Tag Archives: support

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.

—

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.

Habits vs Distractions

The kids that are perfectionists, work for hours on something that was good enough long before they consider the work to be finished.

The kids who loves to do research collect so much of it that it becomes overwhelming.

The kids who are easily distracted spends too much time catching up on work that should already have been handed in, and are perpetually putting off work that should be done now.

The kids that stress about the class they don’t like, spend less time and energy on the classes they enjoy.

The kids that work on more than one thing at once end up doing less of everything as they bounce from task to task.

The kids that should ask the most questions ask half as many as the kids that really don’t need to ask, but want to make sure they understand, or are doing things correctly.

It’s not always a lack of trying, it’s not always a lack of effort. It’s the lack of the understanding of where to put effort, what to do next, when to ask for help, and when to either remove distractions or remove themselves from distraction.

But the good news is that habits are learned. Success can provide as much serotonin and reward stimulus as distractions do… but only if the habits are in place to make the rewards consistent. Otherwise, video games, social media, and the illusion that multitasking is actually a thing, trump the rewards of good habits.

Sometimes we give kids too much choice, too much time, too many extensions. Sometimes what they need are high expectations, and hard deadlines. Sometimes they need a teacher checking in on them, asking to see work in progress, and giving timely and precise feedback. Sometimes kids need teachers to help them with their plan of action, and then hold them accountable to the plan.

Because sometimes the appeal of distractions are too strong, and giving a kid time to choose what they should do next isn’t really giving them a choice. Because sometimes distractions are too strong, and kids are not really choosing, they are falling back in the habit of doing the things that feed their brains with serotonin. They don’t get the same rewards from hard work, because they don’t have the habits to ensure that hard work pays off. Sometimes we need to make the choice for them, then instead of praising the work, we need to ask them how they feel getting the work done. Sometimes we need to help build good habits for them, because the alternative is to let the distractions win.

A simple question

It’s a simple question, but one that somebody you know needs to hear.

How are you doing? Really?

I’m not sure who it is you need to ask this. It might be at home, at school, at work. Just follow your instinct and ask the question.

Then listen. Full on listen, without judgment or a desire to share how you can relate. Just listen.

And if it’s you that needs to hear it, how are you doing?

Walk with a friend

Yesterday after work I went for a walk with a buddy. It was damp and a little cold out, but I overdressed and was comfortably warm with a couple layers open/unzipped. I’ve always been someone more comfortable warm than cold, and believe that there is no such thing as bad weather, just bad clothing for the weather.

One of the topics we discussed was that while on the outside everyone is coping and doing the best they can, the long game of dealing with Covid-19, which probably isn’t even half over, and the social effects of dealing with a pandemic are wearing people down. Pretending we are ok isn’t enough, when so many of us are struggling for such a long time.

I spoke to a firefighter recently and asked him what keeps him most busy at work right now. He said 3 things: Car accidents, overdoses, and suicides. Overdoses and suicides have gotten a lot worse since the pandemic started.

And we aren’t close to things getting better. Yesterday there were almost a half million (recorded) new cases of Covid.

I believe this was the worst one-day increase we’ve ever seen!

This is a depressing statistic that flies in the face of people who downplay the seriousness of the pandemic we are facing.

So things are not getting better, and people are struggling. What can we do?

First, take Vitamin D.

Next, check in with friends or family that might be really struggling. I saw this Facebook post from a friend today,

“Phone is always on, and coffee can easily be brewed. I’m doing a brother/sister check in. Especially this time of year. Showing support for one another…”

And one more thing I strongly suggest is getting outside with a friend. My walk yesterday was rejuvenating. My buddy and I talked openly and honestly about how we are doing, what we are struggling with, and what we just needed to vent about. But it didn’t feel like a rant. It was an opportunity to be honest about how we really feel right now. It was better than a phone call, although a phone call or video call can be good too. Meeting and doing something active was wonderful.

When I wrote “It’s just this” a few days ago I said,

We might have made these adjustments fairly quickly on the outside, but ‘this’ is still not normal, and so it’s draining, and requires more effort than usual. ‘This’ will take a bit more time to fully adjust to… We will get used to ‘this’ eventually, and when we do, we will find ways to thrive.

If we want to find ways to thrive, we need to first take care of ourselves. Go do something active with family or friends (within your bubble). Find reasons to be outside. Walk and talk. Connect with someone who you can be honest with about how you are really doing. Lean on those who can support you and let others lean on you if they need the same.