Tag Archives: support

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.

Homework (again)

I wrote this about Homework, 11 years ago today.

“I question the value of most homework.”

The post shared a scenario where a Math teacher gives homework out and only 30% of the class gains from the practice. Do the math… That’s 21 out of 30 kids not getting much value out of the assigned the work.

The post also talks about how ‘equal’ is not equal to ‘fair’, and giving the same homework to every student isn’t fair when one student can do it unassisted in minutes, and for another the same homework would take an hour with help.

In August of last year I shared another post on homework and imbedded a Tiktok where a parent basically says the purpose of homework is to condition students to do unpaid overtime at home. And then I list: “When is homework a valuable use of a child’s time?”

My first response on the list: It usually isn’t.

It usually isn’t. 11 years later I still question the value of most homework. Let kids be kids at home. Want them to do homework, create something they actually want to do at home. Otherwise, teach them what they need to learn at school.

Teach them how to manage their time well. Teach them it’s ok to ask questions when they don’t understand something. Teach them to focus on something for a concentrated amount of time and then to take a brain break. Teach them to teach something in order to learn it. Teach them habits that help them get work done when it needs to get done. And then let them be kids at home.

Just show up

I shared this in an email home to parents recently:

While I know this has been a challenging year for many students and families, I think it’s important this time of year, as we head into a report card next week, to remind families of how important attendance is at our school. Students with significant absences tend to fall into a very unhealthy loop that includes:
Falling behind in work; Telling parents they work better at home, but missing key instructions to help them at home; Not getting the support they need; Not feeling good about being behind and finding reasons to avoid school.

Ultimately, we can’t help students that aren’t here at school, and the best ‘medicine’ for a student with too many absences is a dedication to getting to school as long as health conditions don’t prevent it. This isn’t a problem we can find a solution for without parent support. Please contact us if you’d like to discuss attendance further. I, or one of our team, will be contacting some of you after report cards go out.

—-

Report cards have now gone out and I will be calling a few parents to talk about concerns we have around poor attendance.

We live in a society now where there is so much pressure to do well; to be your best; to shine. It’s not easy. But sometimes the message doesn’t have to be ‘you are awesome’, ‘you have so much potential’, or ‘push yourself’. Sometimes the message of ‘just show up’ is all we need to hear.

  • Don’t plan an hour workout, just show up at the gym.
  • Don’t worry about how much you have to do, just start.
  • Don’t create a huge ‘to do’ list, pick 2-3 things you know you can get done and check those off… even if showing up is one of those things!

It’s easier to act your way into a new way of thinking, than thinking your way into a new way of acting. ~Richard Pascale

Just show up!

Good kid, bad choices

Sometimes good kids make bad choices. They do things they shouldn’t, and when they are caught they have to face some consequences. But when they do, it’s a lot easier to work with them, to come to an agreement about how behaviours need to change, when dealing with a good kid. It’s easier to work on what wrongs have to be righted, when you know they are good kids. It’s not hard to deal with good kids when they make bad choices, the bad choices don’t make them a bad kid.

The thing is… all kids are good kids. When you start with the premise that every kid is inherently good, then the important thing becomes dealing with the issue. The focus becomes restitution and not punishment. The discipline becomes logical consequences. The issues and circumstances that led the good kid to make bad choices becomes the thing being dealt with.

Making things right might include the student doing something they don’t want to do. It might include challenging consequences, this isn’t about giving a good kid a break. It’s about seeing the good in someone and asking ‘how can I help this kid see that they are good and help them realize they made a bad choice?’ It’s about making the situation better, then laying the groundwork for the student to make better choices the next time.

Good kid, bad choices. If that’s where the conversation begins, if that’s what you see, then the work done to make things better feels authentic, and is more likely to foster better behaviour in the future… Because you expect good things from good kids, and good kids learn to do good things when they believe they are good.

Champions model but don’t always lead

It’s great to have champions of technology who can really show you what’s possible, but they are often operating at a level that’s far too intimidating for other educators, and so they don’t necessarily make the best technology leaders. If you really want to find innovation, yes it’s important to help those front runners who are capable of doing amazing things with technology. However you won’t take everyone further unless you invest in making sure that everyone in your learning community is moving forward.

A few things can help here:

1. Everyone gets access to the same tools. Sure, your tech champions may ask for access first, but once a tool is valued it needs to be accessible to all.

2. Access doesn’t guarantee adoption. With access, there needs to be two things also shared: need and training.

Why is the technology needed? What problem does it solve? What does it achieve more easily, faster, more effectively? Or what does it allow you to do that you couldn’t do before?

How easy is it to adopt? Who can help with training? When can training happen? What’s available for support when a roadblock arises?

3. Collaboration. How can the community support itself, what opportunities are there to share and learn from each other? How can this be embedded into meetings and when can time be given within the current schedule, without adding to it? How can the team use the technology themselves in a meaningful way to become more effective?

4. Recognition and/or appreciation. This doesn’t have to be public, but it does need to happen. How does leadership recognize adoption and use of the new tools? How do people on the team share their success? How are those that support others be supported themselves?

A technology champion can be a leader, but they aren’t inherently leaders. They aren’t always aware of the struggles of others. They don’t always see the roadblocks or pitfalls others do. They don’t always use tools or strategies that others see value in. The trick isn’t to adopt everything they try, or to have them lead by trying first. The trick is to harness their lack of fear and innovative spirit, to learn from them, and to figure out who else on the team will be able to find and share success with the same tools.

And finally, who are going to be the resisters? Who on the team will be most likely to struggle? If you know, then you know who to go to, and support, even before the full implementation starts. Help the resisters understand why. Help them see the value. Help them be part of the positive change.

We need the technology champions to bravely challenge the status quo. But, we also need others on the team to help lead the adaption and transformation of the team, of the learning community. That’s not necessarily the job of the technology champion. It’s the job of leadership to recognize who else needs to lead, and who needs to be supported.

Thoughts on homework

Have a listen to this parent, reflecting on homework after helping her son:


(Direct link to the TikTok)

A decade ago I wrote that “I question the value of most homework“, and that still stands true. This parent adds an element that I hadn’t thought of.

Over the years I’ve restated my thoughts a number of times, but I’ll try to be succinct here.

When is homework a valuable use of a child’s time?

1. It usually isn’t. I want to start and end with this point because we have students in school for most of their waking hours. We don’t have a clue what they go home to and how much time and support they have, if any, with parents after parents get home from work. What we do know is that there is a lot of inequity in support and students who are most disenfranchised often have the least amount of resources to get homework done. The school day is long enough, and school is where there is the most equity for supporting student needs.

2. When they are doing extensions on work they want to do, or is hard to do at school.

Examples:

• An assignment that provides choices and those choices include doing extra or extending learning beyond the classroom… but done by choice, not required.

• A passion project where a student might work with a parent using a tool at home that isn’t available at school, like a scroll saw or soldering iron for example.

3. When they are asked to teach something to their parent, or interview them.

Examples:

• Teach you parent 3 different ways to add together two 3-digit numbers

• Find out where your grandparents were born, or interview your parents about your heritage.

*Both of these examples require sensitivity to provide alternatives for some students where these assignments might be challenging for them.

4. When ample time has been given in class, and students didn’t use their time well.

Note: Sometimes kids need more scaffolding at school to help prevent this from happening, but as long as they are capable of doing the work, this is a logical consequence.

5. Occasionally when big projects or presentations are due, homework might be necessary.

Note: This should be something only required occasionally, not weekly. Sometimes work piles up a bit around big deadlines. It’s healthier to teach students that some deadlines like presentations matter and need to get done on time, while other things can include extensions and more time at school for support.

6. Go back and read #1 again. That’s it!

In times of change

I recently shared this quote with a few teachers when I gifted them a book.

“In times of change learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists.” ~ Eric Hoffer

In a conversation with another educator this weekend we talked about the fact that we both knew some people who were terribly upset about technology upgrades because it took them out of their comfort zones. This isn’t just a fear of change, it’s also a frustration about not having everything where it ‘should be’. It can be hard to lose your favourites on your browser, if you never signed in and saved them. It can be frustrating to sign into all your accounts again, or to re-setup all your quick shortcuts (again).

But maybe this becomes the time that this person can learn to sign into their browser and take their favourites with them wherever they go. Maybe they can begin to use the cloud to save their documents rather than their hard drive. But they won’t do this without help.

We can share fancy quotes about the importance of lifelong learning, but if we aren’t helping to foster adult learners on their journey, then are we fostering a learning culture ourselves? Everyone is on their own journey with their own comfort levels. When we push people out of their comfort zones, we need to provide the scaffolding and support so that they can learn and adapt. That doesn’t mean that we keep people in their comfort zone, that we don’t make the need to change… But it does mean that too much frustration without support leads to people shutting down rather than being willing to change.

The shade of our minds

My morning meditation included this quote:

“We are sitting under the tree of our thinking minds, wondering why we’re not getting any sunshine.” ~ Ram Dass

It’s interesting to think about some of the negative loops we play in our mind:

Self doubt – I’m not good enough. I can’t do it, it’s too hard for me.

Regret – Both for the things we’ve done, and the things we wish we did.

Sadness – for things we’ve lost, for uncomfortable moments that happened in our lives, and also just in our minds.

We put up our own shade while wondering why the sun doesn’t shine on us… and we do this without ever leaving our own thoughts. But we aren’t always in control. The dark spaces can grow, the shade can seem to be daunting. Grey, stormy clouds do not allow the sun through, even if we get out from under the tree.

“Smile.”

“Snap out of it.”

“Just think happy thoughts.”

It’s so easy for someone who sees sunshine to toss out simple advice to those who are stuck in the gloomy shade. But it’s so hard to have the advice of others penetrate the shade we cast on ourselves. When we are stuck in the shade, we do not feel in control of navigating to brighter spaces in our minds. If we did… we would, if only it were so simple.

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However it is important to remember that we are not our thoughts, our thoughts are not us. If we can recognize this, we can create some cognitive dissonance. We can separate the elements of shade we create in our heads from the shade we are experiencing. We can have doubts and still move forward, we can fake confidence and pretend we are more capable than we feel. We can act our way into a new way of thinking. We can choose to do something that reduces regrets from the things done and not done. We might not feel happy, but we can choose to see our sadness rather than live it, to observe it from a place where it does not grip us so tightly.

So easy to say, when one is not feeling down, when not depressed, when we see potential in ourselves and others… So far away from achievable when we are in the midst of shadow, gloom, and despair. We do not think our way out of bad thinking so easily, we do not break the loop from within the loop. When everything is spinning around us, it can feel like nothing stops moving even if we can stand still. We can’t un-think our own thoughts so easily.

Yet we can act differently, we can choose what to do when we can’t choose what to think. We can take a walk in nature, we can connect with a friend who makes us feel better. We can read a book that takes us to places our minds didn’t know we could go. We can dress in a way that makes us feel empowered. We can do a kind act for others and feel the endorphins that is the reward for selflessness… for not just thinking for and about ourselves.

We can exercise, not to transform our bodies but to transform our minds… not a gruelling workout to make ourselves more fit, but short spurts of activity to change our heart rate and clear some clouds. Activity vignettes that alter our physiology, and get us out of a rut.

We can pattern what we do to pattern what we think, rather than the other way around… Routines can be ruts, and routines can be grooves. We can find physical grooves that helps us out of mental ruts. We can act our way into new thinking when we can not think our way into new action… because the shade won’t think itself away, and sunshine does not fill the shadows when we choose to create our own clouds.

It’s not what we think, but what we do that makes a difference, and action is what moves us from underneath the shady trees of our minds.