What About Luck

We’ve all heard about luck and many of us have wished someone good luck. That being the case, do we really know what luck is? Is it truly appropriate to say “You’re so lucky”? The jury may still be out on this one. The Webster dictionary defines Luck as: a force that brings good fortune or adversity; the events or circumstances that operate for or against an individual. Basically, we are talking about good and bad luck, not just luck. 

The way I see it, there are always two sides to luck. For example, I am a huge football fan. Setting the stage, when a game is tied with two seconds remaining and the team with the ball sends the place kicker onto the field. The attempt will be from 50 yards back. The snap is perfect and the hold is stable. The kicker boots the ball and it bounces off the upright. No good. Half the stadium is feeling so lucky and the other half feels the sting of an unlucky loss. Same outcome with two different viewpoints.  Both are in hindsight.

The crazy thing is that there are plenty of people watching the football game that really don’t care either way. Does that make them lucky or unlucky? I guess that depends on what side they want to take. The way I see it is that in order humans to call luck a factor, it has to matter to us. 

I have two problems with luck: it applies only to past events, and luck cheapens hard work. Luck is never applied to future events. You can’t be lucky on the lotto until you win. You can’t win a jackpot on a slot machine until it rings out a winner. Therefore, luck is our way of applying a reasoning to events that might very easily not have happened. 

Secondly, luck cheapens hard work. I am a true believer that people can create their own opportunities through hard work and determination. Opportunities, viewed through one lens, may seem like luck however, hard work is at the root. No doubt, the harder someone works, the luckier people will see them as being. That is simply because they are relying on hard work and discipline not a game of chance.

Therefore, if luck makes one feel better about participating in a game of chance, so be it. I however, will choose to work hard and create opportunities for myself and those around me. I choose to look forward and gauge future plans not backward and discount the work as good or bad luck.

Until next time...

Authentic Connections

In honor of my 100th post to this blog, I wanted to discuss the importance of authentic connections and the impact that connection has of student achievement.

Research has demonstrated that authentic teacher-student relationships in the classroom contribute to overall academic achievement. If it were that simple, then an achievement gap would not exist, and everyone would be learning on grade level however, that is not the case. Teacher-student relationships are important to the learning process but not the only answer. 

Due to the possibility for disconnection or disengagement with school, many schools and teachers struggle to help students achieve. This is why there must be a broader focus on relationship building in schools. In a one quantitative survey, the outcome of a 60-item survey to middle school students produced a significant correlation between academic growth and student perceptions of the teacher-student relationship. This result establishes the need for teachers to develop positive authentic relationships with students to help improve academic achievement. The focus must shift from methodologies in content areas to interpersonal communication and relationship building skills to help with academic improvement and to bridge the achievement gap. 

In support of this focus, a study was produced in which the students credited their academic achievement to the positive relationship they had with their teacher and the fact that they were more engaged in the curriculum, more motivated to study, and performed better overall due to the relationship. In direct contrast, the teachers reported overwhelmingly that they did not believe the positive relationship with students had any effect on the outcome of their achievement. Research suggests that teacher perceptions of school quality and students are a factor that contributes to the achievement gap. The only way to combat that is to create a teacher professional development plan to improve school culture, climate, along with student outcomes. Relationship building should be foundational, constant, and continual in any plan for improvement.

The bottom line is the students don't really care how much you know until they know how much you care.

Until next time...

Our Greatest Challenge

We are on the cusp of double digits in the month of October and the weather is changing. When students are on campus, we see a change when the cooler temperatures arrive. The change is both academic and behavioral, both trending down. Understanding this, our data today is merely anecdotal because we have no data to reference in distance learning. Throw into the mix that our students are social creatures and being alone is beginning to result in underlying social/emotional issues. My hope is that we can turn the tide when students get ‘back to school’. We need to remind ourselves to be compassionate when needed, responsive when warranted, and empathetic to all. Students will bring to school with them all their academic difficulties and emotional fatigue earned from the months on distance education. All 1600 stories will be different. Pair that with their fears that may exist of the pandemic and we may be on the forefront of understanding. Since March 13, 2020, we have had students at a distance. All have struggled, many have progressed, and some have been left behind. Acknowledging that, perhaps our greatest challenge lies ahead. Have a most excellent weekend....Go PUPS! (cue Simple Minds - Don’t You Forget About Me).

Until next time...

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...