Tending Culture

Educators tend culture. They tend the culture of their classrooms, schools and systems.  Recently I outlined a list of  important aspects of school culture. Now I'm wondering about how to tend culture in effective ways in my classroom, and contribute to a positive culture effectively in the school community.

I believe it's essential that we discuss culture.  At the start of the school year, and throughout the year, students and educators should have the chance to think about and openly discuss what's most important, and how they spend their school time.  What do those conversations look like?  What is the best structure?  I'm so curious about what my colleagues think regarding cultural norms and expectations--it's been so long since we discussed this with any depth or transparency.

I'll take the time to open up this discussion in my classroom today by asking, What's important to you with respect to how we end the year?  Do you have any suggestions for our class to make this a happy, caring end of the year?  Those direct questions will give students an open avenue to discuss our current class culture.

Next year, I'll make time at the start of the year to discuss culture with my students. I'll ask, What makes a great classroom culture?  I'll explain the meaning of culture with regard to classroom climate and events. We'll list our ideas, then think about ways that we can make those ideas come alive throughout the year. Then we'll revisit that list often and revise as necessary.

With regard to the school community, I'm wondering what that discussion might look like.  We might start with defining culture and the aspects of culture we think are important to a positive, responsive school community. Next we could prioritize those aspects of culture.  After that, we might define what those cultural norms look like in our work day today. Then we might look at the calendar to make sure we make time for the events and actions that support the desired culture. It's possible that we'll prioritize some events and potentially eliminate others. By taking the time as a school community to discuss culture, we'll positively impact our collaboration and student work.

Creating and tending culture is a big part of an educators' job both in and out of the classroom--an essential element to serving children well. How do you do this in your classroom, school or organization?  What experts, books and practices lead this effort?  I want to learn more about this.

A Little Boost Goes a Long Way

In education, a small boost of recognition, acknowledgement, gratitude and understanding goes a long way. When was the last time you recognized someone's good work or impact?  Did you take the time to acknowledge the contribution of a student, colleague or volunteer?  Have you thought about all those who have contributed to your classroom success this year and thanked them?  Did you demonstrate understanding and empathy as colleagues face obstacles and challenge?  Providing encouragement and care to those in your midst is an essential part of the job--one I want to continue to develop as I attend to my craft.

From Frustration to Advocacy

At times when one looks out into the world, he or she may feel frustration or even anger and think, Why aren't things different, or Why hasn't change occurred? When that happens it is important to define what is not working, and turn the strong emotions and energy of frustration and anger into actions of advocacy and change.

My dad says, "Don't complain; do something about it." I am also reminded about the famous Gandhi quote, "Be the change you want to see in the world." Tuesday's #leadfromwithin NOW leadership chat reminded me that we are living in the now,  and while the "then" can inform our journey, "then" should not serve as an anchor to our current action and growth.

This week, a parent Olympian came and spoke to students and staff. He reminded all of us that achievement happens with one small step after another. Bill Belichick, the New England Patriots Coach, looks at the game in "chunks," breaking it down into plays rather than tackling the whole game at once.

We can help our colleagues and students when they become frustrated by asking these questions:

• What is making you frustrated? 
• What would be your ideal?
• How would you help a student/teacher like you?
• What can I do to help you create change? 

 Then you can support a plan for change.

When frustration and anger grow, those emotions disable individuals, and they become mired in a sense of hopelessness or despair. However, turning those emotions into a forward movement towards change, one step after another (and sometimes one leap after another), will move individuals, families, organizations and communities toward better effect and greater happiness.

Next Steps: Research and Revision

Today as I contemplated my professional goals, my husband asked, "What's your dream job?"

I thought about it, and remarked that my dream job had the following components:

• students
• a learning environment
• awesome tools
• a dynamic, collaborative team
• meaningful problems to solve

I enjoy a challenging project and a passionate, creative team.  I like to work with others with an efficient, targeted process to revise, create and alter environments for better effect--keeping the best of the old, and adding the best of the new. That process drives my work and learning. 

As a system, many are working on details related to the common core and state-wide standards. As I understand the standards, I believe the content/process changes will be minimal as we already employ many processes, tools and materials to teach the common core or similar standards.

At this time, the greatest challenge for me as an educator is to shift the learning environment in ways that integrate tools, processes and the environment to best reflect the latest research related to cognition.  I want to facilitate a brain-friendly learning environment that facilitates students' ability to learn how to learn in addition to acquisition of a solid academic foundation (the standards).

What will it take to achieve this goal?

First, I need to read all I can about cognition.  Thus, my summer reading list. 

Next, I need to arrange the learning environment, schedule, communication and routines to match the systems' goals and reflect a brain-friendly environment with the tools, furniture and spaces available.

After that, I will continue to revise projects and lessons, unit by unit to mirror optimal cognitive strategies and process. 

It would be great to do this with a dynamic team of like-minded educators, but currently I need to find the time and space for independent research and reflection. When the 2012-2013 school year gets rolling, I'll have the chance to work with a wonderful grade-level team during PLCs, grade-level meetings and inservice initiatives to integrate topics of summer study and system-wide goals.

A large part of achieving vision is identifying the vision. This is the latest in my vision revision--let me know if you have any suggestions that will impact my work. The more I blog about system processes and individual work, I realize the delicate balance that occurs, and the factors that impact optimal synergy and effect. I will think about that relationship too as I read about and plan for continued growth and change in the learning environment. 

Effective Educator-Driven Change

Inclusion came to be a mainstay in my school system about 25 years ago.  The concept of including all children in the regular education program most of the time was relatively new. It was a different model than the pull-out model of servicing children with diagnosed learning disabilities of the past.

It didn't take much to convince me that inclusion was a step in the right direction, and I jumped on board.  A masterful teacher leader in my school, who also favored inclusion, saw the need for systematic supports to make this change happen.  She gathered all the teachers in a room and said, "If this is going to work, we need support."  Then teachers created a long list of supports that would make inclusion work.  The support list included the following items:

• Training
• Time for teachers, teaching assistants, parents and counselors to meet on a regular basis to plan for, and make inclusion work.
• A transition meeting in the spring between the current year's teachers, next year's teachers and the parents to create a smooth transition.

I delivered the list of ten or more supports to the assistant superintendent at the time.  He retorted strongly that it was the the most demanding list he had ever received.  I left the meeting discouraged only to find out several days later that every request we made was granted.  25 years later most of those supports are still in place in our school and inclusion continues to be a vital part of our system.

25 years ago our union was strong, teachers were bold and children took center stage in our school.  There were fewer mandates and less paperwork, but vision led our work with strength.  It wasn't perfect though, and many of the tools and systems we have in place now such as RTI, tech integration and PLCs are efforts that hold promise for better work. However, this story of old points out important lessons for future change.  Effective change requires vision, communication, collaboration, training and support.  

A New Team

Teaching teams were announced yesterday. My team will change, and there's still one spot left to be filled.  I knew change was in the works, and I was anxious to hear about the new team.

I'll miss the fine work and intelligence my former teammates brought to our grade level group. I learned a lot from them.  I'm also looking forward to learning and working with the new team.

It is difficult learning about a new team at this time of year as there's litte time to wrap up a classroom and work with the old team, while also setting up orders and making time to connect with the new team.

Now that we rely on collaboration to a greater extent in schools, I believe that systems of team change have to alter to accommodate strong initial team building and efforts.  Similar to the start of inclusion when we changed many systems to accommodate a more inclusive teaching environment for all students, now schools have to change their systems to initiate, develop and build strong, collaborative teams that work well together for best effect.

How can a system do this?

First, systems have to define what team means to them?  Is the teaching team a grade-level team or a team that has a different definition?

Next, systems have to develop timely, fair protocols for change in order to give teams the time and support they need for team change.  That system might include the following steps:

• A protocol is determined by administrators and teachers.
• Teachers send in their requests for the next year, and administrators look at system-wide needs.
• Team changes are made utilizing the determined protocol. The changes are announced on the same day to eliminate conjecture and stress.
• Existing teams have time, perhaps in a PLC or grade level meeting to wrap up the year and make decisions related to the change. This could be a good time for leadership support.
• New teams have time to meet, order materials and discuss the year ahead before the summer break--a time when teachers do a lot of planning and thinking about the next school year.

As I've mentioned before moving from a system of relative isolation (one teacher-one class) to a system of greater collaboration will take effort and innovation.  It won't just happen overnight.  Effective, focused protocols, communication and systems can serve to support a strong collaborative culture which we know holds promise for successful 21st century schools.

How has your school system changed protocols, processes and communication to support the move from isolation (one teacher-one class) to collaboration in schools (many teachers working together to serve many student needs)? What are the essential processes organizations use to foster optimal collaboration in the work place?  What are the expectations in a collaborative culture and how can educators and administrators help each other to meet those expectations?

Our systems' implementation of PLCs would be a good starting point for this effort.  Also re-looking at the yearly calendar of process and change may be a necessary step for schools moving towards a more collaborative culture since the systems of old were there to support a very different school culture.  Change in schools is coming because there is no way that we are going to be able to ignore the overwhelming research and promise related to technology and brain-friendly education that points to new structures for greater student engagement and success.  Those changes will occur with greater ease and effect if systems take the changes seriously and plan for the new collaborative cultures they hope to build. 

I Care

Lately, I've been discouraged.  I've been discouraged because I care.  I know that when systems are carefully constructed and thoughtfully carried out, change occurs with strength and potential.  I know that when teachers are given time to complete tasks in a thoughtful fashion, the tasks are completed well. I realize that good work matters, and choosing the best person for a job makes a difference. It's never perfect, but when same systems are repeated year after year without revision, it can be discouraging.

Endangered Species Continued. . .

The furniture has been shifted to make room for our upcoming endangered species open house.  The projects are nearing completion.

Now it's time for the final project list:

1. Finish your Google presentation. Spell check. Share with teacher by Friday, 6/8.
2. Finish your iMovie, export to desktop or Youtube, upload to presentation by Friday 6/8
3. Finish your animal drawing by Friday 6/8
4. Choose from this bonus list to make your exhibit inviting.
• create a word find.
• practice presenting your presentation.
• make a crossword puzzle
• create a diorama.
• write a song or poem.
• make signs about the animal's amazing facts.
• do you have another idea? If so, let me know.
5. Or help out with an open house job:
• make an open house invitation.
• make a welcome sign.
• help to organize and clean up the room.
6. Download a powerpoint version on 6/11 just in case the server doesn't work on the Open House morning. 

On the 14th we'll share the projects with family members as a way to celebrate a job well done. 

Lessons From the Basketball Court

I've been observing students closely lately to see the reasons for their behavior. In particular, I've been watching play on the basketball court. I have one student who plays like a high schooler. He's also as big and strong as some high school freshman.  That puts him about four grades above the typical fourth grade basketball level of playing.  We could consider him an "advanced basketball student."

As I've watched him play, I've realized many things.  First, when he bumps into other students, they typically fall down due to his strength and size. It's not on purpose, it's just a result of his size.  He frustrates others by his ability as they often can't keep up.  He too becomes frustrated because he's ready for an equal match, a good contest, but that's rarely the case since most of his classmates can't play at his level.

What's a child to do?  You find similar challenges for students who demonstrate giftedness in all areas of school life.  How should they react when their peers can't keep up?  What's the best way to discuss this and plan for this in the classroom.

For starters, it's a good idea to discuss the situation with the class.  Today, I told the students that I noticed that one person is a bit stronger than the others on the court. I also explained that due to his size and ability, he sometimes causes people to fall down or become frustrated.  I then explained that this can happen in any area of school life as some are better at math, science, making friends, staying organized or coming up with a good idea.  Further, I explained that your abilities today do not predict your abilities in the future as with practice, interest and effort, students reach the goals they set out to reach no matter what their skill and ability is at fourth grade.  I proceeded to give examples of students I've known who have reached unimaginable success in areas that they struggled with in fourth grade.

Finally, I pointed out how our one strong basketball player is a good metaphor for challenge.  When students play ball with this student, they struggle, but they also become much better players.  The strong player also learns from the others as he's becoming a much better team player.  It's a win-win, but not one without struggle. Our challenges make us stronger, but not without a lot of effort and some struggle along the way.

As we all know, learning is not restricted to the classroom.  Instead it's a 24-7 process in life, and helping students to acknowledge that creates happier, more successful students.

Teacher Voice

I play a very small, but important role in the work place.  I'm in charge of the education of a classroom of bright and talented children. I have many ideas about the ways our systems can grow and change to better effect the work we do with students, but the processes for idea exchange and communication are not in place for ready discussion, debate and delivery.

As you may imagine, it is discouraging to see potential without a ready vehicle for sharing and implementing those ideas.

Currently in education,  to have a voice usually means you have to be an administrator or friend, otherwise it is expected that you will stick to your role and your charge by focusing on the children, and letting the leaders do the job of discussing ideas and best practice.

The problem with that mindset is that the system greatly affects the work teachers do each day, and the system influences motivation, direction, interaction and vision. When there is shared investment and clear communication and protocol, systems thrive, and serve children well.

I recognize that I see things through my lens as a classroom teacher, and there are many other lenses and viewpoints with regard to an organization's vision and process.

Do teachers quiet their voices since systems of  fluid idea management and exchange usually don't exist, or do we find ways to speak up and share ideas. We can be quiet and unsatisfied doing mediocre work, or teachers can play a vital system role by shaping schools with conditions for excellence.

How do you support and employ teacher voice in your system? Do you embrace passionate voices?  How do you collect, reflect and manage ideas from those in the front line of schools: students, families, teaching assistants, educators and service providers? Do your administrative structures support the best possible work when it comes to students, and do you make time to include teachers in the big questions affecting their daily work or as Jose Vilson states "give teachers a seat at the table" when it comes to policy and decisions.

Teachers are sometimes invited to share their ideas through surveys, evaluations, one-to-one conversations, ideas/grants realized, and that's a first step. Yet, fluid systems of idea exchange, communication and forward thought will encourage and employ teacher voice in dynamic ways that serve to better meet students' needs and interests.

Personally, I want to remain a classroom teacher, but I also want to have a voice.  Is that possible?  Thoughts welcome. Debate embraced. I'm seeking solutions and processes, and I invite your discourse.

Keep the Child Center Stage

A day in school can be long particularly when the demands outnumber the minutes in a day, but no matter what we do, we will do a good job if we keep the child center stage.

Warning: Idealist Crossing

Are you an idealist? Are you led by visions of excellence and a job well done? Do you sometimes drive your colleagues and classmates crazy with new ideas and possibilities?

What prompts your idealism? What makes you crave change and growth?

Since my earliest days, I've been an idealist. As a young child I would "draw my dreams" every day, and my dad would preach, "a little for today and a little for tomorrow." I have also always been keenly aware of aspects of life that hurt, harm, and hinder, and the way that purposeful change can transform those events into life enhancing, positive paths of living.

When I look into my school buildings and community, I see so many wonderful events and actions at play--that's why I've stayed in my system so long; it's truly a school system that makes a difference in students' lives. Yet, as I see promise, I also see room for revision and growth--we all know there's always an opportunity for betterment and improvement, thus the idealist.

I've often commented that cynics are disguised idealists. Their cynism is a protective covering that guards them from disappointment and discouragement when ideals aren't met. Also, the idealist who is not a good communicator or collaborator has less of a chance of effecting positive change, growth or ideals realized. So it's possible that cynics are idealists lacking optimal communication/collaboration skills.

How do you nurture ideals in your organization, school or classroom? Is there a role for ideals in the place that you work? What is the best balance for today's efforts, tomorrow's goals and future ideals?  I'm ready to learn more about this topic, and look forward to your thoughts.

The Weekly Memo?

Weekly Classroom Memo

Do you write a weekly memo--a memo that lists the week's focus, main events and future considerations? I believe that the weekly memo centers an organization by providing a weekly reminder of the organization's vision and matters at hand. The weekly memo supports transparency, shared goals and collaboration rather than conjecture and separate paths. A regular memo creates organizational rhythm and greater harmony.

My husband worked in an organization that had a powerful memo from the organization's leader each week. The leader shared the latest news and vision related to the organization with warmth, humor and respect. I noticed how this memo lifted my husband's sense of purpose each week, and I must admit his boss's words of wisdom lifted my work each week too even though I worked in a very different type of organization.

I write a memo to family members each week.  My error is that sometimes my weekly memo becomes an every-two-day memo. Hence, my challenge is to stick to a once a week memo rather than too many messages. Then there are the weekly memos that are simply shopping lists--too long and dull so no one reads them. What's the best solution?

Organizational leaders need to keep work places' mission and vision up front as that builds collaboration and shared goals.  Managers have a responsibility too to coach the team with timely information and regular inspiration. When the information is hidden and the goals vague, organizations do not reach the potential possible. Yet, when information is too readily shared, people may not listen. Also, perhaps a weekly memo is one task too many.

How do you communicate with colleagues and those in your charge?  How does your organization share goals, vision and events?  What kinds of communication and communication systems best support optimal performance, rhythm and harmony in the work place?  I will heed your thoughts and ideas as I plan my classroom communication system for next year, and think realistically about the quality and quantity of communication I produce and expect for best effect.

Creating Your Dream List

There are so many options in our world today, so many paths to travel.  Your life, in so many ways, is only limited by your imagination and confidence. The first step in achieving your dreams is knowing what they are. Take a few hours on the beach, in your home, at a park or anywhere that inspires you to think, dream and create your dream list. The begin making your dreams come true!

Nature's Beauty Inspires

The natural world inspires the best of us. As much as possible we need to create environments that evoke the wonderful potential humanity holds. Too often in our organizations, neighborhoods and homes we bury natural beauty. Technology's promise is that it will free us from tools and equipment that take up too much space harming the environment, and replace those old tools with streamlined, simple, small tools and equipment that leave room for nature's beauty to flourish and inspire us each and every day.

Why NING?

Ning Protocol

I have been using NING for the past five years as my class's closed social network. I'm convinced that upper elementary is the best time to start guided social media efforts because it introduces students to the medium and the language related to the medium at an eager and open minded age.

Since the law requires students to be 13 or older to interact legally on the Internet, I ask families to join the NING rather than individual children. It is up to the family members to guide and monitor their child's use of NING at home, and I do the same at school.

These are many of the reasons why I employ NING:

Ning Twitter-Like Stream

• It's a closed network that family members, colleagues and I manage. When children post an inappropriate comment, we use it as an opportunity to teach students about safe social media use, and the comment is quickly deleted.
• The platform provides a great vehicle for teaching digital citizenship and Internet responsibility.
• NING melds many social media venues into one site. There's a Twitter-like stream, Youtube-like video area, Pinterest-like image area, blog options, and information posting places. 
• Students can easily contact the teacher and each other via NING whether they are near or far. Recently a student traveled to China for a month, and he was able to correspond with the class via NING. When students travel, they can easily post images of their adventures on the site as well. 
• As the classroom teacher, I easily forward newsletters and updates to all members of our learning team via NING.
• NING interfaces with other websites well.
• Parents and students are able to check in on class events 24-7. 
• NING allows me to share the classroom events with colleagues and our building administrator too. 

Ning YouTube-Like Video Area

Next month on move-up day, I'll invite families to join our 2012-2013 NING. As in years past, several families will join during the summer months and stay in contact throughout the summer. That really puts some children and families at ease about the upcoming year.  Others will join in September.  I'll have a family/student tech workshop to guide those that want help in joining early in September so that I'm sure that I have included all families.  

Ning's Image Center

Then we'll utilize NING throughout the year with other online venues to foster optimal creativity, communication, critical thinking and collaboration. Every year NING is used differently by a class, and that's okay as every class presents a different set of interests and needs. I let this medium act as a casual communication part of our classroom efforts while our class website serves as a resource center; the content blogs/websites serve as vehicles for targeted learning and endeavor, and Twitter lends daily updates and focus.  This classroom communication system has served the class well this year and in the past.

How do you manage classroom communication? What tools do you weave together to meet the many needs and interests that your learning community presents?  How do you foster facile social media understanding and use with upper elementary school students so that they are ready for responsible, effective use of social media venues in the years to follow? Thanks for weighing in on this topic as we continue to navigate the ever changing world of education and communication. 

Blog Discussions

Direction: Defining Your Role

I've been looking for greater role definition in education, but now I realize that has to come from me.

Curriculum leaders, coaches and administrators are working to implement the common core, RTI, PLCs and a better schedule for meeting students' needs. They've asked for our thoughts, and now they are busy crafting the plans for our work next year. I imagine that we'll receive updates either at the end of this year, over the summer or at the start of next year about these new and revised initiatives.

In the meantime, I find myself thinking deeply about how I will use my time and run my classroom to personalize learning for each child within the collective frameworks mentioned above. In that regard, I am focused on learning about brain-friendly education--the kind of learning that teaches children how to learn in meaningful, efficient and successful ways that include their passions and interests.

In a sense, I'll have my own "mini sabbatical" this summer and focus on my summer reading list. I hope to return to school with a host of activities, guiding posters, classroom routines and a stronger mindset for teaching children well.  I'm excited by this journey because it's the first time in my life I've had the time to read and focus on a topic that intrigues me with energy and depth over several mostly-uninterrupted weeks (I also have a family to care for).

I'm sure I won't be alone on this journey.  Last summer I was able to connect with other educators near and far who were researching and thinking about the deeper questions related to the work they do.  I look forward to that collegiality again this summer. The cycle of teaching, then learning, then teaching again positively affects the work we do.  That's why I'm not in favor of 12-month school year, but instead believe that all children should have the opportunity to learn in new and invigorating ways during the summer at camps, local programs, on their own and with family members.

In education, defining our role depends on time to read, research and strengthen our craft--the kind of time I'm looking forward to this summer.  Let's see what happens.

Cheering Yourself Forward in Education

Each day is like the big game. You create strategy, prep materials, anticipate challenges and meet the day ready to win. The win is effectively meeting students' needs and bringing them forward.

Due to the complexity of the education environment, you often have to be your own cheerleader urging yourself forward with reflection, vision and strength--no one is looking over your shoulder and your work is often unnoticed. There's no bottom line, profit graphs or bonuses to reward your efforts. The rewards are mostly internal, intangible and invisible.

A child's smile, an earnest parent note or a pat on the back from a colleague or administrator provide glimpses of your work's result.  The paycheck, to-do list and job requirements are the real-world structure and reward.  But what truly fuels your work is your vision--the reason you chose this profession in the first place, an opportunity to positively effect what matters.

It's not much different for our students. The rewards for their hard work in schools each day are also often internal, intangible and invisible.  They too cheer themselves on each and every day to do their best work, and effect positive growth and change.

We can invigorate our environments by not only cheering ourselves along, but by also cheering our students and colleagues along with the creation of vibrant, responsive learning environments that focus on best effort, effect and care for one another.  Our collective vision and effort will invigorate our daily work and effect.

I'll start the day with this in mind.  I'll make the time to cheer my students on as we reflect on our common goals and the work we do.  I'll remark that our efforts are directed towards a goal bigger than today, and that's the goal of strong concept, skill and knowledge to support a happy, kind and active life.

Fourth Graders' 2012 Summer Olympics Intro Film

Students enjoy making films, and there are so many tools for easy film making available today. If you've made a film, you understand how challenging it is.  It is especially challenging to stop and say, "good enough," as a film can be a limitless project.

My small book group worked with a professor from BC and me to craft a script and create a movie.  They had a difficult time reconciling that the movie would not look just like a Hollywood film due to our inexperience and time limits. However we were able to include their ideas, voices and creativity.  They'll present the film at our upcoming Summer Olympics Assembly as a way of introducing the whole school to the games.

Take a peek at their final product.  This is one of many films to come for this small band of learners.

We'll end the school year crafting films for our endangered species projects. I'll challenge students to think deeply about their audience and message as they create each film.  I'll also take into consideration that creativity is a step-by-step, contagious process that will spread about the classroom with joy if I allow it. 

Nurturing New Ideas

The Weave of Performance

How do you nurture a new idea?  I typically use this process.

1. Think about a need and how we can meet it.
2. Read and research.
3. The idea arrives. Analyze the idea and decide to act (or not). Sometimes ideas are born long before they are implemented as I'm waiting for the right moment, fertile ground.
4. Read and research the specific idea. Send out feelers via Twitter, blogs, discussion.  
5. Listen to, and reflect on responses.
6. Try the idea out, revise along the way.
7. Analyze the initial implementation, make plans for future development.

Idea streams like maypole ribbons twist and twirl in my mind. Generally they are all connected to the theme of teaching children well or living life to its fullest. I let the ideas flow and change as they grow without too much worry. Similar to the flowers in your garden, I know each idea will bloom in its own time.

How do you nurture and tend an idea?  I'm curious.


Note: I came across this older idea post I wrote that makes a good connection to today's post: Idea Management.