What does it mean:" I don't like to read?"

What can’t you do?  What is the last thing you learned?  Where was the struggle? 

"Deliberate Practice?" 

What does it take to change? Hope, change, inspire, faith, persistence, and resiliency.

We strive to have things under control.  We strive to do the best we can with what we have.  We strive to do as much as possible with what we have.

From our student’s perspective, we ask them to try something new every day.  We ask them to take risks.  We ask them to try again.  We ask them to persist, even though they may fail, over and over again.  (reminds me of Green Eggs and Ham)
 

But what if they don't know how?  What if there is no one in their life that models that type of behavior?  What if there are too many obstacles?  How will they be able to persist?  Educational Leadership speaks of Grit this month and what it takes to develop that attribute in others.  What is needed for educators to help kids try?  Here are some thoughts:

Environmental:

A safe environment, free from sarcasm from each other and the teacher is vital to trying new things. Often times, students know each other better than the teacher knows them.  The teacher is the new variable in the equation.  If kids have grown up using sarcasm, biting words and mean comments, the teacher is often the first one to recognize their mistreatment of each other, hold them accountable and raise a higher standard.  This is the beginning of creating a fail-safe environment and natural for good teachers.

Encouragement:

An encouraging environment, where risk is embraced, taking chances is encouraged and failing is natural is a crucible for change.  Students will be willing to risk failing if they know the sweet sound of praise from success and the soft encouragement to persist and try again. (sounds like Green Eggs and Ham) If encouragement is too hard to earn or given too freely, risk taking diminishes and students fail to grow.  The question becomes can a teacher be too hard or too nice?  (Econ 101:  The Law of Diminishing Returns)

Acceptance:

A loving and accepting environment, where approval is not based on actions but on humanity fosters esteem and self-confidence.  Students know they will be accepted for who they are.  Their behavior may become something that needs adjusting but as individuals, the students will develop and mature.  Attempts for attention through deviant behavior are often cries for help. 

Affirmation Building:

Positive talk to others, each other and to self.  Seldom do positive things happen without good talk to self.  This affirmation stage is foundational to preparing ones mind for success.  It seems obvious that a team should not talk trash to each other.  After a dropped pass, does the team need to remind the receiver to "watch the ball?"  But what about opponents?  Do they deserve trash talk?  Not from a true champion.  A winner does not need to berate others.  The loser wont have anything to say that really matters. Finally, SELF -TALK is the most important.  A dialogue that encourages and not tears down is something that needs to happen internally.  Believing in oneself is truly the beginning of success and accomplishment. 

A Worthy Reward:
The challenge has to align with the abilities.  It cant be too hard, nor too easy.  Either of those cases will reduce the effort.  There must be an authentic value to the goal for an earnest effort to reach the mark.  A great teacher aligns the steps, challenges and goals with the abilities of the pupils. 

 

Our Response:
So how do we respond when we hear: But I don't like to read!  I can't write!  I am not good at math!    What can we do to overcome these objections to learning?  They sound like things a salesmen may hear.  I don't like the color!  I can't afford it!  It does not fit!  None if these are saying:  I don't want it!  They are saying, I want it but don't know how to make it happen with my current resources! HELP is what they are truly saying.  Help me learn.  Help me want to learn.  Help me learn to learn.  I trust you!

It is a student who remarks about not being able, good at or understanding, NOT SAYING I AM UNWILLING!

He is crying for help to meet his unspoken or un-articulated goal!  That is for a teacher to jump in, get along side and help develop that skill!  That is a heavy goal.

Wow!  What an honor!

 “Practice isn't the thing you do once you're good. It's the thing you do that makes you good.” - Malcolm Gladwell,

What to do at the beginning of school year?

They say "rules are meant to be broken..."

When riding a bike we learn a few things. First, we learn how to ride. Then, we learn where to ride!

Education is to "make men both smart and good." Aristotle 

    It is far too dangerous to learn to ride a bike on a busy street.  Many of us learned to ride on an empty parking lot, up at a school parking lot or a quiet cul-de-sac.  After we had the basics down, we were ready to learn the "rules of the road."  It was the procedure of riding a bike that we learned first. Then we learned how to ride on the street.  Watch out for cars was something we did normally but riding in traffic took attention to detail.  We learned both the procedures and rules together.

     Similarly at school, there are things in class that we must do to successfully operate like procedures and routines in classroom.  There are also expectations and rules that we choose to abide by to ensure success and civility. Foundational to success are clearly establishing these components together as a group or class.  Stories that illustrate their applications are effective at instilling these characteristics for each class.  Addressing these very early in the school year establishes working relationships, connections of trust and a high standards.

     Let me illustrate with a story about us loading up a bunch of high school students, traveling 4 hours on a school day to attend Six Flags over St Louis.  We had to leave at 5am to arrive at the park when it opened at 9am.  This trip was the culmination of a year of struggle and stress through the At-Risk math classes I was teaching. All my students were invited and about half paid the admission fee to attend.  Other colleagues mentioned my trip roster looked like I was taking "ISS on the road!" since most of those students had spent at least a day in In School Suspension. On the big day, I'd show up at 4:50am, asked for a volunteer to help load a few items onto the bus and everyone wanted to participate in loading.  Anyone of those students would do anything in their power to accommodate my request.  Not because I had power over their grade but because I had a relationship with them.  They did not care how much I knew but could see how much I cared and wanted to help.  Interestingly, only my current students were allowed to attend.  Friends of students were not allowed simply because they did not have the connection or trust necessary to work in this type environment where procedures were established and freedoms were imparted with appropriate responsibility.  In class, we had procedures for everything from passing in and passing out papers to speaking.  Of course the students expected procedures from traveling 250 miles across the state!  These trips were always incident free!  These trips were fun but these trips were front loaded and preparations made ahead of time.

Idea/Hint/Optional Suggestion:
     This year consider spending a bit more time on procedures early in the year.  Even if it seems artificial and contrived, students appreciate the attention to the detail.  Work with students to determine the best way to do things in the classroom.  Discuss how you might attend to daily events such as attendance, seating charts, addressing each other and other vital details that establish a safe environment where students feel comfortable taking those educational risks necessary to learn.  Don't forgo content but don't expect to accomplish too much.  A pretest or student data sheet, survey or something to send home and bring back along withe the syllabus may be sufficient the first day.

     The curriculum and rules will always be there.  Scores will always need to go higher!   Expectations will always look about the same.   They will have components of treating self, others and things but often times, the memorable teachers have good procedures.  Everyone knows it is important to talk nice to others, but not everyone knows how to request to use the restroom.  Take a bit more time early and make up plans on how to address the details. Then watch to climate of the classroom shift to tasks, goals and accomplishments.  Students may even surprise us!

Rules are made to be broken...

...but procedures are to be followed!

Special credit and thanks to many professionals like Harry Wong and Hal Urban for articulating similar ideas in their works.

Fear or Hope? What is a better motivator?

Q: Movie Line:  "Hope!  It is the only thing stronger than fear!" What recent film claims hope is a greater motivator than fear? (answer below)

Off in the distance, we see Table Rock Lake.  Does a spanning vista like this inspire hope or fear? Does this big picture drive us to do more, or fold our hands and quit?

(From Young Life's Clearwater Cove lookout peak)

Assembling all these quotes leads me to believe in the wisdom of those before me, considering their experiences, thoughts and perspectives worth regarding.  Asking questions about what they thought important, why they thought it important and how it applied to their situation prods me to continue in my own quest of understanding.  What follows are the quotes in italics, the author in bold and my remarks, for what they are worth.

The greatest mistake a man can makes is to sacrifice health for any other advantage.  A.  Schopenhauer
Money, power, importance, control, being right, being the best or any other aspirations do seem subordinate to health.
Our bodies are apt to be our own autobiographies.  F.  Burgess
What story are we writing?
I tell you the past is a bucket of ashes.  C.  Sandburg
Cynical, accurate or perceptive?
Knowledge is power.  F.  Bacon
It's both how we get the knowledge as well as what we do with the asset.
Perhaps the most valuable results of all education is the ability to make yourself do the very thing you have to do when it ought to be one, whether you like it or not.  This is the first to be learned.  T.   Huxley
That sounds like a good definition for self-discipline.
It's great to be great but it's greater to be human.  W.  Rogers
What is really important?  Being a contributing member of the community?
The greatest happiness you can have is knowing that you do not necessarily require happiness.  W.  Saroyan
It's like joy and happiness are closely related, but not the same!  Happiness seems based on external situations or circumstances.  The pursuit of happiness drives our foundational documents, as well as our economy, yet inner joy, peace or contentment have another source.  Not based on our plight but stemming from some inner drive, motive or security, the greatest happiness is recognizing happiness is optional.
Even when the experts all agree, they well may be mistaken.  B. Russell
Experts are experts, but data should drive, inform and influence the experts.  Without the data, the experts are just telling stories.
A committee is a group of the unprepared, appointed by the unwilling to do the unnecessary.  F.  Allen
Without norms, clear purposes and leadership, this can be true.  However, with a clear objective, leadership and manners, a committee is an example of synergy!
If you respect your job’s importance, it will probably return the favor.  L. D. Turner
Persistence, staying power and the ability to outlast others often defines the champion, since he does what others do not do!
An expert is a man who has stopped thinking he knows. F. R. Wright
Maturity, experience and mistake after mistake reveal to us there is always more to learn, complete and conquer.  The life-long learner gravitates to the status of expert due to their quest for understanding.  To consider knowledge and wisdom as complete or sufficiently amassed implies
I do not believe in the collective wisdom of individual ignorance.  T. Carlyle
So what do we “believe in?” Majority may not know the best.  Wisdom and understanding may have an alternate perspective.
If fifty million people say a foolish thing, it I'd still a foolish thing.  B. Russell
Remember “Animal Farm” by George Orwell to get a matching point of view.
I've got to follow them, I am their leader.  Ledru-Rollin
Admittedly, I had to search out the back-story of this politician as he  worked to represent the oppressed masses.
Make the most of yourself for that is all there is of you.  R. W. Emerson
We spend time trying to be somebody else, when we should be just be ourselves, content in that but giving it everything we have.
Yes, these quotes are concise.  My words add little.  Yet the focus, concentration and deliberation to expound on each quote add insights and hopefully wisdom.  Only time will prove it effective!

Answer:  In The Hunger Games, the President Snow, played by the esteemed Donald Sutherland, asked the game-maker Seneca Crane played by Wes Bentley "Why do we have a winner?"  As the ruthless president of the post-modern world, he frequently ponders motivation of the masses.  In reply, Crane stumbled through a response but Sutherland answered his own question. He posed a "little bit of hope is effective but a lot of hope is dangerous," then reiterates that a "spark is fine, as long as it is contained!"  What pressure do we apply when we motivate our students, in fear, or in hope.  Which is more effective?  Which reaches the hearts of our students?  Which is more lasting?  Fear drives today but hope inspires for tomorrow!

The Flood or 2013, Cuiver River from Frenchmens Bluff

Sandra McCracken, my sister, writes a song titled Age to Age.  Interestingly, this song is written about flood waters along the Mississippi, where two boys would play by the water, along the levy.  In the song, the levy breaks and water and sand overcome them.  Authorities come and pull the one up by the hand and they ask where the brother is, he replies, "I'm standing on his shoulders."  She continues to mention atrocities of war, the Trail of Tears and Martin Luther's thesis nailed to the establishment door, all in a quest to urge us to persist in the face of challenges and transitions.

Sure enough, here in spring time, where school officials adjust assignments, administrators relocate and students and teachers alike prepare for summer break, we wonder about change.  What are we going to do with new teachers, students and staff?  According to Sandra, we are going to persist, continue on and build on the efforts of those that have traveled before us, standing on their metaphoric shoulders!  We are not going to quit! We are not a going to throw our hands up in frustration. We are going to do all we can to continue growth, advancement and progress. 

Of course, things will not be the same and neither will our students so we will push forth. Again, referring to Dr Seuss,  will keep trying and asking for things to be better, even something as simple as green eggs and ham.

These pictures show a bit of the before and after during the floods of 2013.  This puts a graphic illustration to the song and reminds us of the power of time on our lives. The water spills out of the banks and takes over the surrounding fields.  This disaster is a setback but gives us options.  We could continue where we are, rebuild and go on!  Or we could relocate, find a new place to call home and start over someplace else.  A final option is to lament and wallow in the perceived sorrow, thinking we have no control! 

In Winfield, we don't quit.   We won't stop.   We will persist through these tests, get stronger and learn from the battles, coming out wiser and better prepared for our future.  During transitions, some are overcome and others come through and grow. 

What will we do?  What will you do? 

#onthemap.

Www.sandramccracken.com

@sandramccracken

Age to age, Best Laid Plans, 2004

Motivation is...?

Motivation is Intrinsic or Extrinsic?

Some students and Chad Varga, the day before we climbed #onthemap.

In Missouri, we have our MAP/EOC tests in the spring .  We prepare for this time in so many ways.  We talk about it.  We develop relationships with students.  We encourage our students to take extra effort.  We feed them.  We engage them in the planning.  We brainstorm.  We even bring in guest speakers.
Yesterday at WMS, we brought in Chad Varga (@chadvarga) to talk with students about effort, success, choices and changes.  He shared stories from his past and painted a picture of their future filled with accomplishments, benchmarks and deliberate decisions, regardless of their backgrounds.
Mr Varga reminded us of how persistence and effort determine our future, no matter what background we bring to the situation.  His life is so focused on overcoming obstacles, he devoted a book to the issue.  Bounce addresses returning to a positive attitude after a setback.  Since we all have setbacks, the important part is doing well after that! Chad encouraged us to continue and persist!
Another topic of discussion surrounded a true interpretation or definition of success.  Is true success making yourself happy or serving others?  Chad shares a story about Spain, pro-ball, commitments and distractions and true happiness.  He took us all on an imaginary adventure in our minds eye to a deck overlooking the sea, quiet and peaceful with the world as our oyster, ready to have for any purpose at all.  How many points on the court are necessary for success?  Where does it stop and where does it start?
As an adult, Chad has no problem overcoming any barriers in communication.  He connected with our students with honor and respect and expected that in return from them, winning the crowd early and keeping them engaged the entire time.  He addressed consequences and choices through a moving story about his choices and the outcome of a single positive choice made all the way back in high school!  Even our middle school students could connect with the stress of overcoming peer pressure and doing the right thing.
Finally, he addressed the thing that puts fear in everyone: change.  Ask one student who was willing to risk everything, step out of his comfort zone and take a chance!  They will both remember that day forever.  Fear of failure handcuffs many of us but facing those fears and changes is the only way to reach new goals, find unrecognized success and make authentic changes.  Regardless of history, background, what has happened in the past and how the past influences our future, Chad suggested we can break these chains, interrupt the cycle and get out of the spiral.  But we can’t do it alone!  We need caring folks to surround us and help us build those bridges.
Staff and students alike enjoyed the powerful message from Mr Varga.  His entertaining and engaging visit with our students left the entire building energized and ready to conquer.  We are all excited about the impact of this single day and what it means to the future here at WMS.  We can’t wait to be #onthemap with Chad Varga.

What would you do with 30 minutes of free time?

7-3 Reading Week April 9, 2013

 

An open letter to the Students of Winfield Middle School

From Mr. McCracken

Introduction:

In this essay, I will share some thoughts and ideas about what these upcoming tests mean.  Reasons for doing well, hints for doing well and what might help folks do better are ideas that will be addressed.  There will even be a few questions at the end to spark conversation and deeper thoughts.

Part 1:  Why try?

If you had 30 minutes of free time, what would you do?  Some would go hunting or fishing.  Others might get on the computer or play a video game.  Just about all of us would pull out our phones and check the time.  Others may call friends.  I might ride my motorcycle.  Regardless, we would all want to do something enjoyable.  This is where we run into a problem.  We all find different things enjoyable.  Getting up at 5 am to go sit in the cold would not be fun for some but waiting for a sale to begin would bore others to tears.  Nothing is enjoyed by all.

So, why can we say it is important to do well on these MAP tests, even if they are not “enjoyable?”  What will it mean if we don’t do well on the tests?  What if they are not fun?  For instance, nobody wants to go take a test.  Nobody wants to see how well they rate, especially if they are afraid of doing poorly!  We hate hearing how we don’t stack up or compare as well as another! Wouldn’t it be better to not even try, than to try and fail?

Story-time: What if your mom asks you to take out the trash?  Will you take it immediately? Will you wait until she yells at you?  Will you pretend not to hear her?  What will it take to get you to take out the trash?  Of course taking out the trash is a minor little chore, but the results make your mom so happy!  It may have taken a few minutes. You may have had to get off the phone, maybe come inside, maybe stop watching TV or get off the computer, but it made your mom so very happy!  This is a sign of maturity, finding enjoyment by making others happy.   

I know I am not your mom, but so many of you wished me happy birthday today. For you I have one simple request.   I am happy regardless but this would put me over the top.  To comply with this simple request would let me know how much you really care.  Would you try your hardest on the MAP test, for me, please?  I will still treat you well.  I will honor and respect your choices and even treat folks better than they treat others.

Part 2: Why would anyone do anything?:

This portion of this post reminds me of Green Eggs and Ham.  (Here are the words, in case you forgot.) Of course, Sam asks Grouch to try the meal over and over.  Consider the methods Sam used to get Grouch to try the meal.  No bribing, belittling or coercion is involved.  No force, pressure, ridicule or sarcasm is used while they go on their adventures together.  In fact, they almost seem to be getting along even better as they develop a relationship.  The adventures seem to be more intense, adventurous and even dangerous, but never is there talk of failure.  The relationship is solid and a failure does not put it in jeopardy.  In fact, the failure at the end where they are all in the water together is the proof that Sam does care.  Sam wants the best and is willing to fail with Grouch to prove it.  I know your teachers care, even in the midst of failure.   When Grouch finally relents and tries the concoction, of course he likes it, and is happy for the first time in the book.  This is a true relationship, that one give it all up for the other, regardless of the others response!  I believe the teachers at WMS want the best for us and are willing to go the extra mile to make that connection and reach students.

There is an old saying that relates to our lunch talk of Reluctantly Compliant.  It goes something like this:  Do what you want.  You are going to do it anyway and you might as well be happy about it.  I think, we all want to do whatever we want to do.  Sometimes we do things just because the consequences of something else are unbearable.  If we are in a relationship with another, we don’t want to upset them!  If a caring adult asks us to do something, we often times comply.  If we fail to comply, we are willing to suffer the consequences. The question becomes a matter of motivation.  Will students try because of their family, their friends, their teachers, or even their principal? Will you try because we ask you to try? Please?   A Version of Green Eggs  or Another Version a Final Version (Note the faces of Sam & Grouch)

Part 3:  What to do?

Our State of Missouri (dese) has listed a few pointers for us to consider when preparing for a test.   Reading and writing are parts of most of the Tips.  There are other practical ideas to ponder as well. Read, go slow, and all those pointers actually help.  Eating, sleeping, and skipping TV actually improve test scores.  Physical activity and playing are helpful for our brains.

Story-Time:  Does anybody have a door jamb or board on the wall at home that has tick marks or hash marks with dates and initials of your height as you are growing up?  This sort of measures your growth physically!  The MAP test sort of measures your growth academically. When they say, “stand up straight” to know how tall you really are, it matches when they repeat “do your best on the test.”  We learn what size clothes to get by your height and we learn what education is necessary by how much you know already!  Of course you can’t set a goal to grow but you can set a goal to learn.  These scores that follow along also transfer to show how much better you are doing over time.  We can make educational goals just like in Ac Lab.

Conclusion:

            What is important?  What is valuable?  What will you remember about your future?  Will you remember things, people or actions?  Will you remember how you feel or what you did?

Student questions?

Define the following:

Coercion: ___________________________________________________________________

Belittle: ___________________________________________________________________

Comply: ___________________________________________________________________

What would you do with 30 minutes of free time? _____________________________

Do you agree with the statement, “WE ALL DO WHATEVER WE WANT, ALL THE TIME?”  Why or why not? ______________________________________________________

 

___________________________________________________________________

What would happen if we all did poorly on our MAP tests? 

___________________________________________________________________

What would happen if we did well?

___________________________________________________________________