I visited every classroom and watched kids in action, thoroughly engaged in their learning. At the end of each visit I spoke with the teacher and gathered perceptions on the year thus far, and their personal highs and lows. I’m not sure what I expected as my previous visit had highlighted for me some of the challenges associated with starting a new school and particularly a school for students who had experienced limited success in previous locales. I also was aware that they had embraced the key tenets of “Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment” and was interested to hear about some of the outcomes of their approach.

Once again I was deeply inspired by the passion and commitment of the teaching staff. This team of eight absolutely gives their all and were wearing both the joy and the anguish that comes when we heavily invest in students and their success. I heard what has now become my favorite analogy to describe this:

Every day is like being at the amusement park.
You’re exhausted and have spent the day in long
lines, ate great tasting (and largely unhealthy)
foods, and been over-stimulated on the rides
but you can’t wait to get back there the next day!

I also sat in on great group conversations where strategies were debated as the teachers contemplated next steps to ensure all of their students “finish strong”. We spoke of the remaining time in the school year being the true test of the commitment and desire to let students know that this year will be unlike any they had experienced previously. Success for all isn’t a trite saying but an absolute, embraced by all whom cross the threshold to the Academy each day.

Perhaps one of the more touching anecdotes was the one that concluded with the quote that is the title of this posting. A teacher had come across one of her students who was deeply engaged in work that she had not been directed to do, but had chosen to do during her break time. When the teacher complimented her and said how impressed she was, she was met with some shyness and withdrawal. This was a student the teacher would have described as having made great gains during the year, one who had taken risks in her pursuit of learning and put herself out there. The comment “I’m just not used to being good at stuff”, made by the student was a reminder that, despite all of the successes experienced over eight months, fear of failure and a return to previously held adult views of her, were not yet eradicated. The power of negative experiences resonate so deeply with some of our students that significantly more time, energy, and positive feedback will be required until they can completely let go and totally immerse themselves in the success ALL of our kids so richly deserve.

Thanks again Academy staff. You continue to teach beyond the walls of your school.

As we lined up for the start of the race, I though about students coming in to write the “big test”. The nervous energy that flowed in the corral reminded me of what I saw with my students. Some wanted to get their exam right away, some were not 100% on test day, and some wanted to know how many questions were on the test and how much time they had. A runner approached me and asked if I knew of anyone who ran a marathon with a cold because he had a bad one and was certain it would affect his results. Others approached the pace bunny and wanted to know what they would need to do to achieve their desired time. Still others hoped Mark Donnelly (anthem singer at the Canucks games known for his unique style of involving the audience in the performance) would do his fast version of the national anthem so they could get on their way.

When the gun fired to start us off I took notice of the runners all around me. I saw a variety of clothing that spoke to personal preference and said something about each person. For a glorious sunny morning I was convinced some were overdressed and I was absolutely convinced the guy dressed to look like a fairy princess was inappropriately dressed. The eventual winner, who hails from Ethiopia, remarked how cold it was and why he needed gloves. Our schools also reflect this diversity and our students also share things about themselves with the clothes they wear. While I’m not suggesting it should be “anything goes”, I also know that the recent story of a student in Nova Scotia suspended for having a statement about Jesus on his shirt likely went too far.

As the run progressed I also noticed different running styles. Not everyone ran like I did and I couldn’t run like anyone else (even as they flew past me and I wanted to grab their speed!) as I had worked on all of this during my training. Some runners favored the uphill stretches while others thundered downhill whenever those sections appeared. Clearly no two runners were alike and it would have been wrong to expect they would all achieve the same on this day (or any day) despite the work put in prior to the event. Similarly, our students bring different strengths to each class they attend. Some have a particular passion for a subject, others have a strong desire to learn, and still others have strengths in areas one of our colleagues teach.

It also became apparent that the results of the day were impacted by the conditions of the day. While I enjoyed the sunshine, it did start to get a little too warm for an optimal run. Some of the aid stations only carried water while I must have my Gatorade to keep my electrolytes in check. This reminded me that the results of the day were just that. Taken in isolation they only offered a snapshot of any of the runners. To get a more complete picture you would have to look at results over a period of time and in other events and conditions. So too is it for our students. One result tells us something but many results and from many sources, provides a clearer picture of their capability.

As I moved into the latter stages of the race I know I reaped immense benefit from the feedback I received. Spectators yelling out encouragement helped but those who personalized it (our names were on our race numbers) and offered something deeper (“your on pace for”, “keep your stride length”, or “keep your pace on the last stretch of this hill”) meant more than the random (although appreciated) “looking good”. Some of the feedback was off base (the guy who yelled “your almost halfway there” at the eight mile mark), not effective (“you can catch her”), or just wrong (don’t tell me I have four stoplights to go on the home stretch when it’s actually seven). How much more valuable is our feedback to students when it is personalized and descriptive? When we detail how they can close the gap we help them to do just that. I also realized the value of formative assessment and the penalty one pays for ignoring the message contained within. I had my watch on and had hoped to run just over five minutes per kilometer. Despite being told repeatedly (every kilometer marker) that I was going too fast, I kept the pace high and paid for it in the second half of the marathon. It took me about fifteen minutes longer to do the second half and that was as a result of ignoring the information I had on hand. That I have run numerous marathons didn’t help as I passed on what I need to pay attention to on this particular day. If we use formative assessment to gauge where our students are, and adjust our instruction to get them to the desired end point, more will arrive having achieved their best and feeling capable of the next challenge.

As I get older I love the challenge of doing a marathon and the training that goes into getting ready for the event. I also love the learning that each race brings. You can’t fake your way to the finish line of a 42-kilometer event. You also can’t fake your way to being a competent learner. But in both cases you can benefit from all of the factors present each day and from the value offered by a good coach.

One of the really exciting aspects of being an educator has been the willingness of others to serve as mentors. A mentor is defined as someone who imparts wisdom to, and shares knowledge with, a less experienced colleague. A good mentor has the ability to listen. My colleague and friend, Ainsley Rose, says a mentor “asks questions that allow a person to arrive at answers rather than be told.” That requires a strong capacity to recall detail and build on previously shared conversations. Many times the mentor role also expands to one of friend.

As I have moved through my thirty years as an educator I have had the good fortune of being helped by some incredible teachers. As I added consulting and writing to my experience this has expanded even further and I feel so fortunate that folks like Wayne Hulley, Rick DuFour, Larry Ainsworth, and Rick Curwin have seen fit to offer their insights. Even as I write those names out I have to pinch myself to ensure I’m not just delusional.

Sometimes the role of mentor is for an extended period of time. Wayne Hulley offered his insights to me for the first time almost two decades ago and remains to this day the single most significant educator and colleague in my career. Other times, the mentor appears when you open yourself up to the experience. I’ll admit to being intimidated by Rick DuFour the first few times I had the opportunity to present alongside him. Not because of anything he did but because of the high quality and impact of the work he does. Yet, when I first approached him with a question he was so generous in time and spirit that I now count him as a trusted advisor when I need some deeper insights. Similarly, Larry Ainsworth and I connected at an event in Corner Brook and I was thrilled that he stayed for my keynote address. That he wanted to talk further at dinner that night and has subsequently guided me in my own professional growth has been a real blessing. Finally. mentors may come into your life over a shared belief. Rick Curwin is someone I’ve admired and quoted in my writing and presentations for a while. Technology allowed for him to see some of my work and reach out with some positive feedback. We have exchanged books and a commitment to stay connected.

So, why share all of this with readers of this blog? I feel a debt to those who have aided my growth and think the best way to pay it forward is to offer the same assistance to colleagues and novice educators. Let me be clear – I don’t consider myself to be in the league of those folks I’ve identified above. I also don’t think it’s necessary if the intent is to offer the best I can. I have been thrilled in recent presentations in Prince George, Ottawa, and Vancouver to have former students who are now educators come up and chat with me and stay connected after the event. It may not amount to what I have received but it is, and will continue to be, my pledge to add value to our profession and work towards paying down that debt of gratitude. I know I have many outstanding colleagues who, in doing the same, would ensure the high quality of education we are accustomed to, will carry on.

John F. Kennedy

This week began with an opportunity to work with some incredible educators in West Haven, Connecticut as they designed complete lesson units using the rigorous curriculum design approach developed by Larry Ainsworth. His work on RCD began with the educators in this district and it was good to see how they have refined and utilized the steps in creating engaging units. Watching Larry working with the group was also insightful as the focus kept returning to those things that were in the control of the group and not on those over which control resided elsewhere. My conversations with teachers kept reaffirming that notion. They focussed their time and energy on the realities before them not the myths that occasionally bog us down. Close by the facility where the sessions were being held is Yale University where President Kennedy delivered the commencement address from which the quote above came. It resonated with me as I thought about the approach the teachers were taking despite some of the rumoured challenges (or myths) that were awaiting them as a result of the upcoming common core and changed associated with the new standards.

The theme continued with a visit to Saint Patrick Regional Secondary after I returned to Vancouver. I had the distinct pleasure of meeting some incredible students and dropping in on a variety of classrooms. My bond with the fraternity of Science teachers compels me to share that the best snippet of instruction I saw was in the Physics class. Bias aside, it truly was an engaging and stimulating piece for the students and for the observers. As is often the case, the conversations with colleagues yielded the best insights. Talking with Principal John Bevacqua (@johnnybevacqua) and Vice-Principal Gab Donnici (@GABDONN) allowed us to dispel some of the myths that arise when people talk about faith based schools and the conditions found within their walls. The conversations were the same as any I have had in “regular” schools as we talked about students that struggle, students that excel, students that have profound special needs, and students that have incredibly unique talents. I was particularly impressed by the commitment to create meaningful relationships and a culture of caring. From my viewpoint that’s the biggest reason the school has a 100% graduation rate, not because of some mythological belief that their students are drawn only from the elite end of the spectrum. The visit reinforced for me many of the tenets my co-authors and I shared in our book PBI: 7 Keys to a Positive School Culture. As I sat in the cafeteria at lunch I saw numerous examples of positive interactions involving students and staff. The gentle nature of the student interactions with John and Gab also let me know one of the secrets to their success.

While I understand that some myths have enduring value and that not all myths have as their core a desire to misdirect, I also know that schools and educators face enough real challenges without having to slay mythological dragons as they move forward with their work in the service of students.

This Seth Godin quote (part of his brilliant manifesto “Stop Stealing Dreams”) was in response to a question he posed about what schools are for but I think it equally fits in the debate about the role of professional development in the careers of educators. As I continue in my latest role in education as a consultant and author, I often think about how I can continue to learn and grow as an educator while also contributing to the learning and growth of colleagues.

One thing that is certain is this – when I facilitate a workshop for educators I learn as much as I present. Each visit brings a different context to an issue in education and each colleague offers an insight that adds to my knowledge. I love this form of professional learning, particularly as I don’t have a full time job in a school or district. I also know that not everyone in the audience benefits in the same way and so a variety of formats for professional learning seems the most appropriate.

I have always enjoyed attending conferences and have tried to take something beneficial from each one. I have to admit that there were times when the benefit was not as tangible to others, but the break from the ordinary was what I needed. I know I always returned more energized and eager to get back to my role. Conferences, however, need to change from simply being experts presenting for two or three days with little formalized time for sharing to more interactive forums. But, I firmly believe there is a need to have conferences headlined by some of the best thinkers in education. I also know that I enjoyed the edcamp I attended and think this might be a piece of the new conference model. I envision the keynote address being followed by a chunk of time where topics generated by that keynote could be debated and facilitated by interested participants. Follow-up could take a variety of forms but a recording and sharing of the information would be a key component with the possibility of the keynote presenter offering some feedback to the gathered information.

I have also enjoyed other informal forms of PD such as conversations with colleagues through venues like book clubs, breakfast meetings, or coffee chats. The ebb and flow of both the participants and the topics are inspiring and prompt future conversations. Recently, I have also taken advantage of visiting schools and appreciate the welcome extended by teachers as I sit in their classes. Teachers are incredibly thoughtful about their lessons and passionate about promoting success for kids. One area of PD that I fell behind in, and am now trying to recapture, is reading journals, books, and current research. I admire many of the leading thinkers in education and like to have my thinking challenged as I move forward. As an aside, I often take full advantage of some of these thinkers when I have the good fortune to share the stage with them at conferences.

One area of sensitivity that seems to be emerging is the notion of who “owns professional development”. I think it’s the wrong question and I refer you back to the Godin quote above. PD can’t be done to you, it has to be something you choose to do and see value in. I also believe that PD can’t be done entirely in isolation and benefits greatly from collaboration and pursuit of collective, as well as individual, objectives. As you move forward in your careers, commit to highly effective, quality professional development. The type of PD that comes with a variety of approaches.

I know some of you will have completed your Spring Break already while others may be in the midst of it. I hope all of you were able to use the time away as a period of renewal and re-charging of your formidable personal energy stores.

I hope the photo above (taken on the last day of my break) of the sunset in Kona brings back some positive thoughts of your break. It’s not the location that is important but the notion of some time away from the challenges of being an educator that is paramount. Whatever your role in a school or district today, it is marked by hard work. More importantly, it is marked by “heart work” and that can be quite draining on our personal lives.

My son recently shared this observation with me that accurately sums up why I needed a break: “I look at the past with great humour and the future with great anticipation…it’s the present that is wearing me down!” While he is not in the education sector, he clearly understands our challenge.

Recent trips to Winnipeg and Ottawa revealed for me the power of some time away. The educators I encountered were full of energy and enthusiasm that was, in part, borne out of “some time to breathe and reflect” as one teacher shared with me. All were aware of the challenges that remain before them as the school year moves to conclusion. The passion and commitment to draw out every possible success for their students was equally obvious.

I hope you took advantage of the time away to be away from your work and with the other aspects of your life that help to define who you are. Best wishes moving forward with the rest of the school year.

Okay, maybe those weren’t the famous words of Marcus Antonius but I think I can make a compelling case for why they should be. And no, this is not going to be a rant designed to sway the views of anyone engaged in the myriad of teacher disputes that seem so prevalent today. Instead it is my homage to the group that I feel carries the most sway and creates the greatest benefits for our society today. Teachers are the difference makers, they are the game changers, and they are the folks who have the strongest impact on the communities of the future. It’s long past the time where they should be acknowledged as such. Regardless of whom you might admire and regardless of that individual’s field of endeavour, it’s very likely a teacher started them on their course. Yes, I’m aware of the exceptions – the self made geniuses – but those folks are the exceptions. Just like the world’s oldest man who, upon being asked the secret to his longevity, confesses to a shot of scotch and a daily cigar, anomalies abound. The general rule is that a teacher somewhere started the ball rolling.

The role of the teacher has taken on a much greater complexity than when I was a student. Perhaps one of the biggest differences has to do with the nature of the students making up todays’ classroom. When I went to school, the vast majority of the population “looked like me”. It was a pretty homogenous population. Students that were different in any way went to specialized schools and were rarely seen in the public school. My children went to school with students from across the spectrum of needs and learned valuable skills as a result. I believe they got a better education as a result of ALL students being integrated into the public school and I will continue to champion full integration as the correct model. However, it does bring a unique set of challenges that seemingly escapes those who reminisce for the good old days where classes of 40 students were acceptable. As alluded to earlier, this may have been okay (although I highly doubt the effectiveness) when the group was fairly similar but it no longer works today. A recent visit to a grade 7 classroom brought this to light. The teacher had 30 students including one whose behaviour is quite severe and is marked by regular outbursts that include swearing and throwing desks. The teacher manages this with a gentle, supportive manner while also having the remaining 29 students on task and learning valuable skills of empathy and support. This is not to suggest that the remaining students do not also pose the occasional challenges but does underscore what’s different in classrooms today. It’s also why comparisons to a different era are irrelevant and serve only to confuse the issue and add to a negative portrayal that is both unfair and unfortunate.

I am thankful to the many teachers who have made significant contributions to my life and have provided the foundation that has allowed me to achieve many things. The early predictors were not always so positive and I know some great teachers challenged those and provided a spark that set a better path in place. Mr. Mullahoo, Mr. Springer, Mrs. Fainsilber, Mr Huberman, and Mr. Cheyne all left positive impressions with me and they did so without ever knowing if their good efforts would take hold. I am thrilled that my youngest daughter has entered the teacher education program and I know she will be a difference maker. We don’t talk about salary as she (like most teachers) is not entering the profession to become rich but instead to provide a richness to the lives of others.

“You want to know what I make?
I’m a teacher, and I make a difference”

* last line from the book “What Do You Make?” by Tom Hierck

Some of the best conversations I’ve engaged in lately center around the topic of rewards. A recent blog (http://soc.li/YWFpeYO) by Dr. Richard Curwin brought the topic to the fore once again. Curwin’s writing has been influential throughout my career and is reflected in my beliefs on this topic so it was refreshing to see how he frames some of the debate. More on that later in this post. His post also resonated with colleague and co-author Chris Weber (@Chi_educate). We’ve tried to strike the right balance in our book (http://tinyurl.com/3bxuyes) that speaks to the realities we face in schools today. Chris suggested that he is never going “to use the word ‘rewards’ again” because rewards are conditional (if you do this, then you’ll get that). His intent is instead to “catch students being good” because that’s “appreciation”. The challenge posed by Boyer’s quote above is that we need to have a degree of consistency across the school that is borne out of reflective dialogue amongst the educators.

These common expectations are more than just rules; they create a vision of the end we have in mind and reflect core values. They should reflect the notion that we ought to spend more time on the positive reinforcement of appropriate behaviors than on the identification of negative ones. Curwin talks about this as showing appreciation. His belief is that “we have a responsibility and obligation as teachers to evaluate students’ academic performance and behavior.” How we do these evaluations and what we do with the information we gain are the critical pieces. Curwin speaks to the difference “between manipulating students to behave in a certain way by giving them things when they comply, and expressing true feelings of appreciation for something well done.” His views differ in this regard from other luminaries like Kohn and Glasser who suggest this is still tantamount to influencing behavior to get students to do what we want. Curwin suggests that “No one can work hard without validation, appreciation, being noticed or being thanked”and supports this type of feedback “as long as these things don’t have a price tag attached.” I know how hard educators work and I fully believe we deserve recognition for it. There is a difference between manipulating someone by offering rewards that are conditional and pre-determined, and appreciating someone after they have displayed appropriate behavior. Rewards are part of a system while appreciation comes from the heart.

Curwin also speaks about the importance of having appropriate levels of challenge for our students as a better option than any form of reward for increasing motivation. He poses a question that resonated with me. Given the option of engaging in a game with an opponent, would you choose the person who you routinely beat or the person to whom you have routinely lost but been close each time? Not surprisingly most people choose the latter option. And so it is with our students. It is important to find the right level of challenge as too easy builds little pride, and in some instances resentment, (think of the student who completes the assigned questions early and is given more of the same) and too hard leads to frustration and withdrawal. In our technology impacted world, video games may offer some insight. Students who engage in these go to the level that best meets their ability and continue until they master that level. Of course if we attached rewards to completing a level, many would opt for an easier level. When students are given the opportunity to make personal meaning of the expectations they are more likely to internalize them and achieve desirable outcomes.

Curwin’s third point is one that really resonates with me. He speaks about the importance of getting to know your students and showing genuine care for their welfare. He suggests we think about teachers that impacted us and to recall why they did and the feelings associated with those memories. In “Pyramids of Behavior Interventions” we list both the positive and negative recollections many adults have shared with us about teachers who impacted them. Here’s the list:

Positive

Cared about me as an individual
Brought learning to life, made it real
Took extra time to help me learn
Always fair, reasonable & understanding
Inspired me to do my best

Negative

Did not know me or care about me
Made the subject dry and boring
Often unfair or arbitrary
Yelled, screamed, put kids down
Seemed more interested in the subject than the kids

As Curwin states, “Can any reward or bribe come close to these feelings as motivators?” I know the genuine emotion that occurs when people share these stories with me and it reminds me of the significant impact we have day by day and minute by minute on our students. Curwin’s final comment is an ideal summary. “I always remember that I teach for them, they don’t learn for me.” It’s time to eliminate “rewards” and speak more to “acknowledging” and “appreciating” the demonstrated behaviors our students are displaying.

Contrary to the sentiment expressed in the song by Bruce Springsteen, in our profession our glory days can’t be something that has passed us by. By this I mean that the students we have today are deserving of the best educators we can be and not be saddled with someone whose best days are distant memories. The students in your classes today are new to you as you are new to them. They deserve to have the best teacher you are with all of the passion and commitment you bring to the profession.

This is not to suggest that your teaching style does not change over the years. I know that some of the best things I thought I did in my early years of teaching would not be as successful today. Similarly some of the worst things I did early on are no longer a part of what I believe. In a brilliant post (http://bit.ly/zHY61R), Chris Kennedy (@chrkennedy) talks about how his teaching has changed over time. As the context changes around us so do the strategies we employ to effectively teach students. What shouldn’t change is the enthusiasm and capacity to make a difference.

And I hope when I get old I don’t sit around thinking about it but I probably will
Yeah, just sitting back trying to recapture a little of the glory of

This is the lower jaw of a bowhead whale and it is on display at Inuksuk High School in Iqaluit. I got to meet two of the hunters and was amazed by the story of the hunt.

I feel more than fortunate to be able to travel and work with educators across Canada and the United States. There is no greater profession than that of the school teacher and I try to reflect that notion in my presentations. The beauty of the role is found in the understanding that we don’t just get to predict the future but instead, get to create it. This is not without a myriad of challenges, as I was recently reminded, on my journey to Iqaluit where I spent four days at the Nunavut Teacher’s Conference. I was also reminded, by listening to the stories and seeing the outcomes, that teachers are in the best position to help students overcome many of these challenges.

Perhaps a little bit of context will help (and my good friend Brian Barry aka @Nunavut_Tweeter will correct any misinformation) to understand some of the challenges facing our colleagues in Nunavut. This is Canada’s largest and least populated territory covering over two million square kilometers for a population of approximately 32,000. The twenty-five communities (with limited exceptions) are not connected to each other by road, leading to a high degree of isolation. The preceding is simply information and is not used by any of the educators as a crutch to prevent them from doing top quality work. As part of the push for an education that includes local context, the forty-two schools all include instruction in Inuktitut which is the language of the Inuit. Culture is an integral part of the learning experience for all students and Inuit elders work in all of the schools.

In my keynote I share a personal story to illustrate why I am passionate about the beliefs I hold. Often this leads to others sharing their personal stories with me in a private moment after my session. I am humbled by the trust these folks place in me and appreciate the growth they have experienced to allow them to move forward and be difference makers in the lives of kids as a result. The stories I heard in Nunavut were not dissimilar to those I have had shared with me in other locations but the emotion and thought behind the stories left me feeling that the full healing for some of our First Peoples will take time. The commitment to doing the best for their students, however, is beyond reproach.

Another interesting dynamic at this event was having teachers from Greenland in attendance. My afternoon session provided an insightful moment when I asked the various groups to define some key attributes they would want their school to be known for and what behaviors would indicate that those attributes were being demonstrated. One of the tables had a teacher from Greenland whose first language was Danish, a couple of teachers from Nunavut whose first language was Inuktitut, and a teacher who was a southerner (anyone from south of Nunavut) whose first language was French. While the objective of the activity was to get a common language around the attributes and behaviors, this group had to first find a common language! This reminded me of the struggles we sometimes have in schools when we think everyone is speaking a different language because they just “don’t get what I am saying” or agree with my “brilliant insights”.

At the conclusion of the conference most of the 600 teachers were heading back to their communities having maximized their time with colleagues and increased their skill set to be able to meet the challenges of teaching in the North and reminded of the triumphs that come with being a teacher.