We’ve been doing it for 30 years…

Today’s thought will be a short one. During the past school year a discussion came up in a staff meeting. During the discussion one teacher, who received quite a bit of support, stated “well, we’ve been doing it this way for 30 years so it obviously works”.

I am quite tired of this sentiment, at work and elsewhere. It’s negligent to do anything for that long. In science, medicine, parenting, business… Many things change in 30 years. New research shows us more effective ways to do things. A salesperson who doesn’t keep up with the world loses money. A doctor who treats cancer based on the research of the 80s loses more patients than doctors who are up to date. Why do we think the way we educate kids is exempt from this? Its negligent to hold onto the past while ignoring sound research about what needs to be taught and how it needs to be done.

Lets do right by our students and move on.

“Humans are allergic to change. They love to say, ‘We’ve always done it this way.’ I try to fight that. That’s why I have a clock on my wall that runs counter-clockwise.” – Rear Admiral Grace Hopper

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Due Dates

Due dates are important, but punishing kids for not meeting them does not improve the situation.

I give zeros in my class. Work that is not done, gets a zero. I spend time having conversations with students about follow through, reliability, meeting deadlines etc. But due dates are also flexible.

There are a few reasons that I do not take marks off for late work.

  1. Punishment doesn’t teach kids to meet due dates, it teaches them that school is about getting the work done, not actually learning. Taking marks away for late work teaches students to “just do the work”. It eliminates passion, which in today’s job market is essential, and discourages the learning process.
  2. Giving poor students early zeros means they can’t pass which means they have no reason to continue trying. Students need early wins, and meaningful relationships with teachers. The disadvantaged, intellectually weak, and students accustomed to failing need this more. If they have failed your class before these vital components have been built (because they are only capable of minimal grades even if everything is complete), they will shut down. Not to mention the behaviour nightmare a student who has not reason to try creates.
  3. Education takes time and that time is different for each student. Student learning takes time, it is a growth process, which includes the ability to meet deadlines. Some students learn that by grade 6, some by grade 12. Some never learn it. I would rather spend time conversing, finding passions, and working hard than meeting deadlines. Not to mention that every shred of education research supports the first statement in this entry. And besides that, going to school is not a job. We don’t pay them. The deadlines are fake, they aren’t missing sales, conferences, quarterly presentations, pitches, or anything else of consequence… we just made up the due date.
  4. Students lives are as busy as ours. Sports, music, family commitments, friends, etc. all drain students time… just like they drain ours. All but a very few of my work due dates are set in stone. I meet requirements as my schedule allows. I can decide when i meet my goals. I prioritise some of those above my interests. Some I prioritise below my interests. I would rather have that conversation with a student, which is much more meaningful than the constant conversation of “Is your work done yet… it’s due tomorrow”. Not to mention most of us do not tolerate consistent “homework”, weekly/daily hard-line due dates, and a complete lack of control in every aspect of our lives.
  5. In real life there are due dates, and then there are due dates. We all have deadlines that absolutely must be met. We all have due dates that we want to meet. We all have due dates that someone else tells us they want us to meet. And we have to prioritise them. I decide which ones I care about. No one gets to force me into meeting the vast majority of deadlines. I either set the deadlines for myself, or consult with those around me, and above me, about realistic timelines that also meet requirements. We can’t set every single deadline, then pretend each and every one is important, especially considering their busy schedules, personal priorities and the fact that each class in school is not of equal importance to every individual.
  6. A catch all solution never works. Each student has different reasons which require different conversations and relationships to be built. If you don’t have the time to build the relationship, you haven’t earned the right to punish them.  We only learn and grow through the leadership of people who care about us. Who invest in us. Not through the punishment of people who don’t have the time to invest in us.

“Dreams don’t have deadlines.” L.L Cool J (He’s worth 100 million dollars)

“Occasionally ask, “What is the connection between what I want most in life and anything I plan to do today?” ~Robert Brault

“A deadline is Negative inspiration” -Rita Mae Brown

Coach K

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Be an Impractical Teacher

It’s been a while since I have posted, the reasons are many. However, none of those reasons are very valid. I just found it impractical to write. This is one of the easiest, and one of the most prevalent, excuses we can use in order to stop ourselves from doing the most worth while things.

I started the school year, way back in September, being impractical. I had big plans, cool ideas, sound theory. As the year went on, until about march I moved forward with these plans and really improved my teaching. At this point I started speaking up in staff meetings.

I was at a new school this past year. I read a post somewhere that said the best way to approach a new job is too keep your head down and really focus on doing a good job for 6 months, then start making noise and show what you can do.

I started sharing my ideas in meetings, offering suggestions for collaborative education, group work, new ways to evaluate and deal with students. I was nervous to speak the first time, I don’t often get nervous. It turns out I was right to be nervous.

I was scoffed at, laughed at, told that my ideas were impractical, that my ideas were great in theory but would never actually work. This was all despite actually doing these things in my class. Despite reams of research backing up my work.

I spoke up at the meetings for a period of about 3 months before I gave up, something else I don’t often do. I feel bad about not speaking up. The school was better for me speaking, and worse off when I stopped.

Teaching is undergoing some fundamental shifts. We need a new way of doing things. Those new things are impractical when taken in the current context of education. We need more technology, more student voice, more student choice, more group work, more life lessons, more subjectivity.

It’s difficult, its expensive, it’s impractical. It’s worth it.

We need school leaders who can shape school culture. We need teachers who are OK with a little chaos and a lot of change. It can no longer be OK to use the same lesson plans. It was OK for a while, but those old lesson plans serve a purpose we don’t need any more.

We need an educational approach that shapes our students into problem-solvers and leaders. We need innovators and change makers.

Our world is constantly changing, new careers are popping up every day. University degrees fail to make good on the promises of the past. Our students need their passions ignited, not our passions that we choose to show them, but through our guidance through their own journey.

Be impractical, do things the hard way. Our students need us to take risks.

Coach K

“People that are really very weird can get into sensitive positions and have a tremendous impact on history” ~ Dan Quayle

 

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Don’t assume

Why I ask my students “How are you doing” they immediately start to deliver a rundown of how much, or how little, work they have completed on the current assignment or that classes daily work. I often have to stop them and say “I’m sorry, I really meant how are you doing today, as a person?”

They always assume that because I am their teacher I must want to know about their work. This highlights a danger that I am reading about in Malcolm Gladwells “David and Goliath”. He posits that “David and Goliath” is not about a weak guy vs a strong guy. Its about a strong guy who assumed he would fight another strong guy, but was faced by a fast guy with good aim. David, and God, thought to themselves “I see your muscles and can not beat them, so we will beat you a different way.

Saul assumed that someone would have to meet Goliath head on. Instead of assuming he should have asked “How can we beat him”. Which is how we need to see our own problems.

Every day I go to work without strengths that most teachers are assumed to have. I am disorganized, I don’t teach from the front of the room, I rarely talk about grades, I don’t often know the details of the material I am teaching. I actually am not capable of teaching the way most people assume teachers do. But I still get results. I still motivate, My students grow.

If I were to try and meet the teaching profession on its own terms I would fail, hard. I would look awful and my students would be stupid. They wouldn’t grown. But we need to meet any challenge with the skills we have been given, not the ones we, and others, assume we should have.

 

“When you are surrounded by people who share the same set of assumptions as you, you start to think that’s reality” – Emily Levine

 

Coach K

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Preparing them for University

University prep and learning are not the same thing.  Allowing each student to grow in their strengths, try new things and become a better person who is ready for a diverse, ever changing world is a very different process than preparing them for university.

Each students university experience is different… especially once they get past the first year. But when we prep them for university we aren’t really willing to prepare them for the unknown, which would be a vague and messy process of self improvement (for both students and teachers)… what we do is prepare them for the known.  All we know that they WILL encounter in university is lectures and exams. Because of this we take every student (regardless of where they are headed after high school), and lecture them (which doesn’t do much to help them grown) and we test them (which doesn’t really show what each student can do, and we don’t have time to mark adequately). And sadly this process kills our “worst” students, and it breaks our “best” students.

This needs to stop. Subjects are background with very little essential knowledge. We do need to make sure that we cover the essentials. However, any subject can be used to teach decision making skills, teamwork, leadership, creativity and a host of other soft skills which will prepare them infinitely better for life (which includes university).

 

“Life belongs to the living, and he who lives must be prepared for changes”  – Johann Wolfgang von Goethe

 

Coach K

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