Tag Archives: teaching

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.

Invisible hold

The things that hold us back the most are usually invisible to other people. It’s a lack of confidence, a crippling amount of self doubt, a hesitation for fear of not being right, or valued, or heard. I see it a lot in students. These internal stressors are portrayed as avoidance, distraction, shyness, hesitation, and even self deprecating humour.

Don’t understand something? “I’m stupid.” Or just pretend to understand to avoid looking stupid.

Treated poorly by a fried? “I deserved it.”

Don’t know where to get started? Just do something else off topic rather than ask for help.

Sometimes it’s not a lack of work, but putting too much in that’s the problem… “It’s not good enough”, “It’s not my best work”, or “It’s not ready”… and all the while it’s better than what most students will submit. Perfectionism is crippling and sometimes “I didn’t try” is easier to face than trying hard and it not being up to par, or knowing just how hard it is to always do great work all the time.

We see a lot of undesirable behaviours, but we don’t see the hidden challenges, the internal struggles, the invisible hold of insecurities that are the root of the behaviours. We see the byproduct of the struggles but not the struggles themselves. Addressing the behaviours does not always address the problem.

This is why it’s important to teach students and not just subjects. Why relationships matter as much as content. Why it takes a village to raise a child. Helping students reduce the hold of their challenges and doubts is as important as any subject we might teach. The best thing we can teach is the wisdom to know themselves, and the confidence to know that they can be and are valued members of our community.

I teach leadership not followship

It was my second year as a teacher and my Vice Principal pulled me aside late in Semester 1 and asked me if I’d be interested in teaching a couple leadership classes instead of Physical Education as my electives in Semester 2. I think another teacher was slated for this and it was a change he wanted to make. He told me that it would be a great opportunity for me because I would co-teach it on Day-1 with an experienced teacher, and then on my own with another class on Day-2. He made it seem like I’d be doing him a favour saying yes, but I thought I was the one getting a golden opportunity offered to me. And it was!

The teacher I got to work with was Dave Sands. Dave became my first mentor, and to this day one of my most valued friends. We meet weekly for walks and today we were talking about old times and I brought up how much this opportunity transformed my teaching career. I ended up doing my Masters thesis on Student Leadership, and a large part of my leadership philosophy was developed from this opportunity.

“I teach leadership, not followship.” 

This was a quote Dave often said to students. It was the mantra of the course, and something not just said, but lived. Dave would run activities and lessons that encouraged students to pull the lesson out on their own. And whenever there were activities run by the class, they were authentically student run. There would be a prompt, “Here’s what we need to do,” or “Let’s plan this event,” then students would design the activity or schedule, then after then event there was always a reflection afterwards.

Students ran the events. Students stepped up, tried new things, succeeded and sometimes failed… but they always had ownership, and always learned from their experience. When Dave left, it left a void that I felt I couldn’t fill on my own. I distributed the leadership of student leadership across other teachers and we developed an out of the schedule leadership program that about 1/3 of the Grade 8’s signed up for each year. As it grew, so did the distributed model of giving others leadership over different aspects of the program.

From my Master’s paper:

“Leadership is getting others to do What the group needs to get done, Because they want to do it.” …

A Working Definition of Leadership

Before being able to investigate what meaningful student leadership is or can be, there needs to be some consideration as to what leadership itself is. It is evident that any currently usable definition of leadership would in fact be very different than a usable definition from only thirty years ago. Senge (1990) sees the traditional leader of the past as the charismatic decision maker and/or the hero. In this view, myths of great leaders coming to the rescue in times of crisis perpetuate the view of leaders as heroes, and “they reinforce a focus on short-term events and charismatic heroes rather than on systemic forces and collective learning” (p. 8). Senge sees current leaders in a different light, he sees them as, “designers, teachers, and stewards. These roles require new skills: the ability to build shared vision, to bring to the surface and challenge prevailing mental models, and to foster more systemic patterns of thinking” (p.9). These new skills require leaders to be thinkers and learners.

The quote I started this paper off with is an adaptation of Dwight D. Eisenhower’s quote, “Leadership is the art of getting someone else to do something you want done because he wants to do it.” I adapted this quote several years ago to better fit with the times as well as to fit with my own ideas of shared leadership. The focus on a ‘top-down’ leader in Eisenhower’s quote was very appropriate for its’ time, however, today it is more fitting for a leader to be concerned with the group’s or team’s goals.

The quote, subtly but poignantly reworded, states, “Leadership is getting others to do, what the group needs to get done, because they want to do it.” Within this quote there is: a suggestion of influence, getting others to do a task; a suggestion of service, aiding the group rather than just the leader; a suggestion of inclusion, doing what the group wants; a suggestion of teamwork, working within a group; and, a suggestion of motivation or inspiration, getting people to want to assist you or the group. A lot of literature on student leadership focuses on the first three points, influence, service and inclusion. Literature focused specifically on either teamwork or motivating others, as principal themes, tends to relate to managers, primarily in the realm of business and not nearly as much in education.

In considering a definition of leadership that functions well when considering student leadership in a middle school, I think that leadership pertains to getting students to be of service to others, while teaching them to effectively influence and motivate others. This can be successfully accomplished when students work in inclusionary groups or teams that create and take advantage of opportunities to act as servant leaders.

Creating leaders, not followers. That’s the underlying lesson. Too often leaders run activities such that they are the lead and those around them follow. “Students we need to… and we need people in the following roles… and here is the ‘to do’ list… and …and …and.”

It’s more than just a subtle shift to change this to providing students with an authentic leadership opportunity.

Prompt: Here is the task/activity/opportunity. How shall we do this?

Activity: Authentically planned and organized by students.

Reflection: How did it go? What went well? What could have been better? What would you do differently if we did this again?

Empowering students. Letting them lead. Teaching leadership, not followship.

Undershooting Your Potential

“If you’re always right, you’re not learning.

If you’re never failing, you’re not reaching.

The objective is to be right. The objective is to succeed.

But if you’re always winning, you’re undershooting your potential.” ~ James Clear

I’ve written about this as it relates to school a number of times… but I like this slant of ‘undershooting potential’. Our school system is filled with smart students who know exactly what to do to get ‘A’s. They jump the provided hoops, they strive for the 95%, rather than 88, or 90. They complain to the teacher about the 96% because they want 98. They know how to play the marks game, and yet they are nowhere near their potential.

No, I’m not saying that their potential is actually 100%… I’m saying the entire system allows them to underperform. They do a dance to earn an extra 2-3%, they read and re-read the criteria to make sure they hit all the targets, they spend an extra hour editing their work. But that work is nowhere near their potential. They are doing work that shows their answer is right. They are proving they can succeed at the task. They are winning at the good marks game, but they are undershooting their potential.

They are answering the same questions as their peers, they aren’t developing their own questions.

They are responding to questions that have a clear and definitive answer, they aren’t trying to solve complex problems with no clear answer.

They are following textbook experiments with pre-defined procedures which have been replicated thousands of times with the same results, they aren’t testing their own unknown variables.

They aren’t trying something epic and failing. Back in 2009, in a post called, Chasing the ‘A’, I quoted Bud Hunt,

“In no way am I suggesting getting good grades is a bad thing; that would be foolish. Getting good grades is not the problem. Allowing grades to dictate one’s life is.

Grades don’t guarantee success.

Passion + Determination + Positive Attitude = Success

I’ll give you an A if you transform the world.”

When you chase marks, good marks are the goal. Many students can play that game without really hitting their potential. The problem isn’t wanting good grades, these are still needed to pursue future dreams. The problem is a system where students always succeed without knowing what their potential is. I’ve said before that this is an injustice:

Every student will encounter failures later in life, ‘in the real world’, so if we don’t challenge them in school, we have not given them the tools to face adversity later on. The question we have to ask ourselves is, “Are we challenging students enough, so that they are maximizing their learning opportunities?” 

The pursuit of an extra couple percent on a cookie-cutter assignment with uniform cookie-shaped answers is a system designed to allow students to undershoot their potential.

Students need to design their own learning challenges, and learn to fail and to overcome those failures along the way.

Beginner eyes

Sometimes it’s hard to teach something when you are really knowledgeable about it. You don’t have the vantage point of a beginner, you can’t see the problem through their eyes. It becomes easy to presume they have knowledge that they don’t.

I shared this on Twitter and Facebook last week:

I was today years old when I realized… No, actually I still don’t have a clue what this sign is trying to say⁉️ 🤣

People with obvious knowledge of the area started to clarify whet it means for me. Very kind of them, but they missed the point.

I was driving with my wife to catch a ferry at Horseshoe Bay. This sign is on the way. To get to the ferry terminal the best thing you can do is stay on the highway. Any tourist or foreigner to this area would not think this is the case, seeing this sign. They would blow by this confusing sign at 80-100km an hour and wonder if they were missing a turnoff. No matter how helpful clarification may be, without prior knowledge this is a ridiculously confusing street sign.

This is a good example that demonstrates how when you know a lot about a complicated topic, it’s often hard to explain something to someone who knows very little about it. Assumptions of prior knowledge are easy to make. Eyes glaze over. Attention shifts away. Dialogue becomes monologue. Nothing is learned.

Asking clarifying questions helps… and that goes for both people. The beginner can ask what something means, or how something relates. The expert can ‘quiz’ the beginner. But I think the responsibility lies more on the expert to understand what is an appropriate level of explanation. And to do this well, an expert needs to appreciate the topic through a beginner’s eyes.

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.

Perfection Paralysis

Most of us can’t imagine working on something for an hour or two then ripping it up or clicking ‘Select All’ and then hitting delete. But for students who are bitten by the perfectionist bug, it’s just something they do when what they’ve done doesn’t meet the high standard they place on themselves. They will miss a deadline because what they have written will only get them a low ‘A’, rather than a much higher one that they have their heart set on. They will have done 2 hours work on something they think will get them a 90%, then another hour and a half making it a 95%.

This is achievable for a perfectionist working on one project, but will absolutely bury them when they are trying to do this on 3 or 4 assignments simultaneously. The thing is, trying to tell a perfectionist something is ‘good enough’ is like telling a Golden Lab to save some food for later. It’s just not in their nature.

The message we try to give at our school, which has its fair share of perfectionists, is to choose your perfectionism. Don’t disregard it, but use it in some places and not in others. We do agile/scrum projects where part of the project is ‘defining done’ so that students can achieve tasks and move on, rather than spending too long on too many parts. We set challenging timelines where the focus is on completion rather than perfection.

It’s not about taking perfectionism away from a perfectionist, this is a skill many others need to learn. Instead, it’s about helping them learn to harness this skill without it consuming them. It’s about channeling perfectionism where it matters, on projects that matter, and not overwhelmingly on everything. It’s not a habit to break, it’s a skill to use when doing things where perfectionism makes a difference, rather than being something that consumes a kid with unrealistic stress and hours of wasted time.

Seeing the good in people

We need to have boundaries and if someone is harming you, you need not try to find the good in that person, when they are not being good to you. When you are being ill-treated, find a healthy way to disconnect from the person who is harming or insulting or mistreating you, and there is no need or responsibility to see the good in a person that treats you that way. Unhealthy relationships like this are best to be severed without an attempt to see the good… that’s how domestic violence is perpetuated, “He’s not always like this,” or “He’s good to the kids.” No, he’s broken and your face isn’t going to fix his fist. Get out!

This isn’t about toxic relationships where people use and abuse power over you. But, most people do not come across other people that victimize them on a regular basis.

On the other hand, we need not dismiss someone or think less of them simply because we do not agree with them. When you simply disagree with someone, that’s when it’s important not to make it an ad hominem attack – an attack of the person, rather than their ideas. On a day-to-day basis we will often come across people that we have different views from us, and while they may not see the world from the same perspective as us, that doesn’t mean they aren’t good people. That doesn’t mean they deserve to be treated poorly.

Most teachers understand this. They can be disappointed in a student’s behaviour without making the child feel worthless for making a mistake. They see potential in a kid even when the kid acts out in inappropriate ways. They give students the benefit of the doubt. Good parents do this too.

Yet somehow this gets lost when dealing with adults. Adult to adult disagreements and arguments often come with beliefs that people are one-dimensional. But what’s the harm in seeing the good in others, even when we disagree with them. What would happen if we understood their intentions more than their words? What if we decided that our disagreements were with a good person? How would that change the argument or the circumstances?

A lot of good can come from looking for the good in people.

Children see, children do

This clip is 15 years old now, but still as powerful as when it was made:

It reminds me not just of kids copying bad behaviour, but the fact that they do indeed copy a whole lot of what adults do. Ever see a kid talking on the phone, mimicking their parents, speaking in baby-talk even before they can construct sentences? Ever see kids pretend to go to work? Ever see kids pushing a much-too-big-for-them shopping cart in a grocery store, putting items into it?

Kids copy our behaviour. They copy our good habits, our patterns of speech, and our kindness. And like the video, they copy our biases, our prejudices, and our bad habits. We model the world for our kids.

A funny aside to this is that parents will think to themselves, “I’m going to be a better parent than my own.” They reflect on things their parents did and think of different or better ways to raise their own kids. But this hilarious cartoon describes the end result:

Jokes aside, it matters how good our parents were, and it matters how good we are as parents. Our kids will take from us some good values and lessons that we intentionally give them, but they will also take a multitude of lessons from watching us and learning from us whether we intend them to or not. We are their role models and what children see, children do.

Doing STEM

‘Doing STEM’ or ‘Doing STEAM’… there is a saying, “Put lipstick on a pig, and it’s still a pig.”

I don’t want this to sound like a rant, and I don’t want to knock teachers for trying to do STEM projects. I do want to say that if 5 years ago a teacher did a project with kids where they broke them into groups and had them assemble a limited number of straws and a specific length of tape into the tallest possible tower, and if they do it again today it isn’t suddenly a STEM project.

Now, if that same lesson included teaching geometry and/or structural integrity; or if students had to design it such that their design had to have a function such as offices or apartments; or hold a weighted satellite dish; or if it had to factor in wind resistance (such as a blow dryer at close range); or if they had to model their design first and estimate the height they will achieve… if there was some thinking, designing, modelling, or estimating that was required before or even during the build process, well then it’s looking more like STEM.

Hands-on does not equal STEM. Building something does not equal STEM. Group challenges does not equal STEM. Meaningful integration of cross-curricular concepts, where problem solving requires thinking in more than one subject area relating to Science, Technology, Engineering, and Math is STEM. It doesn’t have to check all the boxes, but it should include thoughtful integration of at least a couple of these.

It’s about making the cross-curricular connections explicit, or at least thinking through how the outcomes and expectations relate to these connections. It’s about developing competencies in the areas of STEM and not just doing a project that looks like STEM.