Tag Archives: support

On Being Invisible

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At our school, when we run a special event the students are in charge of the sound system. My line to them is that their job is to: ‘Be invisible’. The best job they can do is not to be noticed. We notice the sound crew when we hear microphone feedback, or static, or music starts too early, too late, or too loudly. Or someone speaks but the mic is off or too quiet. If none of these hiccups happen, the sound team are not ever in the limelight… and they have done an excellent job.

At a dinner meeting last night a colleague reminded me of a different kind of invisible, and that’s being invisible until it’s important to be seen. The metaphor he used was a referee. A referee should be invisible or not a factor in the game, doing his or her job, making the right calls, and not disrupting the flow of the game. However, there are also times when refs need to be the center of attention. They need to stop the game and make the big call. At this point they are crucial, and the wrong call can be devastating for a team.

They can spend most of the game being somewhat invisible, and going relatively unnoticed, and then suddenly they are front and center, making a key call that could pivot the outcome of the game significantly. A lot of jobs are more like the referee than the sound tech, as long as the person in the job is focussed on wanting to be invisible.

A good teacher or school counsellor can invisibly be doing a fantastic job, handling behavioural or social issues that never reach the office to be dealt with by a principal. These staff members may not get a lot of attention but they are quietly doing an excellent job… and when they ask for help or escalate a situation, the leader knows to step in and support them. Rather than explain the opposite, just know that sometimes situations demand more attention regardless of how good a teacher or school counsellor is, and other times the attention is required because the ‘referee’ is making less than ideal calls.

The point being, it’s ideal in many positions to be invisible, to take care of issues in the background, unseen. But there are also times to make the tough calls and to be in front of the issues and addressing them head on. The magic is in staying invisible most of the time and knowing when to reveal yourself.

How can I add value?

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I have a friend that always asks this question. He would come over for a BBQ, and I’m cooking. The first thing he did was ask, “How can I add value?” Then “Can I get you a beer?” Or, “Is there anything you need?”

It was sincere, it was simple: ‘I’m here, and if you need anything, just let me know. ‘

He wasn’t trying to fix anything, he wasn’t trying to draw attention to himself, he was just trying to be helpful. It’s an endearing quality that is appreciated and valued.

Be helpful. You provide value by offering value.

Not so techie

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I’ve shared before about how I’m not as tech savvy as most people think. The reality is that I’m just willing to spend a lot of time getting to the bottom of an issue, and so my savviness has more to do with patience than with prowess. That said, I’m getting very frustrated with the technology challenges that seem to be coming my way that I can’t solve. A couple days ago the WordPress App stopped working. I could no longer save anything on it and so I couldn’t write posts on my phone. I deleted and re-installed the app, I tried logging in with my back-up access account, and then I gave up and finally moved to the Jetpack App that I have been begrudgingly avoiding. I didn’t want to make the switch because it forces block editing, which I think is clunky and works against me, rather than helping me with my writing. Now that app won’t work with my blog either. Maybe that’s a good thing because I wanted to write on my laptop rather than phone, so this might be the push that I needed.

Still, this wasn’t my only technology challenge this week or today. My wife is with her parents and her dad can’t access his Shaw mail. It’s an issue on his computer because my wife can access it on her phone and I can access it on my computer, so it has to be an issue with his machine. But the account uses web-based access and I suggested updating Chrome, and then we tried Firefox and while he can log into the account, he can’t click on any of the items in his inbox to read them on either web browser. The fact that I’m trying to give support over Facetime doesn’t make it an easier. I have Teamviewer (to take over a computer remotely) on my mother-in-law’s computer, but not on my father-in-laws, and while I’ll set that up soon, I didn’t feel like doing that for what I thought was a minor issue, and with my wife there, the support itself went fast, even if we couldn’t figure out the issue.

So here is my little rant, why does it seem that there are a lot more things breaking rather than working these days? I have to manually share my blog posts on social media because the tools I try to use (and have even paid for) don’t seem to work consistently. My wife gets a new phone and I spend a week updating issues that come up that were not a problem with the old phone. I upload a new plugin (after the issue with the WordPress login – yes I thought about that being an issue already), and it takes an hour to move from the free version to the paid one. I get stuck on a technical issue and google searchers seem less helpful than they used to. I buy a new toaster oven and the extra features make it harder to use and less convenient than the old one. I can’t decide if I’m getting old and curmudgeonly, or if things are being made less convenient and harder to repair?

In any event, I’m not feeling so techie right now. I seem to be coming across issues that are too hard for me to fix, and my patience is thinning. Cue the memes about old people not understanding technology… I hope that’s not me despite my little rant.

Martec’s Law in education

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In “Martec’s Law: the greatest management challenge of the 21st century” author Scott Brinker states:

“Three years ago, I described a conundrum that I dubbed Martec’s Law:

Technology changes exponentially, but organizations change logarithmically.

As shown in the graph [below], we know that technology changes at an exponential rate. This is the phenomenon of Moore’s Law— and, more broadly, Kurzweil’s Law of Accelerating Returns. But we also know that human organizations don’t change that quickly. Changes in behavior and culture take time. There are only so many changes in people, processes, and technology that an organization can productively absorb at once — at least without a major disruption.

So approximately speaking, organizations change at a logarithmic rate — much slower than exponential technological change.

In my opinion, Martec’s Law encapsulates the greatest management challenge of the 21st century: how do we manage relatively slow-changing organizations in a rapidly changing technological environment? It is a hard problem.”

I think this is something significant to consider in education. Schools tend to change quite slowly. It takes a very long time to change curriculum. Textbooks are a sunk cost on a fixed learning tool. Technology costs money and there are limited funds. And access to technology needs to be safe, and keep student information private.

Training is also a challenge. When a new technology is added to an organization, many employees get on-the-job training to learn how to use the technology appropriately. Often between 25-40% of the cost of a new tool could be put into training. That doesn’t happen in education. Teachers are in front of students daily; The technology itself tends to be 90%+ of the funding cost; and teachers get limited training and professional development.

Martec’s Law: “Technology changes exponentially, but organizations change logarithmically,” is exaggerated in education making adaptation to technology much slower. To appropriately integrate new technology requires systems thinking about how to scale.

I used to think that fearless ‘techie’ teachers, the innovators and early adopters, were the ones who really move education forward. I still see how they play an important role, but they transform classrooms not schools, much less districts. Now I see the value of district-wide initiatives where every teacher is given a minimal amount of access and training… in the same tools. Because tech support can’t be sustained when every teacher wants full access (cost and support) to the newest shiny technologies.

Large organizations with rich budgets only advance logarithmically while technology advances exponentially, so to expect schools to do the same on more limited, government funds is hardly realistic. Yes we need the outliers who will try new tools and share their knowledge, but we also need system wide support and training, on tools that are safe and educationally sound.

This is getting harder because technology today is less about purchasing tools and more about subscriptions. A single overhead projector can last a decade with a bulb change or two. A laptop can last 4 years. But a subscription to a tool that teachers become dependent on will have a yearly cost to it. And if that tool isn’t supported at the district level, then that leads to frustrations for educational leaders, teachers, and students alike.

Schools are not about kids having access to all the newest tech tools, they are places where kids learn to think critically and creatively, and to effectively use the tools available to them. Providing access to technology equitably requires sunk costs in tools, and subscriptions, with some training and support. Recognizing that the newest tech will almost always be out of reach for schools doesn’t mean they are falling behind, when even large high-budget organizations have difficulty keeping up. Rather, it’s districts and schools with vision about how to move forward as an entire organization that will keep up as technology exponentially changes.

You don’t know

One of the challenges of being an educator… Sometimes you don’t know.

You don’t know that the way you say something triggers a kid.

You don’t know that a kid missed breakfast, or that they didn’t have anything in the house they could have for breakfast.

You don’t know that after school they have to fend for themselves, and maybe a younger sibling too.

You don’t know how abusive a parent is.

You don’t know how stupid a kid feels.

You don’t know how crippling perfectionism is.

You don’t know the root cause of misbehaviour.

You don’t know the bullying was happening until it went too far.

You don’t know how important your validation is.

You don’t know how hard the learning challenges really are.

You don’t know that the distracted kids really wants to pay attention but the distractions are too loud in their heads.

Sometimes you don’t know what you needed to know about a kid to be a better teacher for them.

Ah, but then sometimes you don’t know…

How appreciated you are. How much you are looked up to. How valuable your connection is to a kid for whom you are the only caring adult that listens to them.

Sometimes you don’t know that the joke you shared in class was the only smile a kid had that day. That you make a kid feel smart. That you are the only person to give a kid a 4th chance because life isn’t baseball and no kid deserves only 3 strikes.

Sometimes you don’t know how valuable you are to the kids, the families, and the community you serve.

The learning cliff

Whenever I am talking to new or potentially new employees of our online school I share the idea of a learning cliff. We all know about a learning curve… when you are learning something new, there is an effort you have to exert as you gain knowledge and learn how to use new systems and tools available to you. There’s a slow uphill climb to learn the new job. But some jobs have a few too many systems to learn just by doing things once. I call this the learning cliff.

In a new position you’ll inevitably get to a point where you don’t know how to do something and you need to ask for help: This is true for both the learning curve and the learning cliff… With the learning curve , you ask, you learn, and you don’t need to ask again. But in an organization where too many things are new, you try to absorb so much information at once that you don’t actually remember the help you got the next time you have to deal with the same situation… You asked, you got the help you needed, but you didn’t actually learn because your brain was taxed with too much new information to retain one more thing. So a few hours, days, or weeks later you have to ask the same question again.

You’ve left the learning curve and hit the learning cliff. I tell my new employees that with so many new systems to learn, we have all hit those cliffs and every one of us knows you will too. So, ask again. Ask a third time. We won’t judge. We remember hitting the cliff ourselves. We know you feel bad having to ask again when you feel you should know. We know you can’t, just like we couldn’t, remember everything and need to ask again. We expect it and want to assist you.

A learning cliff is not a scalable slope without help, so let us help you over the edge, and when you come back to the same issue, or a new one, and it’s still not a traversable slope… ask again. We are expecting it and happy to help.

Lack of Resourcefulness

Working with kids, I sometimes see a pattern where students who struggle would avoid their own struggles by trying to help others. They can’t get their own struggles in order so they try to become the helper and healers of others. It’s easier to be the saviour than the person needing saving. The endorphins from being needed masks the depressed feelings of needing help and feeling helpless.

But when this happens, the kid doing the helping and avoiding their own work that needs to be done is not resourceful enough to actually help the other kid. They are just helpful enough to create a dependency, to build a mutual reliance on each other, with the co-dependent relationship being the only real benefit.

Now you’ve got two kids that both need help, but they look to each other for that help, rather than looking to someone that can really help them. Furthermore they are now both avoiding the work they need to do for themselves.

This is why students having at least one adult on the building that they have a positive relationship with is so important. Because kids don’t always have the resourcefulness to help other kids, and adults need to intervene when students are hindering growth by trying to help each other. But an intervening adult who doesn’t have a good relationship with the kid or both kids can actually embolden the unhealthy relationship between the kids.

This is one of the most challenging things to deal with in a school, when un-resourceful kids are trying to help each other in order to avoid doing the things they need to do to become more resourceful. It’s a cycle that needs to be broken or it can spread to even more kids. In the end, it’s about providing support and helping build resourcefulness rather than allowing un-resourceful kids try to help each other.

My first year teaching

The school changed designations from a junior high to a middle school and that change allowed all the teachers at that school to have priority moves… and move they did. 17 teachers left out of about 30, mostly choosing to get a high school job. That departure of teachers opened the door for me and about 12 or 13 other brand new teachers (as well as a few with less than a year’s experience) to join the school.

Imagine working in a school where more than half the teachers were new… it was amazing. I was arriving at school before 7:30 every morning to get my day ready, and I was seldom the only teacher there that early. I’d still be in my room between 4:30 and 5pm and so would other teachers. I’d visit a teacher around that time, see what they were planning, and they’d share their plans and resources with me. I’d do the same for them… often even if we were teaching different grades. Teachers with experience were even more helpful providing leadership, resources, and time to help anyone who asked.

We’d meet each other at after school professional development presentations. We’d socialize together, we’d organize amazing opportunities for students at the school. We all coached, we ran spirit assemblies, we dressed up in costumes for any reason at all to get students excited about school. It was absolutely exhausting, and absolutely wonderful.

I couldn’t imagine starting my career at a better place… and the teachers that were there are still some of my closest friends today. I got together with a few ‘originals’ that were at our school that year, and I was reminded of all the good times. I was also reminded of how challenging the kids were that year, the most challenging in our careers. And yet the memories that linger are so positive. It was such an amazing place to be.

Amazing Support

Isn’t it strange how we take the people around us for granted sometimes? It’s not intentional or hurtful. It’s not that we are taking advantage of them. We simply don’t recognize how the people around us support us, lift us up, nurture us, look out for us, and most importantly care for us. They are just there, doing what they do as a part of our work or family, and they make us better, make our jobs easier, and show kindness when we need it.

Remember to show your appreciation once in a while. Not because they went out of their way to support you… rather, just for consistently being there.

Kids will rise

We held iHub Annual last night. It’s our combined grad and award ceremony. Being a small school, we combined these two things so that our grads would have a larger audience. We’ve grown a bit and this year we decided that our grad families would be the only ones invited to watch live, and we hosted YouTube Live video show as well for the rest of our students and families.

Overall the event ran very well. I’m so often impressed by the students who run these shows in the background, the presenters, and the performers. There’s a certain feel these shows have when they are student run. Kids aren’t perfect, but the step up, they rise up to the occasion… and frankly, they often do so better than the adults. Case in point, I had the biggest flub of the night, not any of the kids.

One of the things about our award ceremony that I like is that we focus the awards on how students contribute to the community. Using our motto of ‘Dream, Create, Learn’ we title the awards under those words, looking at: how students Dream up ways to make the school and world a better place; how students Create outstanding projects; and, how they demonstrate their Learning.

Looking at a school with just 81 students, it’s great that we had 24 of them nominated for awards. Seeing the kinds of things they do in school is nothing short of amazing. These kids really put efforts into their projects and their passions. They are all on journeys to do great work and share their accomplishments.

This isn’t a school where kids spend all day following their teacher’s assignments and handing in work that looks like everyone else’s work. This is a school where students get to explore interesting self-chosen projects, and the results show that this is what’s valued at our school.

I was originally against the idea of holding an award ceremony. They are often just about highlighting the already successful kids that get recognized by their marks, and everyone knows who will get an award. But last night, and at our previous award events, there were students mentioned that normally wouldn’t be recognized in a traditional award ceremony. Students who have been given the freedom to explore their interests and students who step up to make the school great… even if they don’t shine academically.

By showcasing that contributions to our community matter we get kids wanting to contribute to our community. By sharing how important that is to us, other students see that we value it, and they too rise up.

I was worried that after 2 years of pandemic mode, and keeping kids separate in individual classes, that we’d lost the community feel of the school. But a couple weeks ago we had a cross-grade project that all our students participated in. Then last night seeing the students work together to run the event, and seeing the student projects shared, and the performers giving their all, I realized that we still have a strong community. And, our students are still stepping up and contributing to be creative and do good work.

If you create the time, space, and expectation for students to be creative and do great work, they will. I can’t wait to see what’s possible next year, when things go further back to normal. I suspect that next year the kinds of things we’ll see from our students will be far from normal… they will be exceptional.