About reading: You’re not alone

Here’s the thing about adolescence, it can be lonely.  Kids arrive at an interesting stage in their development when they reach the age of 10 or 11.   This fraught stage of life is characterized by remarkable physical, intellectual, and emotional changes in the life of an adolescent.   The typical pre-teen wonders, “Is it me, am I the only one feeling this way? It must be just me.” It’s a sublime irony that all of these kids find themselves together in middle school, surrounded by others who are undergoing the same singular experience, and yet they feel like they are the only ones.  

They feel alone.

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Stephen King Caricature | CC by AZRainman at www.azrainman.com

I recently read an interview with the phenomenal author of horror, supernatural fiction, suspense, science fiction and fantasy, Stephen King, one of my long-time favorites. He recounts that when he was younger, he was afraid to go into a certain room in his house because he was convinced that there was a bogeyman in there who wanted to get him.  Naturally, King had a vivid idea of what this creature looked like and the horrible things it would do if it captured him.  He avoided this room at all costs.

I enjoyed this story because when I was a kid, there was a certain closet in my house that terrified me.  I was convinced there was a witch in there. In my imagination it was the Wicked Witch of the West,  from the movie the Wizard of Oz.  She’d jump out of the closet as I walked past and pull me into a dark void of terror from which I’d never return.  I won’t compare my imagination to Stephen King’s but I had a vivid mental image of what it’d feel like. I had to pass that closet to get to my bedroom and I would do anything to avoid walking past it alone.  Three of my brothers shared that bedroom with me and I would wait until one of them was already in bed before I’d go past that closet. If it was during the day, I’d trick one of my siblings to accompany me by telling him I had a new toy or baseball cards in the bedroom to show them (it worked every time).

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CC stock image at https://pixabay.com/

But there was something that was even worse than my fear of the witch in the closet, it was my conviction that I was the only one who felt this way. I thought I was the only kid who was afraid of witches in closets. It made me feel somehow like I wasn’t normal, that I was different in a way that wasn’t OK.  Little did I know that EVERY kid in America who’d ever seen the Wizard of Oz was afraid of that witch popping out of a closet in their house.  If only I had shared my fear with somebody (did I mention that I have many siblings?), I’d have recognized that I wasn’t the ONLY one who felt this way, that I wasn’t alone. So here I am, so many years later, and it made me feel validated to read Stephen King describe his memorable dread of a particular room in his house.  I wasn’t alone!

This got me thinking about the power of reading.  This is exactly why it is important for young people to read, to read in large volume, to read many different kinds of books.  There is a singular power in discovering our own experiences mirrored in another person’s on the printed page. For every adolescent who encounters fear or conflict or love, there is a person, real or imagined, whose life is described in words and whose experiences can help them realize they aren’t the only one.  When kids read books, they come to recognize that the world contains innumerable thoughts, feelings, and experiences.

They realize, they are not alone.

 

 

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CC Stock Image – http://www.Pixabay.com

 

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About Work / Life Balance: So much to learn

Dp-xqXxW4AAMWU2The 5th Annual EdCamp Long Island took place last Saturday at Mineola High School. About 400 educators attended an amazing day of learning. There so much to say about the planning and preparation that went into this event. It’s my sincere hope that many people who attended EdCampLI will blog about it to spread the good word about this dynamic, personalized version of professional development.

An awesome session I facilitated with the amazing Danielle Gately (@dmgately) was representative of what makes the EdCamp model of learning so extraordinary.   Dp-MOoGWoAAcirQ

It had been a dynamic, energetic day that begin for most people around 8 AM with breakfast and fervent conversation with other passionate educators. Danielle and I booked a session in the 2 PM slot on the topic: Work / Life Balance.  There were only five other sessions in this slot so we figured this was a good time to post a conversation. We expected a sparse crowd because lunch was awesome, there was a lot of food, it was a gorgeous autumn day, and it was Saturday after all, life beaconed outside the halls of the venue.

Dp90pHXWkAMZiKDWe walked into a room that was packed with people. Seriously, standing room only. We have led this session before and we normally get a pretty good crowd, this time the room was bulging at the seams. Danielle and I looked at each other and looked at the people in the room and started by saying,” We hope you didn’t come looking for answers from us, because we came looking for answers from you!”

For the next hour a powerful conversation on this important topic transpired that likely had a transformative effect on every participant.

Some takeaways:

Nobody has all the answers

Dp9L2GjVAAAnYFiIt’s been said that at Ed Camp, the smartest person in the room, is the room. This was never more true than in this session. We learned about Amazon Alexa, Peapod, Checklists, Google calendar, Calm, Headspace, Voxer, apple watches, and many other tools and hacks to manage life and work. People shared strategies, tips, and struggles.  Everyone who left the session came away with ideas to meet the tremendous challenges of balancing their professional and personal lives.

Honesty is the currency of learning

Dp-Aoa0VAAACCpuParticipants felt comfortable sharing their personal stories about work / life balance in a way that was remarkable. One teacher talked about how, on her commute home from work, she often passes by a beautiful bench by a lake.  She invariably thinks to herself, “I wish I had time to stop and go down there and sit for awhile.” So on one occasion she stopped her car and did just that, visited the bench by the water. When she returned to her car, she looked in her watch and noted that she had been gone for exactly 7 minutes. Seven minutes that made huge difference in her thinking and emotions that day. This story made a profound impression on me as I’m sure it did on the others who attended our session.  There is something uniquely invitational about the passion and energy of EdCamp that promotes this kind of candor and openness.

We need each other

Dp94rVeU8AAhV5BSo many people at the session exchanged Twitter handles, email addresses and phone numbers. The conversation continued at the fifth session at a nearby restaurant where many participants stopped by for a drink and to continue talking about this topic as well as all the learning that took place throughout the day.  I am certain that these connections will fortify these busy educators as they navigate the challenges of the hectic year ahead.

It can be difficult to describe the magic of the Ed camp model.  It’s liberating to cast off the formalities, restrictions, and passivity of conventional educational contexts (read: SCHOOL) and embrace a mode of learning that elevates choice, participation and sharing.  When I’m asked to give an example of the power of EdCamp, I will describe the amazing session that took place this past Saturday on the topic of Work / Life balance. We wish you were there!

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About cooking: You can eat your mistakes

@DMGately at Nathan’s Famous 4th of July.

It was the Fourth of July.   I was doing what I love doing in the summertime, using my barbeque smoker to make pulled pork sliders for dinner. I woke up at 4:15am to get it started so that we could have dinner in early afternoon.

You’ve gotta get up early in the morning if you’re going to make great food (I went back to sleep for a couple of hours once I got it going).

At some point in the afternoon, my stepson, who was in the pool with his girlfriend, asked me, “Don, how’d you learn how to cook?” I thought about it and I replied it’s really something I’ve been teaching myself for the past 10 years. I just decided I wanted to learn to cook. My journey as a cook has not been a straight line.  Whenever I have time, I cook.   And it brings me great joy.

“But how’d you do it?” he asked.

[/caption]I’d never really thought to explain it but I guess I read many cookbooks, watch food television, read articles in magazines and newspapers, talk about food with anybody who will discuss it with me, and then I just jump in there and try to cook things. Often I cook by myself but I also love to prepare a meal together with my wife.

The best part of cooking is, when you make mistakes, you get to eat your failures.

When you’re learning to cook, at the end of the process,  no matter what, you are eating.

Eating!  What’s better than that!

That got me thinking about education and school.

Like school, cooking is about something that is elemental to the human condition.  

We cook so we can eat.

We go to school so that we can learn.

That’s it, learning.  School is about learning.  

When I cook…

Nobody gives me a grade

If I make a mistake I can either eat it or throw it away and start over again

When I make a meal, I can always make it again, better than the last time

I’m  never forced to cook in the kitchen with my head down by myself not talking to anyone. Usually when I cook I’m doing it with my wife, we are talking, catching up, listening to music, maybe even enjoying a glass of wine.

I love the feedback I get about my cooking, good or bad,  “Don, I like your coleslaw with vinegar more than mayonnaise. Don, this is too spicy, this needs more salt.  This is so good, where do I get the recipe?”

Learning to cook is all about learning from mistakes but enjoying the process and eating the results. The thing I love most about cooking is the infinite nature of food. I will never stop learning because the universe of food and cooking is seemingly endless. There is so much food to enjoy and

We made this spaghetti with clam sauce.

 so many ways to prepare it. Enjoying food connects you to other people and other cultures in a way that is singularly rewarding.

I do not wish to mislead… I am NOT an awesome cook.  Far from it.  Forced to give myself a percentage grade (emphasis on forced, I am strenuously opposed to grading practices that use “averages”), I would grade myself an 83% (whatever that means).  But I always experience success when I cook, I never give up, I always learn something new, and I always love it!

Somewhere along the way, instead of being about learning, school often becomes a matter of success or failure. Kids are led through a highly prescribed path.  They often engage with content in isolation, not collaborating with others. The system cultivates an avoidance of failure because:  failure equals bad grades  – equals angry parents –  equals negative life prospects; or at least that’s what kids are led to believe.

I don’t have the solution to this dilemma but the similarities and differences between cooking and school has me thinking:

 In schools, how can we create conditions in which kids are NOT afraid to fail.  How can we make everything we do in school as joyful, as exploratory, and as fulfilling as cooking and eating.    It’s our responsibility as educators to make it that way!

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About hope: We can’t give in, can’t give up

When I first became aware of what happened at Marjory Stoneman Douglas High School in Parkland, Florida, I forced it to the periphery of my attention.   A guidance counselor at my school sent me a text.  She knew that, as a school principal, I should be aware.  I was driving home from school when I got the text.  I’d met my wife near her school with flowers for Valentine’s Day.  At home I didn’t watch the news or follow the events on social media.  

The fact is, since the school shooting in 2012 at Sandy Hook Elementary School, when a 20-year-old shot and killed 20 children between six and seven years old, as well as six adult staff members with a semi-automatic rifle , I have greeted news of mass shootings with frustration and cynicism.  

When Sandy Hook happened, I was certain that something would change.  Six and seven year olds!  If as a nation we were not willing to do something to address gun violence in our schools following the deaths of six and seven year-olds, I told myself, nothing would ever change.  How could we not act!?

But we didn’t.  

And  more mass shootings occurred… many more school shootings.

Frustration and cynicism.  

Then, as often happens, I was inspired by one of my middle school colleagues, Dennis Schug, who is an amazing middle principal and a good friend.

In a group of middle level principals with whom I am connected via Voxer Dennis related how he responded to the news out of Parkland.   That evening, he reached out to his staff and asked them to be present in the hallways and at the classroom doors and even the doors to the building to greet students as they came to school, to welcome them and make them feel safe and loved.  That’s leadership and that’s caring right there.

I thought to myself, “Shame on me.”  I didn’t do anything like Dennis did.  I let my frustration and cynicism get in the way of my responsibilities as a leader, my responsibilities to my students to help them deal with the harsh realities of our world.

I read this quote  from Dr. Martin Luther King on Twitter:

“We must accept finite disappointment, but never lose infinite hope.”

We all make mistakes.  Mine was allowing myself to lose hope.  I’d allowed my frustration with our government, with our nation,  to push hope out of my mind and out of my heart.   We can be frustrated but we cannot  allow ourselves to succumb to despair.  I’m not going to let this happen again.  I’m going to stand for and with my kids against gun violence.

I’m going to always stand with my students.  

I won’t lose hope.  

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About Feedback: Good enough is not good enough

I recently prepared introductory remarks for our winter concert.  I used the same Microsoft Word document named “concert introductions” that I’ve used since I became a principal.  There are elements of these introductions that need to be repeated every year:  turn off your cell phone, don’t yell out your kids name, stay until the end of the concert, thanks to our dignitaries for attending.  So I cut and paste the previous year’s speech and then make revisions.  

Despite the “canned reminders” noted above, I always make different remarks as part of my introductions for a concert.  At this event I referenced a study done by the renowned neurologist Dr. Oliver Sacks about the effects on the brain that learning to play a musical instrument has.  Did you know that Duke Ellington’s brain looked completely different than Albert Einstein’s, but that Einstein’s brain probably looked mostly like yours and mine?  People who play a musical instrument have brains that are physically different than those who do not play.   My mentor taught me that any time you address a large gathering of people in your role as principal it is an opportunity to reinforce the vision and mission of the school.  This reference to Sacks’s research allowed me to remind the audience that everything we do at our school is about LEARNING. 

Because there’s no podium in front of the stage, and it’s often dark, I                                         makIMG_2435e sure my remarks do not exceed a single page with large font.   When I pressed the button to print the speech, I made the mistake of not selecting the particular page that had my remarks for “Winter Concert 2017”.   Over 60 pages began streaming out of my printer.  That’s how many concert introductions I’ve done since I became principal.  I am in my 12th year as principal at my present school.  Add to that the five years I was principal at another school, that’s a lot of concerts.  

If you’re going to have a single job for a long time, the two jobs you would do well to consider are classroom teacher and middle school school principal.  Both of these are dynamic roles that are constantly challenging, you can never be bored.  The jobs of the principal or the teacher are wildly unpredictable.  It’s important to have a plan but don’t expect that you’ll be able to follow it. Because of the chaotic dynamism of these roles, there’s a tendency for some people to cling to consistency.   If it went okay last year, let’s just do it the same way again this year,  “Here comes Parent Teacher Conferences, Meet the Teacher Night, Graduation, or a Concert again, let’s trot out the same plan from last year.”   I call this attitude, “Good enough is good enough”.  I wrote about this in a previous post, and it’s not okay.

Good enough is simply not good enough.  Despite how long we may have been doing our jobs, complacency will not help us to improve.   With the new year approaching, like many people, I have sought the one word that will represent my intention to grow.  I am committed to looking at every single thing I do with the purpose of improving and getting better.  To do this, I am going to focus on an important factor.   My one word resolution for the 2018 year is Feedback.  We cannot grow unless we hold up the mirror to our personal and professional practice.  

Ways to do this:

Crucial conversations

It’s easy for people to tell you when you’ve done a good job; I love giving people good news, being a ‘bucket filler”.  To have a growth mindset is to invite constructive feedback that will help us improve.  I’m going to push those conversations to make sure that I invite the kind of advice that will help make me better and make the school better

#ObserveMe Flyer


screenshot-docs.google.com-2017-12-21-06-35-05-070I have a flyer on my door inspired by the #ObserveMe movement.  There is a QR code that you can scan that will bring you to a Google form to give me feedback.  Many of the teachers have their own versions of this flyer on their classroom doors.    Here’s the
link.  Through the use of this instrument, I invite everyone with whom I interact to give me feedback. 

Surveys

BTSN survey QRStudent, staff, and parents should have opportunities to offer feedback after essential meetings, workshops, and school events.  Google forms make this easier than ever.  Survey hack:  Place flyers with a QR code link to the survey on the exit doors of the school, if it’s a workshop in the auditorium place the flyers on the doors in the back.  Participants will scan the QR code with their phones and complete the survey on their way to their cars.  

I hope you’ll give me feedback, on this and on everything else I do or that goes on at my school.  I really want you to help me get better!

What’s your one word for 2018?  How are you trying to get BETTER?

 

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About school climate: You might control the weather

Here’s a recent conversation between my wife and me:

Danielle: “Don, it’s freezing outside, wear a coat.’

Me: It’s not that cold.images

Danielle: It’s windy? Do you know how strong the wind is? Don, the wind is blowing 50 miles an hour.

Me: Is that a lot?

Danielle: Don, think about driving a car, 50 miles an hour, that’s a lot.  

Me: Oh.

I am agnostic when it comes to weather.  I acknowledge that it exists. But I don’t subscribe to any one season. Some people like winter, some like summer.  I’m not sure.  Each season offers unique rewards.  I know weather happens, it happens whether I like it or not.  I experience weather but I have no great affinity for one weather over another.  

Recently we had that first day of really chilly weather of the year… that day when summer turns to fall.  My mother always loved this day.  She would hug me and tell me how excited she was that it wasn’t warm anymore, it wasn’t summer. She disliked summer,  because it’s hot. Perhaps because she grew up without air conditioning.  My mother didn’t like to sweat.   Me, I barely notice the weather. I enjoyed the fact that my mom bundled me up in a cozy sweatshirt to go out and play, but if she hadn’t done so,  I probably would’ve gone outside in shorts and a tee shirt and played with my friends until it got dark.

 

Thing is, if my mother didn’t tell me, I would’ve never known she preferred fall to summer.   Because my mother never complained about anything.  I guess, like most little kids, I actually thought my mother made the weather. If she dressed me in shorts, then it’d be warm.  If she made me wear a coat, then she must’ve decided it’ll be cold outside.  Of course, this wasn’t true.  We cannot control the weather, we can only control how we respond to it.  

 

What’s the point? Two things:

  1. We must teach our kids to approach life the way my mom did.  We cannot determine what will happen to us in life, but we get to decide how we will respond. It can be sunny, it can be rainy, it can be snowy, but we decide how we will respond. Are you going to complain, or are you going to put on your coat and get out there and play? 

2. I was wrong about my mom, she did not actually cause the weather.  But do you know when adults DO create the weather…when they are teachers, in a classroom.   As educators we make the weather in our schools and IMG_4396our classrooms. We need to build resilient kids who are strong enough to handle adversity and success in equal measure.   But we also need to realize that we create conditions in which the kids in our school live every day.  If we’re sarcastic, cold  or grumpy, then our classroom climate will be threatening.  If we’re inviting, warm, and smiley, then kids will know our classrooms are safe places to try new things and fail.

We cannot control the weather, but there are so many things that educators do control.  It’s about intentionality.   Everything we do as educators should be done with intention, not because that’s the way we were were taught, not because it’s what “feels” right, or what’s easy for us;  we must always act in ways that create safe conditions for learning to take place and to build the resilience of our kids.

How do you do this in your classroom or school? How are you intentional?

 

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About middle level teaching: Nobody wants to be the Junior Varsity*

If you ever want to upset middle school principals,  call their schools “Junior Highs ”.  No self respecting middle school educator wants to think they are cultivating “junior high” conditions.  It’s like being the Junior Varsity *…. we don’t want to think we’re  just a way-station between elementary school and high school.classroom-510228_960_720

The New York State  Education Department has adopted a set of core principles called The Essential Elements of Middle Level Education.  The first of these states that effective middle schools embrace a “philosophy and mission that reflect the intellectual and developmental needs and characteristics of young adolescents.”  I’ve always seen this as the most important variable in a successful middle school.  Actions follow our beliefs.  If there is one piece of advice that all middle school teachers must follow it is this,  “Middle school kids are different,  don’t expect to succeed with the same strategies that might work with elementary or high school kids.”  Middle level students present unique challenges due the  intrinsic nature of adolescence.  But excellent middle school teachers have found ways to turn these challenges into opportunities.   

I am proud that I work at a school that embraces this challenge and employs research based middle level best practice to help adolescent learners learn and grow.  

I’ve thought about some classroom approaches that are decidedly NOT best practice for middle level learners **… if you’re still relying on these,  you might be a “junior high school” teacher” … 

If your kids are sitting in rows, facing the front of the classroom (most of the time), you might be a junior high school teacher…

Excellent middle level teachers realize that adolescent learners need to move around.  They need frequent transitions during a typical lesson.  They rely heavily on social constructs to learn.

The great educational theorist, Lev S. Vygotsky, stated, “What children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone.”  Adolescents  are social learners,  we all are. If your students are sitting in rows facing the front of the room, how will they talk to each other?  How will they have an opportunity to express their views, explain how they came to an answer or opinion, how will they learn to listen to somebody who’s not a teacher at the front of the room? 

I’ve heard this argument: “What about Ted Talks, aren’t those lectures?”  My  response: You know who gives Ted Talks… people like Malcolm Gladwell, Steve Jobs, Daniel Pink, and Rita Pierson.  Are you as good as those guys?  And their talks are generally about 20 minutes in length, 20 minute talks which they likely prepared months to deliver.  If you can be that riveting for kids, 5 periods a day,  every day,  for 40 weeks, then, okay, maybe your kids should sit in rows to listen to you.  But I know I can’t  pull that off and I have yet to see the teacher who can do it either.

There’s a formula for the human attention span.  Take a child’s age and add 3 minutes, that is their average attention span.  Hence, a typical 12-year-old can pay attention to one thing for about 15 minutes.  To expect students to sit still in a chair for a 40 minute class period is simply not going to work.  Excellent middle school teachers design lessons that have at least two transitions during the lesson.  Kids have an opportunity to get up and move around or at least to do this, then to do that, then to do this other thing.  Ideally, one of the things involves them interacting with each other.  

When students are arranged in rows before us, we are communicating to them that we have all the information that is important, that we have all the answers.  If all we do is stand in front of the classroom and lecture, even if we ask students the occasional question, then we can be replaced by YouTube videos.

We need to adapt our teaching to the unique needs of our students, at every level, not just middle school.  High school and college teachers – listen up!  If your students are sitting before you in rows most of the time, you are probably not getting it done as a teacher!

Notes:

  • * Apologies in advance to actual Junior Varsity  players and coaches for the metaphor, no slight intended.
  • **This is the first in a series of posts on this topic.
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About assumptions: Being Wrong Isn’t Always Bad

There is an event that every principal anticipates with varying degrees of trepidation. It is something students are excited and nervous about as well: the year-opening school letter telling kids who their teachers are going to be.

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Students are eager to know who their new teachers are and which friends will be in their classes. Principals are nervous because students and parents sometimes complain about the teachers they are assigned or not having certain friends in their classes.

For the past 15 years as the middle school principal, I have employed an interesting approach to this dilemma. Much of students’ unease about their teachers is based on information they’d get from other kids and 99.9% of it wasn’t true: This teacher gives too much homework. That teacher gives detention. The other teacher is mean. So instead of sending students their entire schedule prior to the first day of classes and create this apprehension, we would send home letters—now emails—just three or four days before school commenced, telling them to which room they should report on the first day of school. I knew that when students had a great experience on the first day of school, and they realized how nice everybody is, it would mitigate any anxiety they may have before opening day.

 

This year my superintendent made the decision that we would send students their entire schedules prior to the opening of scIMG_2639hool. I tried to make the case to stick with the prior system but it was no use. I will admit; I thought this plan was going to be a disaster. If I received fifteen complaints before school began in previous years, I was convinced that this year I would receive hundreds!

 

But the opposite happened.

 

This was the smoothest school opening we have ever had. I handled only one or two concerns from parents, and kids arrived on day one happy and excited for a new year. A system that I had expressed considerable allegiance to was simply wrong. To paraphrase Walt Kelly’s Pogo comic strip, “We have met the enemy and it is us.”  It turns out that the drama surrounding students and their schedules was created by me! Not knowing who their teachers were or if they had classes with any of their friends, students and parents writhed in uncerIMG_2652tainty and anxiety in the days prior to school. We are weeks into the new school year, and I continue to ponder the fact that I could hold such a deeply rooted idea of the “best way” to do something and been so utterly wrong.

 

Some reflections:

  • Transparency is always better. The more you know, the more honest you are with your families and students, the better.

 

  • Examine everything you do to see if there is a better way to do it. Just because we had been doing it this way for the past 16 years doesn’t mean there’s not a better way.

 

  • Take a risk eveIMG_2654n when it goes against your instinct. I hate to admit this, but I didn’t want to send the entire schedules; the superintendent made me do it. Sometimes you can trust others to have better instincts than you do.

 

  • Just because something seems to work doesn’t mean it can’t be improved. There are ways of doing things that seem fine but can be improved anyway. “Good enough” is not good enough.

 

  • One of the reasons we made this change was because of input from parents. Listen to the ideas and concerns of your stakeholders. I have amazing PTA leaders who help me to understand the school experience from the eyes of kids and parents.

 

Call to action:

This experience illuminates the dynamic and exciting nature of school leadership. It has me wondering what other assumptions need to be challenged about the way things are done. How about you? Are you subjecting all of your school’s practices to the highest level of scrutiny?

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About an ordinary life: Encyclopedia Part II

Remembering Dates

I share a birthday with Ludwig van Beethoven, December 16. That’s probably why, when I want to play classical music on my Amazon Echo I normally ask,  “Alexa,  play my Pandora Beethoven station.”   downloadOf course Beethoven is awesome, but I lean towards the German master composer largely because we share a birthday.  I guess if you need a reason for doing something that is as good a reason as any.

I don’t forget my wedding anniversary because it’s Louis Armstrong’s birthday, August 4. Some people think his birthday was July 4 because that’s what Louis told people. During his lifetime Louis actually thought his birthday was July 4 because that’s what it said on his baptismal certificate. Louis_Armstrong_1947Years after he died, they found his birth certificate which indicated his actual birthday as August 4.  If my anniversary was July 4, I would probably have no problem remembering that.  So that’s a good way to remember things. Unless you’re Beethoven or Louis Armstrong, you won’t likely be able to ask Google when your wedding anniversary is.  But for most of us, we can find somebody famous who was born on the date of the momentous occasions in our lives. Google that!

Rate my teacher

366958167_939986949cIf you’re a middle school principal, don’t ever read your reviews on Rate My Teacher, ever.  Ok, can you do me that favor, don’t ever read them? Promise me you won’t!? You’ll thank me for this.

 

 

Real people


Angelina_Jolie_Brad_Pitt_CannesWhenever we watch a commercial on television and the caption states, “Real people, not actors”, my son remarks, “Why? Aren’t actors real people?”

Security Questions

On secure websites, when you’re asked to provide some security questions they often ask, “Who was your best friend in high school?”   keyboard-2113702_960_720Notice, they never ask you who your best friend in middle school was. That’s because most middle school kids have a new best friend every three weeks. I know this because in June of every school year, parents will beg me to place their child’s best friend in their sixth grade class, so that they’ll feel more comfortable in the new school year.  I won’t do it.   The one time I relented when I was a new principal and placed the child with a friend, I got a call from the same parent the first day day of school begging me to change their child’s class because the two kids had a huge fight over the summer and couldn’t stand looking at each other.That’s how adolescence works. Kids try on new clothes, new music, and new friends every week.  

Nobody can remember who their best friend from middle school was, because they had a new one every few weeks.  

 

 

 

 

 

 

 

 

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About Learning: On a snow day

Last year a student approached me and said that he had a concern. His concern was that none of his classmates seem to know about what is happening in the world, no one followed current events. He asked if we could start a club to talk about current events.images-5newsjpg

His request intersected with a misgiving I’d been having about the frequency with which I had direct contact with my students in a teaching and learning context.  I spend a good deal of time with our kids in the hallways and in the cafeterias but I do not often enough engage with them as a teacher.  As a principal, it’s important to me that kids see me as a learner and as a teacher.  With this in mind,  along with the district curriculum associate for social studies,  we started a student-led current events forum at our school.  

The forum meets once a month and a dedicated group of kids faithfully attend to talk about topics in the news that grab their attention.  A core group of passionate and socially active students plan the meetings, publicize them, creates fliers, and identify articles and videos for the group to examine.  It is a terrific example of student voice in action.  

Recently Long Island experienced a heavy, snowy blizzard so we had a snow day. Everybody loves snow days!  After a huge breakfast of pancakes and bacon (a snow day tradition at our house) I decided we would have a digital version of the current events forum.images-4

At 11am I e-mailed parents and posted the forum on our learning management system.  The forum was scheduled for 1pm.  We are a Google Apps for Education (GAFE) school so I set up a Google Classroom for the discussion to take place.  My original intention was to host the entire session on Google Classroom but I thought it would be more engaging if there was a video component.  Formerly, I would have employed Google On Air (GOA) for this purpose, but I’m finding the new iteration of it, YouTube Live, confusing.  You have to download an encoder, and, did I mention there was a blizzard outside and I was getting anxious already with all the shovelling ahead of me later that day.  So for the video component, we used Appear.in which is super-easy, allows screen sharing,  and requires NO downloading if you’re on a laptop or Chromebook.  

At 1pm when the conversation was scheduled to begin, over 70 students had joined the Google Classroom!

Here’s how it worked:

We began by examining a recent article about president Trump’s son, “Barron Trump, and how being a White House kid comes with pluses and minuses.”  The article explored the ups and downs of being the child of the president of the United States.  Kids read the article, it was short, and then weighed in on it.  I posed some questions and the kids responded and responded to each other.  

The conversation was guided by the following questions:

  • Would you want to be the son or daughter of the president of the United States?
  • Should the media be allowed to cover the president’s young children? Write about and photograph them?

A student posted a link to an article about the journalist, Katie Rich, who was dismissed from her job as a writer on Saturday Night Live because of a joke she posted on Twitter about Barron Trump.

  • Do you think that people should be allowed to make jokes about the president’s children?
  • Do you think that the journalist should have been dismissed?
  • How important is it that bullies are punished? Do you think it changes their behavior?
  • If a bully get suspended, does that make the victim of the bullying feel better?
  • What do you think about suspension? Are there are better ways to change behaviors?

I dropped in a link to an article about restorative practices and we had a conversation about that also.

An hour went by so fast that it when it was over, it seemed like we just started. When I signed off, the kids stayed on the page and continued the chat for another ½ hour.  

One student commented: “It was like school, only it’s fun.”

Here are some of my takeaways from this awesome event:

  • The conversation had a fantastic flow that I’m not sure would have been possible in a classroom setting. Nobody had to wait to raise their hand and be recognized by a teacher before responding.  
  • The students who participated were earnest and open to the opinions of their peers.  There was no inappropriateness, rudeness or cynicism. This contradicts the widespread belief that kids use digital media for snark and putdowns.
  • The problem with Appear.in is that only eight people can be on-screen at any one time. Eight students joined the video and stayed on the entire time.  There’s no way to moderate like there was with GOA.  Kids commented they were frustrated that they couldn’t get on the video.  It’s not nice to feel blocked out the way kids did,  I’m not sure how I will do it next time.  Perhaps I could just ask kids to drop off the video after a certain amount of time, give other kids a chance.  
  • Interestingly when I asked the students whether we should include parents next time they said yes, this would add more perspectives in the conversation.  I agree.  Next time I’ll use Edmodo or TodaysMeet so anybody with the link can join the conversation.  I’d use Twitter but most of my middle school kids do not have a Twitter account.  If we use an open source like Edmodo, then we could invite other schools to participate also.  download-9
  • It was important to me to use a source for the news article that was not obviously Republican or Democrat. In our face-to-face forums, in school, I don’t particularly worry about the bias of a particular source because we are all there together to talk about it and challenge each other’s views in a polite and appropriate way.  So what do you use, CNN? FOXNews? I settled upon an article from Newsday – I figured we couldn’t go wrong with Long Island’s local paper.
  • As it turned out, because of icy conditions on the roadways throughout Long Island,  the following day was also a snow day.  I thought about doing another forum and a few kids reached out to me to do so, but I decided that I wouldn’t. Let the kids get out in the snow and play. The next time there’s a blizzard and we’re all stuck in the house,  I’ll host another snow day forum.  
  • Kids have different modes of learning –  inputs and outputs.  One of the most articulate and insightful participants in the forum was a sixth grade young lady who, in the school building, is diffident and quiet.  In the digital forum she was outspoken and assertive, taking a leadership role in the chat. We must offer a variety of learning modes for kids and ways for them to express themselves.  

Schools exist for learning. The forum reinforced the powerful idea that learning is not something that takes place only in school, in 40 minute blocks. Learning is collaborative, dynamic, engaging and can happen anywhere,  anytime.  Anything we can do to reinforce with kids the primacy of learning is important work.  The current events snow day forum was a unique opportunity for students to collaborate and weigh in on issues that concern them in their lives. This was a highly successful first endeavor for this kind of activity. I look forward to another blizzard so that we can do it again!

 

How are you using 21st Century tools to ignite passion and engage students in learning 24/7?  

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