June, July and August???

The best 3 things about school?  June, July and August!  Really?

Only in the summer time do these climbing flowers enjoy their success!

The life of an educator borders on chaotic!  Every day, children enter a common room, battle a common adventure and the end of the year, a common thread binds teachers and students.  Teachers enjoy seeing students progress and grow as the school year winds down.  Markers of the year, like pictures, work samples and celebrations contradict the urge to call it quits!  Clearing decorations, signing out, saying good-byes and planning a last social event before the summer adventures commence become cyclic and welcome rituals!  Saying farewell to those leaving but knowing opportunities abound in every new hire looking to fill their shoes. Those Summer Adventures become learning opportunities for most teachers, whether taking an extra class, starting a new degree or traveling under the guise of "content" related.  "Of course that trip to Mexico connects to the classroom."

End of the year jitters and transitions also effect students!   The little scholars are excited to leave the responsibility of school behind, but in far too many homes, the uncertainty of summer brings meal issues, supervision issues, and way too much time on the latest video game!  Stress brings out behavior issues in many as their infractions are manifestations of mixed emotions.  Students with typically clean records end up in an office, not really sure themselves why their behavior was so out of character!

But we make it!  We persist.  We endure.  We strive to reach the end, subconsciously knowing it is the best thing for us.  This rejuvenation, rest and relaxation resets the teacher!  A return to center, a refocus on priorities and a renewed energy are a few of the results of these short few weeks off school.  Most teachers are just as busy in the summer as during the school year itself.

What is the best thing about teaching?  Connecting with children, making a difference in their lives and building a better tomorrow, one conversation at a time!

I love being an educator because...

Please excuse the taste of this essay.  It contains more personal insights then I would typically include.  I would not say these things first person since they sound so self-centered. Seldom do I write in first person like this but the challenge was to complete the following statement:

I love being an educator because…

 It is not what I am, but who I am!

I am an educator that has a job in a school system.  At other jobs in my life, I always worked alongside people while they went through a process.  Selling real-estate was never an event but always a process.  This process began with a dream and ended with a new set of keys.  Along the way, clients received instruction and learned about the process, asking questions, planning and trusting in the confidence and ability of their agent.

It is my passion aligned with my talents and experiences!

Many prior experiences required a mentor, leadership, guidance or instructional role.  Clients spoke with their referrals.  When a family moved into their new house and then referred their friends and family to me, it assured me my service was appreciated.  My natural bend was teaching, regardless the situation.  Confronting others without being confrontational allows prior experiences

I teach “people,” not content.

In the classroom, students asked me why I taught and my reply was typically, “Because of you!”  This begged for a follow up and the explanation was simple.  Connecting with students, building relationships and learning curriculum about math as well as life was second nature.  Taking it to the next level by establishing a safe secure environment, free of sarcasm and secure enough to take risks allowed them to learn about themselves and each other.  We expected the “aha” moment daily! Their tests scores, attendance and improved behavior while in my class all verified success.  I invited all of them that wanted to pay $30 to get out of school for a day to travel over 200 miles to Six Flags Amusement Park. We would leave at 0500 and return by 2200 and the entire day was incident free.  Some teachers called it foolish and claimed I was “taking ISS on the road!”   These students went because of the trust and relationship with their teacher.  They knew I taught them and not math!

Disarmingly build an environment safe for educational risks.

Turning the classroom into a student centered crucible allowed them to grow, explore and risk when many of my students typically found little success at school.  I assured them, I would rather be outside, riding my motorcycle or even mowing my lawn, but because they were in my room, I felt called to serve them.  We could tease me, but we couldn’t tease each other.  Pink Floyd said it best, “No dark sarcasm in the classroom. Teacher, leave those kids alone.”  Is there any other kind of sarcasm?  When a student that covers up weakness with bravado, all the sarcasm in the world will only strengthen his resolve! 

Getting another degree sounds like an adventure, not a burden.

Literally, this week, (June 2014 I began yet another degree, the Educational Specialist.  Instead of a burden or obligation, the course load, schedule all fit right into my schedule.  Of course there is homework.  Of course there are sacrifices but the ROI seem to make perfect sense.  While investigating the program options, my advisor happened to be a student of my fathers over 30 years ago.  All doubt and insecurities left my mind when he asked me if I knew of a Mr. McCracken from Lindbergh High School!  My attitude immediately went positive.  I decided to overcome every obstacle and hurdle without complaint till the process was finished.  No shortcuts!  Nothing less than whatever it takes!  I was going to get another degree!   My adviser was trustworthy!

Taking others to another level, even if they don’t expect to learn, energizes me.

Back a few years I was asked what I wanted to teach, ”Pre-algebra or Calculus?” my flippant reply was wasted on a dry sense of humor.  Still, my answer to the question remains the same over 25 years later.  I want to teach, “People, stuff!”   I would like to help teachers teach better, students learn their courses but also learn how to learn, and even help my community and parents become more familiar with the school routines thereby support their student’s success.  I even find opportunities to teach when out in public.  I teach. 

Seeing potential fulfilled.

I teach because I must!  I have no choice.  It is my calling, my passion, my gift, my burden and my responsibility.  Many think it a craft and others a science.  For me, it is who I am. The peace I get while in a place in life where my actions are extensions of my attitudes, where what I believe is how I behave and when I want to do what I have to do, is the beginning of true fulfillment. 

I love being an educator because it is my very being!

Anybody else feel this way about their life calling?

This is the front of Webster Groves High School!  That is where I have been taking even more classes! 

#lifelonglearner

…some to be teachers…

#neverstoplearning

Rude, Mean or Bullying?

Rude, Mean and Bullying

 This ancient bridge connects two opposite sides or banks.  Similarly, education connects the known with the unknown and equips learners with tools to build better relationships in their future.

At the middle school, we do so many different things surrounding the support of a child's growth and development.  We work on social situations, mental processes, academic advancements and self-awareness.  We talk about manners and making others feel comfortable.  In short, we try and make citizens of these people, all while trying to get students ready for the regular high stakes testing.  Another blog initiated a conversation over these following terms.

Define Rude. Discourteous or impolite

Their actions may be rude, when students do not realize the pain they cause another person.

Define Mean.    Offensive, selfish, or unaccommodating; nasty; malicious: 

When mean, the student knows and is intentionally trying to make another suffer or feel bad about.

Define Bullying.   A blustering, quarrelsome or overbearing and habitually badgers and intimidating smaller or weaker people.

The bully repeatedly displays mean and or rude behavior to a specific student or students.  There is no sign of the behavior ending and the victim often feels powerless to control or manage the attacks or the feelings of helplessness that follow.

Victims 

Those of us on the receiving end seldom consider the title of the behavior.  We just know how we feel during the event how we hurt afterwards as we consider what we might do to work through the pain.  We may even consider retaliation, revenge or making someone else hurt perpetuating the viscous cycle. 

Culture

Middle schools invest time, energy and substantial resources on breaking this cycle and helping students with empathy.  It is a continuous, mufti-faceted approach battling on the home-front, cultural issues, in the cafeteria and buses as well as the occasional classroom remark.

Mirrors

On the other hand, students acting out towards others, often times their friends, think they are just being funny, or they were just messing around.  These seemingly harmless remarks often go unchecked and unaddressed but are the most detrimental.  For instance, if an enemy would make an attack, a victim might excuse or ignore the infraction.  On the other hand, friend saying something may actually get our attention and provide doubt confusion or even insecurity.  This same friend may themselves struggle with confidence and esteem issues and overcompensate perceived shortcomings trying to mask or hide behind bravado!  Here is where empathy, understanding, training and finally consequences are in order!

How are we mean?

What do we do that is rude?

When do we bully others?

Original Blog about Mean, Rude and Bullies  

Good schools make an area? or Does the area make the schools?

All across Missouri and this week at Winfield Middle School, we are beginning our annual rite of spring, the MAP tests.  Teachers are nervous.  Administrators are jumpy. Students are excited to have a messed up routine.  Our testing coordinator is extra busy.  Some might even loose a bit of sleep.

This QR Code holds a message for the students to consider?  What does it mean?

We asked students today in preparation for their MAP tests to consider a simple request:  

TO DO THEIR VERY BEST!  

We understand the stakes involved, we know the motives may or may not be true yet we made a request for them to try hard.

WHY? 

What would it matter if anyone ever did well on these exams?  What would the motivation be behind giving the best effort?  Why would it even be important?

Pride in accomplishment

Of course we all pay lip service to doing our best, claiming we are trying to improve and we are working towards a better tomorrow.  That sounds nice but here is a wonderful opportunity to verify those intentions. 

Property Values

Whenever anyone moves, one of the first questions the potential buyers seem to ask is, "Tell me about the Schools?" This also verifies the perceived or actual value in good schools.  Marketing principles support the ideas that good school may actually raise property values faster than the general market, making some areas highly desirable but other areas flat or declining.   Are good schools in the area because the area is good, or is the area good because the schools are good? 

Selfish

We value the students effort but only ask them to do their best one time.  We believe that doing our jobs, building relationships with all of them and forming an environment of learning for all with a high bar for behavior as well as academics does far more than bribing, begging, pleading or even bargaining!  Students don't care how much we know until they know how much we care!  Students know if we care, or if it is just an act!  Good schools produce good scores and good scores reflect on the leadership!  We want our students to look good, and we might be the only ones that care!

De-Coding Skills  
When I was in school... 

Our students will enter a world that we cant even begin to describe.  The class of 2020 will face obstacles and issues that arent even developed yet, so we work to equip them with processing tools, thinking skills, infering practices, taking from something concrete and working towards the abstract.  We are asking them to solve problems that don't even exist yet!

ANSWER:

The QR Code above, easily made at many online sites takes information and processes it into smaller bites, linking back to the internet of sharing data directly.  Just as a long web address reduces into a tiny address, there are many shortcuts, abbreviation and quicker ways to communicate.  What other new things will our students face as they mature into leadership positions in the communities?

We are preparing students for their future!  Not our past!    Winfield Middle School is #onthemap.

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Support or Help? What do we supply?

Below is a representation of support!

This motor needed a new water pump. Right behind the middle pulley is the water pump.  
Was it help or support that aided in the replacement.

 

This broken engine, repaired by following the written instructions in the manual,  represents an example of the application of support.

The car broke down by the side of the highway with a sign that says, "send help," is an example of help!

SUPPORT IS...

Support is necessary to help others get through things.  "Getting through," is the key.  With support, a student can solve a problem.  Support lends itself to self-sufficiency.  Confidence and self esteem are also strengthened when support is offered, as opposed to help.

Support implies a bit more independence than help.  Help implies the situation is too dire to face alone and aid is required.  The broken down car, stranded by the side of the road is trapped and short of a long walk to help, nothing can be down!  An offer of help may imply dependency!   Consider a toddler trying and exploring a new skill or task.  Often times, they want to try it alone. 

HELP IS...

For instance, an overprotective guardian may actually weaken the youth by becoming the crutch.  Teachers continuously look for this line or sensitive cusp, ready to support, encourage and prompt into mastery.  The consummate educator understands and sets up opportunities just outside the comfort level or reach of students knowing students own success when it is authentic.  Students can read between the lines when looking for artificial concern.  They recognize true interest and care.

This "key lime pie" was made as a gift.  The recipiant did nothing but recieve it.  No help could have made it better.  (It might have even made it worse!)

Here is a picture that could represent help.  It was birthday gift from a chef who specializes in pies.  There were no contributions from me necessary to complete the task.  Her gift was helping me.

In our lives, how much help do we offer when support is all that's needed? 

When do we step in too early and eliminate the risks, as well as the value for our students? 

Our students want as little help as possible but as much support as needed to reach their goals.  They want us to use our experience to support them and step in to help, after their risk taking events failed them, without judgement or condemnation.

Provide support, and offer help, when only needed.

How long does it take to grow a PINEAPPLE?

Anniversary:

My wife and I visited Hawaii for our one year anniversary.  We island hopped, took the road to Hanna, explored the volcanoes on the Big Island, attended a luau, and ate our share of perfect pineapples.  Interestingly enough, pineapples have a different growing cycle then most our our mainland fruits or vegetables.  As expected, time and temperature conditions indicate the success of the pineapple crop.

 In the St Louis climate, these tropical plants have to be put into a green house to weather the winter extremes!  Like a relationship that takes extra care to fully blossom.

Teachers are:

Teachers end up in the unique opportunity of service through connection.  School years have 175 days.  A gardener knows this is enough time for growing many vegetables.  Tomatoes, peppers, vines and even potatoes can all be planted and harvested in one typical growing season on most of the U.S.  Six months is not enough time to grow a pineapple though!

This morning flower of the bird house gourd opens in the dark and closes as the summer sun warms it. Like the beginning of a school. 

Classrooms are:

In the classroom, a teacher spends the first portion of the year building relationships, looking for common interests with students.  Gone are the days of "don't smile till Christmas."  Teachers serve the future by serving children today.  Teachers are intentional and deliberate.  Many teachers are not satisfied with the the phrase, "If I only reach one student, it is all worth while."  These extra special teachers reach children continuously, day in and day out.  Every one of her students receives more then just a history lesson.  Life lessons, manners and social competency pointers, just to name a few, make up the substance and thought processes of these special people.

What do our students remember the most?

This influence is unique to the profession.  Teachers teach because of the impact they know their presence makes.  They understand the biggest changes occur when they reach children.  To reach children, they develop those relationships based on shared and regular activities, like class or lessons.  Then, when students lives outside the classroom seep into school, a teacher is there to offer hope encouragement and support, like no other adult in the students lives.  These masters of impact know the students will learn under their tutelage.  These rock stars shape the climate of today.  But these champions know the children cherish the way she makes them feel.  The master know students remember the way their great teachers build their esteem, self confidence and 

After a few months of growing season, many things begin to mature, ripen and come to fruition simultaneously, forming diverse and colorful living flowering arrangements.  Like a classroom in the spring time.

Timing is everything

Just like a pineapple that take 18 months to ripen some relationships, take longer then others before a student maximizes the benefit of the healthy teacher-student relationship.  Most relationships take only a short time to develop.  The truly valuable relationships often take a bit more time.

Love Works

COMMITMENT:

COMMITMENT
We will not Waver: We will not Tire:  We will not Falter:  And we will not Fail. 

G.W. Bush 2001
(From our middle school office wall) 

What do you remember from school?  Courses, content, lunch, gym class, friends or trouble?

This seems like a strange title for a business book.  Business typically seems focused on the bottom dollar yet anomaly and exception dot the landscape.  Good to Great, Malcom Gladwell, The Way of the Shepard and this Love Works, are just a few endorsing a compassion based priority where people actually come before profits. Case study and anecdote alike verify the effectiveness of building relationships as a means to the ends in many ventures!  And this is the business world.

Now consider the educational system today.  Teachers spend 175 days a year with groups of students.  A grade or topic is assigned, curriculum assembled and assessments tallied!  Then we do it again.  Over and over in order to perpetuate our society.  A democracy requires an educated population.  

This responsibility or burden is publically assigned the classroom teacher!  Of course the family retains ultimate and direct influence but our system carries the load.  One look at state budgets confirms the value society places on education.  But clashes, conflicts and concerns arise when these are not aligned: 

When children are taken advantage of by selfish adults

When sarcasm replaces compassion

When a raised voice is chosen over a conversation

These examples are just a few indicators of holes in our systems.  Of course we can point fingers of blame, develop initiatives of influence and tout the need for change but without the effective teacher, nothing will happen.  Status quo is not good enough for everyone.  We can't allow our youth to loose their hope.  

Buried in this essay...

A teacher is often times the best instigator of hope or fear in a child.  Basic needs such as routine, security, procedures and safety are often lacking in students lives, TILL THEY MEET THE TEACHER! Once The Teacher enters the life of a student that has given up hope, all bets are off!  The Teacher changes lives.  The Teacher uses a content, subject matter, lessons, daily routines and habits to reach into a students life, then makes a connection.  After this crucible called a classroom has endured the messy tests of relationship building, The Teacher has an opportunity to make incredible impacts by influencing students like no other adults in a students life!  The Teacher models hope, inspires, and changes the course of life after life! The Teacher influences today and tomorrow.   A single, influential teacher can't help but to influence.  After so much time is spent together, impact is inevitable. The Teacher inspires hope.  Hope is the positive motivator of change.  

Fear is the negative influence of change. 

The relationships good teachers have with struggling teachers build the foundation for success.  Just how the business world applies relationship skills the effect the bottom line, teachers use them to effect  lives.

Quotes, thoughts and tags:

A rut is just a grave with the ends kicked out.

Good discipline does not diminish hope.

Hope and fear are the two motives for human behavior!

The teacher comes along when the pupil is ready.

Keep up the good work!  Think outside the box!  Use all the supports available.  Love them all.  What happens now is FINALLY serious.  Everything up to here was shallow, yet foundational to the impact currently underway.  This part is the process.  Influence is not an event but a process!  :)