Caught or Taught?

Here, our students have assembled their thumbprints in an expression of support to one of our staff members. 

THE IDEA
It all began in the hallway during a chat about the impending assembly.  A MATH teacher mentioned in front of the ART teacher an idea about all of us contributing something together.  All we needed was a winterized tree on canvas.  The ART teacher addressed that situation and brought in the tree, painted on a canvas, 22x28 inches framed, the very next day!
THE EXECUTION
The students were next!  During their health and PE classes, they traveled to the ART Room where palettes of various shades of purple were ready to sample.  Each student's thumb was moistened with paint, then blotted on a page, then imprinted in any location on the tree.  Care was taken to have all the leaves attached and successfully filling out every branch.  (Parenthetic note:  Every student acted on their best behavior while they had a potentially messy hand!  Well done, students!)
In addition to all the staff in the current building, other district staff were invited to participate by sharing their thumb print as well.  The final project was presented at a school wide assembly. 
THE MOTIVE BEHIND
The middle school setting can be a place of great extremes.  Emotions can run high or low, peeks and valleys, all before breakfast.  The adventure of the middle school makes it so exciting.  Yet alone with the adventure is the drama that sometimes follows.  Our intent in a school-wide project like this was to broaden students' perspective.  This collaborative piece shows how we can altogether become bigger than just ourselves individually.  By looking at others, we take the focus off ourselves.   Watching how others battle situations, working through stress and displaying healthy choices shows how many things are caught and not taught!
The lessons range from narcissism and self-centeredness to the differences between empathy and sympathy; not to take advantage of a situation but to learn life lessons in every situation.
CONCLUSION
Working through the little distractions at school is preparation for the real challenges of life.  At school, there are supportive adults to guide and offer coaching.  After school, many begin playing without the safety net of their teachers and parents.  At our middle school, we strive to guide them towards success, one issue at a time!

#TBT Once a champion, always a champion!

 Proving things to others! Proving things to self!

This patch serves as a concrete reminder of a prior championship. 

Once a champion, always a champion?

 

Being Throw Back Thursday, #TBT, a friend of mine posted a picture of his highly successful high school cross country team.  They were holding the over sized trophy of a Missouri State Title!  The day was a culmination of days, weeks, months and in some cases, years of training in preparation for this day.  Each of them had run mile after mile, spend hours in mental contemplation, practiced both anaerobic and aerobic workout routines, sprints, miles and carb loading.  All of this is in part, due to their focus on building a championship.
Champions:  Built or Born?
Interesting things about the formulation of champions.  It is often a process, driven by doing things differently.  Talent is only a contributing factor.  The real process happens in the crucible of stress, practice and preparation.  For these young men, establishing this high bar was the expectation.  Winning became the norm.  Winning was habit!
Accentuate the Positive! Opponents, Teammates, Self!
Aligning their thinking began the process.  Coach prompted them to leave the trash talk about and to other teams out of the situation.  The only thing worse than a sore loser is a sore winner.  Respect and honor were actions words describing the opinion of other contestants. Well, if negative talk was not allowed to reach other teams, would it be allowed within the circle?  A resounding NO!  Team mates were not to talk trash to each other as well.  Spending so much time together mandated they behave like gentlemen and in a sportsmanship like manner. Even if they did not yet believe it, they were to behave like it!  Finally, and the hardest to break was the mental self talk.  The runners actively reprogrammed themselves to eliminate the negative self talk and replace it with affirmations, positive mental images and encouragement!  This reprogramming is not unique to this situation.  Substantial anecdotal and scientific evidence support the need for a positive mental attitude.
Physical or Mental?
The physical aspect actually followed the mental aspect.  Of course, athletic interviews are always more interesting when the athlete talks about the mental aspect of the game.  Exercise routines never make prime time sound bites.  Instead, the talk reported more often addresses the internal battle going on inside the contestant's mind!
Once a Champion, Always a Champion!
Finally, the #TBT posts of times in the past endorse the idea of sustaining championships.  Lindbergh won that meet and those runners all contributed to the success.  Yes, Bryan won that race. But together, they achieved more than any other team prior!  Their success hinged on each of them maintaining peak mental and physical conditioning.  Each of them became a champion and that would never be stripped, pulled or taken from them.  History documented their influence on the record books and it will not be reproduced, ever.
In the story, The Velveteen Rabbit, the rabbit wants to become real!  Once he achieves that status, it is permanent.  Once a champion, always a champion.  It is permanent!
Well done, Lindbergh Cross Country Team
Applications:
Watching the teachers at Winfield Middle School work with their students prompts further questions about champions.  Since these teachers act like champions, are they champions?  They unknowingly model and emulate winners, so are they winnders?  Do they act that way because they believe that way, or do they believe like that and act accordingly?  Do their actions influence the outcomes?  Do they act that way because their jobs require it?  Regardless, there are champions throughout WMS!

Photo credit to: Bryan Blackford.

No Logo?! ?

Does this look like enough red for a Cardinal Fan?

Now, It's hard to put a number or a scale on interest on a fan's enthusiasm.  But when a real baseball fan, player, coach and manager like @TonyLaRussa chooses to omit any single logo, we must all take note!  NO LOGO!?!

No Logo
By refusing any logo, he demonstrates his esteem for each organization and the contributions from those eras but endorses them all!  The White Sox and A's and even the Cardinals orginizations all fostered the environment necessary for the building of a true champion.  The question becomes, allegiance, picking favorites and ranking.  As the consummate coach, he always thinks of others.  Even listening to him talk reminds us to "tie for first." 

Brand Awareness
Conversely, organizations promote brand awareness, and loyalty fiercely and competitively as they struggle to get a piece of the pie.  Here we see the antithesis!

Assingment
Not to take anything, but it reminds me of a lesson I struggle with still.  In a training workshop we had a breakout session in our small group.  The challenge was to tell as story, but there was a twist!  It just wasn't any story but a personal story about what happened last night.  The task was to tell the story but leave out the personal pronoun "I." 

Me, Myself and I

We not allowed to say things such as:

I went out with friends.

After dinner, I watched the game.

or

I wanted to go skating.

 

We had to determine a "work around" like:

A bunch of us went out last night and...

Did you see the game last night?

or

Does anybody want to go do something?  We could go skating.

Try it and see what it feels like.  Personally, it is still a challenge! Is there a lesson in there?  What is important about Tony chosing No Logo?  Are we ready for that?

Good teaching fosters hope!

GOOD TEACHING FOSTERS HOPE

Sunrises (MLK Day 2014) offer hope for a new day, better day and a second chance.

 

Discipline, Management, Control, Influence and Engagement

Doug Lemov gathers these five terms together in Chapter Five of his book TEACH LIKE A CHAMPION and elaborates on a teacher's application in the classroom. The pages describing these terms succinctly and clearly.  An examination of these terms is substantially more thorough then the simple question or comment about good classroom management!  We often say about teachers things like, "she has great classroom management," or conversely, "he struggles with control."  However, these terms are not mutually exclusive but inter-reliant as well as dynamic.   Changing over the short term and developing in a teachers career, we see teachers developing a skill set necessary for the classroom. Many teachers began careers applying the phrase "don't smile to Christmas."  Does that still hold true, or have they adapted, developed and matured, maybe even improving along the way?

     This essay will attempt to start from the broad and narrow the focus to the more specific while articulating simple nuances of each. From specific to broad would yield similar thoughts but motivations might vary.  Issues  in the personal interpretation of each of these words and the overlap of applications making the lines between each vague yet still existent.  Regardless, their similarities and differences play an important role in the behavior of a teacher, if not the belief as well.

1.     CONTROL: AS IN "CONTROL THAT CLASS."

In a broad sense, teachers are paid to control the physical environment of their rooms.  If some thing happens, we always get a report about the incident of infraction.  Control is no longer present and something needs to happen to regain that status.

 2.   ENGAGEMENT: A BEHAVIOR USED TO TEACH.

The teacher might engage and attempt a re teaching activity or abort and remove the pupil from the situation.  However this reactionary posture is typically NOT the norm.  The expected norm is for the teacher to engage the students actively in lessons, conversations, instruction or many other modes, all designed to help teach or get a student to learn.  (Here is where a brief parenthetical note on extrinsic motivation shifting towards a more desire able intrinsic motivation is our highest outcome.  We expect our students to eventually develop and mature into fine contributing citizens in our society, and not a burden.) 3. MANAGEMENT:  PROCEDURES TO RUN A CLASSROOM Procedures, efficiency and norms fit here on thus continuum.  A popular quote claims "management is doing things right but leadership is doing the right thing!"  We get the idea of an optimal or effective or good way to run a classroom.  Respectful, considerate and responsible members of a classroom, akin to a mini population, produce more effectively, waste less time and learn more about the content as well as each other and ultimately uncover truths about themselves.  A secure environment is the best breeding ground for this growth.  Creating safety for students to take risks of all kinds builds them up and encourages their growth with minimal setback.  Students who feel safe take risks.  Social, physical and educational, including mental risks are all fluent in a truly learning environment.  Teachers play a vital role in modeling these behaviors till they become a belief on the student and the student owns their education! Students without this security fall victim to unhealthy discipline, for we know good discipline does NOT diminish hope.

4. DISCIPLINE: TEACHER GUIDING BEHAVIOR OF OTHERS

Good discipline encourages hope.  Discipline is what we use to aid students in their own overdo do control.  When the student can not control or manage, we MUST step alongside and guide and redirect (ZS) to help them.  If we opt out of this discipline and send the student away, the student gets what they were after, an escape from the pressure.  Good discipline seamlessly controls the class through engagement and managing behaviors in order to influence our students.

5.  INFLUENCE:  RESULTS OF PRIOR FOUR TRAITS ON THE LIVES OF OUR STUDENTS

The ultimate goal, purpose and intent of our society; an educated population.  Through the daily influence of teachers, parents and other substantial forces, students learn!  They learn what they live.  They learn what they see and they learn what they are taught!

Control is established, engagement initiated, management articulated, discipline pressure exerted and the results are our influence on others, maybe!

What are we teaching our wards?  What are they learning?  Are we good with that?

 

"Good discipline does NOT diminish hope."

@douglemov  Teach Like a Champion 2010 Jossey-Bass

Pineapples to State Cross Country Meets

From Pineapples at 14,000 Feet to 1st at State Cross Country, building champions is a process, not an event.

 

Back in 1979, a few Lindbergh Cross Country runners and their Coach were exploring colorful Colorado.  They had traveled by school bus there, 1000 miles from St. Louis and were to spend a ten days hiking, whitewater rafting and adventuring through the mountains.  Getting lost together, then persisting till things were familiar, bringing enough food to feed growing young men, including the special treat of dried pineapple, and not leaving anyone on the trails of adventure carved patterns and models foundational for later successes.  Sharing adventures like this was the scaffold for conversations.  Carrying a pack for days into the backcountry stripped any superficial bravado and formed bonds among the participants deeper than many others.  Battling together gave Coach the right to say things like, "We should do this, for a real adventure," or "Let's conquer this mountain," and a perennial favorite, "You might win state this year."

According to a Lindbergh High School web site, Missouri state Cross Country championships were won in 1972, 74, 75, 76, 77 and 78. This record leads us to ask a few questions; How did they do that? Was it a fluke, a good year, year after year?  Was is a great string of luck?  Did state caliber competitors join the cross country team every year?  Or were there conditions common to these years that we can duplicate today?  Was there something that contributed to this success that we might apply to our other situations?

Local newspapers called this era a dynasty, a tradition and mentioned the pack is back!  These teams of young men regularly and consistently found success on the course, but went on in life to persist, determined to accomplish their goals.  What ingredients were vital?

The summer before this picture was taken, this young man, Brian, was on one if those great adventures west.  During these trips, like every other, conversations evolved from the weather and the local sports team records to more serious matters, like ethics, drive, motivation, sacrifice, effort and pain.   After a day of hiking 10 miles with a full backpack, the conversations of struggle and conquest seemed more authentic.  There was nothing easy about carrying oneself and gear from 9,000 feet, over a mountain pass to 12,000+ feet above sea level, then back down to 11,000 for a camp by a lake!  The journey was a struggle, but the destination offset the pain.  The reward outweighed the self-inflicted stress and the memory became the prize.  The experience shared together became foundational for future contests as a team and later as individuals!  Adventures like these were personal, individual and unique among these teams, yet adventures were common ingredients for success.

Later, during the season, this same group of young men was assembled into formal teams of cross country runners, where seven competed together as a team and the sum of the place values of the first five runners to cross the finish line became the team's score.  These men ran miles as a group, competing against others, traveling like a pack and supporting each other along the way.  When the scores were tallied, Lindbergh Cross Country teams more often than not, had the lowest and winningest records.  This deep camaraderie cannot be bought or borrowed but can only be built through mutual experience.  Thus, as a team they ran, but as individuals each gave everything.

Typically, the state cross country meet is held in an early weekend of November.  As the season progressed the competition continued to increase as the Lindbergh met better opponents on their journey to State.  The Saturday before, Brian, the one pictured in green and gold, got beat badly.  On Monday, Coach sought him out at school and they had a visit.  Strategy was the theme of this talk and an entire week was needed to work through the details.  The recommendation was going to focus on pace, location in relation to team mates and the finish. The encouragement may have sounded like this: "Brian, these other runners are VERY talented.  They know what it takes to win a race. They have been winning races all season. But you too have been winning!  You have moxie, training and talent.  Now, we are going to talk about how to run this state race.  Brian, stay with the rest of your team for the first of the three miles. Be their beacon.  Set their pace and don't worry about any other runners but the ones on our team. On the second mile, make a move.  Increase your pace and get the front in focus! Don't expect to lead yet but increase your stride. The final mile is all yours.  Don't hold anything back but expect those other competitors to have drained each other on their quest to win too early.  They may compete against each other and exert too much energy too soon!"  This coaching, guidance or direction began to sink in!

During the race, this plan was followed.  He ran with the pack early, conserving precious energy. After the mile he increased his stride and passed many other runners.  As Brian neared the end, during the last mile, when he was instructed to give it all, he saw Coach on the sideline yelling words of encouragement.  This was nothing new.  Coach was always positive.  This time though, Coach caused a scene, jumping up and down as well.  That was enough for Brian.  He held nothing back and gave everything.  He finished that race before all the other runners that day and Brian won the state cross country meet.

Lessons from these events are individual and personal.  Everyone took away something different; persistence, training, listening to guidance, and strategy to name a few. Some, like Brian, took hardware but everyone learned something personal. The events of that day, including the work leading up to that competition became the building blocks or model for success.  The single-minded focus, drive and support are all components.  Yet these ingredients are common in nearly every other competitive setting. 

Does this rendition of those past events point to anything?

WHAT MADE THIS DIFFERENT? 

WHAT ARE THE ATTRIBUTES NECESSARY FOR SUCCESS?

FEEL FREE TO CONTRIBUTE THOUGHTS SURROUNDING THE DYNASTY.

External link.  http://en.wikipedia.org/wiki/Lindbergh_High_School_(Sappington,_Missouri). 

 

Happy New Year means we...

...examine components of our lives; mentally, personally, habitually, professionally, physically, socially and even spiritually.
As we count down till the ball dropping, what considerations might we ponder at this new beginning?  How do we self-assess? Or do we?  Do we make resolutions to change, or do we try and manage our vices?  Do we recommit to maintaining good habits? Do we promise to exercise and eat right, only to notice it seems like tourist season at the local gym?
These landmarks are best viewed when looked at from a distance.  Step back and examine three events of the prior year.  Try the Ben Franklin method and list the pros and cons in two separate columns on a sheet of paper.  Review any life changes and reflect on those implications.
But it may be best to look individually and not in relationship with other people.  Comparing our own talents, gift, abilities and experiences with anyone else either sets us up for failure or over-inflates our perspective.  Of we pick too high a bar, discouragement and paralysis from analysis stifles further goal setting.  On the other hand, viewing progress through outdated or under-articulated benchmarks inflates or exaggerates our true growth.
Finally, remember to write these things down.  Once written, the thought becomes a goal.  As a goal, attainment shifts from possible to probable!  Written goals are easier to monitor, report on and celebrate.
The answers to those earlier questions are indeed personal, yet the dilemmas are universal.  What will this year look like?  Will we wait for life too happen to us, or will we face obstacles head-on with confidence?
Regardless, remember to keep a big picture, individualize goals and write them down!

Where did you go to High School?

While reading Malcom Gladwells latest on underdogs and battling giants a few highlights jumped out implying Winfield Middle School was on the way to its rightful location #onthemap.

 

Big Fish in Small Pond or Small Fish in Big Pond

Not to steal any thunder from the book but the author poses the idea that a better bet may be a person familiar with success, regardless of the venue.  For instance, the scores at one school may all be better than all the scores of a different school, yet a top student at the mediocre school is often more effective and better suited for success.  To apply this to Winfield Middle School we know our district is not the biggest, yet that is exactly what makes it likely we might produce champions!  We study success, building champions and reaching goals.  Other schools may have more students try out for a sports team than we have in the entire class, yet was are competing on a level playing field?  Yes, the Big Fish from our small pond have likely success relative to the Small Fish in more successful pond.  Again, even though China has more honors students then we have students, where would we go to find ready and willing potential.

For example, the standard question floating many gatherings in St Louis starts with, “Where did you go to high school?” In St Louis, this question opens many introductions and social, professional and business meeting.  Of course, it supplies social clues leading to common connections, yet the hidden undertone often carries other connotations about the potential for success, growth or opportunity.  Almost like, “Are you from a Big Pond or Small Pond?”

What advantage is a disadvantage?

Gladwell continues his examination of underdogs considering the inordinate amount of CEOs and other business leaders with deficiencies like dyslexia.  His hypothesis addresses their overcoming the original obstacle by tuning other characteristics.  Similar to a blind person that tunes their hearing.  For instance, a successful trial lawyer overcame poor reading by hyper-sensitive hearing listening to the nuance with testimony supplied from the witness stand.  As underdogs, we often are overlooked following the formal and traditional channels.  It seemed the thing that these characters had to overcome, actually made them stronger and better suited to lead, connect with others and build from strength around a weakness.  Johnny Cash anecdotally described it in A Boy Named Sue.  Would you ever wish dyslexia on your children?

Don’t be afraid of being afraid.

Fight or Flight, Fear of Fear and the paralyzing results of some fears keep many of us back but build confidence in others.  The familiar quote:  What doesn’t kill us makes us stronger is actually articulated for better understanding and application.  Considering London during the bombing raids of Germany in WWII, we noticed three groups of people:  first, those that did not make it; second, those that suffered a near miss and finally those that made it through a remote miss!  Regretfully, the first group deserves complete respect. Then the near miss is just that, somebody fairly close to the impact.  This may be traumatic and even personally injurious but definitely different than a remote miss.  A victim of a near miss may so suffer a temporary negative setback.  Ironically the remote miss had the opposite effect on the citizens.  It brought them together.  Surviving a horrific bombing actually galvanized their unity.  The more bombings they survived, the more they believed they were invincible.  This made them stronger.  Anecdotally, some claimed they would rather stay in the city then flee to the countryside!

How does this apply to us? 

Are we a big pond struggling to succeed or small pond building fish ready for any pond? 

Do we let our perceived disadvantages give us a disadvantage, or do we just work around them?

Does our fear motivate us to fight, improve and get better or quit, submit and suffer setback?

http://gladwell.com/david-and-goliath/
@gladwell