Game of Balance

Life is truly a game of balance.  A balance of work duties, family obligations, and personal time in a 24 hour period.  According to what we all know to be true, life can be broken down into thirds. That means that a third of our day we spend at work, a third we spend at leisure, leaving a third of the time for sleep. When breaking down a 24 hour day, that gives us about 8 hours for each one however, is that a true representation?

I do know that whenever any of the thirds overlap, problems or challenges may arise.  For example, I don’t believe anyone feels it is appropriate to sleep at work.  What about play at work?  Probably not the best way to utilize your time. What if either of the other two infringe on sleep?  When that happens, the result is probably spending the next day very tired. If this situation were to continue, the loss of sleep would have negative physical and/or emotional effects.

Understanding this, I really try to keep my thirds separated. There is a time for work, a time for sleep, and a time for leisure. All are very important and should be kept separated with no blending or overlap.  As a person that enjoys my family, anytime I bring work home, I sacrifice time.  As a school administrator, there are evenings that I am going to spend at school.  Many times, that time extends into time with the family. Most importantly, when those days occur, I am obligated to ‘make it right’. So I chisel out extra time to be with the kids.

All and all, I believe in life as big a game of balance.  Balance of the important with that which is not so much.  Balance of what to eat and what to eat not so much of, and the balance of time.  As the saying goes, the time you enjoy wasting is not wasted time. 

Until next time...

Education Pendulum.

The changes California public schools experience in curriculum, assessment, funding, and accountability, create a shift in thinking that defines the education pendulum and can be a contributing factor in the culture of a school. The pendulum is a perfect representation of conservation of energy in that the potential swing in one direction is returned in the directly opposite swing. The momentum is the greatest at the lowest point and slows as the top of the arc is reached, stopping only for a split second to change direction. That pendulum swing is representative of the education system. New programs are instituted and heralded as the ‘next best thing’ gathering support and building momentum, only to slow as returns are diminished. Soon the ‘next best thing’ is introduced and the pendulum is swinging in another direction. Research has shown that with every shift of the pendulum, there is a disruption to the climate and culture of a school. When the pendulum begins to swing in a different direction, many times, a new accountability system is instituted that revolves around some sort of testing program. Though many studies have shown there is no correlation between high stakes testing and increasing student achievement, the tests remain. 

Though I am not advocating against tests or accountability in any way, I am an advocate for providing a climate and culture that fosters improved academic achievement. With every new program that is mandated by the policymakers, teachers are impacted. Research reports that changes in educational policy and testing can push away good teachers which ultimately impacts students. Additionally, students that may not be excellent test takers, or even proficient at the task, would begin to be left behind. This is why multiple measures are so important and not high stakes testing.

The Common Core State Standards use higher Depth of Knowledge (DOK) questions and are considered more rigorous requiring more critical thinking. Increasing the DOK and the Lexile reading level are basic components and when incorporated are shown in studies to increase student achievement at a faster rate than those students not exposed to that level of rigor. With the Common Core, not only is the level of rigor increased, but the standards are vertically aligned allowing teachers to address individual needs without compromising the learning goals of all students.

The bottom line is we should not follow the swing of the pendulum and instead, understand that reading skills and the DOK questioning will increase student achievement across the curriculum.

Until next time...

Tolerance

We have entered the second half of the month and change is in the air. The end of October usually brings about the Holiday season, many festivities and good times. This year may be a bit different. Since March, 2020 has certainly been a challenge. The approaching holidays will be no different. The more I think about the year, the more I keep circling back to the word ‘tolerance’. Though we all know tolerance, I am most interested in the first words of every definition in Merriam-Webster. Defined as the “ability or willingness” or “the capacity to endure”. Continuing, I am most interested in the third definition: “the allowable deviation from a standard”. So impactful, applicable, and relevant to 2020. Though many of us may not feel we are allowing a deviation, we are. Yes, our response to COVID is merely a reaction, however, it is not the pandemic that I am referencing. All of us have become so beat down by rhetoric and participated through action or non-action. I have always said that we are either part of the problem or part of the solution. There is no in between. Therefore, I choose to be better. To be greater than that which is presented. To not settle for a deviation from decency and respect of my fellow humans. I choose positivity. Have a most excellent weekend....Go PUPS! (cue Bellamy Brothers (1976) - Let Your Love Flow).

Until next time...

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...