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?