Thoughts on Education, Leadership, and Life from an Outsider
Learning to say “no” more often is a primary driver of success. We all have only so much bandwidth to dedicate to projects. Choosing not to do something or having no opinion about it leads to more productivity and less stress.
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The only thing of real importance that leaders do is to create and manage culture. If you do not manage culture, it manages you, and you may not even be aware of the extent to which this is happening.
Edgar Schein
I’m reading An Uncommon Theory of School Change for a class, and the image text struck me. Actually, it knocked me to the floor.
Specifically, the idea of “shared assumptions” among a school’s teachers and staff. Every organization has these shared assumptions, and they all influence how the day-to-day functions of the organization, specifically in defining the organization’s culture, as Ed Schein explained.
So, why are these shared assumptions important in our schools?
Easy: they play a large part in how students learn. If teachers have decided, perhaps with the best of intentions, that “our kids can’t do that“–whatever that is–then it’s highly likely that the kids won’t do that.
(Somehow, this has turned into a bad commentary on one of Meat Loaf’s greatest hits…)
This line of thinking also shows up in John Hattie’s work, as teacher estimates of achievement significantly impact student learning.
Part of our work to change schools should involve a hard look at our shared assumptions and, perhaps, some adjustments to those assumptions.
After all, you know what happens when you assume something…
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Digital Promise explores strategies for improving teacher well-being. It emphasizes the importance of teacher autonomy, community building, and inclusivity, advocating for instructional coaches to support these aspects. The article also highlights the role of mindfulness and reflective practices in fostering a positive educational environment.
The post suggests that teachers and students can benefit from a more supportive and effective educational experience by focusing on these elements.
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In a profound exploration of the modern societal challenge, Harvard professor Robert Waldinger sheds light on the growing epidemic of loneliness in his recent YouTube lecture. He defines loneliness as a subjective experience where an individual feels less connected to others than desired. This feeling is distinct from isolation, as one can be isolated and content, surrounded by people, yet feel profoundly lonely.
Loneliness has been on an upward trend since the 1950s. Factors contributing to this rise include increased societal mobility, the introduction and evolution of television, and the digital revolution. These changes have gradually eroded community engagement and personal interactions.
Research by Julianne Holt-Lunstad highlights the severe health implications of loneliness, equating its danger to smoking half a pack of cigarettes a day. Loneliness contributes to physical health deterioration and accelerates brain decline in later life.
Waldinger emphasizes the importance of investing in relationships for well-being. It’s not just close relationships that count; even casual interactions with community members, like a mail carrier or a grocery store cashier, can foster a sense of belonging.
Schools must first acknowledge that loneliness can be a significant issue among students. Young adults, in particular, are highly susceptible to loneliness. Educators can play a crucial role in identifying signs of loneliness and providing support.
Schools can use the science of learning and development to build inclusive student communities. This includes:
Empowering students to understand and combat loneliness is essential. This involves teaching them that seeking connection is normal and healthy and providing them with the tools and opportunities to build meaningful relationships.
Loneliness is a complex and growing challenge, but schools can play a pivotal role in addressing this epidemic by understanding its dynamics and implementing strategies to promote connection and belonging. It’s about creating a culture where every student feels, as Waldinger concludes, “You belong. You matter. You’re connected.”
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John Spencer’s enlightening piece on reimagining goal-setting in education. serves up five refreshing strategies like a gourmet meal for the mind: SLIME (a quirky acronym for a robust planning method), differentiating process vs. product goals, nurturing creative momentum, the ‘Snailed It’ approach (slow and steady wins the race), and meaningful mid-year reflections.
These are not your typical classroom goals. They’re innovative, dynamic, and all about growing and adapting in today’s ever-evolving educational landscape.
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There, I said it. That’s my hot take. We need to get rid of AP courses.
Why? Because they’ve been pushed down the throat of our education system for the past twenty years, pitched as an equity solution because we should be offering the best content to everyone.
I agree 100% with that statement. Every student needs access to the same high-quality, highly relevant, highly personalized content and pedagogy. We need our teachers to be the very best, to create authentic, engaging learning environments that not only teach our students how to learn and grow but also how to be good people and participate in society.
That’s not what AP tests or courses do. They certainly don’t do it for most students.
I know the argument for having AP courses is that they are more rigorous and require more from students. But the reason they do those things is because of the AP test students take at the end of the course.
And they take that test to earn college credit. And that is the only reason. No one takes an AP course because it sounds exciting or they want to be a professional AP course taker.
They take them so they can pass the test and get college credit. Which doesn’t happen for most of them.
Getting college credit after taking an AP course is a crap shoot, at best. At worst, it’s a waste of time. This isn’t a new argument, and I’m sure it will continue to be argued long into the future. Students hate it, and some professionals have noted the need for improvement in the system or even other companies entering the arena to give the College Board some competition.
I don’t want competition. I want the AP system gone. It isn’t serving the purpose we need, which is rethinking and redesigning Tier 1 instruction in ALL classrooms for EVERY student.
That’s the goal.
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“The month of November makes me feel that life is passing more quickly. In an effort to slow it down, I try to fill the hours more meaningfully.” – Henry Rollins
Is it just me, or are the short work weeks the ones filled with craziness? It’s been a crazy busy week around these parts, and it’ll be even crazier as we head toward Thanksgiving.
Anyway, here we go…
This week’s 10 things…
BONUS: I’ve been jamming to this album from Azymuth, a Brazilian jazz-funk band. It’s fantastic and makes for great background music while you work
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Catlin Tucker continues to lead the way in blended learning. Her most recent post outlines the three pillars of high-quality blended learning.
Tucker describes the three pillars of successful blended learning are student agency, differentiation, and control over the learning pace. Student agency involves giving students meaningful choices in their learning process, such as content-based choices on subjects or topics and process-based decisions on learning approaches or resources, fostering a sense of responsibility and engagement.
Differentiation, the second pillar, requires adjusting teaching methods to address each student’s unique needs and abilities. This could involve varying assignments based on proficiency levels or providing structured guides for students who need additional support. The final pillar is student control over the pace of learning. Misalignment between the pace of learning and the learner’s needs can lead to disengagement or distraction; therefore, granting students autonomy over the speed at which they learn enhances engagement and success. By integrating these pillars, educators can create robust blended learning environments, enhancing student engagement and improving educational outcomes.
As the new school year begins, it’s essential for teachers to equip themselves with the right tools to navigate the challenges ahead. Among these tools, books can be a great source of inspiration, guidance, and self-care. Here are ten books that every teacher should consider reading as they embark on a new academic year.
This book provides practical strategies for teachers to maintain positivity and effectiveness in the classroom. Linsin emphasizes the importance of habits in shaping our lives and offers insights on how to develop habits that lead to happiness and success in teaching.
Quote: “Happiness isn’t something that just happens to you. It’s a choice. It’s a decision you make every morning, that you’re going to have a good day.”
Esquith shares his innovative teaching methods and the extraordinary results they have yielded in his classroom. His passion for teaching and advocating for his students is infectious.
Quote: “Real success is when a teacher is able to work under the hardest conditions and still turn out to be a great person. That’s real success.”
This book is a must-read for teachers who want to prioritize their health and well-being. Dr. Ashton provides a month-by-month guide to self-care that includes diet, exercise, and mental health strategies.
Quote: “Self-care is not selfish. You cannot serve from an empty vessel.”
Gordon’s book is a guide to maintaining positivity and unity within a team, making it a great read for teachers who want to foster a positive learning environment.
Quote: “A positive team is not just about being connected to each other. It’s about being committed to each other.”
This book encourages teachers to advocate for creativity in the classroom. Cohen provides a roadmap for designing a creative space that encourages students to explore their potential.
Quote: “Creativity is not just about making ‘stuff’, it’s more importantly about developing a creative thinking mindset.”
Palmer’s book delves into the heart of the teaching profession, exploring the inner lives of educators. It’s a powerful read for teachers seeking to reconnect with their passion for the profession.
Quote: “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.”
Srinivasan offers insights into how mindfulness can help teachers manage stress and foster a peaceful classroom. It’s a practical guide for teachers seeking to achieve work-life balance.
Quote: “When we cultivate our own mindfulness, we’re actually benefiting our students indirectly because we’re modeling what it looks like to be present.”
Mielke’s book is a lifeline for teachers feeling the strain of burnout. It provides strategies for maintaining enthusiasm for teaching and advocating for the profession.
Quote: “We can’t control the kids or the content or the new initiatives or the old initiatives, but we can control how we think and feel about them.”
Miller’s book is a testament to the power of reading and the impact a passionate teacher can have on their students. It’s a must-read for teachers who want to inspire a love of reading in their students.
Quote: “There is no program, no method, no teacher who can create readers. What we can do is provide the conditions that allow reading to happen.”
Brown’s book explores the concept of vulnerability and how it can lead to greater connection and a more fulfilling life. It’s a powerful read for teachers who want to foster deeper connections with their students and colleagues.
Quote: “Vulnerability is not winning or losing; it’s having the courage to show up and be seen when we have no control over the outcome.”
Each of these books offers unique insights into the teaching profession, self-care, and maintaining a positive attitude. As you prepare for the new school year, consider adding these books to your reading list. They may provide just the inspiration you need to make this year your best yet.
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No, not that “F” word.
Larry Cuban shared his thoughts on leveraging failure as a valuable step in the learning process, something I’ve tried to convey to teachers and students over the years.
Cuban begins by recounting his career journey, which spans from his start as a high school teacher in 1955 to his time as a district superintendent and later as a professor at Stanford. He emphasizes that his career, while marked by many successes, was also filled with failures, which he believes are often overlooked in discussions about career progression.
Cuban writes, “While on the surface my long career as an educator appears as an unvarnished success albeit a modest one, it was a zig-zag path with cul-de-sacs and, truth be told, a road pitted with potholes of failure.” He argues that failures are an integral part of success and that society’s tendency to avoid discussing failures does a disservice to the reality of most people’s career trajectories.
He shares several instances of his own failures, including being rejected for teaching positions, struggling to connect with certain students, failing to reduce racial tensions in a department he administered, and being turned down for numerous superintendent posts and a deanship at Stanford’s School of Education. He also discusses his failures in getting published, with many of his submissions being rejected by publishers and editors.
Cuban emphasizes the importance of acknowledging and learning from failures. He quotes several famous figures to illustrate his point, including basketball star Michael Jordan, Winston Churchill, and Maya Angelou. He writes, “Defeats were doors that closed in my face. Yet other doors opened.” He explains that failures can lead to new opportunities and that persistence in the face of failure can lead to eventual success.
In conclusion, Cuban states, “Looking back at my career and the mix of success and failure make clear to me how complex the interaction between winning and losing is.” He underscores the importance of adopting a growth mindset and learning from failure, making it clear that success and failure are integral parts of any career journey.
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![by Donalyn Millerand - The Book Whisperer: Awakening The Inner Reader in Every Child (Paperback) Jossey-Bass; 1 Edition (March 16, 2009) - [Bargain Books]](https://m.media-amazon.com/images/I/518G+WAd9-L._SL160_.jpg)