Problems that don't go away. . . .

People tire of problems that don't go away. They get tired of listening to those problems and sometimes begin to blame people for the problems rather than sitting down and working together to take the problems apart and figure out what's really happening. Conjecture and hearsay are welcomed by some who resist analysis, evaluation, and resolve.

Problems that continue demand new think, analysis, and discussion--these kinds of problems can't be wished away, swatted, strangled, or suffocated--these kinds of issues demand a deep look, clear understanding, and promising direction.

I try to take problems apart, see their origin, and make better. I write about problems a lot and try lots of different solutions, but rarely can one solve problems on their own--problems typically demand a collective look, discussion, effort, and resolve. To truly solve problems, particularly systematic problems, requires honest and dedicated commitment by all involved.

As I think of one problem that exists in my life, a problem outside of my professional sphere--I am thinking about all the people involved. It's a complex issue, an issue that has multiple possible solutions yet there are many that don't see the situation as a problem at all which is the first obstruction to solving the problem To solve a problem, you have to see it as a problem and you have to actively seek solution with others.

Today students and I will work on a problem. The problem is that some are not getting the practice they need to succeed in math. This problem has many parts. For example, one part is that the practice offered is too challenging for some students--they need practice that is a better fit for their ability level, time, and resources. Another challenge is that some students still don't understand the practice routines--they need to understand what's expected with greater clarity. I'm sure there are other problems related to this too, problems that will be revealed as I work with students to resolve this issue and make better. This problem will require buy in and effort from all to resolve.

Problems rarely just disappear. In general problems demand dedication, analysis, and collaboration to resolve. Problems are a natural feature in life's landscape and when we meet problems with the attitude that they hold promise for betterment, positive development, and growth, we typically can resolve those problems with positivity and gain. Onward.

See the promise in the problem. . .

Life is full of problems. Problems are the hills and mountains we navigate as we traverse life's path. To avoid problems is to stymy growth, however to tackle problems in ineffective ways also hinders the good travel possible. So what is a teacher to do?

First, it's essential to see the promise in the problem and to ask, what is this problem teaching me about life?

As I think of that focus today, I am thinking about the teaching/learning path in general. Recent challenges have me seeking that promise--the learning available.

Continued struggle in specific areas demonstrate a need for analysis, evaluation, and change. And these struggles signal the fact that I can't navigate this on my own as I have tried to do in the past--there needs to be a collective effort in this regard. Hence I will work with others to solve this problem and hopefully our collective work will result in better, more streamlined, and accurate revision.

Similarly another problem has demonstrated to me that I was looking for answers in areas where no answers exist which means I have to direct my questions and efforts elsewhere to a group with similar interests and goals. I want to curate my goals as well to better align the goals with systemwide efforts and direction. I will do this in good time.

In the meantime, I'll listen, observe, take notes, and consider the many efforts at play as I work to meet the goals I've created for the year--goals that focus on student practice and environmental education. This is a good week to focus in on those goals. Let's see where that takes me.

Rerouting the Teaching Path Yet Again

Throughout my career the teaching path has been rerouted again and again for countless reasons, and now I'm in the process of another redirection. Each time, the rerouting finds me focused more closely towards the specific tasks related to teaching students at my grade-level. To me, this simply says that I'm meant to work with students. Funny how life corrects your path when you veer in other directions.

As I think of this rerouting to even deeper and more specific work related to the students I serve, I'm thinking of what this means.

Vignettes come to mind such as the focus this afternoon on teaching kids to play a fair game of kickball. No easy task, but boy were they having fun once the game started flowing and everyone began playing by the same rules.

Letting my small group of fifth grade girls lead me through the museum today. Listening to their bright questions, connections, and inferences. Noticing what they love.

Hearing young children on the bus tell me about their personal interests, questions, and dreams for the future--watching who they gravitate towards and what they like to do.

Observing the student teacher's terrific poise, attention, and care for the students, and feeling gratitude for the dedicated and gifted teachers and teaching assistants that work with me each and every day.

Looking at the wonderful new furniture in my classroom that allows me to teach in a more modern, collaborative, and open way, and knowing that there are countless educators online and offline ready to help me learn via their books, presentations, conversations, conferences, blogs, and more.

I truly enjoy the focus of my work which is to teach children as well as I can. I like working with the children, their families, and my colleagues to problem solve, observe, discover, and seek the best ways to help each and every child. This is good work and work I'm committed to.

So in the days ahead, I'll eat a bit more humble pie as I redirect myself to the depths of classroom teaching and caring. I'll veer away from no-win areas of struggle and strife and work to do what I can to teach well. I can do this. Onward.

Evidence Hunt: Finding the Truth

Recently a situation occurred where inaccuracies were shared hence I've been up all night reading through back emails collecting evidence related to the truth of the matter. I've been trying to piece a number of emails together to demonstrate what really happened.

This has taken me a long time and I'm up way past my bedtime on the night before a special family event.

Could I have avoided this dilemma?

Yes, if I simply ignored the problem and accepted the consequences.

Yet, I think we can do better. I like to strive for very good results rather than simply settle for what's available.

In the meantime, as I collected the evidence, my end conclusion is that I want to hear what others have to say about the facts. I also want to hear more facts to gain greater clarity. What really happened? Why? And what's expected now?

I'll also think carefully about the accusations. What's true and what's not true? If there are misconceptions, where do they come from?  Is the analysis shared based in fact? What is the overall purpose of the dilemma, and what is the promise in this problem? Who are we as educators, and what are the priorities we rally around, commit to, and forward? Essentially, what matters?

There's always opportunity to grow from any situation good or bad. Today took an unexpected and upsetting detour, yet despite the initial snafu, the children's day was successful and fun. Onward.

What's Best for Students?

Generally problems in school can be rightly directed if we ask ourselves, "What's best for the students?"

That question typically brings educators from multiple view points together as most people in schools want to do what's best for students.

Yet sometimes there is disagreement about that. Some may believe one idea is better than another, and then debate occurs. If handled well, that debate can result in an even better solution, however if handled poorly that debate can take people away from the central question, "What's best for students?"

As I contemplate a current challenge, I'm thinking about students--what is best for them. In the best cases, students experience a program with these attributes:

• a robust, engaging, empowering program
• a welcoming, inclusive, culturally proficient program
• a responsive, sensitive, child-centered program

There are few that would disagree with this, however, some may not want to reach or work as hard to make a program like this happen, and others may be ill-directed in this regard. That's why teamwork is so important and effective when it comes to building top-notch programs for children. When many dedicated educators work together to craft, plan, and carry out meaningful programming, that programming generally succeeds.

As I face a current challenge, I'll pose the following questions to myself and others:

• What are the facts? Let's steer clear of conjecture, hearsay, and exaggeration.
• What are the specific challenges--the problem details?
• Why are those details problematic--what do those problems look like, act like, create?
• What do we really want to do? What's truly important in this matter and why?

Typically I put students, teaching, and learning first in the school house. I'm looking forward to better understanding the current situation and then making a path forward. Onward.