Misery loves company

Throughout my career I have experienced my share of negativity. Negative situations and negative people that have the potential to infect others. Though this is the case, I have always tried to avoid these situations because I believe in the power of positivity. I also understand that misery loves company and I certainly don’t want to extend the invitation.

As an educator of over 25 years, I have observed the idea of social gravity in both adults and students. By definition, social gravitation happens when people are attracted to each other. This phenomena in human physics is the reason why certain people naturally gravitate toward one another while others unknowingly recede. Understanding this, it is not too much of a reach to say that misery will find and gravitate toward misery. Conversely, happy people will attract happier people.

Now, it is important to note that displaying empathy is not accepting of the negativity. Being a supporter of a friend or family member going through a difficult time is and always will be the right thing to do. Avoiding negativity can happen when you are an active non-participant. Complaint sessions by anyone do not have to involve everyone. The most wise decision is to avoid the people that will try to add you to the misery party list.

I have found in life that there are people who will do everything possible to help you succeed and there are also those that are not so helpful. Some do their best to place hurdles in front of you as you are on your path to reaching your goals. Embrace those challenges and be so good you cannot be denied. Just as darkness cannot exist in the presence of the light, negativity cannot compete with positivity. If misery is left alone, alone it will remain. So just remember, misery loves company, so don’t invite misery to the party.

Until next time...

Differentiating School Culture and Climate

School culture and school climate are two terms that can easily be confused or intermingled. They can often be used interchangeably, as climate is a byproduct of culture. The climate of a school is thought to be more of a feeling while the culture is more foundational. Whether used in conjunction or separately, they are vital components in a reform process to improve student academic achievement. School culture when placed in context, is related to everything that happens at a school. Relationships, connectedness, expectations, teaching practices, behavior interventions, and external affects such as education policy, technology, and globalization, are all impactful to students and the culture of a school.

According to research, a school culture can influence everything that happens on a school campus and can positively or negatively affect the way administrators, teachers, and students feel. As stated above, since school climate is a byproduct of the culture, it is primarily the tone and morale of the school. The factors that affect both school climate and culture are the school district, teachers, and the classroom.

As schools move through their reform programs that address technology and overall curriculum, it is vital that school culture is not overlooked. Since the characteristics of a school’s culture are reflective of the community with which they serve, those issues that impact the community will impact the school. The culture simply is a reflection or sub-culture of the community at large. Culture itself can be defined several ways but is representative of a shared mission and vision for academic success. Stakeholders have a vested interest in the relationships, connectedness, expectations, and values that are embraced and supportive of collaboration.

The bottom line is school culture is vital to the success of a school.

Until next time...

Choose the Positive

We have reached the beginning of October and still the shutdown continues. Though this is the situation, I continue to choose to look at the positive. During this time, I get to visit several classes in a day, when I would normally not have the time. What I see is truly amazing. Teachers are presenting lessons in a virtual environment that 6 months ago was foreign to them. Students are trying to interact with the lesson as best as they can, providing a glimmer of hope that we aren’t losing as many as I once thought. Those of us in the office are simply trying to clear a path for both teachers and students. Even though an administrator’s job has always been such, it is even more important now. Teachers and students are working harder than ever before and both are stretched to the limit. At current stress levels, it would be understood if someone were to behave out of character. All the more reason for support and understanding. We all need to hang in there because this too shall pass, and when it does, we will all be stronger because of it. Until then, I will focus on the positive and give praise to that which is still standing. Have a most excellent weekend....Go PUPS! (cue Elton John - I’m Still Standing).

Einstein’s Genius

Albert Einstein once said: Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.

Einstein certainly had it correct and we see it daily in education.  The educators challenge is not identifying the genius in students, but getting the genius to transfer to different subjects. I have seen students do amazing things in one class and then be failing three others.  How does this happen?  It is probably a question of motivation.

Teachers by nature want to see students succeed.  As a matter of fact, I have never met a teacher that wanted a student to fail.  Actually, we have more teachers that want students to succeed so much that they enable learned behaviors.  Teachers will often not allow a student to struggle very long before stepping in to help. We speak of teaching strategies and one of them is ‘wait time’.  Allowing time between questioning.  This provides processing time for students and allows them time to come up with the answer on their own.

Oftentimes, educators see the idea of struggling as a component to eliminate from the learning process. By allowing students to struggle, I am not inferring that we avoid intervening with struggling students.  There is a difference. From time to time, educators will uncover learning gaps that a student will present. The educator must bridge the gap with individualized lessons or tutoring.  The student however, that is struggling to finish a math problem or the essay that was assigned is not presenting a gap in learning.  Sure they want help, but it is sometimes better to pause and allow the student to struggle through the learning process.

I have seen students excel in the music program, athletic program, arts, and other curricular areas.  I am humbled by the exceptional talent.  Things are so easy for them in that particular area.  I guess that would be the meaning of genius.  Natural talent that is developed very similar to how we polish diamonds. A diamond that is uncut or not polished is just a stone.  I see genius as that very stone. In order to shine it has to be cut and polished. That process is filled with struggle, grief, hard work, and practice.  After all the work, a genius remains.

Until next time...

Technology

Blended learning and collaborative online learning through the use of technology allow teachers to engage students at a different level. Technology provides an openness of resources and extends the library beyond the walls of the building. Schools that have not gone one-to-one with technology devices for students due to cost can adopt a ‘Bring Your Own Device’ (BYOD) program to help reduce the costs associated. These, along with the educator having access to an infinite number of resources on the internet, have enhanced education yet, opened the door for challenges to school culture through social media, gossip lines, blogs, and message postings.

Access to technology has also changed education globally. The digital revolution has rapidly changed human behavior. Pictures and text messages are exchanged instantly on a worldwide scale. This interconnectedness within the digital world has not only created new grammar of communication but has led to new environments to share. Cellular or mobile telephones and wireless access has increased at a dizzying pace, and new area codes and regional numbering systems have had to be developed to handle the demand. Video games have eclipsed movies with a greater worldwide economic impact and the internet has changed the way information is shared. The instantaneous world of information sharing has become such a part of developed countries, most take for granted the luxury of connectedness. This, of course, is only the beginning. With every passing year, large companies and private organizations are digitizing print libraries making them available online. With the development of vast amounts of information at the fingertips of a world of students, educators will be compelled to open communication that is constant and direct. The education system that fails to do so will fall farther behind other countries and global education systems.

The bottom line is technology in education is not only the future, it is now.

Until next time...

Time to Reflect

As the end of September approaches, I usually take the time to reflect on the past few weeks and the opening of school. This year it seems as though everything was new and the challenges were almost insurmountable. In hindsight, I realize the challenges we faced were collective. In other words, we all faced the same challenges and sought to answer the question of, “How do we reach students?” Interesting thing is, that question is always our challenge. Reaching and engaging students in the content will always be an educators greatest challenge. As I have said countless times, I do not believe there are ‘boring subjects’. I simply think there are boring presentations of the lesson content. Verteran teachers know that they cannot present a lesson the same way they presented it 15 years ago. Things are different now. My goodness, can you think of life without the iphone? Yes, that was 15 years ago and that lesson doesn’t work with the students of today. That is the silver lining of teaching through the pandemic. Out of necessity, lessons have been rewritten, redesigned, and updated. It is said the necessity is the mother of invention. We certainly see it in the lessons being delivered today. Have a supercharged last weekend in September and join me in welcoming the last quarter of 2020…Go PUPS! (cue Sara Bareilles - Brave).

Paralysis by Analysis

Have you ever heard of paralysis by analysis? It is a term that applies to all kinds of situations in which someone is so consumed by analyzing a situation that no action is taken. In education, a contributing factor to this condition is the fear of failure. When students are worried about failing it can lead to paralysis when it comes to completing their school work. Whether we educators want to admit it or not, we are contributing to this form of anxiety. Though we encourage students to push through their fears and persist, mistakes and failed attempts are not necessarily treated as teaching tools.

Grades and school have always been and will continue to be partnered. Though this is the case, educators must be compelled to look at how the grade impacts future behavior. Yes, the grade should represent mastery of a standard however, it should only be reserved for such. Additionally, if the goal is mastery, shouldn’t the grade reflect mastery when it is achieved? In my opinion, it should.

I believe in the A-B-C-Not Yet scale of grading. We really need to move away from the punitive measure of an ‘F’. I don’t believe there are students that wake up and come to school everyday just yearning for a failing grade. Quite the contrary. I believe we have students that have all kinds of struggles and insurmountable obstacles that contribute to their performance. I believe it is incumbent upon educators to find the reason, or hook, that stimulates their desire to perform.

Many times it can be as simple as giving the student a path to success. If a student has a miserable grade percentage and mathematically they cannot reach a passing grade, then they will not be motivated to do anything. On the other hand, if that same student with the same miserable grade is given a path to success through completing work and performing on mastery tests, then the path is and will continue to be available as a ‘chance’ to improve their grade. Failure can then be used as a learning device.

Anyone can attest to the fact that they too fear failure. Some handle it better than others. Most importantly, we need to see failure differently and address it with both courage and optimism. If we all can do that, we can obtain the success we desire and work toward.
Until next time...