don’t succeed… try, something different.” (Try a different approach, don’t just try the same thing over again in the same way.)

When things aren’t working, students seem to have two main gears: keep moving forward, because curiosity points to getting unstuck. Or ‘Park’ because it’s not worth the effort or embarrassment.

Teaching students that effort matters more than results or that a failing result can still be a learning opportunity, is to teach them to be resilient and to persevere. This doesn’t mean everyone gets a participation badge, this isn’t just about another quote, “If you did your best, that’s all that really matters.”

No, this is about creating an environment where students aren’t afraid to bite off more than they can chew… to be so ambitious about their goals that a failure to achieve them still puts students much farther than if they had set the bar too low and succeeded.

This is about creating opportunities for students to do something epic, rather than just something every other kid is doing, with a sample you share of the expected result… a cookie cutter task where students produce the same round cookies, but get to decide where the pretty sprinkles go to make their cookie look a little different than everyone else’s.

If you want students to really succeed, well then they have to start a task with the real potential for failure. They have to struggle with uncertainty of success. They have to learn that not reaching a perfectly successful goal can be an opportunity to learn more and different things. Because without authentic struggle, learning is shallow and fleeting.

“If at first you do succeed… the task probably wasn’t hard enough to truly learn something new.”

My 2021 #OneWord is Thrive

Last year I chose Resilience as my #OneWord 2020. At the end of this post I said, “Resilience allows us to be strong, flexible, and engaged in a society that is the kind of society we want to live and thrive in.”

In October I re-shared the post adding, “Right now it seems like I chose the right #OneWord for 2020: Resilience. But as you read my last post of 2019, written before we learned about the impending pandemic, remember something… We are social beings and we are not incredibly resilient on our own. We need a community, we need friendship and love, we need each other.

Relationships, be they with family, friends, co-workers, student/teacher, and even pets, build our resilience, and our ability to not just cope, but to thrive.

Let’s support one another and show our resilience together!”

Reflecting on this now, I realize that resilience is a word like endure: We want to be able to do it, but we don’t want to have to do so more than necessary. I want to be resilient, I don’t want to be constantly needing to show you how resilient I am. I don’t want to continually demonstrate my resilience… like I and many others have had to do as the world deals with this pandemic. So this year I want my #OneWord to be something I actually want to do, and to show.

Thrive!

Thrive is the word I have chosen for 2021. I want to feel like I’m thriving with my healthy living goals. I want to thrive at work and watch our students thrive too. I want my wife and daughters to thrive and feel like their work and school experiences are not just about coping, or showing resilience, but about feeling successful and accomplished.

I know the pandemic is far from over, and that we must continue to be diligent, careful, and safe going forward. That doesn’t mean that we can’t also make the most of things and live our best lives. That doesn’t mean that we can’t thrive. This is a power word, filled with the promise of doing well, no matter our consequences. There are circumstances and things we must deal with that are be beyond our personal control, and there are things we have control over and that we can do to make the most of our circumstances.

May 2021 be a year where you stay healthy, and positive, and find ways to truly THRIVE!

Voice and choice

This was my Facebook memory from 3 years ago:

Spent well over 15hrs at work today and came home totally pumped! Students rocked their presentations at our open house tonight.

The whole event exceeded my expectations, starting with about 240 people coming (more than I had reservations or seats for), and ending with students interviewing each other with questions from the audience.

It is simply amazing what student’s can do when they are given voice & choice, and they are provided with time to explore their passions and publicly share them.

Congratulations to our Inquiry Hub students, you were amazing school ambassadors today!

I’ve been thinking and writing about giving students choice, voice, and an authentic audience for over a decade now. And, I’ll always remember this night as the night I really saw it fully come to life.

Everything about this open house went amazing. The only challenges where parking, and adding more seats to the gym. The students did 90% of the planning and executed a seamless event with perfect sound and incredible presentations that opened people’s eyes to what’s possible when students feel empowered in a school.

The best part of the night was watching students interviewing students about their inquiry projects. Our students got to share what kinds of projects they do, designed by them, to follow their passions and interests as part of their school day. This is the real strength of what we do at Inquiry Hub.

There are students just like ours in every school. The difference is, in many other schools, students spend their days following a pattern of going class to class and doing what the teacher tells them to do. Yes, some of those things teachers ask them to do are amazing. But students seldom get a part of their day to choose what they want to work on. Students seldom get to design their own learning on a topic of their choice.

What we’ve learned as educators at Inquiry Hub is that to do this, students need scaffolding and support, working on progressively bigger projects. Students need assistance with time management and being self directed. And students need to try, fail, learn, and grow.

Whenever I hear a senior student at Inquiry Hub talk about their projects, they talk about being fearless learners who aren’t afraid to fail along the way. They will often do this while telling a story about something others would consider a huge success, but to them there was still more to do, or aspects of the project not yet achieved. This resilience only comes when students feel they have voice and choice in their learning, and this open house three years ago told me that we were finally achieving the kind of student empowerment we were hoping to achieve when we started the school.

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.

The garden

7 years ago we had a community day at Inquiry Hub Secondary when 3 students organized the construction of our school garden. It was a wonderful day filled with food, family, and community support. But mostly it was about students showing pride in their school. Everything was organized by the students and the event was a complete success.


I’ve been thinking a lot about how empty the school feels these days. Students are working from home, and our garden is empty when this is the time it is usually thriving. It made me think about how some students thrive while others don’t.

Joe Truss asked in a Tweet:

The achievement gap is really the gap between ______ and _______.

And I responded:

…between
those that easily thrive
and
those that need to survive.

This has made me think about the inequality of what students deal with, in a metaphorical sense of a garden.

Some students are given every opportunity to grow… they are raised in a home like a garden filled with fertilizer, and they are given all the nutrients to not only sustain themselves, but to thrive.

Some students have a patch of dirt rather than a garden, and the elements support them sometimes, and sometimes the conditions are harsh.

Some students have parents and teachers who are good gardeners that know how to foster health and growth.

Some students have parents and teachers who are frustrated by their lack of growth and unaware as to how to foster healthy development.

Some students grow like weeds, regardless of the conditions and environment.

Many other students depend on those conditions, and can strive or just survive depending on how they are nurtured.

Schools aren’t perfect, but we can do a lot at schools to help give every student an opportunity to grow. We can be the wards of the community garden sustaining every child, and doing what we can to help them thrive.

Students are learning from home, but are schools still nurturing our students in the same way? Are we just giving them sustenance, or are we fostering opportunities to blossom?