I just read my latest post to a trusted colleague, and he responded with a challenge to list the finer points related to good coaching including starting with meaningful strengths. I want to think about this topic, and I offer this important question to any who can lead the discussion with related posts or ideas. Thanks
Saturday, November 9, 2013
Vulnerability, Coaching, and Growth
Embracing growth makes us vulnerable.
Vulnerability, in part, is when you acknowledge your shortcomings and areas for growth.
Many choose not to go this route, and many today still think of acknowledging shortcomings as a step in the wrong direction rather than the right direction--why would we want others to know of our areas of weakness or need to improve. Even some evaluation systems or professional ranking routines may serve to punish those who embrace or acknowledge goals which make them vulnerable, goals they might not reach.
Yet we know that embracing our areas of greatest need and our willingness to be vulnerable (human) helps us to move forward in our lives, professions, and relationships.
As we coach students, colleagues, and others, we have to be aware of vulnerability too. At the coaching table, those you coach put trust in you--they share a willingness to be vulnerable, to grow with the expectation that you will honor that vulnerability with empathy, honesty, hard work, and care.
Yesterday, a young bright child stood next to me as I edited her writing piece--a very strong essay for a young child. As I coached, I debated in my mind about how much to push and how much to wait, and eventually decided to push hard this time because the child was ready for a writing leap. After the hard push, I looked at her--she looked vulnerable and a little disquieted by the event. I asked, "Are you okay? Was this edit too much?" She waited, and then I explained that her lengthy prose was wonderful, and would fit the fiction genre so well, but for persuasive it hid her main point and argument. "What do you think?" I asked. She nodded and smiled ready to tackle her work. The student, a quick minded, bright girl probably hadn't had much feedback like that before--she was probably used to lots of "Just Greats" on her work. Knowing that we need to continue to move these "high" students along by coaching well, and prompting growth, I made the choice to push--a choice I believe was right for the moment. Coaching, like teaching, is a dance--while you want growth, you don't want to push too hard or create a level of vulnerability that's harmful either. That's the challenge.
Similarly during a math test yesterday a number of children could not figure out a problem. I encouraged by saying, "Remember good learning includes struggle. If you knew all the answers right away, it wouldn't be a good test. I want you to stretch, think, and push yourself. This test will help me to help you do your best and learn. Try to get some of the answer. Challenge yourself." The good natured fourth graders followed through. They persevered. I offered some hints to some which gave them an inroad to the problem and prompted response. In both of these scenarios, we didn't lose the common mission which was aimed at collective and individual academic growth.
Coaches, leaders, and teachers who see their role as developing organizations with depth and care, coach with honesty, compassion, and an eye on making things better. Good teachers, leaders, and coaches are keenly aware of vulnerability--they put the mission of positive learning and developing center stage as they work to kindly and truthfully coach towards greater growth and more successful individuals and organizations.
With this in mind, I'm wondering about these questions:
1. Who are the coaches in our midst? No matter where we sit on our continuums of need--who are the people that coach us forward with empathy, care, and strength? We must all seek coaches to lead us forward if we want to grow.
2. How do you coach others in your midst? Do you keep the collective mission center stage in your work while also mindful of individuals' long-term and short-term needs and desires? Do you have a trusting, honest, and caring relationship with those you coach? Are you coaching with clarity, focus, communication, and direction? Are you a loving and compassionate guide?
3. In our organizations are we collectively committed to common goals, mission, and vision? Do we clearly understand and agree with our organizations' mission and vision? How is this mission and vision created, communicated, coached, adapted. and met? Do we feel like we're a part of the process or that the process is placed upon us?
These are important questions as we move ahead. We have to be vulnerable to grow and learn. We have to be aware of the vulnerability of those we coach and work with. We also have to recognize together the role vulnerability plays in our collective success with regard to the good work we do.
No one is without room for growth, and no one is without the ability to kindly, respectfully, and knowledgeably coach others around them. Schools can be one-to-many ratios in classrooms, schools, or systems, or they can be many-to-many ratios where all are working to coach, teach, and learn from each other thus creating vital learning communities with shared mission, effort, and result.
There's lots to learn in the world of education today, and by placing vulnerability, coaching, and growth at the forefront, we will get there in ways that will make us all more successful, purposeful, and proud.
Vulnerability, in part, is when you acknowledge your shortcomings and areas for growth.
Many choose not to go this route, and many today still think of acknowledging shortcomings as a step in the wrong direction rather than the right direction--why would we want others to know of our areas of weakness or need to improve. Even some evaluation systems or professional ranking routines may serve to punish those who embrace or acknowledge goals which make them vulnerable, goals they might not reach.
Yet we know that embracing our areas of greatest need and our willingness to be vulnerable (human) helps us to move forward in our lives, professions, and relationships.
As we coach students, colleagues, and others, we have to be aware of vulnerability too. At the coaching table, those you coach put trust in you--they share a willingness to be vulnerable, to grow with the expectation that you will honor that vulnerability with empathy, honesty, hard work, and care.
Yesterday, a young bright child stood next to me as I edited her writing piece--a very strong essay for a young child. As I coached, I debated in my mind about how much to push and how much to wait, and eventually decided to push hard this time because the child was ready for a writing leap. After the hard push, I looked at her--she looked vulnerable and a little disquieted by the event. I asked, "Are you okay? Was this edit too much?" She waited, and then I explained that her lengthy prose was wonderful, and would fit the fiction genre so well, but for persuasive it hid her main point and argument. "What do you think?" I asked. She nodded and smiled ready to tackle her work. The student, a quick minded, bright girl probably hadn't had much feedback like that before--she was probably used to lots of "Just Greats" on her work. Knowing that we need to continue to move these "high" students along by coaching well, and prompting growth, I made the choice to push--a choice I believe was right for the moment. Coaching, like teaching, is a dance--while you want growth, you don't want to push too hard or create a level of vulnerability that's harmful either. That's the challenge.
Similarly during a math test yesterday a number of children could not figure out a problem. I encouraged by saying, "Remember good learning includes struggle. If you knew all the answers right away, it wouldn't be a good test. I want you to stretch, think, and push yourself. This test will help me to help you do your best and learn. Try to get some of the answer. Challenge yourself." The good natured fourth graders followed through. They persevered. I offered some hints to some which gave them an inroad to the problem and prompted response. In both of these scenarios, we didn't lose the common mission which was aimed at collective and individual academic growth.
Coaches, leaders, and teachers who see their role as developing organizations with depth and care, coach with honesty, compassion, and an eye on making things better. Good teachers, leaders, and coaches are keenly aware of vulnerability--they put the mission of positive learning and developing center stage as they work to kindly and truthfully coach towards greater growth and more successful individuals and organizations.
With this in mind, I'm wondering about these questions:
1. Who are the coaches in our midst? No matter where we sit on our continuums of need--who are the people that coach us forward with empathy, care, and strength? We must all seek coaches to lead us forward if we want to grow.
2. How do you coach others in your midst? Do you keep the collective mission center stage in your work while also mindful of individuals' long-term and short-term needs and desires? Do you have a trusting, honest, and caring relationship with those you coach? Are you coaching with clarity, focus, communication, and direction? Are you a loving and compassionate guide?
3. In our organizations are we collectively committed to common goals, mission, and vision? Do we clearly understand and agree with our organizations' mission and vision? How is this mission and vision created, communicated, coached, adapted. and met? Do we feel like we're a part of the process or that the process is placed upon us?
These are important questions as we move ahead. We have to be vulnerable to grow and learn. We have to be aware of the vulnerability of those we coach and work with. We also have to recognize together the role vulnerability plays in our collective success with regard to the good work we do.
No one is without room for growth, and no one is without the ability to kindly, respectfully, and knowledgeably coach others around them. Schools can be one-to-many ratios in classrooms, schools, or systems, or they can be many-to-many ratios where all are working to coach, teach, and learn from each other thus creating vital learning communities with shared mission, effort, and result.
There's lots to learn in the world of education today, and by placing vulnerability, coaching, and growth at the forefront, we will get there in ways that will make us all more successful, purposeful, and proud.
Friday, November 8, 2013
Course Direction
A bit like a tired toddler's wavy gait, my writing world has been fraught with small errors this week--more typos than usual, email snafus, and wrong links. Hence, time to rest, but before I do, I want to set the course direction for the next leg of the school year journey.
Class Efforts
Recent posts and priorities have created a fine path for student learning and endeavor within my reach. Editing my job description to match real-time expectations, and planning the path are making a positive impact.
STEAM
The hindered STEAM efforts remain an unfinished story. We've tried multiple ways to embed this work, and have faced a large range of hurdles, hurdles imposed by many who seem to not understand the nature of the way classroom teachers or students do their work, and hurdles caused by our own trouble figuring out the systems at hand and how to navigate multiple departments and rules. Generally we are responsive to the learners in front of us, and adapt our efforts to reach the standards and students' interests in multiple ways sometimes even in one day. Lead time, protocols, collaboration, and extra hands are the ways to help us well--lengthy forms, time-consuming systems, more coaching than help, censorship, cutting statements, and little to no communication are not helpful. It seems like many still think of technology and STEAM as a topic apart from the typical school day rather than a seamless interdisciplinary component of everyday learning like the "breath" we breathe as Chris Lehmann remarked at the recent MassCUE conference.
I would give this up as personally it's extra work, but my students are calling me daily to continue this exploration of how to move STEAM forward. Daily they describe their learning and play with Minecraft language which is causing a divide between those in the know and those not when it comes to Minecraft-speak. Also, my Minecraft enthusiasts understand relative size and the force of multiple natural powers on creation, collaboration, and survival (I am a true Minecraft baby--I know almost nothing except for the fact that I've played a bit with it and the children we often find to be the most challenging to serve well at the elementary level are generally bright, tech-oriented Minecraft enthusiasts who hunger to build, create, and learn about the scientific world around us. Also I know that early inroads in this area will attract more girls and underserved children to the science table, and by attracting these children to the table of invention it's likely that inventions will take on a more holistic, inclusive, broad intent and service to individuals and our world.
Beta Testing
The beta testing world has, in part, become a dream world of coaching and support for me. As I receive multiple invitations to try new tools, I find that the depth and reach of what I can do to teach well is expanding. My work with UClass is forcing me into the standards with depth thus making my daily teaching much better--I'm using more deliberate language and fostering a more thoughtful choreography. I like this challenge and the rewards I am seeing in improved student learning and engagement. UClass is adding the next generation science standards as well so that will offer yet another lesson research, planning, and execution challenge particularly as I think about the STEAM goal above.
eduCanon similarly has offered me a new great tools to use, and 30Hands has offered another one--one which I want to embed more. I'm also excited to try Listen Edition as I work on students' content knowledge, speaking and presentation skills. I have a long list of other offers sitting in my email that I want to organize and try out. In many ways the beta testing is serving as a teacher for me since the start-ups offer coaching and encouragement. The one downside is that my time is mostly not compensated, but for now I'll let that be as I like the growth this is bringing to my ability to teach children well.
Connected Educator
The fact that I'm a connected educator has made a tremendous difference. It means that I have a ready resource of invested, thoughtful educators a keystroke away when I need them. These countless educators continually offer me new information, leads, challenges, and support.
The key is to stay connected by engaging in weekly connections through blogs, chats, conferences or meet-ups of any kind. It's also important that I support and contribute too with frequent share and check-ins with those in my PLN.
Recently, Nancy Carroll shared her tremendous work at videoconferencing to broaden students' world view, and I need to follow up on that. I also am planning to attend the MTA's edcamp/unconference at the end of the month in Boston to connect, converse, and contribute. Further, I'm going to participate in The Global Education Conference once again--though it's a busy time, I always find that this conference propels me forward with my learning and teaching, and I'm hoping to attend Educon in Philadelphia for a boost of new ideas and collaboration.
Being a connected educator has prompted me to try multiple venues in the last few years such as webinars, video chats, new tools, radio, blogging, and more. While at times it can seem like one more responsibility, what I get in terms of learning, coaching, and collaboration makes these connections worth it.
There are many paths to navigate as we chart our teaching efforts and work. The key is to keep your eye on the many "maps" that lead your direction, and stop now and then to right the course. If I've missed anything, please let me know.
Class Efforts
Recent posts and priorities have created a fine path for student learning and endeavor within my reach. Editing my job description to match real-time expectations, and planning the path are making a positive impact.
STEAM
The hindered STEAM efforts remain an unfinished story. We've tried multiple ways to embed this work, and have faced a large range of hurdles, hurdles imposed by many who seem to not understand the nature of the way classroom teachers or students do their work, and hurdles caused by our own trouble figuring out the systems at hand and how to navigate multiple departments and rules. Generally we are responsive to the learners in front of us, and adapt our efforts to reach the standards and students' interests in multiple ways sometimes even in one day. Lead time, protocols, collaboration, and extra hands are the ways to help us well--lengthy forms, time-consuming systems, more coaching than help, censorship, cutting statements, and little to no communication are not helpful. It seems like many still think of technology and STEAM as a topic apart from the typical school day rather than a seamless interdisciplinary component of everyday learning like the "breath" we breathe as Chris Lehmann remarked at the recent MassCUE conference.
I would give this up as personally it's extra work, but my students are calling me daily to continue this exploration of how to move STEAM forward. Daily they describe their learning and play with Minecraft language which is causing a divide between those in the know and those not when it comes to Minecraft-speak. Also, my Minecraft enthusiasts understand relative size and the force of multiple natural powers on creation, collaboration, and survival (I am a true Minecraft baby--I know almost nothing except for the fact that I've played a bit with it and the children we often find to be the most challenging to serve well at the elementary level are generally bright, tech-oriented Minecraft enthusiasts who hunger to build, create, and learn about the scientific world around us. Also I know that early inroads in this area will attract more girls and underserved children to the science table, and by attracting these children to the table of invention it's likely that inventions will take on a more holistic, inclusive, broad intent and service to individuals and our world.
Beta Testing
The beta testing world has, in part, become a dream world of coaching and support for me. As I receive multiple invitations to try new tools, I find that the depth and reach of what I can do to teach well is expanding. My work with UClass is forcing me into the standards with depth thus making my daily teaching much better--I'm using more deliberate language and fostering a more thoughtful choreography. I like this challenge and the rewards I am seeing in improved student learning and engagement. UClass is adding the next generation science standards as well so that will offer yet another lesson research, planning, and execution challenge particularly as I think about the STEAM goal above.
eduCanon similarly has offered me a new great tools to use, and 30Hands has offered another one--one which I want to embed more. I'm also excited to try Listen Edition as I work on students' content knowledge, speaking and presentation skills. I have a long list of other offers sitting in my email that I want to organize and try out. In many ways the beta testing is serving as a teacher for me since the start-ups offer coaching and encouragement. The one downside is that my time is mostly not compensated, but for now I'll let that be as I like the growth this is bringing to my ability to teach children well.
Connected Educator
The fact that I'm a connected educator has made a tremendous difference. It means that I have a ready resource of invested, thoughtful educators a keystroke away when I need them. These countless educators continually offer me new information, leads, challenges, and support.
The key is to stay connected by engaging in weekly connections through blogs, chats, conferences or meet-ups of any kind. It's also important that I support and contribute too with frequent share and check-ins with those in my PLN.
Recently, Nancy Carroll shared her tremendous work at videoconferencing to broaden students' world view, and I need to follow up on that. I also am planning to attend the MTA's edcamp/unconference at the end of the month in Boston to connect, converse, and contribute. Further, I'm going to participate in The Global Education Conference once again--though it's a busy time, I always find that this conference propels me forward with my learning and teaching, and I'm hoping to attend Educon in Philadelphia for a boost of new ideas and collaboration.
Being a connected educator has prompted me to try multiple venues in the last few years such as webinars, video chats, new tools, radio, blogging, and more. While at times it can seem like one more responsibility, what I get in terms of learning, coaching, and collaboration makes these connections worth it.
There are many paths to navigate as we chart our teaching efforts and work. The key is to keep your eye on the many "maps" that lead your direction, and stop now and then to right the course. If I've missed anything, please let me know.
Thursday, November 7, 2013
Supporting Math Talk
Here's what happened.
First, I was strategic about seating. We gathered in the classroom digital share area, and I made sure that everyone had a comfortable place to see the big white board and participate in the conversation.
Next, I created a packet to foster discussion. I placed one of my tech savvy students at the computer to move the doc as we talked.
I told students how Math Talk is essential to building great math skills, and how some engineers I've spoken to recently discussed the way that many of their employees are good at calculations, but struggle with mathematical discussions that focus on number estimation and relationships. This introduction fostered investment.
We worked through the packet with lots of discussion as we looked for ways to describe patterns and relationships. There were a couple of errors (now corrected) that actually created some great discussion. What I liked most is that students came up with many answers that I had not thought about. "I love learning from my students," I commented each time that happened.
Setting the stage for a great Math Talk matters--a stage with apt seating, a good discussion guide/packet, and a sense of importance.
How do you foster Math Talk in your classroom? What strategies work best? I look forward to growing this initiative in the weeks to come.
eduCanon: The Flipping Tool You've Been Looking For
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| Learn about eduCanon |
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| This is my first eduCanon lesson. There's one tiny error, a missing 0 on one slide which I'm going to correct soon. |
As with any new tool, I find myself baby-stepping into the medium. So when I share these lessons with the students, I let them beta test too, and encourage them with the following comments and questions:
- Please tell me what you think.
- What can I do to make this lesson more meaningful and memorable?
- Soon, you'll be able to make eduCanon lessons to teach each other what you know.
- Together, we'll all learn.
eduCanon might be the tool that finally gets you to flip the class, or the tool that will enhance your flipped class strategies. I still have a lot to learn when it comes to maximizing the effect of this medium on my teaching and student learning, but I've taken the first step which is to try it out and share it with students, and rather than just flipping with a video this medium allows students to "interact" with the lesson by answering questions. The teacher receives a report of student responses which serves to inform follow-up lessons, projects, discussions, and activities. I recommend giving this tool a try; I don't think you'll be disappointed.
Others agree with me since eduCanon was just named a finalist in the 1776 Challenge Cup Competition. If you want to learn more, visit eduCanon's Facebook page. Let me know if you use this tool in a way that makes a difference with student teaching and learning as I want to grow my use of this venue in positive ways.
Disclosure: The ideas above are my own, and I receive only technical support from eduCanon.
Lift with Leadership
How often do you start the day with the question, "How am I going to lift those I lead and work with?" I was reminded of that question yesterday when a young child showed terrific, positive energy in a new activity. There was an inroad there, a chance to lift.
I took a few moments and asked about the activity. He beamed, and what is sometimes a tense posture turned to an amiable, conversive, enthusiastic posture. We thought together about ways we could use the activity to teach the younger children in the school, and made a plan.
As we teach each day, the students' energy comes our way. We're aware of each child's mood, spirit, interests, and needs, and if we use that knowledge, conversation, and follow-up activity to understand and lift children and others we lead, we'll truly contribute in ways that matter.
I took a few moments and asked about the activity. He beamed, and what is sometimes a tense posture turned to an amiable, conversive, enthusiastic posture. We thought together about ways we could use the activity to teach the younger children in the school, and made a plan.
As we teach each day, the students' energy comes our way. We're aware of each child's mood, spirit, interests, and needs, and if we use that knowledge, conversation, and follow-up activity to understand and lift children and others we lead, we'll truly contribute in ways that matter.
Wednesday, November 6, 2013
The Art of Learning Design
Lesson design, when done well, is both time consuming and thought provoking.
Much is considered when it comes to lesson design including student needs, standards, interests, time, tools, and support. Lessons that are well designed for the children in your midst result in greater engagement and learning.
To teach well means that you're reflecting on the lessons you teach, and continually tweaking those learning experiences to better meet students' need and interest.
For example, we've been wrestling with the difference between fact and detail when it comes to persuasive essay. I added a few words to the popular "TREE" acronym and made it "FEEDS TREE WELL." which is an easy way to remember the kinds of facts you may use to write a strong persuasive essay. But as we discussed the difference between fact and detail, I created a couple of color coded models to provide students with a visual model to accompany the mnemonic. I know that the combination of the two has helped me gain greater efficiency and breadth with writing a persuasive essay, and I hope it meets students' needs too.
We also spent a lot of time today honing our ability to "see" the ruler as a number model. We counted by fraction numbers, scoop counted, and looked at mathematical relationships. It was a bit tedious, but sometimes that's necessary since as teachers we are sensory guides who help students see, touch, hear, smell, and even taste at times with greater discernment, analysis, and connection.
The day ended with one of my favorite lessons, a lesson on inference using The Composition by Antonio Skarmeta. Skarmeta's well written picture book takes children into a world they are not familiar with, a world where people are living under a dictatorship. Again and again the book's descriptions "show but don't tell" exactly what is happening, hence children are forced to use their schema (knowledge and experiences) and the pictures/words in the book to make sense of the story. This book is also a great match for our current culture unit that focuses on the experiences of refugees, immigrants, migrants, and diversity today and in the past.
Tomorrow we'll stretch some more as children engage in one of our first math talks of the year related to current content and big ideas in math. Students will have the chance to complete their persuasive essays using the mnemonic and model as a guide. There will be time for reading, project completion, and an animal adaptation film at the end of the day.
I enjoy personalizing the curriculum for the children in my class--thinking deeply about who they are, what they need, and what they want. This is the essence of what it means to teach, an activity that thrives when provided with adequate support, materials, and a students-first environment.
How do you define and embed the art of lesson design into your work each day? What are your guiding principles, routines, and process? For many of us, it is this responsive, practitioner aspect of the job that keeps us coming back each day--the chance to synthesize what we know and what children need and desire into an artful learning design.
Related Post
The Learning Design Lab
Much is considered when it comes to lesson design including student needs, standards, interests, time, tools, and support. Lessons that are well designed for the children in your midst result in greater engagement and learning.
To teach well means that you're reflecting on the lessons you teach, and continually tweaking those learning experiences to better meet students' need and interest.
 |
| Visual Model for Persuasive Essay Standard Format |
Tomorrow we'll stretch some more as children engage in one of our first math talks of the year related to current content and big ideas in math. Students will have the chance to complete their persuasive essays using the mnemonic and model as a guide. There will be time for reading, project completion, and an animal adaptation film at the end of the day.
I enjoy personalizing the curriculum for the children in my class--thinking deeply about who they are, what they need, and what they want. This is the essence of what it means to teach, an activity that thrives when provided with adequate support, materials, and a students-first environment.
How do you define and embed the art of lesson design into your work each day? What are your guiding principles, routines, and process? For many of us, it is this responsive, practitioner aspect of the job that keeps us coming back each day--the chance to synthesize what we know and what children need and desire into an artful learning design.
Related Post
The Learning Design Lab
Organizations and Team
Do you work in an organization that develops individual's growth or one that impedes growth? Does growth and development belong to some, but not to others? Does your organization take the heart, dreams, and needs of its members seriously, or are the workers looked at as robots?
Some organizations fear the ideas and dreams of their workers; they don't want disruption. They've created a plan, and you are part of the plan with a scripted role to follow. Other organizations work instead with the people who make up the team--they get to know each player well, listen to their heart, dreams, and needs, and maximize effect by showcasing and developing strengths and meeting needs whenever possible.
How fluid is growth in your system, and what are the requirements for growth? Do team members know clearly what it takes to try out a new idea, share thought, and work as a valued member of the team? Are the paths to development ethical, inclusive, and positively related to the organization's mission?
Organizations work and develop in multiple ways. Some organizations exemplify what it means to be a team, while others illustrate the exact opposite. As with all things, most organizations fall somewhere on the continuum between team and success and no team at all?
Personally, I like the momentum, spirit, and success that organizations which embrace team, ethical growth, and idea exchange exemplify. Places where everyone feels like they know what's going on, and they know they are valued. I hope to create that kind of team in my classroom each day--my micro-organization. A good lens to start the day with.
Some organizations fear the ideas and dreams of their workers; they don't want disruption. They've created a plan, and you are part of the plan with a scripted role to follow. Other organizations work instead with the people who make up the team--they get to know each player well, listen to their heart, dreams, and needs, and maximize effect by showcasing and developing strengths and meeting needs whenever possible.
How fluid is growth in your system, and what are the requirements for growth? Do team members know clearly what it takes to try out a new idea, share thought, and work as a valued member of the team? Are the paths to development ethical, inclusive, and positively related to the organization's mission?
Organizations work and develop in multiple ways. Some organizations exemplify what it means to be a team, while others illustrate the exact opposite. As with all things, most organizations fall somewhere on the continuum between team and success and no team at all?
Personally, I like the momentum, spirit, and success that organizations which embrace team, ethical growth, and idea exchange exemplify. Places where everyone feels like they know what's going on, and they know they are valued. I hope to create that kind of team in my classroom each day--my micro-organization. A good lens to start the day with.
Learner's Mindset: Problem Solving Mindset
I really like having a learner's mindset.There's less finger pointing, conjecture, and guilt. Instead a learner's mindset sees all on multiple continuums between unknowing and knowing, and strategizes, adapts, and coaches forward movement on the chosen continuums.
For example a child might be advanced at sports, struggling with social, and in the middle academically. Hence, teachers, parents, and the child can work together to strategize time and effort to move that child forward in both the strength areas and areas of challenge.
The same is true for one's self. How many times have you wasted time feeling guilty and powerless over your challenge areas, instead of recognizing that yes, you're not going to know it all, but can you reach out to get better and stronger in those areas while also strengthening your strong sides--the areas of best effect in your life.
A quiet challenge in my own learning life erupted recently. Wishing the issue had gone away, my first reaction was to be annoyed by the reccurence, however, then I realized that I've just never successfully dealt with this challenge area, and now might be the first chance to really make a difference. Hence, I'm starting with trying to understand the problem or challenge well, then I'll make a plan and see if I can make some headway with this important challenge.
Without a learner's mindset, I may have viewed this as a chance to blame others, avoid, make excuses, or ignore. But the learner's mindset sends us on a path of understanding the problem well, strategizing, adapting, assessing, and continuing that effort until we reach an acceptable level of achievement--acceptable to ourselves, and if important, acceptable to others too.
Who are the learners in your midst? Who are the students and colleagues who demonstrate a willingness to grow, learn, reach out, and develop their skill, effect, and understanding? How can you foster a positive learning mindset in your students each day?
A learner's mindset is a forward moving attitude and effort--one that will develop strong skills, abilities, and understanding in individuals and the learning community. Adopting the Growth Mindset as defined by Dweck creates a positive learning mindset--a mindset that will propel us forward with skill, empathy, and success.
For example a child might be advanced at sports, struggling with social, and in the middle academically. Hence, teachers, parents, and the child can work together to strategize time and effort to move that child forward in both the strength areas and areas of challenge.
The same is true for one's self. How many times have you wasted time feeling guilty and powerless over your challenge areas, instead of recognizing that yes, you're not going to know it all, but can you reach out to get better and stronger in those areas while also strengthening your strong sides--the areas of best effect in your life.
A quiet challenge in my own learning life erupted recently. Wishing the issue had gone away, my first reaction was to be annoyed by the reccurence, however, then I realized that I've just never successfully dealt with this challenge area, and now might be the first chance to really make a difference. Hence, I'm starting with trying to understand the problem or challenge well, then I'll make a plan and see if I can make some headway with this important challenge.
Without a learner's mindset, I may have viewed this as a chance to blame others, avoid, make excuses, or ignore. But the learner's mindset sends us on a path of understanding the problem well, strategizing, adapting, assessing, and continuing that effort until we reach an acceptable level of achievement--acceptable to ourselves, and if important, acceptable to others too.
Who are the learners in your midst? Who are the students and colleagues who demonstrate a willingness to grow, learn, reach out, and develop their skill, effect, and understanding? How can you foster a positive learning mindset in your students each day?
A learner's mindset is a forward moving attitude and effort--one that will develop strong skills, abilities, and understanding in individuals and the learning community. Adopting the Growth Mindset as defined by Dweck creates a positive learning mindset--a mindset that will propel us forward with skill, empathy, and success.
Tuesday, November 5, 2013
We Want to Try Your Inventions
We want to try your inventions. We want to employ the modern day science, creativity, and innovation you bring to learning. You invite us readily, but our time is ever so limited.
How can you help us to help you?
First, just as you've done, reach out to us via email, conferences, blogs, and social media. We're there, and we're listening. We're motivated to help our students in exciting, innovative, cutting edge ways.
Next, give us some time and if possible a few dollars too. Right now if you want educators to try out your products start lining us up for next summer with a bit of financial compensation and time, and we'll bring you our classroom know how, standards, and perspectives. During the school year our creative time is very limited since we're mostly on task with lots of children all the time, but because we're on task with lots of children all the time, we will bring your beta testing lots of good knowledge about the ways in which children learn, current teaching/learning environments, and the possibilities that exist.
Finally, look for ways to advocate for moving education forward. Teachers often have small voices in the ed world sadly--many circle above us and around us, but few to none ever really take the time to talk to us, listen to our ideas, and work with us. The same is true for the children we teach. Hence advocate for better schools, learning communities, streamlined systems, less testing, and more invigorated learning experiences.
I think there's real opportunity for the world of invention and education to come together today. I've started to see it play out in my world for the betterment of student learning, engagement,and happiness. There's lots of room for growth in this regard. I'd love to play with some new tools this summer, and know a few colleagues who are open minded to this opportunity as well.
How can you help us to help you?
First, just as you've done, reach out to us via email, conferences, blogs, and social media. We're there, and we're listening. We're motivated to help our students in exciting, innovative, cutting edge ways.
Next, give us some time and if possible a few dollars too. Right now if you want educators to try out your products start lining us up for next summer with a bit of financial compensation and time, and we'll bring you our classroom know how, standards, and perspectives. During the school year our creative time is very limited since we're mostly on task with lots of children all the time, but because we're on task with lots of children all the time, we will bring your beta testing lots of good knowledge about the ways in which children learn, current teaching/learning environments, and the possibilities that exist.
Finally, look for ways to advocate for moving education forward. Teachers often have small voices in the ed world sadly--many circle above us and around us, but few to none ever really take the time to talk to us, listen to our ideas, and work with us. The same is true for the children we teach. Hence advocate for better schools, learning communities, streamlined systems, less testing, and more invigorated learning experiences.
I think there's real opportunity for the world of invention and education to come together today. I've started to see it play out in my world for the betterment of student learning, engagement,and happiness. There's lots of room for growth in this regard. I'd love to play with some new tools this summer, and know a few colleagues who are open minded to this opportunity as well.
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