A memory crept back into my mind today, and it was one I hadn't thought about in quite awhile. Some of the events from this memory weren't even all that worthy of being remembered. In fact, it was a memory rooted in my own mediocre performance.
I was a 7th grade Texas History teacher at the time. We were in one of my favorite units, the Texas cattle drive days. I know it doesn't sound all that fun, but trust me, there is so much you can do with this content to bring it to life. So many of my lessons in this unit were great. We roped cows, went out and learned to live off the land and so much more. We spent more time outside the classroom than we did inside it. But it was a day inside the classroom during this unit that changed so much about how I would move forward as a teacher. At the end of this mediocre lesson one of my most challenging students came and talked to me about how much he had enjoyed class that day. I was shocked, this was middle of the road at best but yet there he was. It changed the course of the year we had together. So I asked him the question that wound up changing my teaching moving forward: "What worked for you today?" That was the moment that led me to think at the end of the day that it really isn't about how great I thought my teaching was, it was about whether or not it resonated with kids. Prior to that day I would spend a lot of time in isolation reflecting on my craft. I would talk to other adults but never the kids. When I started reflecting with kids on not just the learning, but the learning process I was transformed as was my teaching. I learned that some of things I thought were so great were really missing the mark. I learned that you don't have to teach the same lesson 4 class periods in a row. And I learned that there is both a transformative power and release from a burden when embrace the reality that your greatest resources sit right in front of you each and every day. So get out of reflecting alone, or in your small concentrated room of "adults know best" planning sessions. Do something innovative like plan WITH your students, not for your students. Don't just let kids give you feedback, encourage them to, including critical feedback. Above all, empower yourself with the realization that it's not about your teaching, it's about their learning.
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If you've been a reader for the last year then you are probably aware that I set out to accomplish two things in 2018; write a book and start my own 501(c)3 organization. The book is still a work in progress (I'm at 15,000 words) but One Less for One More is now a reality. Looking back on it, I won't say that I can't believe it; I was quite determined to do this. What I will say is that I can't believe how much being lifelong learner played in the process and will continue to moving forward.
You see, I don't have a business/organization-building background. I didn't study it in college, I've never started a business before and until about a year ago, I didn't know the first thing about being "entrepreneurial." In fact, most people would have said a year ago that I just "didn't have the skills." That's where they would be wrong. You see, I have the greatest skill someone in the 21st century can have, I can foster my own learning, growth, and development. I didn't just learn a lot about building an organization. Indeed, my organization at its current state is still small. I'm still learning about building it. What I learned, as follows, was about learning itself: 1. Passion May Be The Most Powerful Learning Tool I'm doing what I'm doing because I'm passionate about it. Please don't confuse this with like it, intrigued by it or even enjoy it. I'm passionate about it. That's one of the first things I learned; passionate people can do something they know nothing about just because of their passion. You can't ever underestimate the power of a person passionate about a cause. They'll learn whatever they need to in order to bring that cause to life. 2. I Didn't Need Anyone to Guide Me, Just Cheer Me On Nobody told me what to do, how to do it or when it was "due." In fact, it's never going to be due because it's always going to be growing, evolving and becoming better than it was before. I didn't need someone telling me the way they'd do it or asking me to choose from a few options on how to do it. I didn't even need someone to assign it to me. I was going to do it. What I needed was people that believed in me, people that could act as a sounding board for when I needed to talk things out. People that new that because of my passion, I was capable of doing it, even on the days when I didn't feel like I could. 3. There's No Wrong Way to Learn Something I didn't follow a learning process. There was no pedagogy of how to do this the right way. I did it the way it worked for me. I researched (without a card catalog I might add), I read, I talked to people and I took risks. Somedays I did each of those things each day, others, maybe one or two. I also didn't repeat a whole lot. I might have read or researched some of the same things a few times but the takeaways were different each time I did so. I also didn't make Monday a research day, Tuesday a reading day etc. I did what I need to when I needed to and how I needed to. I've learned a lot from this experience and I know much more is to come. Being a 1-man 501(c)3 is not the easiest job I've ever had. I work late nights and on the weekends, the Christmas Party is pretty lame and the view from my office looks a whole lot like a kids playroom. So why do I push on? Because I'm passionate, I've got some great cheerleaders and I'm conquering this mountain in way that I have full ownership of, not at the behest of someone else. It's a discussion that comes up all the time? What are we preparing kids for? What do they need to learn? We convene meetings of education boards at the local and state levels and have great debates over what should or should not be in a particular subjects curriculum. There's a whole lot more to school than curriculum though. For today's students, it's not just what you know, it's what you do with what you know. It's what you'll do that will make something better than the way you found it. It's about skills as much as it's about knowledge. So what skills seem to set people apart? 1. Bringing the best out of those around you One of the best skills you can have is being a "maximizer." It's not good enough anymore just to bring your own "A" game anymore. You have to be able to help those around you find theirs as well. Being able to inspire people can be the most helpful skill in life. You'll find that you don't always have every answer. You'll also find that the smartest person in the room is the room. The question is, what is your impact towards making those in the room find their best? 2. The ability to self-direct learning
The amount of information will continue to grow at an exponential rate. The rate of change in the world will only accelerate, it won't be stagnant. Change will be the new constant. With all those things in mind the ability to self-direct learning is critical. The days of waiting for people to tell you what's important and what's not are gone. Students in today's world must emerge with an ability to self-direct their learning and guide themselves to the answers for questions that they've generated. The key here is the questions they've generated. Do not misconstrue someone's ability to find the answer to a question you gave them as self-directed learning. It's only half the process. You have to be able to generate your own questions and curiosities. 3. Having your own definition of success Who's standards are you going to use? Success can be measured so many different ways. It could be a achieving a certain level of education, developing a certain skill or hobby, it could be wealth and it could just about anything else. The point is you have to know what success will look like for you. I know people who are wealthy. Some feel successful, some don't. The wealthy one's who feel successful and happy are that way because they followed their passion and created their own definition of success. Those who are wealthy and don't feel successful and happy are that way because they listened to someone else tell them that they could find their success by doing _______. The question "what would make you successful?" doesn't have a right or wrong answer unless you let someone else answer it for you. The greatest skill in teaching today is in providing opportunities for students to foster these skill alongside what they're being taught. If we're going to do what's best for kids we have to go beyond a world where kids just answer questions we pose to them. We have to bring out the best in each other and realize that our successes may or may not be the same. We have to empower, we can't just educate. I love professional learning days. 50% of you probably think that I'm crazy for that stance but that's about the amount that thinks that of me on a daily basis. Yes, it's a lot of work, planning etc. but I am always amazed at where the learning leads. Today was no different. I found myself in a session at the end of the day today discussing how we can embed study skills into our daily lessons. The takeaway for me was far greater than just study skills being embed into lessons.
The conversation two teachers and I found ourselves engaged in evolved over time. We talked about using the entire lesson cycle, how we don't have to start teaching a concept on grade-level from the word go. Then, the big "WOW!" moment of the day. Learning standards are where we are going, the ultimate objective of the learning and too often we approach them as if they were the point of origin for our teaching. The timing couldn't have been better for this reminder/realization for me. We talk so much about rigor, holding kids to high standards and using higher order thinking skills that we often times forget that Bloom's pyramid couldn't be built without a stable base. It's ok for us to scaffold. It's ok to start by teaching a concept below grade level. In fact, one of the best lessons I ever taught on note-taking (a study skill by the way) began with a hook and some modeling from me using "Green Eggs and Ham" as my model. Let go of the myth that learning standards are a point of origin. Let go of the myth that everything you do must be at or above grade level. Above all, remember that we have to meet kids where they're at and most of them don't come preprogrammed with all that they need. Learning standards aren't where you are, they're your destination. It's where you need to be at the end of the journey, not the gas that should already be in your car when you set out. Elected Officials of Texas,
My name is Jeff Lahey and I'm one of many people employed in Texas public schools. To be more specific, I'm a high school Assistant Principal in the DFW area. It seems that you and I have more in common than what can be seen on the surface. The majority of you will be elected to serve within the great State of Texas, and some of you will serve at the national level. The key here is that all of you, like all of us in public schools, will perform our duties by serving others. I have the highest respect for each of you, regardless of your political affiliations, beliefs or the position you take on the "issues." Your service is at the core of what makes the United States function. You represent the great people of this nation who come from all walks of life. You're asked to make decisions that you know will not meet with 100% approval and you will undoubtedly be subject to great amounts of public ridicule while serving as an elected official. It's unfortunate that this has become the reality of your job. The thing I don't understand is why it feels like there is such a giant disconnect between those of us who represent public schools in Texas and those of you who serve as elected officials. It seems to me as though we ought to be as close to "professional kindred spirits" as can exist. You see, we too serve in a role that is essential to the fabric of society and the American Republic. Our nations only hope for growth and prosperity lies within an educated citizenry. We, the dedicated professionals in Texas' public school systems answer that call every day much in the same way each of you aims to serve the great men and women of this country. I hear all the time that our inputs are not considered because by and large, educators are not actively voting in elections. While this may or may not be true, it misses the simple point that I made earlier; an educated citizenry is essential to the fabric of society and the American Republic. Education shouldn't be a political issue, it should be an issue of state and national prosperity. Yes, everyone in every profession should vote more often than they do, including me. Whether I do or don't shouldn't be a consideration when determining education budgets and policies, the future of our great state and nation should. With a new Texas Legislative session quickly approaching, I would like to challenge all of you, regardless of whether you have an (R), (D), (I), (L) or any other letter next to your name to do the following two things:
I'm not one to ask for something without giving in return. If each of you would be willing to work on those two things, I vow to do the following and get as many in our great profession to do the same:
Thank you for the time and effort you will give to our great state. Thank you for being willing to serve in a role that will always have its supporters and detractors. Above all, thank you for your consideration of a healthy public education system that will ensure we "promote the general welfare, and secure the Blessings of Liberty to ourselves and our Posterity." Jeff Lahey Public Educator I've heard from a variety of different people this year about taking risks. They're nervous, worried, afraid or any other adjective you can think of that conjures up similar emotions. I can relate because I felt the same way when I started this blog. It's nerve-racking putting your words out there in front of an audience. I did it to challenge myself. I did it because I was tired of what I "usually" or "normally" would do. We're creatures of habit. Sometimes those habits are great (see brushing your teeth, taking a shower etc.) but sometimes those habits are inhibitive. I've been thinking a good deal about how usually and normally are often the antagonists of innovation and personal growth. As the picture says, "Usually Happens" and it happens far more often than not.
If you're looking for a way to get out of the rut, to become innovative in a certain area of your professional or personal life, start by asking "What would I (or we) normally/usually do... and fill in your scenario. If you're a teacher, ask your students some of these broad questions along these same lines. "What do we normally do at the beginning of class?" "What types of things do I usually grade?" "Do I tend to ask the same types of questions on a regular basis?" Do I usually call on certain people more often than others for class discussions?" You can adapt these same stems to your personal life as well. If something you want to change aligns with a practice that you are usually or normally engaging in, that's a great place to start looking for a change. Again, seek input from those around you. It could be friends, colleagues, students, parents or anyone else you feel you can have a productive dialogue. Gathering ideas is critical. Usually, normally and other words affiliated with routine and predictability certainly have their place in life. Don't dispose of all your usually and normally, just honestly assess your practices, whether professional or personal and determine what are some places you could afford to shake things up a bit. When you shake the tree, the apple tends to fall a little further away. I don't watch a lot of movies so I am not really sure how or why I came to watch the movie Mr. Baseball in the early 90's. What's more puzzling is how the quote "you've got a hole in your swing" has apparently stuck in my head for the a little over 25 years. That's neither here nor there.
This year I switched positions. I moved from being a middle school assistant principal to a high school assistant principal. I believe great people are always challenging themselves and this opportunity represented a chance for me to challenge myself. While I've certainly already learned a lot, I've also been reminded of some things that a person should never lose sight of. I've got a hole in my swing. I didn't even realize it. You see I thought the difficult thing would be adjusting to new coworkers, new bell schedules, and adjusting to a different age group of kids. Not quite. Many of those things came the same way they had when I was a teacher changing campuses. They just seemed to happen. What's been the most difficult thing? Finding a rhythm to my day. Where I used to zig, I now have to zag. Where I knew I could sit and wait to hit the fastball, I now have had to learn to hit the curve and the changeup because nobody is throwing fastballs. What's most amazing to me is the challenge (and yes, finding rhythm to your day is a challenge) isn't any easier even though you know it to be true and good for you. I don't think I'm in over my head. I don't think things are flying past me left, right and side to side. I've just been a little removed from being in environment where things aren't just second nature, and it's great for me, and most importantly, it's great for kids and teachers. It keeps me asking questions, it allows me to demonstrate my willingness to learn with people. It keeps me rooted in what many students and teachers feel and experience on a daily basis. In the long run, that's the experience that I am certain will bring about greater growth within myself. Yep, it's a line from a Goo Goo Dolls song that exploded on to the pop-music scene in 1998. It's also a line that I fall back on when I talk to people about building relationships with kids, parents and other community members. You see, we all look the same when we put on a good suit, we all sound the same when we throw around our best education speak, and we all leave the same mark on someone in doing these things. What's that mark? The mark of the unspectacular. A forgettable moment lost amongst so many others in time. The beige of the color spectrum.
People don't remember us for our job titles, for our ability to blend in. They remember us for what makes us us. The things we're passionate about. Things that don't come across as calculated hype or cliche. This week I will have an opportunity that I am always grateful for, one that will allow me to let people into who I am. A teacher at my school (where I am new this year) has given me the opportunity to come and speak to her class. I've done this before. In fact, I approached her about doing it. She teaches a class called Human Growth and Development and one of their units just happens to be on families. To make a long story short I have a unique perspective on families. I was adopted as a child and I have also adopted a child of my own. Adoption is something very near and dear to my heart. I believe that all kids deserve a chance at a quality life. It's why I became an educator. I'm excited to speak to them because I am passionate about the subject, but I am also passionate about people getting to know me, getting to know what drives me, inspires me, makes me smile and makes me cry. I don't want to be just another guy with a button down collar that likes kids. I want kids, teachers, parents, community members and all the other stakeholders to know me. Beyond just getting to know me, my hope is that my own words will be someone else's inspiration, become their why, or be the thing they've been needing to hear. Something that lets them know they're not alone. Brad Meltzer said "Everyone you meet is fighting a battle you know nothing about. Be kind always." His point is spot on but let me say, you may not know anything about the battle that person is fighting, but you may just hold the right words to deliver them from their struggles just by sharing about what makes you, you. It's in this that we impact lives. We have a chance to do this as educators and I am hoping that my endeavors this week are just the beginning of many moments like that this year. I've come to realize lately that the people I enjoy working with the most are the one's that don't always share my same opinions, approaches or solutions. Sometimes we agree, sometimes we disagree. As long as we can do it respectfully, disagreement usually works out for the better in the long run. For me, this is particularly true for the people I supervise or do performance reviews with.
I know it's intimidating to most people to think about disagreeing with their supervisor. Honestly, experience tells me it's intimidating for most people to come to ask for a reference so I can't imagine how most people feel the first time they actually voice a difference of opinion, As intimidating as it may seem, experience also tells me it's essential in ensuring the process and performance continue to operate at a top-notch level. Yes, there's a small art-form to it but there's a lot to read on the subject about how to do it like this Harvard Business Journal Article. Henry Ford, maybe unintentionally illustrated my point better than anyone in history when he said "If I had asked people what they wanted, they would have said faster horses." This quote is often used when citing innovative practices, and rightfully so, but it also illustrates a simple truth about those innovative practices: we can't innovate if we simply exist as "yes bobbleheads." We might just end up with a bunch of faster horses that have simply been genetically modified, and nobody likes GMO's; at least according to my favorite TV commercials. Go ahead, have some polite and courteous disagreement. We work well together when we truly understand where one another is coming from. We will never fully learn about each other by biting our tongues and withholding our own solutions. Learn how to contribute your thoughts and ideas. Together we'll learn how to approach complex situations and we'll never be afraid to address and correct the elephant in the room. Always being agreeable leads you down the path of least resistance, but that path doesn't ever bring you to the top of the mountain. In the past few years I've had the chance to hear some excellent speakers like George Couros, Todd Whitaker and Liz Murray (who many may know as the Homeless to Harvard story). They bring passion, excitement and inspire a sense of determination that can bring you back to center, that is, to remind you why you became an educator in the first place. They also have a common theme in their message despite going about it in different ways. That message is simply that learning and artificial timelines don't go together.
We continue to say that we want to innovate our schools, rewire our school culture and breakthrough boundaries to ensure that all students learn, yet we continue to live in a system that imposes timelines on learning. As I've said many times: I get it, we don't control many of these factors but I do think that far more of them are within our control than we let on. Do you use a pacing guide? This is just one of the practices we have more control over than we'd like to admit. They go by all different names but the premise is the same; spend this much time on this topic and then be sure that you move on to repeat the same archaic process over and over again. Do we ever question why 3 weeks is enough time to learn stoichiometry? Or do we fear that asking questions like that is seen as stepping out of line so we just continue to do what we've always done. There aren't many other things that work this way in life. Home builders don't build homes this way. Sure, they know about how long it will take but there are factors like weather that can allow them to finish early or run behind. Either way, the process must be completed. They don't just walk off the job after 7 months and say "I know you're we didn't get to paint or lay carpet but we have to move on because time is up. Why do you need to be in 8th Grade before you can take Algebra I? Why would you need to take it by 9th grade? Is taking Algebra in 7th or 10th grade some kind of scarlet letter that you'll wear for the rest of your life? I'm not singling out math, it just makes the easiest example as the class most often "leveled" within our current system. Who decided that these were the ages for these things to be "learned?" Apple began it's initial work as early as 2002. They even shut the project down for a little bit to focus on a tablet computer (the beginnings of the iPad) before coming back to the iPhone. Think about that. Not only was there not an artificial timeline where by if we don't do it by "x" we will never do it, they put it aside and came back to it. The iPhone launched in 2007. I mentioned Liz Murray earlier. In telling her story she discusses at length the very small amount of time she spent in school prior to being 16-17 years old. How many of us would tell a kid in that same situation that time has run out on them? That there's not much left to learn and college is certainly out of the question? Why? Why would we impose a similar artificial timeline on a person. Liz Murray went on to attend Harvard University. We have to get away from our artificial timelines if we're truly going to innovate education. It's never too late, too early or anything else regarding time when it comes to learning. We can put learning of something to the side and come back to it later because maybe today just isn't the day. We will never be too old to make it to Harvard and we shouldn't ever think that someone is to young to become something (see THIS STORY about a 7-year-old who made $11 Million on his YouTube channel). Timelines are artificial, and it feels like they're hindering authentic learning. |
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