• Twitter for unbeatable Professional Learning

    A couple of weeks ago I wrote about podcasts (and referenced the fantastic chat with Pernille Ripp) and how they can be a fantastic source of professional learning. Just listening to other professionals doing the same thing you do and hearing HOW they go about their job can be SO informative! This week I would like […]

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  • Building a bridge with care

    Over the past few months I have had a real opportunity to learn about the culture of my new school. I have shared with a number of people that learning ones way through a culture is somewhat akin to tip-toeing through a field of land mines. It is not until you step on one that […]

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  • A teacher’s most important job is to learn

    It is not often I start a post with the title. Usually, I have an idea, spend a good amount of time thinking about it, sit down and let those rambling thoughts crystallise on the page, and then determine what the title of the post should be. This time, the idea and thinking have led […]

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  • 10 lessons from the first 100 days

    Today marked the 100th day of my first year as a principal. Twelve months ago I thought I was heading for the chair in the soon-to-be-empty Elementary Principal’s office, but as it turned out, that chair was rolled into the workshop. It was disassembled and combined with the Secondary Principal chair and rolled back into […]

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  • Cause a smile!

    On one of my many subway journeys of the weekend, I was standing, people watching, by myself with my headphones (providing a Beck – Morning Phase soundtrack) and I happened to notice a young couple. She was sitting, looking up at him. He was standing, looking down to her. They were laughing. Talking. Whispering. Giggling. Oblivious […]

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Twitter for unbeatable Professional Learning

A couple of weeks ago I wrote about podcasts (and referenced the fantastic chat with Pernille Ripp) and how they can be a fantastic source of professional learning. Just listening to other professionals doing the same thing you do and hearing HOW they go about their job can be SO informative! This week I would like to draw your attention to Twitter!
For me, Twitter is hands down, without a doubt, the single BEST professional learning tool available! Why, I hear you ask? Well, here’s why…
Teaching, like a lot of other professions out there, is a job that REQUIRES us to be constantly learning because our job is so dynamic (in a changing-all-the-time sense). Teaching is also a profession where one of the best ways to get better is to watch/talk to/ask questions of a colleague. Some of us are lucky enough to have colleagues in the same building who we can do that with (as an aside, if you don’t, I would URGE you to start looking now!). Some of us may be the only teacher of that subject, or the only person in that role within the school, so making those connections is a little more difficult. So, enter Twitter.

Twitter is at it’s heart, a community notice board. You want to tell the world something? You compose a short (160 character) message and “tweet” it, or “post it” or “pin it onto the noticeboard”. You don’t get to choose who listens. You just put it out there. If that was all, then Twitter would be rather useless. But that is the less interesting part of it.

Twitter is all about LISTENING!
The REAL power of Twitter lies in your ability to choose who you listen to, or in Twitter parlance, who you choose to “follow“. At last estimate, there are around 288 million active Twitter users. That is one HUGE noticeboard! But you don’t have to listen to all of them. You get to choose. And here is where the professional learning begins to take shape.
Of that 288 million, there are a handful (probably in the thousands) of active twitter users who do exactly the same job as you. And they regularly “tell the world something” about their job. It might be a cool resource they have just found. Or it might be about something they tried in the classroom. Or it might be a question they have about the course they are teaching. Because you do the same job, those resources, ideas and questions might be useful to you. My experience has been (and continues to be) that these resources, ideas and questions are the most useful source of professional learning you can get your hands on.
So what is the catch I hear you asking? It can’t be that easy!

So OK, there is a catch. The “work” is in finding who is worth listening to. As you might guess, not everyone is “telling the world something” that is necessarily worth listening to. Do I care what Justin Bieber had for breakfast? Do I care who Miley Cyrus is saying happy birthday to?? NO! So I don’t “follow” them. I follow people who are doing the same thing as me, who “tell the world” interesting stuff about how they are doing their thing. And that took a little bit of time and trial and error.

So, now that I have convinced you of how fantastic Twitter is :-), here is my advice…
  • Download an app (Twitter, Tweetdeck, etc) and use Twitter through the app. The website is good, but an app makes it a little more deliberate.
  • Use Twitter to listen. Don’t feel you need to start posting anything.
  • Find one person worth following. Check out who they are following and then follow some of those people.
  • “Follow” no more than 30 people when you first start.
  • When you do start posting, consider replying to “tweets” from those you follow.
  • Share the love! If you find something really useful on Twitter, let your colleagues know about it (and that you found it through Twitter!)

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Building a bridge with care

Over the past few months I have had a real opportunity to learn about the culture of my new school. I have shared with a number of people that learning ones way through a culture is somewhat akin to tip-toeing through a field of land mines. It is not until you step on one that you find out it is there. Within the cultural context, it is not until you disturb a cultural norm that you being to understand how deeply that norm is felt.

What is obvious at my new school, is that everyone cares! Teachers care. Students care. Parents care. Finding out what each of these groups care about, and how deeply they care about it has been, and continues to be, the walk through the minefield, as these are the two variables so intimately connected to culture.

What we care about and the depth to which we care about it are extremely culturally connected, so much so that it is often difficult to articulate. It is not until those things we care about are brought under the microscope and become focussed topics of conversation that we begin to sense and understand the depth to which those things are cared about. Often it is a surprise. Sometimes it cannot be explained. We are all cultural beings.

A recent parent discussion I was a part of helped me understand in a very real sense the fact that sometimes we can care deeply about things that in the end are not helpful to solving problems or reaching resolution. When these pieces are deeply ingrained through our culture, the challenge to move beyond them is significant, and in all honesty, may seem to be impossible. Deep seated cultural “values” do not move easily, and sometimes, do not move at all.

The mission statement of my new school drives us to bridge the East and the West, which, from a cultural perspective is a significant challenge. While there are elements of East and West that are complimentary and even sometimes symbiotic, there are also elements that are oppositional, contradictory, and at times, adversarial. I deal on a daily basis with students and families for whom the world is framed through the cultural lens of the East. My school is bringing an educational philosophy and practice being framed through a Western lens, with Western voices. Moments of contradiction cannot be avoided.

It is these contradictory moments that should inform us most deliberately about how to build our bridge, because in it’s most real sense, a bridge links two different places. A bridge is a solution. A bridge allows movement from one point to another, most often over something that would normally prevent that movement. A river, a chasm, an ideal, a danger.
Bridging the differences between two cultures requires us to focus not on the differences, but the commonalities. By focussing on what is common to both cultures, a conversation can begin and work can start on building the bridge.

What is obvious at my new school is that everyone cares! It is obvious in the extra lengths that teachers take to know and support their students. It is obvious in the hours that teachers spend outside of their classrooms providing opportunities for students to be challenged in non-academic pursuits. It is obvious in the care and attention teachers give to providing feedback to students on their learning. It is obvious in the emails that teachers send to parents, eliciting support, sharing successes, requesting dialogue. It is obvious in the passionate advocacy parents show for their children. It is obvious in the conversations students have with their teachers about their learning. It is obvious in all that we do at this school.

And it strikes me, that as we go about building our bridge, we could not hope for a better foundation than “care”.

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A teacher’s most important job is to learn

It is not often I start a post with the title. Usually, I have an idea, spend a good amount of time thinking about it, sit down and let those rambling thoughts crystallise on the page, and then determine what the title of the post should be. This time, the idea and thinking have led me to a title first. So here come the rambling thoughts.

The best teachers start by learning.

And not their subject!

When meeting someone for the first time who is a teacher, I have begun the habit of asking them this question. “Who do you teach?” It is very interesting to see the responses. Some teachers come back straight away with, “I teach Social Studies and English”. I smile. I ask a clarifying question. “WHO do you teach?”. Often the response is a description including the name of the school or the grade level or a school division.

Screen Shot 2015-02-13 at 6.22.27 AMSome teachers, on facing my initial question, get this somewhat puzzled look on their face. Usually THEY ask the clarifying question. “WHO do I teach?” “Yes,” I reply. “Who?” They take a moment. Think. And then tell me school names, grade levels, school division descriptions.

I can only think of one or two teachers to whom I have put that question who have paused for a moment, smiled, and launched into a description of individual students. Students who frustrate them. Students who are amazing. Students who are taking 5 advanced level courses, running the school whatever-club, volunteering for the whatever-group. Students who came into their classroom not knowing how to do whatever and are now teaching other kids in the class the whatever. Students who have persisted with something they find really difficult. Students who stand at their desk every single morning and tell them about something they find totally amazing. Students who know when the teacher needs a handmade card to let them know they are appreciated.

When I listen to these teachers respond to my question, I wish I could contact their Principal and tell him/her how lucky they are to have this person working in their school (but then they probably already know that!). I also hand them my business card. These are the teachers I want working for me!

Because the most important job a teacher has is to LEARN. About the students they are going to attempt to teach.

Some famous gentlemen wrote about blank slates and empty jugs and urged teachers to fill them up, saying that is what teaching is. At the risk of being precocious I’m going to suggest they missed a really important part of the whole process. Close examination of the slate, the chalk, the jug, the liquid, etc, etc. You are not going to get much into the jug if the neck is an inch wide and you pour from a bucket! If that slate is wet, then your chalk is going to disappear real quick. If your chalk is too hard, you are just going to leave scratch marks on the slate that are no good to nobody! (I’m dating myself with this intimate knowledge of chalk!)

Know your students first. Learn everything you can about them. And then teach. And don’t stop learning.

Did that work? Did he respond to that? Did she understand that approach? Did they collaborate well in that setting? Was that assessment task interesting to those over there? Do they understand me when I speak? Do they think deeply when I pose questions in this manner? How can I reach that one kid over there who is dealing with some really heavy stuff?

Know. Your. Students!

Only when you REALLY know your students can you really begin to teach them.

Don’t be the teacher complaining that most of what you are pouring from the bucket isn’t going in. Learn all you can about the jug!

 

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10 lessons from the first 100 days

Today marked the 100th day of my first year as a principal. Twelve months ago I thought I was heading for the chair in the soon-to-be-empty Elementary Principal’s office, but as it turned out, that chair was rolled into the workshop. It was disassembled and combined with the Secondary Principal chair and rolled back into service for me as the the new K-12 Principal. Tonight, for the one hundredth time, I turned off the light, shut the door and left that chair in a darkened, wintery office illuminated only by the pulsating green light of the Nespresso machine waiting in the corner. It is starting to become a little more comfortable, but at times has been the last place I wanted to sit.

So 100 days in seemed like a poignant moment to take a rhetorical lean back in that chair and jot down some thoughts on what I have learned in those 100 days. I address you as if you are about to move into a Principal’s chair…

Restraint. This is the first big lesson of my 100 days.

Be restrained. Think carefully about everything you say. Think carefully about who you say the things you want to say to. Think carefully if “saying” is really what is needed. Spend twice as much time listening. Most people know what they need to hear. Let your speaking help them listen… to themselves!

Learn. This is the second big lesson of my 100 days.

A new leader in a new school has a LOT to learn. Tell others around you that you are in the PROCESS of learning. Let them know how they can help you learn. ASK for help. Be thankful when it is given. Apologise when you get it wrong (and never by email!).

Write with a pen. This is the third big lesson of my 100 days.

Thanks written in your hand with blue ink on a small piece of paper communicates a message that reading is not required for, that is remembered for a long time, that others mention. It takes time. It is time well spent!

Reflect. This is the fourth big lesson of my 100 days.

Mistakes will become more regular, more obvious and more impactful. Take time to notice them, ponder them and act on them. Find a person you can trust. Let them listen to your story. You know what you need to hear. Let them help you say it.

Hold on and breathe. This is the fifth big lesson of my 100 days.

There are no such things as slow days. There are fast days and there are are REALLY fast days. There are days when someone has broken their leg, the fire alarm goes off, a school bus crashes on the way to school, three students get caught smoking in class, a parent wants to know whey their child received a B+ and not an A (can he retest???) and a teacher decides today is her last day. These are every days. They don’t get any slower!

Spend a part of your day with students. This is the sixth big lesson of my 100 days.

Without fail… it will be the best part of your day!

Make teachers smile. This is the seventh big lesson of my 100 days.

Sometimes teaching is the toughest job in the world, so do all you can to make teachers smile. When teachers smile, they feel good. When teachers feel good, they teach well. When teachers teach well, students learn well. It’s not rocket science. Make teachers smile.

Grow a pair. This is the eighth big lesson of my 100 days.

If calling a meeting with a teacher who is not doing a good job is going to be tough for you, get some training on having hard conversations or rethink your movement into school administration. Bad teaching needs to be addressed. Address it. Or frame an apology to the class full of students (and their parents) who have been subjected to Mr I’m-doing-my-best-but-it-is-still-really-crap!

Love your work. This is the ninth big lesson of my 100 days.

If you don’t obviously love doing the job you are doing, students will notice. Teachers will notice. Parents will notice. And no words you say will dissuade those folks from believing what they think they have already noticed.

Get your calendaring system organised. This is the tenth big lesson of my 100 days.

You will begin to live by your calendar. If it is not set up properly and others cannot add appointments to your calendar for you, you will look stupid.

And that rounds out my Top Ten. Please take a moment comment and add anything you think I might have missed.

 

 

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Cause a smile!

BeckOn one of my many subway journeys of the weekend, I was standing, people watching, by myself with my headphones (providing a Beck – Morning Phase soundtrack) and I happened to notice a young couple. She was sitting, looking up at him. He was standing, looking down to her. They were laughing. Talking. Whispering. Giggling. Oblivious to those around them. Obviously very happy to be in each other’s company. As the train arrived at a stop it was clear he was about to leave. There was some close whispering, more laughter and big smiles. He stepped off. She watched him go. She looked at the floor and played with her scarf.

Then she turned to look for him through the train window but was blocked by the solid wall of the station doors. She returned to her scarf twisting.

Meanwhile, he had walked down to the next carriage door and peered in, searching for a final goodbye glance. Unfortunately there were too many commuters standing in the way and the doors closed on a disappointed smile. The train moved off.

I may have been the only person who noticed what had happened. They had both searched for that final goodbye glance but both missed. Neither of them knew. In that moment I wished I could tell them what had happened.

I watched her alight at the next station and noticed that her bright smile had faded. Just a little.

And this morning, I wondered if that’s not a little bit like parents sending their children off to school. We, as teachers, see their children doing amazing things. Little things. Big things. Things that don’t really matter. And things that really do. And too often we let those moments pass without letting anybody know. I am sure If I had stopped the young lady on the train and told her about how her friend had searched for her before he left, her smile would have lasted all day.

So, as you go about your important business this week of encouraging students to learn, and you have the privilege of witnessing little things, or big things, or things that really matter, please take a moment to share those moments. Share them with the student and then take a moment to send an email home sharing that little, big or important thing with parents.

Mother Theresa said it very well when she said, “We shall never know all the good that a simple smile can do.”

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Tear here to open…

ChocolateThere is something wrong when you find yourself twirling a block of chocolate in your hand and you notice a printed message and a perforated line indicating “Tear here to open.” I mean, when faced with a block of chocolate (72% cacao no less!), who is ever going to put the block down lamenting they don’t know how to open it? IT’S A BLOCK OF CHOCOLATE!!!

It made me think of how we sometimes teach our students.

We plan our lessons so that every step along the way is described, modelled, scaffolded and templated so that they encounter success and feel confident as they go about their learning. WRONG! We are writing “tear here to open” on the block of chocolate.

Learning is meant to be messy. Learning is meant to be a struggle. It requires failure, mistakes, errors and wrong turns. It should pose a challenge, demand problems to be solved, stretch young minds to consider new ways of doing things and it should be engaging.

Nobody needs to be told or shown how to open a block of chocolate – the motivation is there, the reward is obvious, a labour with immediate fruits!

As teachers, we should make sure our chocolate is the best chocolate in the world, wrap it up so that getting into it is a challenge and not even bother with instructions. That’s what I want my classroom to look like!

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Routines and Inspiration

With the start of a new calendar year, I have successfully avoided the regular “new years resolution” in as much as I have refused to declare a New Year’s Resolution as having been made. It is just too easy to let it slip. Now that’s not to say I haven’t made some changes.

Routine and my search for inspiration is where I have decided things need a shake up. And rather than pinning them on a resolution arbitrarily tagged to a random day of the year, I have thought it a better strategy to pin it on the goal. Get fit and develop a routine that gives me time to think and get inspired at the start of the day.

So I have started walking each morning and using the fantastic exercise machines along the walking path whilst listening to podcasts from other folks in education.

And what a difference it is making. Exercise, fresh air (this morning it was a very fresh -2˚C!) and pondering the conversations of other educational professionals.

When I first began, the 5am “get up and get dressed” was exceedingly difficult. Now, only two weeks in, I can’t wait to get out!

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Doctors and Teachers and Old Tools

I spent a good three to four hours yesterday scouring the Seoul Folk Flea Market (an absolute must see – Sinseol-dong Metro, Exit 6) for that elusive treasure. That piece of yesteryear that someone had grown tired of, attached a price tag to and set out on a table for me to find. That thing that I didn’t know I needed until right then, as I stood looking down at it on the table.
As I searched the tables for that elusive treasure I was constantly amazed at what was out on show and up for sale. Musical instruments, old tools, gramophones, film projectors, fishing rods, shoe cleaners, sleds, bikes, spectacles, etc, etc, etc. If the Seoul Flea Market doesn’t have it, then it hasn’t been invented, used and forgotten!
rcspg_17thsep_2013_022Of all the tables of goodness, the one table I simply stood and gaped at was a table with baskets full of old surgical instruments. Being an appreciator of all things tool-like, this was a most interesting basket of interstingness. There were some things in that basket that I had no idea how they were once used. Some things that I could imagine what they might have been used for, and some things that would cause me to either faint or run a mile if I saw a doctor coming at me with them. And it got me thinking… Do they still use these surgical instruments? If they don’t, what do the new instruments look like? How did the doctor find out about the new instruments and what prompted them to drop the old ones and begin using the new ones? Did they receive training in how to use the new surgical instruments from someone, or was it trial and error (during a surgery!!!)? Was there a book? Was there a YouTube video (Heart Surgery Fails March 2014)? Or was it by word of mouth (doctors discussing their new equipment over beer and chicken!)?
Whatever way it happened, the tools changed, practices improved and now on a table at the Seoul Folk Flea Market there sits a basket full of old surgical instruments available for sale, ready for some D.I.Y. home surgery (who needs ten fingers anyway!)
Then reality returned with a bang and I found myself sitting in my office at school, planning and preparing for the upcoming professional development day. I was reading through article after article on best teaching practices. I was watching video after video of teachers in classrooms discussing best practices for student learning and I began to wonder… Do we, as teachers, have a basket of old instruments and tools sitting on a table, for sale in the flea market of old teaching tools? If we do, what do the contents of that basket look like? Or more pertinently, what do the new tools look like and where did we find out about them? Who showed us? Who convinced us they were “better”? Are some of us still using leeches? And if we are, then why?
If I go to the doctor today, I EXPECT the doctor to have all the latest tools, know all the latest techniques and use all the best surgical instruments – I mean, what is more important than my health!? I trust the doctor is taking time to keep abreast of the latest findings in the field of medicine and is applying that knowledge, understanding and skill when I am the patient. If she is going to pull out one of those surgical instruments and cut something off then I hope she is doing it using the latest and best techniques.
And it is the same when I send my daughter to school today! Shouldn’t I EXPECT teachers to be using the latest techniques and best practices – I mean, what is more important than my daughter’s education? I trust the teacher is taking time to keep abreast of the latest findings in the field of education and is applying that knowledge, understanding and skill when my daughter is the student. If the teacher is going to pull out one of those teaching techniques and teach my daughter something then I hope the teacher is doing it using the latest and best techniques.
We expect doctors to be up to date with the latest and best in their field, but not teachers. Why not? With all the social media, online training, videos and research databases available it is now easier than ever to keep up to date.
So I encourage you all spend a part of your day reading/watching/listening to someone who is presenting ideas on best practice/latest techniques/research based findings about learning/education/teaching. You can only get better!
Note: If you need ideas on where to start, feel free to drop me a line. Twitter is my single most valuable professional learning tool, second are podcasts, third are online journals and beyond that the world wide web is a revelation!

 

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Thought for the week – Teach like a pirate

I have enjoyed the opportunity over the recent school winter holiday to dive into the pages of a number of different books and challenge myself with some new ideas, some creative thinking and some good old reminders about what is important.

teachlikeapirateOne book that I absolutely swallowed is “Teach Like A Pirate” by Dave Burgess. Not only was it a relatively short read (done in a day or so), but it is so full of practical suggestions for teachers that I cannot recommend it highly enough. There are so many thoughts and ideas in the book worth following up that I could write a thought for the DAY for the rest of this year from it! So the challenge today, is to choose where to start. Of all the paragraphs I highlighted in the book, one about great teaching sprang to mind. It reads like this…

“Great teaching gets messy sometimes and we have to constantly be aware of the changing landscape in our rooms and make “moves” based on what works, not on what is necessarily theoretically ideal, or God forbid, scripted. Great teaching, like a fight, can’t be scripted.”

As you continue to grapple with how best to guide your students through their learning, be happy that sometimes it feels like a mess – it should! When we let our students’ questions create the path of their own learning there are certainly going to be moments where u-turns are required and times when we feel like we are flying down the autobahn. There are even times when we skid right off the road and into the ditch. Famous American basketball player and coach, John Wooden said it best when he said,

“The team that makes the most mistakes usually wins.”

What he was meaning was that the team making the most mistakes is the team really going for it. The team taking risks. Not being cautious and going through the motions, but playing in a manner that suggests they are willing to fall on their face, try something risky, do something new. In our sphere of teaching, Dave Burgess suggests,

“to win in the classroom, you must develop the ability to take leaps of faith. The cost of having a lesson plan fail is low. Nobody is going to die if we experiment in the classroom and it doesn’t work out.” “Teaching is like being on a steep, smooth sided mountain. If you stand still, not only will you fail to reach the summit, you will actually lose ground. Unless you are constantly climbing and striving to move forward, you are sliding backwards.”

Piratey,_vector_version.svgSo, as you begin the new year in whatever it is you do, don’t be afraid to try new approaches. Be encouraged to attempt something you haven’t tried before. Don’t give up if it doesn’t go completely as planned. Reflect on what went askew, adjust, and try again. Embrace the messiness. Teach (or whatever you do) like a pirate!

Ah-harrrrgh!

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I’ve gotta tell SOMEONE!!!!!

It is not every day that I find myself bursting to share a moment of my day with someone else, but today is one of those days – actually, the first!

In my new role as Principal of a K-12 International School in South Korea, a large part of my role involves joining in with teachers in their rooms throughout the day. It is the best part of my job! And today, after having the opportunity to join in with two teachers at my school, the moment arrived, and it answered the questions, “What does good teaching look like?”

The answer?

If I can walk into a classroom and within two minutes begin to help the teacher teach, then there is some good stuff going on in the classroom! So what does this pre-suppose?

In order for me to begin co-teaching, I need to understand the objectives of the lesson. If they are displayed (as they should be) for students, then I can read them in the first two minutes. If the questions or prompts that are being used are visible somewhere (whiteboard, handout, projected, etc) then I can read them (along with the EAL learners who need the added written support) in the first two minutes. If the prompts or questions lead the students to discussion, inquiry, small group work, individual pondering, etc (which means the students are actively engaged) then I can begin to wander, listen, interject, redirect, etc.

Now, I don’t think this is a new idea for the world of education at large, but it was a very new realisation for me. Today. And I know it is going to help me frame some conversations that I cannot wait to have as I challenge teachers to begin teaching in ways that will stretch them.