#Veteransday14: Some Gave All, All Gave Some...

The stars in the corner, the white and red in the field and the single star all mean something to this school.

Around and Back Again?
On Wednesday, November 5, 2014, From Kandahar, Afghanistan, the 687th Horizontal Engineer Company flew two flags in honor and anticipation of folks back home.  Staff Sergeant Kyser pulled the flags and gathered her belongings and everything dear to her there and traveled around the world for a surprise visit to her friends and family, especially her children and mother. She planned to surprise her children at school!  Sure enough the authentic emotion and release is recorded in this Facebook post: The Re-Union  It worked and the voice the daughter thought was around the world walked into her life and immediately brought a rush of memories, sweet communion and a peace that only a mother's voice can bring! Ironically, over 17,000 viewings were recorded in the five days following its release.  It is easy to imagine the flag traveling around the world to get here, and the memory of the flag returning dividends as thoughts returned to Afghanistan through technology.

The Stars
The flag is folded in proper formation and placed in the corner of this memorial.  The 13 folds and corresponding stanzas align with the this poem:  My Name is Old Glory

In Honor of...
The plaque in the lower right reads:

OPERATION ENDURING FREEDOM

So that all shall know, this flag was flown in the face of the enemy over the headquarters of the 687^th Horizontal Engineer Company, Kandahar Airfield, Kandahar Province, Afghanistan and bears witness to the fight against terrorist forces which threaten the freedom of the United States of America and the world.

On 05 November 2014, Staff Sargent Kristie Kyser, of the 687^th horizontal engineer company flew this American flag in honor of WINFIELD MIDDLE SCHOOL

Retired, Laid to Rest, From the Battle Field and back...
In the lower left corner, below the sea and to the left of the plaque, a single star lays from a flag just retired.  The history and background of this flag carries its special honor as well. This retired flag faced the enemy in battles in Baghdad, Iraq.  After intense service, it was retired November 8, 2014.  Each of the 50 stars was salvaged by the AMVETS Chapter 180, of Lincoln County and is now in the care of Sergeant Rick Myers.  After our Tribute Assembly to our local veterans, this special gift was pulled from an inner pocket and bequeathed, bestowed or otherwise handed to me! I felt honored and privileged and at the same time, unworthy.  Yet, I knew there was a great location for us to display this trophy. 

We accept...
With honor and as much reverence as possible by a group of school children and their teachers, this was read in front of hundreds as we graciously accepted this token: 

“On behalf of the Winfield Middle School, of the Winfield School District, in Lincoln County, State of Missouri in these United States, I will receive this flag and we will hold it in the highest regard, with honor, pride and reverence as we display it in our trophy case.  Thank you very much. “

Special thanks and recognition go the the planners and organizers of this annual event, the Veterans Day Assembly of Winfield School District.  Every year the Assembly seems to mature and develop as these events regularly bring over 75 veterans to the event. Students received an authentic lesson in gratitude and thanksgiving and veterans got to enjoy their little voices, excitement and enthusiasm, reminding them that all made their sacrifices all worthwhile.

History of History
In the past few years, our school, Winfield Middle School has retired a flag, complete with the burning.  We have buried the ashes appropriately the following year and now this year we received a new flag from Afghanistan.  We hope our history, although short, has made memories on our students and an impact on or veterans and an influence on our community as we strive to give back just a miniscule representation of gratitude.

Sincerely,

Winfield Middle School

A moving Anti-Bully Assembly? Really?

 Personal Narrative Style

Our principal, from elementary school.  A true #TBT photo. imagine the stress this young man got with a last name like "McCracken." 

 

October is Anit-Bully Month

We opened our assembly with a class to class contest.  The classes all came in and sat in class circles, all around the gym floor. Mr D’s class did a victory lap with the trophy and got home field advantage for the upcoming event.  Our librarian, Ms H did a great job of playing a Trivia game that eliminated groups throughout the process.  Eliminated teams sat down on the bleachers till there was only one team remaining. Mr R’s class prevailed, stood for a picture and joined in with the rest of the group.

A song, from 1969...

We opened with a talk about, “A Boy Named Sue” by Johnny Cash.  He claims in the song that it is the challenging name that made him strong, because his father knew he would not be there to help his son along.  “It’s that name that helped to make you strong!”  One student knew the song and the author!

Sue or McCracken?

Then we talked about our principal Mr. McCracken being called “Cracker” as a little boy. It wasn’t till he connected with other students did anyone ever say things like that about his name.  In kindergarten, lessons are difficult but we talked how the challenges often really do make us stronger.  Kids taunting, teasing and saying things like, “Polly want a cracker?” demonstrated their stress.

Whisper, Whisper, Whisper!

Then, we wrote “Ms Mix, you R…” on a blank sheet of paper!  (Ms Mix is our building counselor who does an amazing job adding a calming influence to the building.  She is one NOBODY EVER says anything bad about! She is also the only one who knew about the demonstration ahead of time.)

“I’m not playing your silly game!” 

Ms L

The "Shut Down!"

Everyone got to see it before it was completed.  We completed it with a SCRIBBLE! (See photo) All the male coaches in the front rows got a chance to “read” the description, chuckled appropriately and indicated the remark was accurate, at her expense! The private part was just scribbles (*&^%$#$%^) but all the men played along and smirked when they saw it, even though it really said nothing.  I asked a female coach, Ms L, and she gave the perfect response to shut things down. “NO, I’m not playing your silly game!”  She had the confidence, moxie and emotional security to just say NO to the bullying.  

 Note: The little white corner sheet and what we said about Ms Mix! 

But the Damage was done

After laughing, teasing and joking about it, we gave the slip of paper with the insult to Ms Mix. She crinkled it up.  The paper was ruined!  We tried to apologize. We tried to make it all better but the damage had been done.  There was nothing we could do to undo the action.  Even though we asked for it back and tried to smooth things over, it was TOO LATE.    

Let's ALL Commit

A poster from The Bully Project was produced and summarized how I, the principal, was going to commit to doing everything possible to address bullying issues and keep students safe.  I signed it and asked Ms Mix to sign it as well.  (See photo)

 

 Here, everyone in the building was invited to commit to addressing bullying, asked to display empathy and sign the poster.

Let everyone in on the secret... 

 Then all the teachers were asked to sign it on their way back to class.  Students were dismissed by sections and sent back to class.  After the students returned to class, the principal went to every room and revealed to each class the piece of wrinkled up paper and what was written about Ms Mix.  We shared a brief summary about Cracker, a boy named Sue, the show stopping response of Ms L, and how we wanted our students to act!  The students were let in on the secret.  The only person that knew about what was happening was Ms Mix.  None of the coaches, male or female had any foreknowledge of the situation but within one hour, everyone knew.

Pass or Fail?

An unplanned and unexpected expression of gratitude followed. A spontaneous act of compassion erupted. Classes full of students demonstrated true empathy and created hand written cards, thanking and appreciating Ms Mix’s contributions to our school for the rest of the day!

Conclusion

Will this stop bullying?  Will this make it go away?  Will everybody be nice to each other from here on out?  Or will this allow us to have a common language to address bullying, empathy and healthy responses?  Behavior and belief are often interconnected.  We must address both in the school setting.

Connect Golf and RIGOR!

 Along the West Coast in California, golf is the norm and with the Pacific Ocean in the background, its golf at its finest.  These Blue Tees in the center help us connect golf to RIGOR in education:

the easy Red Tees, the tough Blue Tees and the middle White Tees; all searching for par.

 

Define Rigor

From our perspective, as a middle school that has fallen into the lower half of performing schools in the state, results from self-reflection began isolating interesting concerns.

Student Perspective

A student came to interview our principal about the schools’ struggling state scores.  The questions were insightful and an open exchange led to a fluid discussion.  The principal asked the student, in her terms, “What does RIGOR mean?” The answer, “Up to par,” borrowed from the golf industry to reveal insights and wisdom.  The implication leads us to consider the dynamic nature of raising the bar, playing on harder courses, maturing, strengthening and driving longer, playing from the white, blue or pink tees and the expectations surrounding each hole.  Translating these concepts into applications for academia describes our major concern as professional educators, parents and students.

#uptopar

Playing golf on one course verses another can make all the difference.  A simple “par 3” course verses a complete “18 hole” course filled with beaches and bunkers demonstrates the diversity and emphasis necessary for every standard, component or objective and the resiliency to adapt every shot.  Do we teach to par?

Turning from the picture above, we see these boulders protecting the shore-front from the intense waves. Yet over time, erosion takes its toll.  Similarly, we protect and nurture children as they grow but eventually, they must find their own path.  Too much protection makes them weaker.  

Ask a baby giraffe. Do we teach our students to get up?

#drivelonger

As youth work to eliminate the slice and then the hook from the drive, the form, grip and technique all play into the results. Similarly, the habits, behaviors and support all influence the likelihood of educational success.  Do students know the basics?

#fromtheredtees

As a golfer tees off from the closer tees, does the advantage influence the final outcome or does it handicap and keep him from reaching his fullest potential?  Robyn R. Jackson writes from the perspective that teachers should never work harder than their students.  She advocates never doing ANYTHING for the students that they might be able to do for themselves.  Getting better requires failure.  We must push to the point of failure, regroup, rethink and try again.  A par 4 is always a par 4 but sometimes playing from the easier tees us an unfair advantage, especially when traveling to another par 4 and having to play along others that held themselves up to the higher standard.

Professional Definition

Barbara Blackburn defines Rigor as creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.

Is this something we can work with or do we need more?  Is this too much?  What does this mean?  Let's keep talking and find out! Can we use this?

Our next Blog…

What if a teacher teaches and EVERYBODY gets an A?  

or

What if one student works hard for the A but another plays around and still get an A?  How does that feel?

Or

What if a teacher teaches and EVERYBODY gets an F?

And

How does that adjust our view of RIGOR?

Is reteaching just louder and slower?

Teaching for all? Teaching for any? Teaching for some?

This Map describes exactly how to get from one point to another.  Just travel down this road for this many miles, then travel that road for that many miles and finally the other road for the other amount of miles!  Only if teaching was as easy!  Only if all we had to do was mix in the right ingredients, still, add salt to taste, then wait while it reached 150 degrees!  

All students can learn...

Some students will learn...

Most students can learn...**

 

Back in the Day...

The biggest issue of the 70s was the impending ice age, the results of our conspicuous consumption of fossil fuels.  Now green house emissions from our conspicuous consumption of fossil fuels affects global warming. Interesting!

Now on facebook...

In recent history, a story circulated through teaching groups about a businessman who tried to impose his efficient methods and techniques upon the educational world.  He suggested we impose standards, streamline our methods and operations, begin an assembly line approach to education, adhere to zero tolerances and thereby guarantee outcomes!  This sounded great, till a veteran teacher replied with a simple query.  She asked what would happen with substandard raw material that was delivered to his business and of course he replied "We would reject it!"  Here is where we diverge. Students are not raw material.  They are not static of fixed.  Students are people, our clients, paying our salaries to acquire an education and we have a moral imperative if not a contractual obligation to teach EACH PERSON.  We don't return, reject, or turn away any student.  We are teachers!  Our roles are to teach, not reject, label as failures or limit their opportunities but to open avenues for grow, improve and stretch beyond expected limits.  In short, we take them all, grow them as farther than they think they can go, then send them on.  This is education.

Accurate Metaphors?

A current and recent metaphor tries to overlay a farming metaphor on the educational industry.  With the development of GMO seeds, virtually guaranteed to grow regardless of many conditions, there must be an application.  Droughts and pestilence are ENGINEERED out of the equation yet a farmer does not cause the growth!  A farmer is a passive, yet necessary agent for success but once his seed is in the ground, his interventions shift. He buys crop insurance (maybe), waits for rain, fertilizes, treats for weeds and hopes for the best.  Teachers engage daily with their "crop." Every plant brings it's own set of concerns and strengths.  The master teacher understands this variety and uses the students own assets and talents to actively foster growth and development.

Farmers, Businesses or Classrooms?

Here, it seems both these metaphors contain interesting features but still fall short in describing a true learning environment!  Teaching is not farming, nor is it a business! Teaching is taking another person from one level to another, either through force and coercion against their will or with cooperation and enthusiasm in the quest for knowledge.  To describe a master teacher will take more than a simple parable or story.  There is so much in a teacher's daily planning; determining what to teach students, planning lessons, gathering materials, presenting the lesson, assessing for understanding, collaborating about the results, re-teaching if necessary while providing engagement for those already comprehending and maintaining records throughout the entire process.  We address only three below!

What to teach?

How does a teacher determine what to teach? Does she start at page one in the text book or does she look at her students?  Does she ascertain their current knowledge or just begin and try to keep the bored ones in line? Does she assess and determine a benchmark looking for learning gaps, or plow through the worksheets racing to the test? The master considers the students and curriculum together.

Presenting the lessons!

Lesson delivery contains a few components necessary for maximum student engagement and retention. Teacher passion fosters a connection student, building relevance and developing the material.  Without understanding the audience, teacher delivery is dry or canned at best, attention wanes and behavior issues arise, because the student "can't sit still."  Masters connect, assess, deliver, then re-assess.  Relevance stems from the relationship a teacher develops with the audience causing the activity to attract and engage each in the topic.  A back to school quote: Children who are loved at home, come to school to learn.  Those who are not, come to school to be loved! Teachers take each to their next level, loving the unloved and growing the rest!

After the lesson!

Does a tree falling in the woods make a sound?  If a teacher teaches but nobody learns, did he really teach?  If all the students in the class fail, has the teacher really taught?  What if most fail? What if none fail? Where is that line?  How many is the right amount to fail?  Can they all pass?  I used to ask my students these question to help students know the responsibility for their learning rested with each of us.   They thought it was just the student's responsibility.  In fact it is everyone's, but the teacher is the point person, the catalyst, the educational lubricant.  If one student gets it, but others do not, do we look to point blame, or focus energy on helping those that have not mastered it yet reach their next level?  Could maybe one who has mastered it help explain it to the class under the observing eye of the teacher? A master teacher that never struggled with learning prevents their ease of understanding from distracting a young pupil working to grasp basic comprehension.  Maybe the teacher should just say it louder and slower?  :)

This year, as we all go to another level, what will we keep?  What will we tune?  What will we strive to make better for our students?  Are we changing everything or just a few?

  

** I heard at one school the wrong response automatically put teachers on a PIP!

Is reteaching just going slower and louder?

 

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?