The Vacation of a Life Time...

Convergence and a Vanishing Point!

Mt Princeton in the center, the tracks fading into a vanishing point, virga not hitting the surface and the road parallel all represent educational struggles, choices and dilemmas!  What is in store for this school year? 

Story

A principal called the teacher to the office.  The dialogue went like this: 

Principal: Are you sure that Little Johnny was in class yesterday?  

Teacher: Yes, Why?

Principal: He did not go to any other classes all day long skipping every one but coming to yours!

Teacher: I am honored, flattered and saddened, all at the same time!

Does this really happen?  Are our classrooms safer, more secure, nicer, and better than any other place in our student's lives?  SOMETIMES!

Parallel Tracks
The road here travels right along side the rail road tracks.  They are parallel for this short distance, traveling north out of Salida Colorado towards Buena Vista.  The left and right track of the railroad are parallel the entire time! We look down the track here and we see things that begin as separate begin to converge on a common spot.  This example of a vanishing point demonstrates relevance in content.  The tracks look like they come together but the highway on the left seems to join in as well.  In the classroom, let's consider success the vanishing point and the multiple methods of reaching that place can come from various paths.  We could force students.  We could bribe them.  We could beg.  We could even scare or threaten them into submission.  Or we could connect with them, build a relationship and they would play along besause they wanted to!  Extrinsic to Intrinsic Motivation!  Think Daniel Pink and Drive! What is the best way to get somebody to do something?  Teachers seem to know it is more than just saying so!

Another Choice 

Although not apparent or obvious, our students have choice.  They do not have to come to school.  The law mandates students attend till they are 16, 17 or 18, depending on the state, but, they still have a choice.  They could skip!  They could avoid us.  They could cut classes.  Of course, this would leave to other consequences along the truancy path and educational neglect but they still have a choice.  Is our quest to kindle desire, passion and curiosity in their minds so they would rather be in our class and no place else, or are we just trying to get them in class?  Often times, it seems their baggage is not classroom appropriate!  Who is supposed to teach them manners, how to behave or what not to do?!  Too late!?!  We are.   (see story above)
Define VIRGA

Not the medicinal term but the term for rain that never reaches the ground!  Is this what happens when we teach?  Our lessons never really connect?  Our activities, methods or delivery is so dry the moisture of learning or seed of understanding is never wet by the message?  Is it too dry to learn?  Does our distance from our students prevent us from reaching our mark?  How far away are we from our students?  Connect, get to know, reach into their lives and see how hard they work, regardless of their age! What do we have to loose?

Mount Princeton

In the Chaffee County Colorado range of The Collegiate Peaks, there are mountains named after colleges. Many peaks are over 14,000 feet above sea level. Mount Princeton is one of those.  Denver is only 5,200 feet above sea level yet St Louis is only 700 feet above sea level.  To take a risk, travel to the top of this mountain and explore the territory is not unlike learning!  Risk is involved!  The potential for failure is close at hand but resuming and continuing are also expected. Struggle is mandatory when reaching for an extreme.  If it was easy, the reward would not be worthwhile.  Learning, repetition, reaching new heights, pushing limits and trying something beyond our expectations are components of climbing a mountain and learning new content.  How do we encourage, support and foster out student's quest for learning?

Virga

Hey Mr McCracken, who is your favorite student?

"Hey Mr McCracken, Who is your favorite student?"

 

Talk about a loaded question.  Students ask their teachers about favorites all the time; favorite music, food, radio station, TV show, band, and even student!

JUST HANGING OUT...
I met a student one morning hanging out.  We were discussing the roles of a principal and he asked me if I had any favorites!  Definitely a loaded question for any educator.  As teachers we think we pride ourselves as being objective, neutral, fair and equitable.  But I knew that wasn't the case, so I referred to a story.  I fell back to my favorite children's book, Green Eggs and Ham and mentioned these two characters began their relationship from different perspectives.  Sam-I-Am initiated the relationship through a passive, calm and simple introduction.  "I am Sam," "Sam I Am."  These two phrases on the signs he held up influenced what the grouchy guy thought.  Clearly, the Grouchy guy did not care for Sam!  Yet, together, they set out on adventures of increasing intensity. In fact, Sam's first request was delivered from the other end of a long pole.  Sam didn't want to get too close, but then he reeled it in after the introductions were made!

BUILDING A RELATIONSHIP
Once they began their adventures together, two important characteristics developed.  First, the adventures all grew with intensity.  Each carried more risk and increased opportunity to fail, yet the Grouchy guy continued to return.  He had many opportunities to exit, but the fun, adventuring and risk pulled him along every chapter!  Additionally, innocent bystanders became active and willing participants.  Everyone on the train, from the boat, along with the goat and other characters were prodding and prompting expectantly for the Grouchy guy to take this risk of taste.  They knew the risk minimal and the reward great, with future benefits far greater yet!  But then, they ALL splashed into the water.  Everything came crashing down yet Sam persisted with his questioning!

EPIC FAIL
Finally, after that epic fail, where the two characters, along with the multitude of supporting cast members all ended in the water, the grouchy guy relented and took the culinary risk.  The grouchy guy developed trust, confidence and the self assurance needed to take the risk!  They had grown into friends.  Not unlike a teacher working all the contents in their bad of tricks to get some students to try harder.

GETTING PERSONAL
I continued with my discussion about favorites with another story about an incident in my own classroom, where I ashamedly treated a student with unnecessary sarcasm, in front of all of the other students.  It was from this position of weakness I realized I needed to try and reconcile or erase this verbal jab.  I wrote that young man a letter of affirmation at the end of the school year.  

WHAT WE SAVE, WE VALUE
Ten years later, after that young man finished installing new ceramic tile floors in my new house, he pulled that same letter out of his wallet!  A few years after that, he sent me a text message with a picture of his new born little girl attached! 

Who would be my favorite?  This young man would be one that shares the most experiences!  This young man would likely be called a favorite, but only because we are still connected, still in fellowship, still in contact.  Do I have favorites?  No, just those that I know more then others!

This little girl is a daughter of a former student. That same student and I shared many adventures, many failures, many successes and many victories.  We overcame obstacles together and fought to stay connected. These events are the glue that cements our relationship.  These shared activities draw us together.  This makes him one of the students I've known the longest.  
Would that make him my favorite?

Similarly, as we get to know others more, we become better aware of their characteristics, we trust them better and are more inclined to follow their suggestions. 

Maybe each of us is on our path to becoming a favorite and developing favorites?

Dark Sarcasm? Is there any other kind?

Who wrote, "No dark sarcasm in the classroom..."

This morning, the field was full of the round bales.  I went back to get some additional photographs and they were all gone the next day!  Timing is everything.

 

At school there is nothing like the first day of school.  New notebooks, new classes, new procedures and the hope* for success.  With all these important variables to cover the first few days of school, what is most important?  Is there a single component?  Curriculum, rules, expectations, procedures, content, establishing norms?  How about getting to know each other?

 

In the middle school, where social connections are so important, why would it be so valuable to address the relationship side of academics?

 

Let's consider the middle school student, so different from day to day, hour by hour and even within an hour.  We see them up and down as they learn to manage their thoughts, emotions and feelings.  We also see them with best friends and sworn enemies yet even those change and evolve over time.  It seems like the connections students form are dynamic and ever changing.  This fluid ebb and flow of relational energy is often the basis for other issues, such as bullying, abuse and even assaults.  Students ganging up on others, picking on some and using relationships as weapons of power.

 

Hint, suggestion, idea:

What if we spent time building these connections deliberately?  What if we established connections in our classrooms that would tear down those walls and allow students to get to know more about each other?  What if in our job as teachers, we built an environment where students were nice to each other, used manners, proper language and no sarcasm?   That would be our role as leader!  Often times, students come to us lacking many social graces.  Just as we may not always know what fork to use, they may not know what tone or expression to use!  Therefore part of our responsibility may be to teach those social graces or manners. 

 

Definition:  Manners - Making others comfortable!

 

As teachers, it is our job and privilege to help prepare the future by helping students establish a set of ground rules for professionalism.  We must teach them content, but often we must prepare the setting for the content.  We must help them learn to learn.    If we help them get to know each other, we help them combat bullying.  Hal Urban even suggests we invest time during our school year to help them get to know each other.  He speaks of his assignment that requires every student to get 5 facts from every other student in his class!  Wonderful.  What a great way to break down walls, build connecdtions and reduce the motivation behind bullying.

 

To address bullying:

establish connections, front load relationships and help students get to know each other, cooperate and find the commonalilty at the very beginning.  Will this eliminate all bullying?  Probably not but it will create a safe environment where students feel valued, worthwhile and esteemed by both the teacher and classmates.

 

 

*Good discipline does not diminish hope.

Who wrote, "No dark sarcasm in the classroom... teacher, leave those kids alone."

Pink Floyd  - The Wall album

 

 





Build Bridges or Walls?

Build bridges or walls?

Concise, direct and an efficient use of words and terms allow us to communicate directly and effectively.  When talking with others, we try to communicate ideas but often, fail to transmit the pure thought.  One great thing about quotes is their ability to communicate an abstract concept into a simple thought.  These following quotes were all pulled from the The Treasure Chest.  Which are your favorites?

Men build too many walls and not enough bridges.  D. Pire

Walls are simple to build but bridges take a bit more attention to assemble.  In the same way, healthy relationships require us to reach across differences, gaps, perspectives and stereotypes forcing us to get along with others that may not align with our way of thinking.  A far easier route would be to ignore or even work against reconciliation! 

It gives pleasure to be praised by one whom all men praise.  T.  Howe

The real purpose of books is to train the mind into doing its own thinking.  C. Marley

As an educator, this is paramount!  Think depth of knowledge.

The slave has but one master, the ambitious man has as many masters as there are persons whose aid may contribute to the advancement of his fortune.  J. De. La. Brayer

Ambition, aspirations and a quest for advancement is a common theme.  Do we own our things, or do our things own us?

If ambition doesn't hurt you, you haven't got it.  K.  Norris

A man’s home is his hassle.  Mrs. L Peter

I thought it said castle, but it is really his hassle.

Ambition is a lust that's never quenched, grows more inflamed, and madder by enjoyment.  T.  Otway

Find where your main roots lie and do not hanker after other worlds.  H.  Thoreau.

Keep the main thing, the main thing.

It seems like so much wisdom is contained here.  Our quest in reviewing these lies in uncovering common themes that apply to all mankind, regardless.

Here at Winfield Middle School, we just finished another school year.  As principal, I felt like I learned every day!  From the existing staff, I learned about the current state of affairs.  I learned about their strengths and areas of interest.  I learned about their classroom talents and was eager to see them in action, molding, opening and forming young minds.  Middle School students showed me culture, drama, the Harlem shake, #dontgiveup and excitement.  A middle school student is singularly an enigma, a joy and entertaining, all at the same time.  Finally, I learned my own limitations.  I learned to let go, to delegate, to communicate and apologize whenever necessary.  I learned where I fall short, areas of improvement and just a bit of what it means to actually lead.  Thanks for following.
#onthemap

 

What is the first line of Green Eggs & Ham?

To build relationships, we need time, activity, trust and something in common.

 

In Green Eggs and Ham, the first line, does anybody remember that?  "I do not like___?___"
No!  He does not say "green eggs and ham" here but something far deeper.  The grouchy says " I do not like that Sam-I-am."
He begins the relationship in hostility and aggression and negativity.  Yet Sam builds on this, like a master teacher, with near countless adventures that pique his interest, stimulate his curiosity and teach him to trust. 
At the beginning, they are not too friendly, but by the end their relationship is solid.
Relationships take time AND action to develop.
The intensity increases till The Grouch can finally trust.
SAM, LIKE ALL OF US SHOULD BE DELIBERATE AND INTENTIONAL IN OUR PURSUIT OF RELATIONSHIPS WITH THOSE UNDER OUR CARE, EVEN IF THEY REJECT US OR OUR MESSAGE!
#onthemap

Thanks Dr Seuss!