Change: The Only Constant in Education

You know when you get an email that there is a faculty meeting that afternoon that something big is up.

Earlier this semester, we got that email at our campus.  The news was that our principal, the founding principal of the school and a terrific leader, was getting a much deserved promotion.  Unfortunately, that meant that he would be leaving us at the end of this semester.

Lots of emotions can and do swirl in the wake of news that "Change, it is a-comin'."  There is sadness, fear, and eventually hope.  How we deal with these emotions are important to how we as educators keep the focus on what matters, while also continuing to contribute to a culture we are at least used to, and at best, a culture we love.  If you are experiencing change in a culture you love, this post is for you.

Those three emotions- sadness, fear, and hope- have actions we need to take, so lets take a look at them right now.

Sadness--Mourn, Then Move On
When a beloved faculty member or leader leaves- or sprig ran changes in any way- it is okay to mourn that loss.  I joked that every year I have found a mentor teacher I learned a lot from- each year, that teacher has left at the end of the year.  I joke that it is my fault, but I miss those relationships.  Daily chats, advice, and encouragement that are no longer there are deficits we should miss.  Be sad, it is healthy to express that emotion.  But do not dwell in your mourning.  When new staff or leaderships comes on board, it is unfair to them to still be down about the other person.  When I was in ministry, the dreaded phrase of "That's not how X used to do it," made my skin crawl as the new guy.  It is natural to like the way we are used to things working, but if we let our mourning keep going, we cut ourselves off from growing with the change that comes.

We must move on.  After that mentor leaves each year, I try to find a new one.

One who has NO plans to retire or move up. 

Fear-- Embrace It, and Prepare

I love the TV show, LOST. In the first episode, main character Jack related a story about a time when he was overcome with fear, and gave himself only to the count of five to let that fear have control. 

As educators facing change, we need an equivalent 5 Count. Go ahead and let the anxieties and fears in:  What ifs and Howxare we gonnas are okay and natural. 

Then grab the reins and start taking charge of the things you can control. Get yourself ready for the new leader or the new classes by learning what you can. Ask yourself questions about what practical things you can do while you wait for the chance to take effect. 

Then, you have the control to make the conscious choice to embrace the change and improve yourself. 

Hope--Believe the Best, Make It Happen

I firmly believe that change is an opportunity to improve, even if the current state is excellent. I will miss my principal, but I choose to hope that it means a chance for new and GOOD things for us- and the person moving on. 

Choosing hope in change means recognizing the change might be the best thing for the person we lose. 

And if we choose hope, we must look for the good, and try to draw it out of others. We can and must begin to dream and create opportunities that we will pursue under the change. Think of things you e wanted to try that you haven't been able to get approval for or had the chance to ask about. Make them a priority. 

Because change is motion. 

And Education is Change, So Education is Motion

We are in a profession of movement. New skills, strategies, technology, new ideologies- all calling for motion and growth. 

Change can and should be a motivator. But we cannot let it control us, that leads to negativity. 

No, we must take charge in change, and fix our eyes on a HOPE of growth and new opportunities. 

Relationship Rubric: Fostering Teacher-Teacher Bonds

I want to be up-front with you:  I like to work alone.

I have always preferred to go at it alone, and take all the work on myself.  I currently teach classes at my school that no one else teaches on my campus.  And I love it that way.

But this does not mean that I am not a part of a team.  I work with others in my department when needed, I am a part of some teams and committees on my campus, as well as co-sponsoring our Student Council with some awesome fellow educators.

As much as I love to be a "lone wolf" educator, I am, in fact, always in need of my fellow teachers.  (Maybe it is just because I have been reading Lord of the Rings, but I like to think of it as a Fellowship of Teachers.)

I learned this my first year of teaching, and wrote a blog called It Takes A Team to show how I felt then.  With a tiny bit more experience, I have learned why those educators were able to teach me the value of a team- the power of strong teacher-teacher bonds.  The culture that values their teachers collaborating is a successful one.  And it usually involves these characteristics:  Public Praise, Open Minds, and Mutual Respect.

Public Praise
I work with some amazing educators.  And I make sure that my community and my classes know it.

Perhaps the most important characteristic of a collaborative culture is one built on positives.  Teachers who brag on the accomplishments of their peers, who tell students they are jealous they get to learn with that teacher, and who tell other teachers how great their peers are are doing more than patting people on the back.  They are laying a foundation of trust, openness, and respect.

This is especially important when students are complaining about other teachers.  I realize students need to vent, but I always make sure to share the good about teachers.  If a student is complaining about another teacher's workload or method of teaching, I try to point out that the difficulty they experience will be something they want to thank that teacher for later.  I tell students about the amazing things going on in other classes, and tell them how great I think their teacher is.

And it can never be hollow or lacking in genuine feeling, because students know.  So, I try to find the positives in every teacher on my campus.  Its a mindset thing, but it helps to try to see the best, and hopefully it is something I model for my students.

The Reverse:  Sadly, not all teachers praise their colleagues.  I know of teachers who have actually questioned another teacher's methods in front of their students.  This does nothing but undermine any respect that teacher has.  Even if the teacher is making a mistake in my opinion, I work real hard to tell the student nothing other than, " I understand your frustration, but you really need to address it with them."  If you have a concern about another educator- go to them, not your class.  More on this later.

Open Minds
In my first year, I taught US History.  I often lamented the fact that professional development RARELY directly addressed my content.  As a first year, I needed that, and felt that it was a waste of my time.

Until I observed Stony Pryor.

He teaches AP Stat at my school, and is the girls's soccer coach.  I had a Stat class in college and hated it, but I had heard good things and he seemed like a cool guy, so I semi-reluctantly went to observe a math class that had nothing to do with U.S. History.

And I got sucked in.  The man teaches Statistics using stories.  IN A  MATH CLASS!  Not word problem stories like we are used to, stories that are relevant to students.  He engaged the students so well, the other observers and I were often seen catching ourselves before we shot our hand up in the air to ask questions.

Stony Pryor taught me two things that day:  Statistics and how I need an open mind.

Social Studies can learn from Math, Math can learn from English who can learn from Science, who can learn from CATE, who can learn from Athletics, who can learn from Fine Arts, who can learn from Social Studies.

If you have an open mind.

I want to learn from other teachers- not just classroom management, but how they deliver their content, what technology they use, how do they interact with students.  We can still learn from each others methods, no matter how long we have taught.  And sometimes, we need to observe other teachers not just for new methods, but to take a chance to appreciate an excellent educator who inspires students- and teachers.  (Go see Stony Pryor at College Station High School if you ever get a chance, seriously.)

The Reverse:  It goes like this:  "I really only need to learn from my own department/content area/methodology."  You probably know a teacher that has this view.  Look, there is nothing wrong with being comfortable with your department/content/method.  But there is also nothing wrong with getting outside of them from time to time.

Mutual Respect
A campus that respects each other, even if they do not always agree, is healthy.  A campus that respects the tested methods of the established teachers and the fresh perspectives of the new guys is healthy.  Respect manifests in professionalism- we look at teaching as an ongoing, collaborative work where my success is not a threat to you and your success is something I take joy in.  Because when you get better, I get better.

Even when you are not mandated, a mutual respect campus goes to each other for counsel, asks for input, and offers suggestions.  Yes, respect manifests in professional criticism.  This means a one-on-one discussion, not calling out in front of other teachers and NEVER in front of students.

Respect is so important because if there is no respect, it is hard to praise and have an open mind.  I admit, I struggle here sometimes.  When I do not feel I've been respected by a colleague, my natural response is to return the favor.  But I am working on it- starting with finding at least one positive thing about each peer I work with- because if I can find one positive thing, I can find a lot more.

The Reverse:  I mentioned early teachers calling out other teachers in front of students, but it is also confronting teachers in front of other teachers.  The hall during passing period is no place for this, or for complaining about some activity the school is putting on or requiring of teachers.  And if you have to confront another teacher: be kind, be honest, and think how you'd want to be confronted.  And keep emotion out of it.  For me, if something is bothering me, I give it three days.  If I am still mad, I confront the person.  If I am not, it probably wasn't worth it. (OK, there are times where the confrontation needs to happen sooner than three days- but if it can wait, let it.)

Why?
Why are teacher-teacher bonds so important?

Because students are aware.  And they sometimes shape their opinions about teachers by how they read the relationship that teacher has with their "favorite" teacher.  And as teachers, we are modeling for students what a professional environment looks like.

So, what does your school look like?  Are you all getting along, or all fighting to get ahead?

As I said at the beginning, I LIKE to work alone.

But I NEED my fellowship of teachers.

Relationship Rubric: Fostering Student-Teacher Bonds

This is part 1 in a series of discussions on relationships in and out of the classroom.  Part 2 will cover Student-Student relationships, and Part 3 will look at Teacher-Teacher relationships.

A couple weeks back, my sociology class was discussing education in America today, and specifically, the importance of the relationship between students and their teachers.  When asked how many of them had experienced a negative relationship with a teacher, more than half of the students raised their hands.  Now, some of that is because some students think the natural enemy of students are teachers- they are going to find fault because it is what cynical, angsty teens do.  But students related experiences where teachers didn't keep their word, or didn't forgive, or "didn't care." I made sure that the students kept their talk anonymous- no names of these teachers, but the students related specific examples of how they had felt hurt by teachers.

Fearing that this would let students turn the session into a roast, I turned the talk to what makes the perfect teacher.  Students quickly filled the board with these phrases:

I then took it one step further and had students write little notes to the teachers who had been something like this to them in their time in high school.  The discussion about what makes a good teacher was truly fruitful for me- and the students.  Watching their faces light up as they talked about teachers who had made a difference- not anonymous this time- showed me how much the bond between students and teachers really does matter.

So, I wanted to look at a few of the "Perfect Teacher" attributes, and relate them to a Relationship Rubric for us teachers.

Interactive

A big complaint was teachers who talk AT students.  Now, I am not a lecture-basher.  I think lecture has a place in a classroom, if for no other reason than getting them used to college where it is the primary form of instruction.  But students want to share their voice and know they have been heard.  They want to get up and move around, they want to use their hands, and they want to be interactive WITH the teacher.  They want to know about the teacher, so don't be a total mystery.  Be human.  Tell stories about you to connect you to the lesson and then, by extension, the students.  Laugh with them, build time, even just a little bit, to get to know more than their name.  Pay attention to their interests, and ask them about them.  BE AVAILABLE.

Understanding

Last night, my wife's car battery died. I galantly run to her rescue, go to hook up the cables and realize I can't find the battery on my car. Jumped cars numerous times, but no clue where the thing is. And my wife's co-workers (she's a teacher,too) were all around and had to use their car because they could find their battery. I felt like a failure. 

You ever had a bad day?  Ever struggled with learning in front of your peers?  Some students experience that 6-7 times a day!

Try to remember that students have tough things, too. That silly relationship that they are having issues in is not so silly to them. Give space, then give a non-judging ear. 

Helps you grow/challenges you

A lot of teachers hear that phrase "challenge" and go to rigorous tests. For my students, almost universally, "challenge" meant the way they think. The way they approach problems on a worksheet and in life.  Personally, if I've got a classroom of students who pass my class and still think the way they did before they entered, then I've failed. I don't challenge their worldview and approach to learning with a test, I do it with a question, a smile, and another question from an angle they didn't expect. Then close with a smile. 

Takes time to explain/patient

You didn't always know what you know. You were not always the expert in the room.  Sometimes, in making the effort to go over the same concept for the tenth time that day, the student gets it. And while you will go home and whine about how long it took for the student to get it, the student will go home believing someone cares. 

Caring/Encouraging

I teach electives, so I don't have a lot of students come in for tutorials. Yet I often have students come in to talk or study or ask for advice. My door is one that is open, and I often get students who want to talk about things they don't feel they can talk to other adults about. If you've taught for very long, you have this too. Why?  Because at some point you've shown you care, and you've made yourself available. 

Students sometimes need someone to talk to. Sometimes it's about school, career, college, or relationships. But it always matters to them. Let them know it matters to you, too. 

The Payoff

When I did that lesson, and asked about "perfect teachers," I heard a couple students not so quietly say, "Just put Lehrmann up there."  In humility, I ignored it. But I kept that one for the rough days. I'm not perfect, and they know that. But what I think they implied was that I was a teacher who cared about the relationship I had with my students. I want to be the kind of teacher that students will someday tell their kids, "I hope you have a Lehrmann for a teacher. He was fun, and he asked tough questions, but he was great because he wanted to connect with his students beyond the content. He made me think about life by sharing his, and I'm better for it."

Relationship Rubric: Fostering Student-Student Bonds

This is part 2 in a series of discussions on relationships in and out of the classroom.  Part 1 covered Teacher-Student relationships, and Part 3 will look at Teacher-Teacher relationships.

If the teacher-student relationship is one of the most important relationships in education, right up there with it is the student-student relationship.  Good student relationships can be extremely beneficial in young person's education, but bad relationships can undo any good accomplishments.

Today, I want to look at three relationships between students that we observe, defend against, or hope to create:  The Partners, The Hobblers, and The Coaches.

The Partners
My family has recently been watching old episodes of Boy Meets World.  The main character, Cory, and his best friend Shawn are perpetual partners in group assignments.  Its a recurring gag that the two boisterously choose each other as soon as the teacher mentions the word "partner."

We have our Corys and Shawns in our classes.  And we need to watch them closely, because they can be forces for good, or for evil.  Cory and Shawn on the show get in trouble, but they also stumble into learning some pretty deep lessons.  The thing about the Partners in our classes is that they are often equally yoked- they are at the same basic level of understanding, and their interest and effort hang out at the same height or depth.

As teachers, we can put a gentle breeze in their sales, or we can take the wind from them.  Partners exist in a sort of equilibrium- if one rises, the other rises.  If one falters, well...

We have a unique opportunity with Partners- to educate two students with one effort.  If we can reach one, we have a connection to both. But to lose one is to lose both.  The truth is, Partners are stronger together.  As teachers, we just need to help channel their strength toward positive efforts.  If they misbehave, it is unwise to try to turn one against the other.  Instead, we must try to refocus BOTH of their energies on the right path. If we can't, then the Partners become the Hobblers.

The Hobblers
Some relationships are just anchors dragging us down to the depths.  When Partners go negative, no desire for improvement is present, then you have Hobblers.

Hobblers are Partners that have given in to mutually assured destruction.  We can see it when a student is clearly being negatively influenced by a friend- and our instinct is to try to separate them.  But what happens?  They unite against us.  So, how do we deal with Hobblers?

The only way for this relationship to be repaired is for one to realize that the other is toxic to their education, and to their life in general.  Because teachers can see this so clearly, we think it is an easy fix- just walk away.

But relationships are never that simple.

We must take care, be patient, and try our best to demonstrate our care and concern for EACH student INDIVIDUALLY.  Not actively trying to separate them, but consciously praising the individual effort of each one.  Hobblers believe they need each other to basically survive.  If we can show them they have success on their own, we can loosen the hold Hobblers have on each other.  Pointing our how bad they are for each other is actually counterproductive- so we patiently seek the opportunities to see the individual- then point it out.

The Coaches
Both previous groups are equally yoked.  This group is about one student who takes another on.  We see it often in peer tutoring, but I believe it is vital in the classroom in general.  If you have a class that has varying age ranges, please realize this is a blessing, not a curse.  Utilize your more mature students to work with you to engage the class.  Purposely seat a Coaching student near those who could benefit from their knowledge and behavior.

Now, this is very important:  No matter how great we think a student would be as a Coach in the class, if the student does not want to take on that responsibility, NEVER force it on them.  Sometimes, a Coaching student needs to know you trust them and have their back (see, teacher-student relations are vital here, too).  Sometimes, a Coaching student has never had a teacher entrust them with such an important role.  Sometimes, a Coaching student doesn't want to be seen as a teacher's pet.  These are real concerns, and just like Partners and Hobblers, Coaches can require patience on our part as we help to mold and prepare them to be leaders.

I cannot stress the importance of Coaches enough.  They can act as very important "translators" in our classes.  They can take "teacher talk" and interpret it into "student speak."  Their perspective is closer to their peers, and often have a more connected wording than our carefully crafted lessons ever could.  Aside from the benefits for the students they coach, there is a benefit for the Coaches themselves.  As they try to interpret for us, they wrestle with the content in new ways, developing their own sort of rigor as they do.  And when students learn that your classroom is one where students can lead- the benefits multiply.

The Rubric
The simple math here is this:  Positive relationships between students = benefits for each other.  Positive student relationships multiplied by positive teacher-student interactions = benefits for the class as a whole.  Our goal as teachers should be a classroom that feels safe to learn, and safe to take risks in learning.  In order to get there, we have to develop these relationships.  Actively, yet with care, concern and patience.

Classroom Coaching- It's All Relational

The following is an altered (read: longer) version of a blog I did for our campus Instructional Coaches' blog. 

Why coaching in the classroom?

As a part of our District's Teacher Leader Academy, three other teachers on my campus and I were asked to help answer that question at the start of this semester.  We believe it is all about perspective- getting to see our classroom through the eyes of another teacher and even through the digital eye of the SWIVL.  We have heard some great stories of classroom activities and lessons that have been observed, and amazing conversations that have begun as a result of your time in your colleague's class.

Now, as we are wrapping up our post-observation conferences, we'd like to revisit the question of "Why coaching in the classroom?"

And the conversations we have heard about have brought about an interesting additional reason for this campus-wide endeavor:  relationships.

We talk about how vital relationships are to our students- it is one of our 3R's, after all ( the others being Rigor and Relevance) so why shouldn't it also be vital to our campus coaching model?  If the long-term goal is for us all to be comfortable with other teachers in our rooms or observing video of our classes so we can share insight, corrections, and, yes, much needed "atta-boys;" then we should definitely use this opportunity to build relationships.  

So how do we build those relationships? We all have packed schedules and busy lives on and off campus. That's where the small things we do can make a difference. Short but meaningful hallway talks, little notes of encouragement, engaging in Twitter Chats and the list goes on. But I think the MOST important thing we can do is encourage. 

It is great when we tell our colleagues "Good Job!"  I love hearing that. But our teacher leaders, our department heads in particular, have an awesome opportunity to give meaningful, powerful encouragement. Don't be afraid of being accused of having favorites- LOOK for specific positives you can encourage your teachers with. IT MATTERS!

But coaching isn't all "Hoorays!"

When someone we are close to offers a critique, it will still sting a bit.  But we understand it to be said for our benefit because we know they care.  When someone we do not have a relationship with offers a critique, we feel judged.  The first example is how coaching should be.  And while coaching implies a closeness, judgment is from a distance.  no one wants judgment, right?

Here are two quotes from Coach John Wooden that I think will clarify what I'm trying to say:

  “A coach is someone who can give correction without causing resentment.” 

If we resent what we are being told to do, we will not listen.  So, how can we, as the coach, make sure that what we say is giving "correction without causing resentment?"  Quote two:

“Seek opportunities to show you care. The smallest gestures often make the biggest difference.” 

Coach Wooden has always come across as the kind of coach who expected the best from his players, and got it by building strong positive relationships with his players.  He seems to understand that coaching requires a connection with the coached that goes beyond getting the fundamentals down and winning the game.  It is about developing an atmosphere on the team that is one of mutual respect and shared vision, all fostered by caring and concern for each others' success.

Why coaching in the classroom?

Coaching is important because "Pursuing Perfection, Achieving Excellence" is dependent on us working together.  Coaching in the classroom allows us to gain a new perspective, but that perspective is most effective when it comes from a place of strong relationship.  As a campus, our desire is to "Have Success, Because of Each Other." (Quote courtesy of Molly Sanders)

Our questions to you are these:

1) How important is it to you to know that your colleagues care about you?

2) How has another teacher helped you to find success because of this- or another- coaching opportunity? 

3) How can you show another teacher your care and concern for their success moving forward?

Mirror, Mirror: Why Self-Reflection Matters

I resolved at the beginning of the school year to post a weekly blog that reviews my classroom activities from the week before. The idea was to share with fellow educators for accountability, and to share with students for input. 

The good news is, nine weeks in and it's still getting posted!

The not-so-good news is that I've heard no feedback from educators or teachers. 

The great news is, I've realized that's really not the point, anyway. 

It's about my own reflections. My own critiques and praises of what I've tried, successes and failures. 

Format

I follow a simple format:  Good, Not-so-good, Bad, Grade, and Goals. Good addresses successes and addresses failures. The stuff that found me taking the easy road or failures I was aware of but students didn't see is on the not-so-good. Grade is determined by strength of good over depth of the other two, with an explanation of why I see it that way. Goals are things I want to do the next week. 

Evolution

When I started, I found myself talking about behind the scenes stuff- planning, scheduling, organization. But those are things that I'm aware of and actively work on anyway. So I shifted the focus to the types of lessons, and the instructional strategies I use. These are things students see and experience, and thus the things I most need to sharpen and evaluate. I've also made the observations shorter- less words on the page because I sort things out in my head. 

Why?

Sure, if you want to start reflection, you should start with "why" you need to do it. But as a speech teacher, I know the last thing you hear is what you most likely remember, so the most important thing goes last. 

Why reflect?  Because EVERYONE can get better. 

Our District, and my campus specifically is taking strong charge at coaching in the classroom because we want our teachers to develop reflection. Just like an athlete watches film to correct the small things that hinder success, teachers need to look at the small things that hinder learning- or keep the students from going a level deeper in their search for knowledge. 

I stumbled on this concept personally when a majority of my students failed a test last year. I tried to see what I did wrong- and I thought, "Why not ask the students what I could do better?"  

Apparently, this is not a normal teacher thought, because when I told others about it, I got looks of awe and lots of "Wow, that's brave"s.  

But I needed that reflection, to ask them and to ask myself the tough questions.

 I want to continue to strengthen my abilities. I need to evaluate what practices and strategies work. If you watch football, and a coach runs the same play three times and each time it fails- you yell at the TV that he's "an idiot because it didn't work the first two times, why would it a third?"

Yet how often do we do the same instructional strategies and lessons and get the same results/complaints?

They may not yell it, but you better believe your students are thinking what you yelled about that coach. 

The Mirror

Self-reflection and feedback from colleagues and students are the mirror we must continually look at to keep ourselves on track. So ask for feedback- "attaboys" and "have you thought about...." are equally important. But if you fear feedback from others, write your thoughts, fears and concerns down somewhere. Ask yourself those questions. A great one is "Would I like this if I was a student in this class?" 

Private reflection is still a great tool for teachers to sharpen their skills. Reflection with a trusted peer is better. When you feel you can, public reflection and freely asking for input is best. A fellow teacher of mine recently said "We get better because of each other."- Molly Sandrers. 

That's what reflection is all about. 

Student Reflections from Poverty Simulation

Some fellow teachers asked me to get some feedback on the Poverty Simulation.  Students wrote on Post-It notes then posted their responses on the wall.  I'll put pictures of some of them up here, then quote some others.  The following are some good ones I felt I should share.

Basic Observations:

"Through the simulation we learned how to manage money and how hard it is for families in poverty to come up with funds for everyday needs"


"Having to decide whether or whether not to get cell phone service, not having unlimited amounts of food to give."

"Most people in poverty have to give up things to save/help their family."

"I found it was hard to survive on only a few hundred dollars a month and especially with a big 'family.'"

"Adults have more responsibility than we think."

"It was challenging having to sacrifice certain things in order to keep our money and stay alive."

"We realize that we have to learn to be smart with money and it showed that it's hard to live off of minimum wage."

Digging a Little Deeper

Interesting possible adjustment- have slightly different levels of pay. 

There you go parents, no thanks necessary. :)

More variables (more sick kids, repairs, etc) would be an excellent adaptation if time allows.

Hopefully most students were able to realize how good they have it.  And those in poverty now know that their classmates have a small idea of what its like.

The "It Won't Improve Your Grade, But It Will Get You on the Blog" File

And the "I'm Just Going to Leave This Here and Walk Away" File

Educators Who Matter to Me

Our district is having a Twitter challenge this month, and today we were challenged to name someone who had made a difference for us.  I named my wife Kristin, because as a Special Education teacher, she demonstrates kindness and compassion with her students, their parents, and her fellow educators.  Her attitude is contagious, and aside from being an awesome wife and mother, she's an awesome teacher.  When I wanted to become a teacher, she was the kind of teacher I wanted to be.

But she is not the only educator who matters to me.  A couple years ago, I ended my first year of teaching by writing a blog called It Takes A Team.  In it, I talked about how in my first year, it was the collective work of my fellow faculty and the support of my administration that made the year successful for our school and for me.

As I read the challenge, and confounded by the 140 characters, I knew I could not do the challenge justice in a tweet.  So, here are some of the educators who made/make a difference to me.

My Mom
She taught at pretty much all levels of education, but spent most of her time as an elementary PE teacher.  She was mine, and yes, I still called her Mrs. Lehrmann.  She strove to find ways for all students to be successful in her class, even those lacking in the physical prowess.  That said, she also challenged the students, and years later, they still fondly remember and sometimes post it to Social Media how much they loved our Mickey Mousercize warm-ups each day.

My Dad
After retiring from the Highway Department, my Dad worked at a Junior High as an Instructional Aide in  what is now called an Adaptive Behavior class.  He had some kids that everyone else had written off, but he somehow connected with them.  When he passed away unexpectedly, these kids who had shunned much of their other teachers and fellow students came to his funeral.  He reached those that others could not.  This became a goal for my life.

My Uncle
Yeah, teaching is in the blood.  My Uncle Darrell, like me, came to teaching after a career in another field.  He went on to coach the softball team at my High School to great success.  He retired from coaching a couple years ago and teaching this past year.  But he still keeps the grounds of the softball field that bears his name.  It bears his name not because he won a lot of games, it bears his name because he won a lot of hearts.  His students and players and fellow educators love, respect and admire his character and work ethic.  I'll never have a field named after me, maybe a Speech team's podium or something, but he's an example to me.

Jo Ellen Dunlap
My Kindergarten teacher knew I loved Davy Crockett, so she wrote a Kindergarten graduation play for me to play him.  She taught me at 6 that finding a student's passion and stoking it, no matter how young they are, has lasting effect.

Jack Nims
My AP English teacher gave me my first failing major grade.  And in doing so, he taught me its not the grade that matters, its the journey and the questions I had to ask that matter.  He made me think, and to this day, the questions I ask my students are a little Nimsonian.

Casey Akin, Cindy Knapek and Caleb Phillips
I've worked with folks for the last year on Student Council.  They love their students, and want to see them succeed not just in the projects they plan today, but the people and citizens they will be tomorrow.  We work hard, and we laugh just as hard.  It is a lot of long hours we spent/spend together, and they are friends and inspirations.

Aaron Hogan and Jeremy Stewart
Aaron I have known for a couple years now, and Jeremy I've never met outside of Twitter.  But these guys have a vision for College Station ISD to join together on Tuesday nights to Twitter chat about all manner of educational topics.  They have inspired me to engage in class Twitter chats (that blog is STILL coming, I promise), and to challenge my fellow educators to join up.  They have helped to bring our district closer together digitally, and by extension, personally.

Chris KovacsChris was one of the teachers who interviewed me for my current position.  He kinda scared me.  I observed him teaching after hearing LOTS of cool talk, and he intimidated me with his skills.  Somewhere along the way, we ended up getting lunch.  Now we are staff development day lunch buddies.  I've learned a lot from his educational strategies and style, even if he thinks its cool to use a SWIVL training session I was conducting as a chance to call me out as a Zombie while he is practicing with the tech tool.  :)

Heather Strawn
My co-conspirator in all things Speech and Debate.  Aside from making sure our team has their hair properly combed and clothes proper for competition, she challenges our students to "go there" in their competitions.  She pushes them to their best, and models for them good sportsmanship and integrity.  She helps students find their voice with ease.

Mike Martindale, Justin Grimes, Tiffany Parkerson, Julia Mishler, Matthew Quick, Kim Rodgers, Laura Richter, Marla Ramirez
I promise I am not trying to kiss up to these guys- my current (and some former) principals/APs.
They trusted me.  As a new instructional aide and then teacher, they allowed me room to grow, and to take on challenges that I was willing to try.  They are not just "bosses," they are educational motivators and creative risk takers.  Those attitudes inspire me to strive for those roles, and I see in our campus today, and the campus I started at, that the teachers they work with are inspired, too.  They have consistently given me chances to grow as a teacher and a leader, and been voices of encouragement all along the way.

If you are a teacher, I hope you've got someone- or lots of someone's- who inspire you, challenge you, and make you grow and laugh at the same time. I am who I am because of these people, and I hope that I can inspire them in equal measure to what they have given to me.

So if you've got an educator whose made a difference in your life, let them know!

Reflections on a Class Poverty Simulation

Last week, my High School Sociology classes took part in a poverty simulation.  Now, there are lots of versions of these out there, but for our 50 minute class, I had to tweak and combine and cut and mold a new one.  It is by no means perfect, but here is my design and my reflections on the activity.

Design
Students go through a month in about 40 minutes.  They are in groups of 4-6, and are given an amount of money roughly equal to a household of their number at the poverty level.  We do round to the nearest multiple of five to keep the time consuming math at a minimum for them and me.  I found the data at the HHS website, and I then took out taxes and Affordable Care Act Health contributions.  I then cut up "bills" of paper with the monetary amounts of 5, 10, 20, 50, and 100 dollars to pass out.  Each house has two adults aged 25, and all the rest are kids under 5.

Students must pay rent (1st week), utilities (1st week--water, electric and gas; and can choose cell phone and internet if they want), car payments (2nd week), and car insurance (final week) once a month.  Groceries and gas for the car are weekly expenses.  I did a Google search for average amounts for all these things in our area, so you could do likewise for your area and this included cost of eating out fast food and entertainment options.  Groceries were the one exception- for that I used the USDA website for a chart that showed 4 different meal rates for all ages.

The 'weeks' are not timed, they are just long enough for me to collect what they owe, and them to figure out adjustments.

Along the way, stuff happens.

The kids need clothes- $10-20 each kid.  The car breaks down- $100.  The kids get sick- $20 doctor visit per kid.

And students must choose.

Choices
-Apartments:Students can choose living arrangements:  number of bedrooms and location.  They can also choose if they want HUD housing for a little bit cheaper rate.

-Grocery plans:  Do you take the Liberal plan and eat well?  Or take the Thrifty plan and tempt hunger?

-Car or bus?:  Students begin with a car, but can sell it and buy a couple bus passes.

-Honesty:  Do they tell me, the bill collector the truth?  Or do they cut corners and cheat fate and the law?

What they did
Pretty much all the groups made the choice to sell the car before the simulation ended.  They got $500 for it, minus the $50 for the bus pass.  In one class, without selling the car, only one group would have stretched their money for the whole month.

Some students took the more expensive route with apartments and groceries.  They learned very quickly their error- they sold their car in the first week.  Grocery plans were most easily amended as we went along.  I observed a couple groups who made the choice for the parents to take the thrifty plan so that the kids could eat more.  This was cool.

At least one group chose to cut groceries out completely for a week here or there for some of the adults.

When the money ran out- they panicked.  To sell the car or not?  It was really the only option to get more money, so they took it. Some got really frustrated when the car they hung onto broke down and cost them unexpected money.

Another group kept trying to sell their kids clothes.

I had a couple students who had come in late from finishing assignments in another class.  So, they became "unexpected twins" to a family who was struggling.  They couldn't understand why getting more kids didn't equal getting more money.

One group decided to take the kids to McDonalds.  There wasn't enough money for for the whole family, so the parents went without so the kids could have something.  THEY learned something for sure.

What I think
I asked the students, "Would you have made the same choices if this were real?"  Their answers ranged from "YEAH!" to "Probably not."  They would not have been able to skimp so much on food, they would definitely choose the cheaper apartment.

When asked "COULD you have done this in real life?"  most said, "No."

My classes have a pretty wide range of socioeconomic stati.  For some, this was all too real.  For others, who fit into the Upper class of Sociology Class Structure, it was sobering.  Realizing that people actually do have to live like this made them take stock.

Some students took this very seriously, but all students seemed to have fun.  But was fun the point?  I think the fun was necessary for them to be able to take in what they were experiencing.  If it had been as miserable and as harsh as the reality of poverty often is, they would have shut down.

My students found a way to 'survive.'  They made hard choices- sometimes choices that we with the luxury of social position would call unethical.  But in the end, I truly believe my students see a part of the world that many had not encountered with fresh eyes, and open hearts.

See, I love teaching classes like this, because not only do I get to teach theories, I get to challenge my students to act as better people, to learn morality.  To learn how to care for others.

I think I would do Theodore Roosevelt proud with this lesson, as he once said:

"To educate a man in mind and not in morals is to educate a menace to society."

My hope is that my students are in no danger of being menaces, but they are in danger of being compassionate.

Risk: There's a Train A'coming

If there is a buzzword around my school district this year, it is, without a doubt, "risk."

We've talked about it in trainings, I'm going to be taking part in a Twitter chat in just a little bit all about it and it is the centerpiece of a district Leadership Academy I am fortunate to be a part of. 

But why is is such a big deal?  Why should we as educators take risks?  In my district, at my school, where I've heard fellow teachers say- truthfully- "We've got a really good thing going here"- why take a risk?

I shared this quote with my classes yesterday, and I believe it answers my query very well:  

Life is progress. Education is apart of life. Thus, Education is progress. 

I have never feared taking a risk. I run to the edge of the Grand Canyon, I take my young children hiking up 14,000 foot mountains, I still do flips on a trampoline at 35, I started a church in a bar when I was 28 with no financial support, I ask my classes controversial questions about current events and sit back and watch them work out their opinions. 

Many educators do fear risk. They look at the track beneath their feet and think, "This is taking me where I want to go."  And they are right- but they do not hear the train of students who learn differently, new technologies that shape the classroom environment, and fellow educators desiring to lay the throttle down and get to that destination faster. 

My district and my campus have more than their share of risk-takers. But what if you are at a school that thinks risks are just too...risky?  How can you affect change and bring them along, too?

Here is my problem:  For me, risk is only worth taking if it is costly. I'm a bit of an adrenaline junkie. I get a rush from the danger of failure looming ahead and fighting with the throttle to stay on the track. 

So, I often find  myself wanting to take bigger risks than those around me. I do not ever want to force someone to take a risk they are not willing to take, so I must work to convince and offer security to take the risk I believe is worth it. Here is what I try to convince my fellow risk-takers of:

The risk is necessary. 

Maybe it is expected of us to "go big or go home."  Maybe there is a population of students that need us to dangle on the precipice of greatness and failure. Maybe there is a wound in the culture around our school that appears to be "just a flesh wound" but without the risk it can become gangrenous.  

I do not take- or attempt to persuade others to take- risks for the sake of risk. I take risks in my personal life because I need to test myself physically and mentally. I take risks professionally because I see and hear that train barreling down the tracks and gaining on me. 

The risk is worth it. 

The change a risk can bring must be worth the danger of its failure. If the cost is greater than the benefit, it is vanity and pride that drive the risk. And even if it succeeds, it fails because the change is not profound. 

The risk is indicative of leadership. 

If we are in a position of leadership, we are in a position that requires risk. Great leaders like Martin Luther King, Jr., Ghandi, Jesus, and Davy Crockett took risks.   

Crockett, when looking at the situation in Texas during fight for independence from Mexico, asked for help from his fellow U.S. Congressmen.  He wanted to aide the Texans because he believed it was for their benefit and the benefit of the U.S.  Their silence infuriated him, and he took a tremendous risk with the words, "You may all go to Hell, and I will go to Texas."

Crockett died there, but his leadership, along with the rest of the San Antonio martyrs inspired the phrase, "Remember the Alamo!"  Oh, and victory. 

We must lead, we must take the risk that others fear to take, because by our taking it, the fearful may be given courage. 

The train is coming. 

Here's the thing:  we all know things are progressing in this world very quickly. New tech appears by the seasons, and sometimes the month. Students have new learning styles. New teachers arrive every year, hungry to try new things, but afraid to fail. They need mentors, examples, symbols, of what teachers who take calculated risks look like. They are on the right track, let us be the train with them, so none of us get run over for just sitting there. 

Resolved: Classroom Debates are Vital to Education

I sat back in wonder and watched as the student walked through the info graphic she had drawn on the whiteboard defending her teams side in the classroom debate. There was logic, critical thought, refutation, and an easy to follow line of reasoning. 

All because I gave the class the challenge to debate two sides of an argument in History class. 

Now, I teach Debate, but I've used classroom debates to challenge students to think deeper than regurgitation and be prepared to take a stand in my History classes. I know some teachers get a little nervous and squirmy when you mention debate, because it has the potential to go off the tracks and get into controversial subjects. This is true, but I also believe it has the power, even with those risks, to be a powerful tool in the educator's arsenal. 

Debate Teaches Listening Skills

You've got to listen to your opponent's views carefully to understand where they are coming from. Students who engage in classroom debates critically analyze the arguments made in an effort to answer the questions they raise. Students must listen for nuance and shades of ambiguity. All this leads to the next critical skill. 

Debate Teaches Organized Thought

If you are going to make a case, it's got to make sense. And step one is to organize an argument that is easy to follow. Now, the student in the opening illustration had her whiteboard, but that was just an image of the organization she and her team used to craft a compelling argument. They answered the points of their opponent clinically, and then made their own points clearly. These skills are handy to have in debate- but also important for communication skills throughout life. 

Debate Teaches Communication Skills

Not only do students need organized thought, they need to be able to speak. 

To people. 

In this age of Twitter and texting, face-to-face communication can get left behind. Students need to be able to give literal "voice" to their ideas. Debate allows students to find their voice and develop confidence. It can also give them an interest in addressing other issues close to their heart. 

Debate Teaches Responsible Discourse

Students are going to find issues to be passionate about. Students are then going to argue those points. A look at Twitter or comment sections on the internet reveals the sad state of rational debate. Name calling and hollow, evidence-lacking claims are the norm. 

This is not debate, they are temper tantrums. 

As educators who encourage classroom debate, we have the opportunity- and the responsibility- to help students learn the way to argue with passion and courtesy. We are able to give students the freedom to speak their minds in a safe place where we can guide them to better ways to share their hearts. We are able to step in if the debate gets a little too heated or personal and remind students that we can disagree and still get along. Our students have strong convictions, and a passion to defend them- but they need to know HOW. 

Getting Started

It's not tough to get students to debate. A discussion of character's action in a Lit class, questions over ethics in Science, actions from the past in History, or current events related to subject matter. You can divide students up (I like to have students argue the opposite opinion of the one they actually hold because it stretches them.), you can let them choose, or you can simply put a list of topics on the board and work through them. You just moderate and watch out for tangents. 

At the end of the day, like all strategies we use, sometimes it flops. So you learn from it, along with your students. 

But other times you get brilliance on a whiteboard. 

And that is why it's worth it. 

Week 2 Review

BMy weekly personal evaluation of what's going on in and around my classes. 

The Good:  

Preparation:  I managed to get ahead on planning, as per my goal. I also got ahead on tests and quizzes. 

Class Discussion:  We shifted into more classroom discussion and less me talking. Still want more student involvement, but this week was much better. Our Comm Apps current events discussion on Friday was great- students really took ownership and ran with it. Sociology classes had excellent debate on what values are strongest in America and we moved to an impact point of "What values do you want to be the strongest?" This was inspiring!  Debate class had our first speeches and cross examinations- great questions from the students. 

The Not-So-Good

Color Coded Schedule:  Yeah. This didn't happen. Grading by colors happened, but that necessary desk calendar is still blank. And on August. 

Names:  Did great! Until I totally forgot half the names in one class. While taking roll. Out loud. 

The Bad

Misjudgment.:  I spent a couple days concerned that a student was going to try to start an argument with me over a topic they wanted to cover in our current events discussion. Turns out, they were just posing a question for advice from the class on how to approach answering the subject the student brought. But I allowed my concern to affect, in small ways, how I viewed this student. They weren't trying to cause trouble, they were seeking support. I cannot let that happen again. 

The Grade

Good to great class discussions, but still struggling with names, schedule and a misjudgment of student intent drops the grade to  a B-, in my opinion. 

The Goals 

Names: Get them down. 

Schedule:  Write it down. Stay ahead. 

Gauging Student Intent:  Give students the benefit of the doubt, while being prepared for potential class disrupting/distracting comments. Also, figure out how to do this. 

Week in Review: Week 1

We've just finished week one of the 2015-2016 school year, and I thought it might be a good idea for my own goal setting/reviewing procedures to TRY to do a weekly week in review where I talk briefly about successes, failures, strategies, and goals for the next week. If you read this, please feel free to ask me about meeting my goals this week- keep me accountable, that's why I'm making this public. Let's see how this works!

What Worked: 

-introduced "Burning Questions" in Communication Applications. It's icebreaker questions randomly drawn and asked to a single, randomly drawn student each day. . Why it worked: Covers standards for interview skills and prepares them for being in front of the crowd in presentations later on. Students seem to enjoy it, and we are learning about each other as a class. 

What Worked

-asking students in Sociology, as part of Diversity unit, what are some areas in Anerocan Society where diverse opinions and actions have led to conflict- then opening discussion. Why it worked: Students have their opinions, first cautiously, then more confidently. Great back and forth a between students as I occasionally asked " devil's advocate" questions or introduced an alternate viewpoint. These kids have some solid ideas on all sides of issues. 

-in my stacked class(I teach Debate 1, 2/3 Honors and Independent Study in one class period), I utilized my upper level students as "experts" that could add to my teaching and also coach the Debate 1's. Why it worked:  Perspective. The uppers have done the types of debate we are discussing, they can tell the 1's what it's like in the moment. The 1's are listening and the uppers are learning coaching skills. 

What Failed:

-I talked too much. How to fix it:  First week it's often necessary, but even as we moved beyond that introductory unit, it was mostly me talking. I need to work on ways to ask more "discussion inspiring" questions in the midst of necessary content delivery. 

-I did not get any further ahead on planning and prep. I have 6 preps for 5 periods, cannot afford to fall behind or catch up to myself. How to fix it:  I just need to better budget time, maybe set aside one day a week to work on future lessons (I'm 5 weeks ahead right now). 

-I had trouble keeping which assignments were going to be for which class. How to fix it:  I have a desk calendar and colored pens I use for each class- colors correspond to objectives on the board and class work is graded in that color-I'm going to make sure to make visual reminders for me of what is coming up for which class. 

Evaluation:  It was a great first week. Connecting with students well, students are talking in class- about content, not gossip. Failures have easily identifiable fix and success have long term positive prospects. I'd give it an A-.

Goals for the week:

-Learn names. I'm getting there, but some classes are better than others. 

-Get another unit/chapter ahead in Sociology and/or Comm Apps. 

4 Tips For Day 1

Either your first day is here, or it's about to be. If you are like me, there are a LOT of thoughts running through your head, some good, some bad, some will strike you in the middle of the night with terror or inspiration. Here are some tips I will be following this year as I prepare for Day 1.

Share "You"

It is all about introductions. First impressions do matter, but a bad one is not insurmountable. Still, if you can, try to spice up your intro by being YOU. 

I've tried doing it other people's way, but I've found that just sharing bits of my life as a normal human being goes a long way. Last year I made a video that introduced my family and my hobbies. This year I will be showing a video I made about our family vacation. 

Whatever you do, share "you."  Be real and honest. Students want to know the real you, and can see through the phony. 

Say Goodbye to Last Year

No matter how good or bad it was, it's over. Done with. Graduated and moved into a dorm. 

My high school graduated its first seniors last year. They were an awesome group, and one of my StuCo kids expressed the fear that the other classes "won't be able to lead like they did."

The answer is " they won't and shouldn't."  That same advice goes for us teachers- last year was a different species than this year. You will have new students, new co-workers, and possibly new subjects. Don't waste time comparing the two years. I did that for a while last year, and it made me miserable. Find your joy in the "now" and make this year what it should be. 

Make Plans- with an "s"

There is nothing like going through your day 1 plan and finishing with a flourish--and twenty minutes left in class. 

Whatever you have planned, have backups in case they fail, or end early. Even if it's a default fall back to "So, you do anything interesting this summer?" class discussion. That has value towards building relationships. 

Give Yourself a "Cookie"

At the end of the day, treat yourself to a "cookie."  Set steward in mind for what you can enjoy and celebrate your Day 1 survival with. Doesn't have to be huge, but it must be something you like. For me, it is a Double Doozie cookie Slice from Great American Cookie Company. (Yeah, they do that and they are awesome.)

So there you are- 4 tips to a great first day. Now, go decide on your "cookie."

Mountain Message Part 3: 4 Hikers and Plan

(This is part 3 of a 3 part series.  Parts 1 and 2 are about spiritual lessons I learned from the journey, and appear on another blog I maintain.  Feel free to check them out as well.)

Our family vacation this year took us to Lake City, Colorado- a small town in a valley yet still sitting at about 8,600 feet in elevation.  It is surrounded by mountains on all sides, and our family goal was to hike one of them in particular:  the 14,048 foot Handies Peak.

We all made it to about 14,000, but I was the only one to actually make it to the summit.  It was a rigorous and exhausting trip, but it provided for some interesting insight as an educator.  For one, I noticed the importance and ultimate shortcomings of being well planned.  For another, I noticed a correlation between the types of hikers in my own family and the types of learners in a classroom.

These are my observations.

Prepare- then improvise
We had attempted to hike Handies before, about four years ago.  We made it to about 13,000 feet from the trail head at 11,600 when a summer sleet storm forced us back down.  This previous experience, along with some studying of other hikers' methods led us to realize the need for certain things this time around.  Just like we prepared, teachers are right now preparing for their own hike through the curriculum and classes of the school year.  Here are some things you might find you need on your educational journey.

• Knowledge of the trail.  We needed to know when to follow the trail to the left or the right.  One might be steep, but it was well established- thus safer for our daughters (8 and 10) to hike.  the other might be less steep, but to find the trail again meant going over less stable shale paths.  Teachers need to know their path.  Understand the subject matter, and if you have taught it before, be aware of the moments when the trail gets more risky.  If you are a new teacher or teaching a new subject (as I am this year), familiarize yourself not just with your textbook and materials, but with a general knowledge of the subject.  Ask other teachers for their expertise on the subject.  I was fortunate to get a huge amount of help for one of my new subjects from another teacher in our district in the form of class notes and project ideas.  (Thanks Roy!)  So, find your maps and guides, and pay attention.
• Proper gear.  As we packed, I looked at my hiking boots.  They were about twenty years old and had held up well.  But I knew by looking at them that they would not serve me well in this journey.  I needed new boots.  Teachers, too, must update their gear.  It may have served you well last year, or even for twenty, but "gear" wears out.  Update notes, update technology (or consider it, for some) and be ready.  Also, when hiking as high as we were, layers are important.  Dress so you can shed what you do not need because it is better to bring more clothes than you need so you do not freeze.  (It was was 31 degrees when we started out, and warmed to 65.)  Teachers, it is better to bring more "gear" than you need than it is to realize in the moment, you do not have what you need in front of the whole class.
• Properly hydrate and apply sunscreen.  We each got one of those backpacks that has a water bladder and drinking tube for the hike, with 2 liters in each pack.  We also brought extra water just in case, and applied sunscreen multiple times.  Being closer to the sun has a larger impact than you realize until you are there.  For teachers, their hydration and sunscreen come in the form of trainings throughout the year.  I know they can sometimes be boring or even repetitive, but try to remember that they are fuel for your teaching hike as well as protection from potential failure.  I am fortunate to work in a district that has excellent teacher training and trainers/instructional coaches.  But if you do not have that fortunate situation, we live in an age when "water and sunscreen" are at the touch of your fingertips.  There are countless resources on line and especially in social media.  Our district is actually beginning a new Twitter chat for educators this year- its great water for the thirsty teacher.  And hey, taking up Twitter might just be the Proper gear for teacher development you need this year.
• Get ready to improvise.  In all our planning, we were sure we had thought of everything.  We even bought a can of oxygen for the thin air.  However, we did not.  We forgot our oldest daughters inhaler- thank goodness we had the oxygen.  We did not think about electrolytes at all, but thankfully some other hikers had and were kind with their supply.  Then there were the challenges that arose that we could not foresee.  Teachers, no matter how well you prepare, you cannot prepare perfectly.  Something new will come up, you will forget something, or the unforeseen will sweep your legs out from under you.  As educators, we must be flexible and adaptable- and willing to take help when it is offered.

Types of hikers

My family is made up of my wife, Kristin (also a teacher), our ten year old Leslie, and our eight year old, Kenna.  We had all prepared in different ways physically for the hike because lets face it, nothing in College Station, Texas can prepare you for the environment and elevation of Colorado mountains.  Kristin and I exercise regularly, Leslie is a gymnast, and Kenna does cheer classes.  We swim a lot in the summers.  But as I said, nothing prepares you for hiking and the struggles that can arise.

As we hiked, I recognized that we each represented different types of students, and how they hike is similar to how students manage their years/semesters in your course.  

• The Struggling Hiker.  Leslie, our oldest, is normally our athlete.  But the cold and thin air of the mountain kicked her asthma into high gear.  We had gone less than a mile (round trip it was over eleven miles) before she was struggling for air.  Fortunately, we had the oxygen.  She took hits very frequently throughout the trip.  It became clear about two thirds of the way in that she would probably not be able to make the summit.  The goal was to get her as far as we and she could.  With Leslie, we stopped and took breaks often to let her catch her breath.  We constantly encouraged, set small milestones that we then congratulated her for making, and talked to her about her interests (currently Harry Potter) to take her mind off the difficulties. She made it to 14,000 feet- higher than most kids her age could do.
• In our classes, we have students who struggle.  They don't like the subject or they have another factor that makes learning more difficult for them.  Their slow progress can slow down the rest of the class as well, so it becomes important for the teacher to create a culture in the classroom that allows for the other students to work with the struggling student instead of bemoaning that they are slowing everyone else down. We can set milestones and chances for small victories.  Students need 'wins' from time to time, or they give up.  We can build relationships based on the student's interest- once I asked a student about their interest in working on old cars, and it forged a connection that made a difference in their classroom performance.  And we must constantly seek reasons to encourage all students, not just those who struggle.
• The Tragic Hiker:  Kenna, our youngest, was a natural hiker.  She sped up the mountain, never took hits of oxygen and had energy to stop at snowbanks and make snow angels.  I had no doubt she was going to summit.  Then, at about 13,800 feet, a fellow hiker's dog that was not on a leash jumped on her and knocked her down.  She slid a bit down the mountain, but she was tethered to me, so she was not in any danger of falling too far.  But it terrified her.  Before the dog's owner could get to the dog, it jumped on her again.  (I feel I showed great restraint as evidenced that the dog is still alive.)  No amount of encouragement or comfort would change Kenna's new mindset.  She would not summit.  But we could get her farther than she was willing to go at first if we loved and cared for her hurts and fears.
• Some students start out the year with all the promise in the world.  Then something happens.  Often, we do not know exactly what it is:  maybe it is problems at home, loss of a loved one, job problems, girl/boy problems, etc.  If a student is willing to talk about what happened, that is at least something.  We can listen and share advice- if asked for; we can share our own personal struggle that correlates with theirs.  But if a student does not want to talk about it, we can just be there for them in case they change their mind.  Our lofty dreams of this student being a "summit" kid may be gone, but we can still help them be successful, get them farther than they were initially willing to go when tragedy struck.  We just need to show them we care more about them as a person than the lofty educational goal we set.  By doing this, the student will see that our still solid educational goal of success is in their best interest.
• The Compassionate Hiker: My wife, Kristin, is a very compassionate person.  When I get frustrated with our slow progress, she is there to calm me and comfort the girls.  Kristin could have made the summit.  But when we reached 14,000 feet, altitude sickness and weariness and fear and asthma got to our girls.  They were successful at making it to 14,000 feet, a HUGE accomplishment for them even if they did not summit.  The view was still spectacular, the air was still rare.  In that moment, Kristin knew I needed to make that summit and the girls could not.  She sacrificed her own chance to summit for me, and for the girls.  She was concerned more about the health and welfare of our girls and about my happiness than her own goals.
• There are students who could do so much more.  They do not, however, and it has nothing to do with lack of desire or unwillingness.  There are students who are willing to sacrifice their own chance at being 'summit' students because they care more about the relationships and the mutual success of their classmates.  They are the ones who spend their free time working with the 'struggling' and 'tragic' students instead of doing that extra credit that could pad their own grade.  What do we do with them?  We thank them.  They got to success as students easily enough, now they are concerned with being successful as human beings.  We need to encourage this compassion, while still encouraging their educational growth, because the world needs these people.
• The Summit Hiker:  I made the summit.  I was successful, but I was able to go beyond that. I was able to see a view that a majority of people will never see, and I am thankful for that. But I did not do it alone. There are definitely others who COULD make the summit, but choices of what is important to them, or difficulties or things that happen to them prevent them.  I came down from that summit wanting to share what I had seen with others, and feeling just a little bit sad that my family was not right there with me to share that moment.
• These are the perfect score on the SAT students, the students you know deep down know the material better than you.  The students who are vigorously recruited by the kinds of schools that others only fantasize about.  They will be successful in whatever they choose.  What do we do with them?  We get obstacles out of the way so they can succeed.  We celebrate their success.  We remind them that being a 'summit' student does not mean that they are better than the others overall.  We try to teach them humility and humanity- not as teachers that "put them in their place," but as teachers that model humility and humanity. We teach them to appreciate and be thankful for their success so that they may ultimately share it with others because they want to make the world a better place.  

I learned a great deal on that mountain.  I was humbled by my accomplishment because I could not have done it without my family- especially Kristin's sacrifice.  I believe that someday my whole family WILL stand on the summit of a "14er" together.  I had that moment of success, and I want them to feel it to. I want to share more than just pictures and stories with them.  I want to share the experience. We will work and grow and mature to a point where we can all stand there together.  I want that for them.

Isn't that what we do as teachers?  We have tasted the success of gaining knowledge, and we desperately want others to gain it as well- so that they can know the joy of success.

That is the kind of teacher I want to be this year, for sure.

See you at the summit.

What is Success?

My second year has come to a close.  I have been thinking and evaluating the year a lot the last few weeks.  For much of the year, I felt that this year was a "sophomore slump."  I had to work harder to not get as deep in my classes, my speech team moved up two divisions and faced much stiffer competition, and building relationships was much more difficult and took longer.  As the year ended, I began to realize something:

Success is defined in many different ways.

Success in Content

True, it was harder teaching the students US History this year.  Last year I had self-motivated Honors students.  This year, I had to serve as their motivation in many cases.  And teaching US History to High School Juniors in Texas means the STAAR End of Course Exam.  I spent much of the year feeling the pressure to get these students to pass this test because they do not get to graduate until it is passed.  So, I found myself giving in to the temptation to engage in some teaching methods that I felt bordered on learning the test instead of loving the content.  It is a struggle I am sure many teachers face.

If the scores reflect that my students did well, that is a success for them- but is it for me?  My number one goal as a History teacher is that my students find at least one thing to love about history.  I am passionate about history and I want that passion to spread.  When I give in to focusing on the test, my passion wanes because the time it takes to develop passion is given to time spent figuring out what the test might ask.  And if my passion wanes, the students will- at the very least- lose interest.  They will not love history like I do.  The number of students I had last year that told me how much they loved this or that about history when they never liked history before tells me that my approach based on sharing my passion for the content- not my concern over the test- works.  

I wish I felt more successful in my content- but maybe time will reveal a surprise. Perhaps success here is finding that common ground between preparing for the test and sharing a passion for the material- I plan to work on finding it.

A student is successful if they score well on their End of Course Exams because they get to graduate and maybe get an "Advanced" score.  But for me success is a student coming back and saying, "Man, I really love _______ about history!  I never cared/thought about it like that until your class!"

Success in Competition

This is probably the most difficult to measure, because we assume success is more points on the scoreboard.  Our school jumped from a 3A designation to a 5A designation this year.  Sports, Academic UIL, FFA and other Career Tech groups all encountered new levels of difficult competition.  And we all found varying levels of success.  My high school, in its three years of existence, has been remarkably successful by the win/loss standard.

But is that true success?

Just winning is not success, I say.  I feel that a component of success is character.  A team that wins, but is smug, arrogant, dismissive of opponents, and just all around jerks may be victorious, but they are not successful.  But a team that loses, shoulders the disappointment with humility and determinedly works to not lose again is successful

I am proud to say that my school is most definitely successful, by my definition.  Our faculty is actively cultivating these characteristics.  We are courteous to our opponents, and our students behave with character and integrity.  Every school has a few moments of falling short in those areas, and we are no different.  But modeled from the top leadership down, there is an attitude of admitting mistakes and atoning for them.  The Prose and Poetry coach that works with my Speech team and I are very intentional about teaching our younger teammates how to win well, and how to lose well.  It is not always easy, but we must demonstrate humility in victory and defeat.  

Victory must have integrity to be a success.

I want teams that face us to walk away hating that they lost, but respecting the manner in which they lost.  And I want the teams that defeat us to respect the grace and maturity we show in the loss.  This is success in competition.

Success in Relationships

Honors students trusted me pretty quickly last year.  We were able to ask tougher questions faster, dig deeper into discussions sooner.  This year, my on-level classes were MUCH slower to warm up.  And when they did, it was difficult for me to tell because their trust was much less overt and easy to see.

I speak to my students, and treat them, like they are adults.  My simple rule is that I will respect you.  No conditions, no qualifiers, no prerequisites.  I also promise to trust you, until that trust is broken, then it must be earned back.  Well into the second semester, I still could not tell if they trusted or even liked me.  I felt I was not making that connection, and I doubted myself.

I strongly believe that to get students to do the hard thing, they need to care about the teacher who is leading them.  You can give them difficult problems, increase the rigor, but without relationship, I just do not see success happening.  Why was I not connecting?

Now, at the end of the year, I received letters from seniors who chose to write me as a teacher that had an impact.  My students from last year wrote about the way I connected them to the material and how I made a difference in their life.  My classes this year had a handful of Seniors (US History is a Junior level course here), and to my surprise, I received letters from some of them.

One student told of how they almost quit, but because I wouldn't give up on them, they decided not to give up on themselves.  They were walking the stage at graduation because another teacher and I would not let them give up.  They sent me that email the morning of graduation.

I looked back and I realized that these students trusted me long before I could see it.  They were not expressing it because many of them are just more guarded.  They do not trust authority figures easily.  I remembered that there were students I would discipline, and yet the next day, they were not bearing a grudge, they were even laughing with and being friendly.  What had I done that made this possible?

I think it went back to the second week of school.  Everyone did poorly on the first test.  Instead of scolding them for not taking the test seriously, I asked them, "What can I do better as your teacher?"  I got good, solid, workable answers, and applied them- manner of delivery, ways to review better, etc.

That may have made more of difference than I initially thought.  I gave them ownership in the class.  I forgave them as quickly as they fell into wrong behaviors.  I made my room a safe place.  Oh, there were still discipline issues, but I pointed out that the issues were not about disrespecting me- that I can deal with- it was about disrespecting their peers.

Relationships matter.  And successful ones are built on trust and respect.

What is Success?

I am still a new teacher.  I am still learning and do not have all the answers.  I simply notice what works and what does not.  Each year is, in a way, an experiment in how best to educate students in curriculum and guide them in life.  

Some students I fail.  They don't get the attention they need, or I cannot find the best method to reach them.

It haunts me.

Some students get the good grades and pass the right tests, but I fail to make the impression on them that actually helps them in life.  I fail to impart integrity and character.

It haunts me.

Some students get the grades and pass the tests, and mature and grow far beyond the requirements of the course.  They are students that will walk back to my room next year to chat.  They are students who will hound me to follow them back on Twitter the day they graduate.  They are young adults who will send me an email or ask to get together for coffee when they are in college. They will ask me advice on classes and life.  They will tell me that something I did connected with them, and they want to be for others what I was for them.

These sustain me.

What is success?  For me, it is having more students in that last category, while diligently striving to decrease the numbers in the other two categories- perhaps with help from other students in that last group.

What is success?  It is measured not in GPA's and Commended's and Honor graduate stoles, but in students who view the world and the subject matter I shared with them with a little more clarity and the knowledge that at least there is one more adult out there that cares for them.

What is success for you?