You Could Be So Much More

We've all seen things like these:




Teachers are always tired, always frustrated, always looking for the next vacation.  This is the perception of the world at large about educators.  And who is sharing these memes?

We are.

We are perpetuating the ideas above.  That teaching is all work and no reward.  And we wonder why some people, when their child expresses an interest in teaching, say "But you could be so much more."

As I write this, I have just returned from a session of our our District's Teacher Leader Academy where we discussed, among other things, the negativity that is felt towards the teaching profession in general, and public education in specific.  The consequence of negative perceptions of public education is a big one:  Studies show there a fewer people wanting to become teachers.

Why?

Negative Talk from Teachers Themselves

Those memes above are just the tip of the iceberg.

A major reason for the negativity came from the fact that we as teachers seem to talk more about the negative than the positive.  Think about it- how many conversations have you had with non-educators lately wherein you mentioned how-

• Busy
• Tired
• Swamped
• Stressed
• Tired of behavior issues

                      -you were?  Conversely, how often have you talked about the victories, the positives, and the hope?

Our non-educator friends hear this, and think "I don't want to work that hard for so little reward."  They also think "I don't want my kid to grow up to do that." (More on this soon.)  

We need to change the tone of the conversation.  Or do we truly believe it's just too hard?  That it is not worth it?  Have we lost our passion, or are we just agreeing with an established education culture that likes to complain and offer no solutions except to throw our hands in the air and say "Blah, the State Board of Education?"

Be the positive.  Stop posting the humorous but demeaning memes that contradict the important and vital and GOOD work we are doing.  Be proud and loud about what you and your fellow educators are doing.

Pay, Or Lack Thereof

I'm going to get this out of the way- if you have a problem with teacher pay:  write your Congressman.  Contact the State Board of Education, sign a petition, support a candidate.  But do not just complain. It does nothing.

You and I cannot, by ourselves change this.  And yes, it is a HUGE barrier to education getting the top-talent.  They go for the jobs with big salaries and benefits.  So, aside from getting politically active, how can we on the ground encourage a new generation to take up the teaching mantle.

Remind them we get paid with something else, too.

• Students, though rare, who say "Thank you for making time for me."
• A parent's tears as they tell you how much you meant to their child.
• Seeing a young person realize their full potential, without them even realizing they had it.
• Being the positive influence that a student doesn't find anywhere else.
• Jeans days

"You Could Be So Much More"

At our meeting today, on several occasions, this conception came up.  Well-meaning parents who want their child to succeed tell them not to go into teaching.  Why?  Low pay, little respect, it's a tough job, everyone is a critic, etc. 

 Those are valid concerns.  

My answer:  "Let's prove them right."

As educators, let's be more.  More than paper-pushers, more than grading machines, more than presenters, more than the "baby-sitters" we are accused of being.

If you are tired, I get it.  But we cannot phone it in.  That's why people think they could be "So much more."  Greatness comes not when the task is easy, it comes when the task is at a razor's edge of failure, so we dance lightly on the edge and do the unimaginable:  reach just one more student.

As educators, we must "be so much more."  We may be called upon to play the role of surrogate parent, wise sage, comic relief, unseen support, and fighter for the rights of students.  Do not play the role reluctantly.  Doctors save lives, lawyers free people, athletes and actors entertain, astronauts discover and explore the last frontier.

Teachers save lives, free students, entertain, and discover and promote new stars.

Every.

Single.

Day.

So, why should you teach?

Do you love it, do you feel called to do it, do you want to be in a place to make a significant impact on potentially hundreds (thousands?) of lives?

Then that is why.

So, lets "be so much more."

Then the next generation of teachers will be as well.

My Top 5

A colleague recently threw down the Twitter gauntlet and challenged educators to name the Top 5 rewards they find in education. Without further adieu, I give you:

5. Seeing the smiles on learners faces as they realize they enjoy learning. At least that one time. 

4. Relationships with fellow educators that is both congenial AND collegial. 

3.  Learning to see the world from a different perspective as we seek to relate to our students and fellow teachers. 

2.  The look of the "aha" moment when a student gets it for the first time. 

1. The opportunity to shape school culture and ultimately the culture of a generation- for the better. 

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.