You Found Me

Lost and insecure
You found me, you found me
Lyin' on the floor
Where were you? Where were you?
Lost and insecure
You found me, you found me
Lyin' on the floor
Surrounded, surrounded
Why'd you have to wait?
Where were you? Where were you?
Just a little late
You found me, you found me
Why'd you have to wait?
To find me, to find me

 You Found Me- The Fray

A couple days ago, I was driving to school when I found this song on the radio.  As College Station High Schools impressive figure rose up, the rising sun behind it, giving my place of employment a shadowy, yet calming look, I began to think about what the song means for me as an educator.

See, educators are in the business of finding people.  Sometimes literally.  But always in a more metaphorical sense.  We are tasked with discovering the ways our students learn, the barriers that keep them from that learning, and the special things our students may not even know they are capable of doing.  But as educators, we are also responsible for each other, finding fellow teachers who fly under the radar but do amazing things, finding those who have skills to share, finding educators who have more to offer than meets the eye.

So, here are a few of the hidden students (and educators) we need to find.

The Hide-and-Seek

They may be shy, reserved, or just very humble.  They know they have something to offer, something of their uniqueness and talent that they could share, but they don't want to.  Maybe it's fear, that they are not as good as they think, that others won't appreciate them or understand them.  When we find them, we catch a glimpse of something that we are not sure we really saw.  A deep insight, a new method or teaching technique, a quality that is in short supply.  When we see it appear again, we want to try to draw it out to see what all it entails.

 The Hide-and-Seek needs gentleness and patience.  If we pounce on it, we scare them back into hiding.  We start small, asking them quietly off to the side a question that brings the thing we saw out again.  We help them build confidence, or trust or whatever they need to share the great thing they have.  The Hide-and-Seek has to learn to believe in themselves, and that journey starts with us showing that WE believe in them.  There is no greater look than the one on the face of a student who shares themselves after fearing the results- and realizes they are accepted.  Its a door that won't easily close again.

The Confused

These people have gotten lost along the way.  They missed a lesson or a key point, and they drift away from the path.  If the Confused is a teacher, maybe they have reached a crisis of faith- "How do I keep doing this? What did I do wrong?"  Sometimes, the Confused is not lost in due to their work, they are dealing with issues that have shaken their worldview.  A tense family situation, the loss of a trusted friend due to betrayal, the discovery of a truth that rocked their world.  They bring this confusion to our classes and hallways with anxious eyes and wringing hands.

The Confused needs empathy.  We feel confused and we feel alone, so we need someone to walk with us.  Sitting with a student who is confused means we need to listen a lot.  And really listen.  That doesn't mean that we immediately try to fix it- the best way for the Confused to be found is for them to find THEMSELVES.  We listen, we ask questions to guide them, and we let them have the breakthrough.

The Undiscovered

Like the Hide-and-Seek, there is something special that has not been found.  But the Undiscovered may not even know it themselves.  Maybe they have never been given the chance to try something, or maybe they are just beginning to explore that talent or thought.  

As a Debate Coach, I spend a lot of time looking for the Undiscovereds.  I notice demeanors, work ethics, vocal styles.  And when I approach students who I think have an undiscovered talent, they are often surprised- and reluctant.  Again, it takes patience and gentleness, but it also takes experimentation.  Giving the student a chance to discover for themselves what I have seen in them.  If you have built up trust with this student (or educator) then they will be willing to give it a shot.  But be careful not to go too far too fast, or they become a Hide-and-Seek.

The Hopeless 

Sadly, these students and teachers are too common.  They have given up.  Beaten down, literally and/or figuratively by life, they just do not care anymore.  They act out, they don't act at all.  They feel any attention- especially negative- is worth any action.  They have given up on dreams, if they ever had any.  They may have been the Confused once, but they were never found. They may come to us tired, hungry, poor, angry, or apathetic.

They need grace.  They need compassion.  They need love.  And they need our time and attention- positive attention even if they do not "earn" it.  They need to know that someone cares.  They need to know that someone cares about them, even if they do not care about themselves.  And they will break your heart.  Some will be found, but others will escape us, and we will lose sight of them and they will go without rescue.

So, we must be ever vigilant for the Hopeless student...and teacher.

You Found Me

As the song played on my radio that morning a few days ago, and as my school loomed in view and my thoughts turned to the Lost and Hidden all around me, the process of this blog started.  But it did not start with thinking about others.  It started with when I was Lost.

See, I came to education at a time when I was Confused- what I thought I was going to be had gone away.  I did not know where I was going or even what I was supposed to be.  I was approaching Hopeless fast.  I doubted myself, and my competence.

But I had some educators who found me.  They encouraged, they coaxed, they gave me opportunities.  They took a chance and a risk and they trusted me.

And I began to trust myself.

See, I like finding students and teachers because I know what it is to be found when I was lost.  I know what it is to find a purpose when once there was not one.

Each morning, I sit in the commons of our school.  It is a three story atrium, and students and teachers wind around the square structure on their way to class.  I sit in the atrium during my conference because it connects me to my school. (And because another teacher floats into my room.)  I watch and I talk and I try to notice my fellow humans who are playing at Hide-and-Seek,  who are Confused, who are Undiscovered, and who are Hopeless.  I look for them, because one day, I want to sit across from them-maybe over coffee- have a conversation about how far they have come, about how they are so glad someone gave them a chance, and hear them say to me,

"You Found Me." 

If a Teacher Asks a Question and No One Teaches Their Subject, Does It Make a Noise?

I was super excited to get to teach new material this year.  I was even more excited to get to teach content that I alone taught on my campus.  No schedules to line up with, no assignments to match up, no meetings to attend.

It was going to be great!

And it has been, but what if something comes up that I do not know how to handle?

Who do I ask?

Now, the easy answer for me is to go to other teachers in our district that teach the same classes.  But not everyone has this option.  Not everyone has been to a conference to network, or knows a lot of teacher from all over.  Here are a few suggestions I offer:

1.  Twitter/Social Media:  Educators are using Twitter like crazy.  As I type this, I am about to attend our district's chat- #CSISDchat.  It is a weekly chance for us to share what is going on, victories and losses.  But there are THOUSANDS of chats on at all times.  There might be one for your specific content.  A Google search is good to find lists like the one here:  http://www.teachthought.com/uncategorized/cheat-sheet-twitter-for-teachers/

2.  Talk to Admins:  They can encourage, enlighten or correct.  They can also suggest trainings and courses to attend.  They WANT you to be successful, because it means students are successful.

3.  Talk to the previous educator: Ask the admins for their contact.  They have literally stood where you are standing and might have insight.  Of course, use discretion here, depends on why they left.

4.  Other teachers on campus:  Yep.  It doesn't matter if you teach Psychology (like me) you can get insight from CATE teachers, or Science, or Math, or English.  Sure, they may not know your content, but good teachers know good practices.  Good teachers know students, and if you share a student with a teacher, ask what approaches they use.

Teaching is a team effort.  How you define your team is up to you.

Classroom Activities for Building Relationships

Here is my first attempt at a vlog!


 

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.