School Leaders: who do you listen to?

Recently, I read a blog from Pete Wilson (@pwilson), a speaker, author, and blogger (www.withoutwax.tv). It was his January 24, 2012 post entitled, "Voices in my Head." I thought it was very comparable to what school leaders go through each and every day. Therefore, I have catered the blog to fit what we, educators, face and to inspire us all to be secure with our own professional and personal convictions as we lead ourselves and others. Like everyone else I go through seasons where I doubt myself and my effectiveness. When you lead others in a public setting you constantly have people in your ear saying things like… I wish you made decisions more like this… I wish you treated students like this…. I wish you led like…. I wish you dealt with parents more like... I wish you interacted like this… I wish you disciplined students like this… It’s easy to start to doubt and wonder if you should be more this or that. I, all too often, will see school leaders like Eric Sheninger (@NMHS_Principal) and think "if only I was as tech savvy." Or, I may see school leaders in my own School District of Williamson County (www.wcs.edu) and think... "Wow! They sure have their act together. They are seem to be so like by their faculty, parents, students and overall community. How do they do it?" I say all of this not to invoke some kind of sympathy. I’m just letting you know what goes on in my head because I bet these things go on in your head as well. I bet these voices get really loud in you from time to time. While I won’t argue that lack of character has brought down more good leaders than just about anything, I would say insecurity runs a very close second. Insecurity can torment the most gifted of leaders. It will make you… doubt instead of trust criticize instead of praise assume the worst instead of the best talk instead of listen micromanage instead of empower control instead of release In the end it will erode your effectiveness and leave you useless and powerless. Your worst nightmare will become a reality as you look around to discover that, no longer, is anyone following you. Be yourself. Live your giftedness. Listen to the only voice that really matters and tell those other voices to shut up. What does your insecurity look like when it raises its ugly head?

Create to Relate!

What are you doing to relate to your students? Are we, as educators, in touch with our students? Do we know what kind of music they listen to? What food they like to eat? What video games they like to play? What sports they enjoy? What are their hobbies? What is going on with their family? How was their weekend? Their night last night? Their struggles? Their joys?  A friend of mine, Chris Tidwell, has been a substitute teacher for Los Angeles Unified School District (twitter: @mrtidwell ). He has served as a guest teacher at any school where he has been needed: anything from the upper class to the lower class demographic. He has answered the call to help out a teacher who needed a day away for whatever reason. One day, he received a notification that he was needed in the lower income neighborhood of Compton. The thing is, Chris would admit that he does not have any reason, really, to receive the respect from the students at Compton. I mean, really? Why should any student from the low income area of Compton (primarily Hispanic or African American) be attracted to a white, Southern, male from the middle class? This is precisely what I respect about my friend, Chris, and so many other individuals who try hard to relate to others no matter what. Even if it means being creative! On the drive to the Compton school, Chris made a decision, knowing all too well he needed something to grab the attention of the students who would probably view him as an alien, a stranger in a  foreign land. Chris found a way to reach these students. He was creative in finding this way... He decided to use a British accent. Yes, that is right, a British accent. He used this accent all day long and, yes it was tiring. However, the pay off was worth it as he had the students in the palm of his hands. The students loved it! Gang bangers, drug users, drug dealers, students aspiring to get out of their current state of poverty, potential future stories of inspiration all needed an adult who would do whatever it takes to grab their attention even if just for a day. Chris did this and I believe these students not only liked it, they loved it! Think about it, think about the people in your life who are creative in terms of how they relate to you and then continue to relate to you. Maybe it is a gift they give you because they learned you like that certain something, or they buy you just the right drink from Starbucks because they know you like it. They are trying to relate to you. All of our students need this too. They need adults in their lives who will be creative with their attempts to relate to them. Perhaps, it is using a crazy accent, perhaps it is just asking them questions about their life, whatever it is... Go for it. Take the risk to relate to your students on a daily basis. They will not only like it, I believe they will love it! So, again I ask the following questions: What are you doing to relate to your students? Are you in touch with your students? Do you know what kind of music they listen to? What food they like to eat? What video games they like to play? What sports they enjoy? What are their hobbies? What is going on with their family? How was their weekend? Their night last night? Their struggles? Their joys? Maybe you could even ask them with a silly little accent! 

Public educators: it is time to make a decision!

I recently purchased a new pack of gum by Mentos. It is called "UP2U" and it allows the consumer to choose between seven fruity pieces of gum or seven minty pieces of gum depending on your mood or need. When I curiously opened the pack to reach for the choice that would satisfy my current hankering, I noticed a quote from Napoleon Bonaparte in the interior of the pack of chewy goodness: "Nothing is more difficult, and therefore more precious, than to be able to decide." Why is it that a company specializing in freshening the breath of humans has figured out what our public schools so desperately need? I believe it is because they see the power that choice has among people, among customers. Unfortunately, our schools are scared to offer choice all too often for fear of losing control. In education, our customers are our students and parents. One of the best things we can do for our customers, our students, is to allow them to choose in every aspect possible. After all, choice; the power to choose is what sustains us as a human race. One has to look no further than the greatest governments who allow the people to choose their leaders. Or, look at the successful enterprises such as Starbucks which allow the people to choose their desired products just the way they like 'em (I can get my caffeinated tasty beverage any way I like... Mmmmmmm!). Look at our entertainment industry: American Idol, perhaps the most successful television series of the first decade of the 21st century allows viewers the ability to interact and choose their favorite singer.  We, as public educators, need to tap into the power of choice more frequently if we want to sustain best practices in teaching and learning. When students are allowed to choose, they are more apt to authentically engage (Schlechty) in the learning experience. When students are given license to decide what and how they want to study, than they can reach rigor more appropriately... After all, who decides what is difficult for you? That is right, you do. Students know better what is rigorous and difficult and what is not. All of this brings us back to Bonaparte's insight, "Nothing is more difficult (rigorous), and therefore more precious (memorable), than to be able to decide." As a school leader, I am encouraged to continue to fight for students and teachers as they decide each and every day what is important in the realm of teaching and learning. This is my decision, what is yours?

Will we have students in the future?

I recently came across an article detailing how we will live and work in the future. And, for some, how we are currently  living and working.  The subtitle of this article, and really what this movement is about is "The Future of Living where you Work and Working where you Live." The fascinating notion in this article is not the fact that it suggests 'America is changing how it works.' I believe most people in America know this. However, the fascination for me as an educator and a school leader, lies in the details suggesting that the direction we are headed as an American society and culture is that of living and working at home. Here is where all stakeholders in public education come in... WE HAVE TO WAKE UP! We must no longer continue to teach antiquated methods of the 20th century, but rather we must adapt to the 21st century... And adapt NOW! I have spoken to about a half dozen former students of mine in the last six months who have decided, to finish up their high school diploma online. And, these students live in the most successful school district (and most affluent) in the State of TN. The kicker is these are average to above average students... Not drop outs. Moreover, when I ask them if this is a change to homeschooling, they quickly say, "no! I am just going to get my education on my own, because I can." One said to me, "it is much better than __________ High School." That last comment hurt. I have had this conversation with a parent present during three of these conversations and the parents completely support it. If parents are working from home more and more, than this trend can only increase. One has to look no further than Dan Brown's "Open Letter to Educators" to see why this is REALLY happening and if our schools do not become more relevant NOW, we will continue to lose students.  What do you think? What are your thoughts? Here is the article... http://www.fastcoexist.com/1679317/livework-the-future-of-living-where-you-work-and-working-where-you-live

"Hey you, Teacher in front of the room!"

"Hey you, Teacher in front of the room!" I want to use my mobile technology. Why can't I use it? I am allowed to use it every other moment of the day outside of school. Of course, I know you are afraid to let me use it. All adults seem afraid to let me use it. Are you afraid I will abuse it? Are you afraid I will not use it appropriately? You know what: you are probably correct. I will more than likely not use it for the right reasons and purposes. But, then again, I have never been taught how to use my smartphone, my tablet, my laptop for school purposes... for learning purposes. Will you teach me? My parents will not teach me because they do not understand it. All my other teachers, principals, and people in charge of my school district will not teach me because they are afraid they will lose control. They have not told me that... But, I think this has to be the case. Otherwise, they would allow me to communicate with you in a 21st century way. Why wouldnt they? Don't they want me and you to communicate? I have heard that I should learn how to work well with others... communicate with others. Would not my mobile technology help with this? I think it would. But, hey... I get it. So many other students have "proven" they cannot handle this. I know my classmates text during class... just look at them when their hands are in their hoodie pockets. It is actually not that hard. I need you to know, however, that I do not think anyone is wanting to escape the work or ONLY socialize with friends during school. It is just that we are told to not use these valuable tools and I am really not sure why. I don't see why not if my parents are able to use these devices. I think I even see you and my other teachers use them. All I want is for you to teach me your expectations. After all, that is what I need... To be taught. I was taught how to use my calculator APPROPRIATELY (to not spell words upside down with numbers... How immature). I was taught how to use my scissors (I should not run with them... I know, I know). I was even taught that I should use my paper for taking notes, writing, drawing, etc. (it is not to be folded into paper airplanes and thrown at you). I guess, I am just hoping for a shot. Please, teach me. I heard my future boss really wants me to be able to use my mobile devices to be productive, communicate with her, and also communicate with my colleagues and clients. Please, help!

Teacher as the New Salesperson: Words with Friends Style!

I have recently become aware of a current phenomenon that is sweeping our globalized world like wildfire. This phenomenon can be seen through the new way marketers have gone about capitalizing on our innermost excitement levels. For example, if one plays the popular game "Word with Friends," then one can relate to this style of marketing. There are many games and apps out there that do the same thing: this "thing" I am speaking of is the immediate praise coupled with instantaneous advertising or marketing. Think about it. If you played "Words with Friends," you know what I am talking about: that feeling when you lay the cerebral smackdown on a friend with a word that is worth 87 points! Wow! One might think, there is no greater feeling! Well, that feeling is being capitalized on by marketers and advertisers who found out, that we get really excited when we "score big" or perform well in a game. That way, if they tap into this excitement with immediate exposure to the advertisement of the product they are trying to sell, then we (as players and consumers) may be more apt to buy what the advertisers are selling. What if we did this in the classroom? What if we applied this in education? This could be like immediately rewarding students for doing something good and coupling this with what we are "selling" them. In the end, isn't this what teachers find themselves doing most of the time any way? We, as educators, are constantly trying to tap into student interest in order to reach maximum engagement levels or, as Schlechty calls it, authentic engagement. For the unmotivated student, this can be like "pulling teeth" for even the best of teachers. I am a big believer in seeking authentic engagement in our students. This is why I think we can mimic this new way of strategically timing how we "sell" our students that what we are learning is worthwhile and important. What do you think? Is this new way of advertising relevant to the classroom? Can you think of some student out there where this might work?

Do you believe in your "problem" students?

Two nights ago, I was driving home after a long day at the school. After overseeing the night's athletic events, I left for home around 9pm. I called my sweet and supportive wife to tell her I'd be home soon after I stopped to fill up my gas tank. I actually did not make it home until just before midnight. Why? Yes, you guessed it. I ran out of gas. My gas tank started sputtering while on the interstate just 3 miles before my gas station's exit. I nursed it one extra mile before stopping in utter frustration. I just wanted to be home and rest. I resolved to get out of the car, shed my suit jacket along with my tie and run/walk two miles in 40 degree temperatures until I reached my destination. Once I arrived at a Shell station 45 minutes later and was loaned a gas can, I began to fill the gas can up and return to my abandoned car. As I finished filling up the can, a voiced called out, "hey, man... Everything okay?" I looked up with red cheeks, a sniffling nose, and a look of fatigue and lied. I said, "yeah, everything's okay." Too embarrassed, I just thought I'd fake it. The voice was a 21 year old named Matt. Relentlessly, Matt asked another question, "do you need a ride somewhere?" I decided to be real and admit my blunder. "Yeah, I actually ran out of gas two miles from here." Without hesitation, Matt said, "get in and I will give you a ride." In our ten minute ride back to my car, I discovered Matt was a local guy. He asked me what I did for a living, I confessed with embarrassment, "this schmoe is actually an assistant principal here in the area." With some bit of surprise, Matt said, "you would have seen a lot of me when I was in school. I was always in the principal's office. I was a terrible student." I replied, "well, Matt... It looks like you turned out alright." He responded, "yeah, I am trying. I am working three jobs right now and trying to get into a community college next year. I try to do good for others and do one good deed a day." I looked at him and said, "Well, thanks for this good deed. Thanks for your help." This got me thinking. I wonder what Matt's teachers thought of him when he was in school. I wonder what his principal thought of him when he was repeatedly in their office after making bad choices. I am sure Matt had caring teachers and I actually know his former principals and know for a fact they are good people, but I am sure it crossed their mind... "will he ever get it?" I think Matt has "got it." Will you join me the next time you conference, correct, teach, review expectations, etc. with the "Matt's" of the world? Let's think of how they CAN be when they are out of school, not just limit our frustrations to the present frustrations. How many students are out there who "cut up" one day only to make a HUGE positive impact on society ten years down the road? I certainly have appreciated and benefitted from fresh starts and I think Matt has tOo. This week, as you inevitably get frustrated with "that student" just remember he or she could greet you on a cold, January night when you really need them. Tomorrow's problem student might be next week's savior!