What Could Be…? The Ideal Learning Experience

The Power of Compounding

 

Little Things, Time, and the Inevitable Influence of Habits

Just the other day I was listening to one of my favorite podcasts - "Everything Everywhere" - and the topic was Compound Interest. What makes this podcast so great - in my opinion - is the level of detail and background given on the day's particular topic. Of course, we all see how Compound Interest can have positive and negative impacts in life with money and finances. And even though this is thankfully NOT a financial blog, it struck me as fascinating how little variables over time can have such power.

photo: Apple Podcasts

Specifically, a couple of different ideas came to mind:

*How often I would talk about this concept with my students over the year, in terms of building habits.

*Some of the different ways I have leveraged 'compound daily habits' in my life, and ways I am still striving to be more consistent.

I was a classroom teacher for 22 years. Over the course of that time, many things changed and evolved. I've used blackboards, whiteboards, smart boards, projectors; used overhead transparencies and taught mobile without a classroom for years at a time; proctored standardized tests with paper-pencil bubble fill-ins to digital versions of tests with built-in calculators and text editors. At the start of my career students still passed around folded notes, and now they just Snap each other during passing time and from bathrooms. There have been multiple presidents, world-wide conflicts and wars, financial crises, a global pandemic, the rise of social media, and the shift from a pre- to post-9/11 way of living. That's a lot of change and evolution! There's a reason the saying "the only constant is change" exists. And yes, the kids are always changing as well. There's always new challenges and obstacles. Kids growing up now face different things I did, and my parents did, etc.

That said, some things remain a little more unchanged...or timeless. I think one of those things is the power of compounding. And one of the ways I always tried to teach and explain this to my students over the years is through the habit-building around academics: daily reading, a consistent time and place to do one's homework, using their planner every day, writing down due dates for upcoming tests and projects, showing up for class on time and with all of their necessary items.

To some, this may seem a bit dated or even 'corny,' but I have to say that many years of anecdotal evidence would suggest otherwise. Here's what I mean by that...I never had students who did those daily 'little' things on a consistent basis and didn't do well. Never. I don't mean always straight-As, 100% in everything type of stuff. What I mean is they were consistently on top of things, felt confident and competent, and - maybe most importantly - when things did get tough (cause they always do in life for all of us), they had a system and support structure they knew they could rely on to get them through! The same holds true for a musician, athlete, etc...confidence really comes from preparation and consistency. Quite often i would have students over the years who knew this from their sports or from their musical participation (or both) but hadn't yet made that connection to their school work. (As a 6th-grade teacher, this isn't uncommon...they're just getting up to that age where these mental connections are starting to occur)

Within my own life and work I am constantly working on maintaining, re-establishing, or creating new, compounding habits to bring about key change. Everything from working out to daily reading-writing-mindfulness to movement to telling the important people in my life how much I love them. That's all probably another entry for another time :)

For now, it's about leaning into that mindset to drive change through daily, compounding small actions. It can be hard to forecast or stay the course because as the podcast said, the secret ingredient is time. Patience and steadfast dedication sometimes don't feel like 21st-century attributes, but can be invaluable in the process! Modeling any of these things for our young learners can be profoundly impactful.

**Note: I think this is part of the reason why James Clear's Atomic Habits is so powerful...it's speaks to some real universal truths. If you haven't read it yet, I mean c'mon!

photo: James Clear

Lessons

Or: How Coaching Always Seems to Lead to Meaningful Learning

Every single day, I find myself in new situations presenting opportunities for learning, discovering a new approach, or even seeing a new perspective. That is probably one of - if not the best - aspect of my job as a Peer Coach. Because I am able to work with almost 100 different colleagues, there is never a shortage of thoughts, insights, backgrounds, skills, reflections, wonders, ideas, struggles, and achievements to enrich my overall experience.

It's often said experience is one of the best teachers...and I can only agree, based on what a typical week looks like in this role. On a near-daily basis, there are chances to engage in thoughtful planning and goal-setting with colleagues; have deep, rich, and thoroughly reflective conversations on pedagogy, student learning, and professional development; and look for ways to connect district initiatives with school culture, teacher evaluation, and student learning.

Some of the work, collaboration, planning and reflection happening so far this year has centered on:

*Working Genius --> understanding and utilizing for individual growth and development, as well as maximizing the power of team and building a positive climate and culture.

*Culturally Proficient School Systems --> identifying and removing barriers to help bring about positive change, making success a reality for all students through our collective efforts.

*Robert DILTS logical levels of learning and change --> working to always 'coach to the level up,' helping colleagues align identity and beliefs with capabilities, behaviors and their environment. And also, making connections between this and Cognitive Coaching "Frames of Mind" and the Bridges Transitions Model...always driving people and groups toward their goal.

On top of all this would maybe be the most meaningful - and often best - learning that happens all the time in this role: seeing the amazing teaching done by colleagues each and every day! It's humbling and inspiring at the same time.

Olympics, Co-curriculars, and Developing the Whole

Something the Olympics captures so well every four years is the passion, joy, and purpose that comes with participating and competing in all of the various sports. People from all over the world, from all different walks of life, competing at the highest level. Watching the raw emotions and reactions for the athletes as they chase their dreams is always a very cool experience - one that always gets our family invested. 

All of this got me thinking over the weekend...there are immeasurable benefits to being involved with sports and activities. Specifically, I thought about students in school, and how much co-curricular involvement benefits and enriches students' lives and experiences in school. 

Joy - there's been so much joy and fulfillment for these Olympic athletes. More often than not, people at the absolute peak of their powers are smiling before, during, and after their game/match/event. Some have even talked about using joy as their focus and fuel for these games. If they're competing solo, they're always smiling and showing their pride in performance; knowing that four-plus years of hard work and dedication have led to that particular moment. When they're competing as part of a team, the joy is always infections when good things happen, and are always quick to pick each other up and offer support when things go wrong. 

Passion - the energy is simply unmatched! To borrow a phrase from the SEC: it just means more. A lifetime of work, sacrifice, and investment have been put into pursuing a dream and in general becoming better and better as an athlete and person. There's always a sense of urgency - contrary to a regular season game from the NFL, NBA, MLB and NHL, there's no "next game" or "next week" or even "next year." For many of these people, the option of "four years from now" isn't a viable reality. 

Purpose - it gets a little bit overused, but the notion of competing for your country and your collective Team (Team USA, Team Canada, etc.) is really a galvanizing element. So many athletes talk about that being such a driving force to propel them to greatness. The number one ranked golfer in the world - Scottie Scheffler - was visibly emotional after winning the gold medal. For someone who is typically quite stoic it gave a pretty good indication of how much it meant to compete and win for his country. 

For students in schools, being involved in different co-curricular activities can bring all of these things to their experience. I'm intentionally not just saying 'sports,' knowing for some students that might not be their interest or passion...but there are a lot of ways for kids to be involved beyond the world of sports. The arts, music, theater, academic clubs, engineering/robotics teams, debate, and many more. When students are able to explore their passions, develop skills, build confidence, and work towards a goal, they end up experiencing some of what these athletes in Paris are experiencing: Joy, Passion, and Purpose...plus another thing far too many kids lack: a sense of belonging! Thus, my push and plea for any school and/or district out there - Create spaces and opportunities for students. Officially, unofficially, within the school day, etc. Learning how to win, lose, set goals, make friends, resolve conflict, and persevere will enrich the student experience and create learners who feel a strong sense of belonging and community.

Summer and Learning

Like most summers, this one has been as fast and furious, filled with activities, adventures, and new experiences. Throw in some different weather variables (looking at you, torrential rains) and the uniqueness of two graduating high school seniors, and it's easy to see why I look at the calendar today and notice it's already the end of July!

This got me thinking quite a bit about the upcoming school year. Well, that and the Back-to-School Sale advertising that started promptly after July 4th. Over the last 20-plus years in education, many parents and students have asked about what to do over the summer to either "keep up" or "make strides" before the next school year. 

For all these years, my answer has remained basically the same... live a full summer, experience as many things as you can, go have fun with your friends and find new adventures, be active, be curious, and read as often as you can, in as many different ways as you can. 

The last part I always tried to emphasize to kids and parents alike. I feel like a trap to fall into is thinking that 'reading over the summer' means constant novels and literary works. This can be intimidating for many kids who squirm at the thought of having to try and "get through" and big, thick book with lots of small print. There's certainly much to be said for these types of books, and sure enough many students devour them all summer long. That said, there's a lot of value in reading articles, game summaries, movie reviews, national park brochures, song lyrics, and so many other types of written work that can spark thinking and reflection. Whenever parents asked about improving their student's writing, I would often recommend encouraging them to write as OFTEN as possible, even if it wasn't long or complex writing every time. Writing their own movie/show review, or their own summary from the baseball game they went to the night before, or a personal narrative essay about their week at camp all give students a chance to exercise those muscles. 

Because kids can be exposed to so many experiences and events during a typical summer, I never fully believed in learning loss. We're designed to always be learning from our experiences, with our minds making connections. Instead, I would always think of it (and communicate when asked) as more of a 'how much learning' could be had over the summer...how much growth could be experienced. THIS is where consistent reading, writing, and reflection can really come into play in impacting many students' journeys.

 So, as we head into the final weeks of summer. Do not worry if you feel like you (or your student) hasn't been 'learning' enough so far. Use these weeks to make great memories, have fun adventures, get as much family time as possible, and positively encourage them (or yourself) to read, reflect, think, and maybe even write (old school or digitally) as often as they can heading into the new school year. 

A Different Look

Something nagging at me for quite some time has been this sensation around the school experience not feeling and looking much different now than it did during February of 2020. While I know that there are differences - such as increased technology use & options and the proliferation of online/virtual academy offerings - most of it still feels like it always has...and I'm not necessarily sure that's a good thing. 

Looking back, it makes perfect sense that much of the last couple of years has been about surviving and keeping things afloat. At this point 24 months ago I'd had training with and some time to develop virtual "snow day" plans and lessons. Conversations with colleagues at the time around what appeared to be the slow elimination of snow/cold days, and lamenting the loss of that youthful 'right of passage' in MN, all seem antiquated and innocent now. Within weeks everything was paused and emergency training was happening to help 'blow out' our single-day plans into weekly, monthly, and beyond(?) planning. Everything went quiet for a few weeks, we immediately lost daily contact and interaction with our students, and then basically scrambled to finish out the rest of that school year.

Last year was quite exhausting at times, teaching in-person and virtually at the same time, and for some of the year only seeing half of my kids in person at a time. For many students who experienced being suddenly cut off in the spring of 2020, their detachment grew into a second, entire school year. Establishing and maintaining relationships with kids felt just as important as covering content, and mental health surged to the forefront of almost everyone's high priority list. 

While this year has felt thankfully much more 'normal,' there are a couple of thoughts that have kept coming back to me: 1. so much was lost that is still being made up for...MOST of which is social, emotional, and mental. 2. things certainly weren't perfect in school pre-pandemic, so why don't we do more in terms of using this as an opportunity to make things how we want them to be - to try and make some reasonable lemonade from perhaps the largest, sourest lemon ever given?

I don't have all (or any?) of the answers, and this certainly isn't a space for a full dissertation on the topic, but here are some things I'd love to have present in an 'ideal' school going forward. Keep in mind this comes from a middle school lens, so some of these things may look different at the elementary or high school level...

*Starting each day with a quick homeroom/advisory/home base check-in. 10 minutes max. Social connection, topical mini-lessons, sign up for activities, advice/support/communication, etc. 

*Dedicated time every day for kids to go to an activity of their choice...non-academic and hopefully incorporating some body movement! Fitness center, rock climbing, yoga, dance, walk & talk, intramural sports. Have staff lead things they're passionate about or simply lend a helping hand...get the blood pumping and minds clear before learning!!

*Grading or reporting that is directly tied to standards, and students' mastery and proficiency of those standards.

*On that note, students create and build on portfolios showcasing their learning, projects, work samples, reflections, goals, etc. Instead of conferences...or perhaps as a part of them - students using those times during the year to share their portfolios and lead discussions around all of the facets. 

*Interdisciplinary opportunities where students have flexibility in how to use larger chunks of time, instead of being locked into periods or blocks in specific classes. 

*Access to content being based on proficiency rather than what grade a student is in.

*Partnerships with community members and businesses to provide students the chance to make school-real world connections, intern, learn about possible careers, use their voice in the greater community, and learn about different viewpoints and issues just beyond the school walls and their social spheres. 

*Recess. Don't laugh, I'm serious. Kids need it.

*On that note, a mid-day block of lunch-recess-office hours-flex time. Every kid would either be eating, enjoying some much-needed recess time, or meeting with teachers in a one-on-one or small group flex setting to focus on specific needs, get help, work on enrichment, etc. 

*A focus on volunteerism throughout the year...this could connect with the community partnership if wanted, but either way have that as a component all students understand is a part of their time during the school year. 

*Built-in ways for online/virtual academy students and in-person students to connect within classes and curriculum, but also for larger events and purposes and different points throughout the year. No need for these to exist in silos!!

This is all quite a bit, but now seems like as good a time as any to really stretch our thinking about what might be possible for schools, and more importantly what could be possible for our students!

Good Intentions, Best Practices, and Unintended Consequences

Grading. One of the most complex, sometimes hotly contested topics within education. Almost everyone has strong feelings on the matter; each stakeholder group has a different perspective; and there are always new arguments to be made for any side. Over the last twenty-one years during my teaching career there have been plenty of inflection points, leading to a change in practice and/or philosophy. 

As a school, we have worked very hard over the years to refine grading practices so that a student's grade in a course is a true reflection of their mastery of the course content. Eliminating things like 'extra credit for bringing in Kleenex,' or heavy participation points - which can really hinder students who are either shy and/or have difficulty with the language as ML students, have proven to be positive, best-practice changes over the years. Additionally, taking a hard look at the mathematical breakdown of grade distribution and making a slight alteration has helped too...instead of the "F" range being from 59% - 0%, the "F" cut-off is 50%. In other words, if a student has done the work, taken the test, completed the performance, written the essay, etc. they can't score worse than a 50%. This has helped limit the number of times a student's grade completely plummet, thus maintaining a stronger, more positive mindset. 

As a middle school, being the bridge between elementary school (no real grades) and high school (official transcripts, class ranks, college applications, etc.) is an important role to help guide and train kids toward what grades and grading looks and feels like. In many ways, we have made strides with some of these good intentions and best practices. In some other ways, I feel as though we're perhaps setting students up for and even harder time in high school and beyond.

The other day one of my colleagues relayed a very interesting story that has been gnawing at me for the last few days. A couple of her 8th-grade students approached her and let her know that they'd done the math and decided they just weren't going to do their final speech project because, to quote them: "we know the school's rule that you have to give us a 50%." This took me by surprise (it shouldn't have... I mean #teenagers) because:

• it's an end-of-semester final project
• it's directly aligned to specific state standards
• they're approach wasn't "just mail it in, it doesn't matter" ... the approach was a bold proclamation that "we're simply not going to do it."

And this is just another example of how tricky and maddening grading can be in 2022. Not to mention virtual, in-person, hybrid, quarantining, etc. We're in a situation that quite often feels "can't win." Students come from elementary school and many don't have much sense at all how grades work and what they might mean. We all work hard to talk about the importance of the learning process and how our tests, projects, and daily work all align with state standards and learning objectives. But in the end, middle school grades don't really mean anything (or more accurately, they mean whatever the beholder wants them to mean). The trouble is all of this changes DRAMATICALLY once high school begins. Everything counts, grades start to really "matter," and there is not nearly as much opportunity for retakes, trying again, etc. 

We talk a lot about gradual release in the middle school setting...that from entering in 6th grade through exiting in 8th grade, more and more responsibility, ownership, and independence are put at the feet of the students to get them ready for high school. I don't feel as though much of this conversation has been applied to grading yet. I'm not even saying that's the answer. The fact is it's still very much a top-down application of pressure going on --> colleges & universities look at grades, class rank, etc. for acceptance; high schools need to have these systems in place as a result and need to teach/train students around these concepts. Elementary doesn't do grades in a real sense at all (some start to do a little of that in 5th grade to help transition), so middle school ends up being a bit of this wilderness between two worlds. 

If you're reading this you might be an educator, parent, or both. Everyone has thoughts and feelings on this stuff, and I feel like there could be larger conversations with all stakeholders involved!

Coming Back from Breaks

Anytime we return to school after an extended break - winter break, spring break, even the occasional 4-day weekend - it can be tough for students to find their footing, maintain positive momentum from their time away, and create a sense of consistency. 

This is always especially true after winter break, which can sometimes last up to two weeks. With a nice stretch away from the 'grind,' most of us are usually able to unwind, catch up on sleep, relieve a little stress, and find enjoyment in activities outside of school. For many students, there can be much apprehension around returning to the day-to-day business of school, and they can quickly feel overwhelmed like they're back on the hamster wheel.

In my mind, there are a couple of important things students/parents/families can do to help ease these transitions. 

*First, be intentional about how you use your time. One of the most practical pieces of advice I received from experienced Principals, Superintendents, etc. during my Admin program was this: "run your schedule or your schedule will run you." While that made a ton of sense within that context at the time (and still does), I feel it applies to all of us in our everyday lives. It is so vitally important to be "in charge" of your time, as it is one of our most valuable commodities!

• carve out time every day for activities/hobbies/etc. that bring you joy! Maybe this is something you started over a break or it's a lifelong enjoyment...either way, make time for it. Even 30 minutes per day goes a long way.
• write down your commitments --> assignments, practices/games, weekend plans, etc. Seeing everything in front of you can help greatly with managing time.
• ask for help or guidance whenever you're feeling overwhelmed or just need a helpful hand with time management...parents, teachers, coaches can all be great resources. The good news about just any adult you ask is that they've been through it before!

 *Make a point to exercise your mind, spirit and body on a consistent basis.

• read for your own enjoyment 20-30 minutes a day. Not a big reader? Try shorter articles, the sports page, a magazine suiting your interests, etc. Read a wide variety of topics and genres if you can.
• pursue your interests and passions! This goes with the point above, but can even go beyond...look to join a club, do some research, find a cool documentary.
• plan to get yourself outside to play, get exercise, and be active a few times a week! Fresh air, vitamin D, exploring, creating games with friends...all of these have great benefits to our physical and mental health! If you're in middle school or high school and don't have recess anymore and/or only have gym class every other day, this is even more crucial. 
• make and build connections with people...help a parent around the house with some chores and talk while you're doing that. Write a letter to an extended family member who lives in a different state. If you have younger neighbors and you see them outside playing, help them build a snowman!

Bottom line...coming back to the daily grind of school can be tough, especially after a nice, long relaxing break! Be intentional with your time, value your time, and make time for yourself and the things you love to do. Create and maintain a healthy balance in your life and you'll have the outlets needed when things get stressful. 

Establishing New Habits & Building

Coming off the business of the holiday season, winter break, and juggling many activities, I've come to the realization of just how important it is to have highly established habits. Not just for myself, but also - and more importantly from my professional standpoint - for my students. 

Down the road and in tweets I will address some of how that applies with my students. For now, I'm reflecting on how this plays out in and affects my own life. 

Over the last 3-plus months I have been recovering and rehabbing from a ruptured Achilles tendon injury suffered in late September. Following surgery, I have been diligent with my habits...first around recovery - following doctor's orders, doing the right thing, etc., and then with rehab exercises and disciplines. As a result, my surgeon, PT specialists, and I have all been very pleased with how things have progressed. I still have a ways to go, and am now working toward larger goals: one-leg calf raises, holding body weight with one leg, and building toward running and jumping again. 

Throughout this whole ordeal it has become increasingly obvious just how important small, consistent, and disciplined actions - habits - can be in our lives. I've subscribed to James Clear's email newsletter for a while, and have been reading his book Atomic Habits. It truly is amazing to see firsthand just how small habits can create change over time. With an injury recovery it can be so easy to become impatient! But, staying the course and being diligent can lead to sudden improvement. As cliche as it sounds, I have had days where I wake up and seemingly out of nowhere I have crossed some sort of invisible threshold. Walking feels stronger, the stability in the leg seems more sure, flexibility & range of motion have grown. 

For me, the next step is to apply this practice to other parts of my life. Re-establishing those small habits around working out. Carving space out of each day to read for pleasure. Creating purposeful sleep habits. Establishing household routines that lead to less moments of "oh man, we need to clean up the house!" Finally, making time each and every day to do just this...write. It sharpens my mind, helps me reflect on my teaching & coaching craft, and will hopefully help lead to building an audience of students who want to grow, parents who want more resources and ideas for their kids as students, and like-minded professionals who can share ideas and insights. 

So, here's to 1% more & better each day. Here's to small growth compounding over time. Thanks for reading!

Fall Break, Life Skills, and What's Important

 

Twenty-one years into teaching, and I have to say making it to this fall break feels about as needed and gratifying as any other. Every year is very different from another; each class of students has its own unique identity. Sometimes the beginning stretch of the school year - traditionally from Labor Day weekend until mid-October - seems to fly by; other times the same stretch can be a slog. 

This year, it's just been...different. 

We started a week before Labor Day weekend, so we've just wrapped up our eighth week. To be honest, those eight weeks have flown by. But the phenomenon within this is that while the weeks have been fast, many of the days have been slow - a grind. 

It could be easy to point at one particular thing or variable and say "Yup, that's it!" ... however, that just isn't the case this year. Students, work load, expectations, unique challenges...there isn't one thing out of that group that jumps out. This year just seems to have a lot of everything.

There has just been so much --> needs of students, meetings, feeling the push to play catch-up from the last couple of years, and back-filling/supporting so many typical 'non-academic' skills. Everyone - students, teachers, paras, administration, custodians, etc. - was very ready for a break this week! It'll be good for everyone to rest up and recharge. 

Now, about those 'non-academic' skills I mentioned earlier...

Non-academic skills, soft skills, life skills...call them what you want. What cannot be ignored or underplayed is just how important these are, and how so many students are behind or lacking in having & utilizing these skills. Because of this, I have found myself doing a lot more teaching, mentoring, encouraging, and modeling the following skills:

-live in the NOW...not dwelling on the past or something that already happened that you can't change; not worrying about what's in the future or what might happen. Believing in the Power of NOW and taking action and living in the moment. 

-showing up and doing the work EVERY DAY... this is hard for students, and also really hard to model (especially when you're tired, frustrated), but it's so crucial for young people to experience what it means to grind and get even 1% better each day, and to learn that every day and every class is an opportunity to get better, learn, and grow.

-listen to others and keep yourself open to new & different viewpoints...it's not required to have to agree or be best friends with everyone, but we're much better as a group, class, culture, etc. when we show that we can listen to and respect others. 

-collaborate and work with others...we're all so connected now, and will only continue to be more so moving forward; kids have been online their entire lives but need to learn the value of truly connecting with others and how to share ideas, compromise, and work toward a common goal together. 

-pragmatic problem solving...learning to analyze a situation, weigh pros and cons, think rationally about next steps to take...whether as an individual, as a group, for an academic problem or a personal problem - these are all skills students need. 

-time management...learning how to plan ahead, budget time, and prioritize is so important and is something many adults may still struggle with...school can be such a great time with many chances for students to hone this skill and set themselves up for success in the future. 

-reflection...this world is so fast-paced and filled with so much distraction, students don't take the time to look back on an experience - good or bad - and reflect on what happened, what worked and what didn't, and what could be changed/done differently in the future. 

Thanks for reading and pondering! Hadn't written in a while and there's been plenty going on. 

Media: giphy.com, peacock

Self-Advocacy

For this week's focus, think about the importance and value of Self-Advocacy. Any adult reading this knows first-hand how vital these types of skills are in life. For most of us, we can point to impactful moments where we benefited greatly from being our own best advocate, while there are undoubtedly other times we might regret inaction or lost opportunities.To any student who is looking over this...I would encourage you to reflect on your own experiences - both inside school and out - and reflect on times when you might have benefited from utilizing strategies around Self-Advocacy.

So, with that in mind here are some great Self-Advocacy Strategies for students to use:

1. Ask Questions

-this is the most obvious but sometimes the most difficult. fear, anxiety, shyness, and other barriers can keep us from asking the questions we need answers to. 

-students: if you're nervous about asking questions aloud or in front of the large class, consider:

• sending your teacher an email (more on that below)
• asking via your school's LMS (learning management system)...most of these have messaging capabilities
• ask your teacher at the start/end of class, during those looser passing time periods
• stop by before school starts (even 5 minutes prior) or on your way out if possible

2. Learn How to Craft an Email

-this is important! there are basic elements you need to include in order to sound legitimate and thoughtful. research online or even ask your own teachers to see what features to include. when you have the confidence to write a quick, informative email you'll feel much more comfortable to use that form of communication with teachers, coaches, etc.

3. Establish a Homework/Studying Routine

-decide on an ideal location at home to always do your homework and studying. this will help build consistency, which is crucial. you'll find it easier to focus and eliminate distractions, as well as communicate with other family members that "this is my space" to get done what needs to get done. 

4. Use a Planner

-paper, digital, app-based, etc... whatever you're comfortable with is fine (huge fan of paper planners myself), just USE A PLANNER! write down upcoming tests and projects; record homework the day it's assigned and cross things off as you finish. you'll feel more organized and ahead of the game!

5. Take Time for Yourself

-you absolutely need to do this! take care of yourself...make sure to find space and time every day to:

• do what you love
• participate in activities/sports you enjoy
• spend time being mindful, meditating, or otherwise 'resetting' your mind
• get outside! sunshine, fresh air, and movement are huge for overall self care
• spend time around "your people" - friends, family, teammates, etc. who bring you joy and fill your cup!

There's more, but this is a good list to get you started :)

Feedback --> additions, questions, comments, etc. feel free to reach out! 

image: quietrev.com

Obstacles and Opportunities

As far as setbacks go, I was met with a pretty solid one this week. Last Saturday, while enjoying some outside activities with friends - badminton, to be exact - I ruptured my Achilles tendon. Not fun. Sometimes the universe is very aggressive in delivering simple messages like "hey, you're getting older."

Looking ahead to surgery in a few days followed by physical therapy and recovery, I know there will be plenty of smaller obstacles to work through that lie ahead.

With this situation comes opportunity. Personally, it's a chance to become more intentional establishing daily habits like stretching, being mindful, focusing on what my body is telling me and focusing on my body as a whole. There is every reason to think and believe I can emerge from this process better and stronger in many ways. 

The other opportunity for me is to be an example to my own kids and my students. In education we tend to talk a lot about mindset, grit, positivity, goal-setting, etc. This is my chance to show the people around me - in real time - what this might look like when working through very real setbacks. 

There will be tough days, good days, and bad days. Days where it will be very hard to put on a good face and power through. It'll be important for me to remember that it's okay to be honest with my students --> tell them when I'm struggling and why. Demonstrating thoughtfulness, reflection, vulnerability and - yes - toughness and grit, will hopefully be an example they can draw from in their own lives. 

Here's hoping... (also hoping that eventually that leg will get back to where it was - even though it might take almost a year!)

Essentials

Been thinking quite a bit lately about what's important - especially when it comes to learning and teaching. Typically you'll find that phrase written the other way around: Teaching and Learning. However, I am striving to be much more intentional in reversing the order. 

Why?

Because everything starts and ends with Learning.

In my mind, the number 1 goal as an educator has always been to promote, foster, and help create a love and natural curiosity for learning. 

With that said, here are some of the things I find are essential when it comes to tools, skills, strategies and resources students need to feel and become successful.

-A consistent time and place to study and/or work on homework. This can be tricky with busy lives and activities, but if students have a place in their home they mentally designate as the "work/study" place, they'll have a better mindset for that time. Some consistency around the "when" can also help in establishing and maintaining positive work habits. 

-An organizational method or system. Our school is a binder school (much evidence and research around to support this!) and this works pretty well. For some, it might be the use of folders and notebooks; others it might be an accordion file. Either way, a consistent, clearly labeled system will pay dividends. On that note...

-Planner use and/or direct instruction on Time Management! I've found that most students under the age of 14 or 15 really benefit from using a paper planner. Much can be said of the cognitive benefits of writing things down and being able to go back to check. Most schools and districts have LMS with calendar features. Teaching and training kids on how to effectively utilized these as well goes a long way.

-A school filled with caring adults that kids feel they can trust and lean on. Enough said. This is most definitely #1 and can't be overstated.

-The opportunity for students to build and use their voices consistently and creatively is huge! 

-The chance to READ and WRITE. Every. Single. Day.

-The space to take chances boldly, fail safely, and reflect thoughtfully. 

-An environment with high expectations around LISTENING to and RESPECTING different voices, viewpoints, and experiences. 

-Consistency from me as their teacher; with high expectations, support, and follow-through. 

Thoughts? Anything you'd add? Agree or disagree?

image: clipart-library.com

Takeaways and Truths

 

After a couple of weeks getting into a new school year, it seemed like a good time to reflect on some observations and takeaways of what is going on and what I have seen. Additionally, reminding myself of some of the more universal truths that seem to reintroduce themselves every fall. 

Two weeks in, here's what has resonated:

1. It is so unbelievably fantastic having all of the students back in class and together! They're engaged, love working together and collaborating, and feed off of each others' energy and creativity. 

2. Many students have not been in a classroom consistently - and some not at all - for a year and a half...and in many ways it shows! There are a lot of details around the rhythms of a school day that some are a little rusty on. That's more than okay! All in due time...and some of this stuff is always in need of updating/modifying/adapting anyways. 

3. Kids have become so much more knowledgeable and proficient with their use of technology skills over the past couple of years. A lot of this is due to necessity; some is a byproduct of their lives fully lived digitally.

4. Middle School students - especially but not limited to 6th grade - definitely need recess or some sort of built-in time for physical activity! Ideally, gym class (and frankly ALL the allied arts classes) would get just as much time as others. **if you've read much of what I've written previously, you would know I'm a huge believer in the whole child, well-rounded approach**  It would be so nice if the kids were able to have a daily chance to get movement, be active, clear their minds, and release some of their energy in a positive way!

5. Students love creating. Even when they don't realize it, they seem to feed off of and get energy from creating. The more I can put opportunities in front of them to create, share, give/get feedback, and reflect - the better! 

6. It's vital to have balance in tech/computer use and doing things "analog" as well :)  The students need it, I need it, and everyone benefits from finding that balance after so much time needing to rely on technology. It goes back to those guiding principals around tech use --> is it useful? transformative? enhancing to the experience?

Beyond those thoughts, here are some seemingly universal truths around what students need to do - and what I can need to help with and foster - for successful learning:

a. all kids love learning and are curious. it's a matter of supporting them and building an environment & culture to foster that excitement.

b. every kid deserves an environment at school where they feel safe, respected, and valued. what I've found in 20+ years of teaching is that when kids feel this need is met - no matter what "type" of kid they are - they will flourish and grow.

c. so much of life - and learning - is just about giving it a shot and throwing yourself out there! for some this comes naturally. for many others, it does not. it's incumbent upon me to be their cheerleader when necessary.

d. effort goes a long way and makes up for so much!! 

e. when students know I'm invested in them they will almost always reciprocate. while I understand this doesn't always check out and you'll never get that from 100% of students, that's not a reason to NOT engage with kids!

f. kids need organizational skills and they need to be explicitly taught these skills!

g. at the start of the school year --> start SLOW to go FAST!! 

image: istockphoto.com

Simple Yet (Hopefully) Effective

Something I've always done as a teacher - for 20 years now - has been to greet my students at the door as they come in for class. Additionally, I have always stood in the hallway before first hour and during each passing time throughout the day. It's a great way to have a positive interaction with kids; remind them that you know their name; maybe ask a question about their day/weekend/previous day/game last night, etc. More than anything, what I hope it does is help kids feel welcome.

It's been a little different this year. Students are more spaced out in the halls. For much of the year, only half of the students have been here at a time. There can be a sense of emptiness and even loneliness when you're sitting outside your class waiting for some traffic to come by! Plenty of times over the years I've laughed to myself thinking I'm like Kramer from Seinfeld when he set a mock front porch.

 

Maybe it's generational, but I really enjoy seeing and talking to people in the hallway as they go by - students, fellow teachers, custodians - anyone. It's great to share laughs/jokes with the kids, and razz the older ones you had in previous years. 

It's been hard to get that same feel this year with masks and more distance. Couple that with the fact that kids have spent more time away from people than with others for the past 13 months and it's easy to understand how many are a bit "rusty" with some of the interpersonal skills. Eye contact, the knowing head nod, saying hello, etc. More days than not I am met with more awkward silence, stunted hellos, and short answers than I'd care to admit, but I am sticking with it! Serenity Now...

More than anything, this time has reinforced to me just how much I thrive on communicating, collaborating, and working with others - live and in person as much as possible! No matter what lines of work I find myself in, I know that this is something I'll need. Until next time neighbor...

Rumbling, Stumbling, and Bumbling...Into Learning

 This is really less about my students (at least the stumbling/bumbling part) and more about me and my experience these last months. As someone who began teaching by using a blackboard (at least a little...my student teaching experience in college featured a little bit of this -> the chalk using kind, not the LMS platform!), it's pretty crazy to think about how important, essential, and downright ubiquitous technology has become in this line of work. I understand that isn't a unique statement...this is pretty much how things are in most areas of life right now. No doubt that will only increase each and every year. 

Cue the bumbling and stumbling! I've always prided myself on being up-to-date with best practices, and not just tech integration. In fact, I would say one of my favorite things about being a professional educator is that you're always learning, always growing, always developing new skills. It's pretty integral if you want to be effective (along with a ton of other things...but that's a whole other post). 

This past year has brought more than its share of roadblocks and frustrations. Just when you think you might have things figured out, there's a setback, change of schedule, back to hybrid-back to distance-etc. that you just have to work through. As a result, I KNOW I have stumbled, bumbled, and failed more than a few times.

BUT!... But I've learned. I've grown. I've been able to reflect and decide what has worked well and what hasn't. I have had to adapt, try new techniques, build up aspects of my self that weren't necessarily strengths, and lean into my strengths more than ever before. For all of this, I am better.

This leads me to my students, and this fascinating concept of "learning loss" that gets tossed around quite frequently these days. 

-Have there been parts of 'usual content' that may have been missed over this past year? Yes

-Have students missed out on 'seat time' compared to every other year? No doubt!

-Have students experience more and varied difficulties now than ever before? 100%

Here's the thing...they have LEARNED so much. They've been thrown into the fire, for better or worse. They have had to adapt, try new techniques, developed new skills, and build up some of their own weaknesses that they otherwise (maybe) never would have been forced to develop. Knowledge will now always be at their fingertips through phones, computers, etc. Skills, intelligence, wisdom, and learning should always be happening and developing outside our classroom walls -- even in a "good/normal" year. Part of what I've realized is that a new responsibility on my end is to help foster and facilitate these opportunities for kids whenever I can; to create chances to learn, build, collaborate, and reflect at a high rate in my class; to not go back to any 'usual' things from before that weren't effective and implement as much as possible from this past year that came out of the darkness. 

I love the kids being back in school as much as possible for all the obvious reasons - socialization, mental and emotional health, a connected school community, etc. These have been the tragic parts of the past year. Maybe now we will all recognize just how important all of that is...and not just the potential "learning loss" identified through standardized tests.

...the Mother of All Invention

Last week I shared a simple thought via Twitter and LinkedIn: even though it is pretty tough to quantify, I can't help but feel as though many of my students are experience a type of learning and growth they would have never fully realized without experiencing our current situation. Thankfully, I received some positive feedback, along with a common addition: tell me more about that - what are you seeing?

So, after thinking about it a little more over the weekend while watching the Vikings fritter away another road game, here are some skills and/or areas I have seen kids grow, learn, and overall rise to the occasion:

Self-Advocacy

I can tell you as a 6th-grade teacher one of the most crucial skills for middle-level students to learn is the art of self-advocacy. Every year, it is one of main growth goals for our students, one of the main talking points with parents at the beginning of the year and at conferences, and one of the universal, transcendent skills all of us educators are looking to foster. In some ways this year is just like any other...some students are further along than others; some students need more support than others; some students will continue to struggle and grow in this area all year and beyond. But what's different this year is more students are developing this skill - growing & learning - at a more rapid pace.

Flexible Thinking

With so in life being tossed upside-down and all around, students are forced to become more flexible, pliable, dynamic thinkers and problem-solvers. Now, they're not alone. Parents are doing more and being challenged in more ways than ever before; juggling work, raising kids, being support staff at home, and managing their own lives! Teachers are adapting, honing, changing, modifying, and updating what we deliver and how we deliver it every day. What's impressed so much about so many of my students is how they have absolutely risen to up to meet the moment. While I do still have a handful of students I worry about and know need support, it's been so incredibly energizing to see the resiliency of so many young people. 

Problem Solving

This is connected with the first two categories. There are so many ways in which my students are demonstrating efficient and effective problem-solving strategies. Organizing their daily schedules to know when each class starts, along with Google Meet information. Working with partners and groups for school work and still completing assignments at a high level of return and quality. Communicating with teachers with any issues/questions/concerns they may have during the day. Navigating digital platforms to find and interact with content. Yes, teachers and staff have put in a ton of work to help with all of these things. Administration and district-level technology and media have done exemplary work as well (ours are amazing!). As stated above, parents have been unbelievable partners throughout everything. That said, I truly need to tip the cap to my students in this area!

Collaboration & Communication

Most kids love to talk. Middle school students are especially gifted at this...especially in loud voices! But meaningful, productive communication can sometimes be hard to come by when we're talking eleven to fourteen year-olds. These past eight to nine months have really forced students to become better email writers, more purposeful speakers in class, and more efficient with their time when working with others. It has challenged me as their teacher to develop more opportunities to not only leverage these skills, but to also practice and build up these skills. It has been very enjoyable to watch students grow in their communication. In some ways it might be unfair they've had to 'grow up so fast' with some of these things, but I know that they will be way ahead of the game down the road. In terms of collaboration, students are constantly working with others, even when it may not seem like it: waiting to speak in a virtual class, listening intently to others so they can add something meaningful to the conversation, understanding the purpose and Why of different roles within groups. 

There is much more I could add. There are also students who are struggling with (very real) issues around mental health, isolation, and barriers around language, unstable home situations, and inequity. For this post, however, I wanted to take a minute and share some sincere appreciation for all the hard work, growth, and real learning so many students are experiencing in the midst of all this madness.

Thoughts & Reflections Approaching Winter Break

Part of the problem with taking a break from consistent writing is it ends up feeling as though I'm trying to time my jump into a fast spinning revolving door. Each separate door frame-sized pane of glass representing a large area of life, current happenings professionally, and/or one of the myriad crazy things going on in the world on a daily basis.

 

Sometimes I think transitioning back into cogent thoughts will be smooth, and other times it seems predestined for slow, awkward, epic failure. Even though that (often times) debilitating line of thinking has kept me from reflection, I know - and personally value - the importance of looking inward and collecting thoughts on a regular basis. 

But it's more than that. This fall, there has been the ever-present feeling of "so much." So much noise; so many variables; so much distraction; so many obstacles. While I fully understand and acknowledge I write this reflection from a point of privilege and being blessed - health of self and family good, steady job, etc. - it is also valid to say the last handful of months have been a bit much. A grind. And when I think about all of it, it can be easy to let the "so much" become all-consuming. Sometimes it just feels good to put your head down, be productive, and get the job done. The problem is, there can be so much 'cargo' that you end being the one taken for a ride, wondering just how the view became so altered, so quickly.

With that said, it feels appropriate to focus on some of the positives from this first semester so far...obviously the craziest, weirdest, most challenging, and (in some ways) the most rewarding four months of a twenty-year teaching career. 

• Students are amazing. Like really, truly incredible. Is this some of the best "work" I've seen out of kids thus far? Not necessarily. Have I been pleasantly surprised and inspired on many occasions? Absolutely. My Advisory (homeroom) kids show up every day, most of them eager to talk, share, exchange stories and jokes, and encourage each other. All of my other classes typically have 97-100% attendance; work is done just as much as before. In short - the kids are alright.
• That said, my biggest worry is their mental health. Are they feeling connected enough? Do they know many adults are caring for them and invested in them every day? I know it's my #1 goal this year...creating the environment and culture where they can just come and "be," if nothing else. The work will get done, and they always end up learning. I fully believe they learn just as much by observing me - my attitude, my commitment to them, the grace I offer, the patience I show, and the enthusiasm I bring on a daily basis. 
• While it has been different to not have the usual amount of interaction with parents - especially in person - to a person they have been amazingly supportive of me and their child. I have no doubt this makes an invaluable difference. There are many roadblocks this year, but this support has worth more than I could have imagined. 
• I really miss seeing and working with colleagues in-person. This isn't really a "positive," other than it speaks to the talented, dedicated, amazing staff at my school. 
  
• The administration at my school is fantastic. Enough said.
• In some ways, this fall has been the most rewarding stretch of my teaching career. Learning new ways to instruct, connect, assess, and plan have helped me grow as an educator. 

There are more things on my mind - serious and lighthearted - from the experience of these last nine months. More posts and more reflections for other days. For now, it was important to get back in the rhythm, think about how things have gone, and take stock of all the positives going on in a world of chaos.