About middle level teaching: Nobody wants to be the Junior Varsity*

If you ever want to upset middle school principals,  call their schools “Junior Highs ”.  No self respecting middle school educator wants to think they are cultivating “junior high” conditions.  It’s like being the Junior Varsity *…. we don’t want to think we’re  just a way-station between elementary school and high school.classroom-510228_960_720

The New York State  Education Department has adopted a set of core principles called The Essential Elements of Middle Level Education.  The first of these states that effective middle schools embrace a “philosophy and mission that reflect the intellectual and developmental needs and characteristics of young adolescents.”  I’ve always seen this as the most important variable in a successful middle school.  Actions follow our beliefs.  If there is one piece of advice that all middle school teachers must follow it is this,  “Middle school kids are different,  don’t expect to succeed with the same strategies that might work with elementary or high school kids.”  Middle level students present unique challenges due the  intrinsic nature of adolescence.  But excellent middle school teachers have found ways to turn these challenges into opportunities.   

I am proud that I work at a school that embraces this challenge and employs research based middle level best practice to help adolescent learners learn and grow.  

I’ve thought about some classroom approaches that are decidedly NOT best practice for middle level learners **… if you’re still relying on these,  you might be a “junior high school” teacher” … 

If your kids are sitting in rows, facing the front of the classroom (most of the time), you might be a junior high school teacher…

Excellent middle level teachers realize that adolescent learners need to move around.  They need frequent transitions during a typical lesson.  They rely heavily on social constructs to learn.

The great educational theorist, Lev S. Vygotsky, stated, “What children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone.”  Adolescents  are social learners,  we all are. If your students are sitting in rows facing the front of the room, how will they talk to each other?  How will they have an opportunity to express their views, explain how they came to an answer or opinion, how will they learn to listen to somebody who’s not a teacher at the front of the room? 

I’ve heard this argument: “What about Ted Talks, aren’t those lectures?”  My  response: You know who gives Ted Talks… people like Malcolm Gladwell, Steve Jobs, Daniel Pink, and Rita Pierson.  Are you as good as those guys?  And their talks are generally about 20 minutes in length, 20 minute talks which they likely prepared months to deliver.  If you can be that riveting for kids, 5 periods a day,  every day,  for 40 weeks, then, okay, maybe your kids should sit in rows to listen to you.  But I know I can’t  pull that off and I have yet to see the teacher who can do it either.

There’s a formula for the human attention span.  Take a child’s age and add 3 minutes, that is their average attention span.  Hence, a typical 12-year-old can pay attention to one thing for about 15 minutes.  To expect students to sit still in a chair for a 40 minute class period is simply not going to work.  Excellent middle school teachers design lessons that have at least two transitions during the lesson.  Kids have an opportunity to get up and move around or at least to do this, then to do that, then to do this other thing.  Ideally, one of the things involves them interacting with each other.  

When students are arranged in rows before us, we are communicating to them that we have all the information that is important, that we have all the answers.  If all we do is stand in front of the classroom and lecture, even if we ask students the occasional question, then we can be replaced by YouTube videos.

We need to adapt our teaching to the unique needs of our students, at every level, not just middle school.  High school and college teachers – listen up!  If your students are sitting before you in rows most of the time, you are probably not getting it done as a teacher!

Notes:

  • * Apologies in advance to actual Junior Varsity  players and coaches for the metaphor, no slight intended.
  • **This is the first in a series of posts on this topic.
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Posted in adolescence, Best Practice, Educational Focus, Inside the Middle School, Teaching/Learning | Tagged , , , | Leave a comment

About assumptions: Being Wrong Isn’t Always Bad

There is an event that every principal anticipates with varying degrees of trepidation. It is something students are excited and nervous about as well: the year-opening school letter telling kids who their teachers are going to be.

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Students are eager to know who their new teachers are and which friends will be in their classes. Principals are nervous because students and parents sometimes complain about the teachers they are assigned or not having certain friends in their classes.

For the past 15 years as the middle school principal, I have employed an interesting approach to this dilemma. Much of students’ unease about their teachers is based on information they’d get from other kids and 99.9% of it wasn’t true: This teacher gives too much homework. That teacher gives detention. The other teacher is mean. So instead of sending students their entire schedule prior to the first day of classes and create this apprehension, we would send home letters—now emails—just three or four days before school commenced, telling them to which room they should report on the first day of school. I knew that when students had a great experience on the first day of school, and they realized how nice everybody is, it would mitigate any anxiety they may have before opening day.

 

This year my superintendent made the decision that we would send students their entire schedules prior to the opening of scIMG_2639hool. I tried to make the case to stick with the prior system but it was no use. I will admit; I thought this plan was going to be a disaster. If I received fifteen complaints before school began in previous years, I was convinced that this year I would receive hundreds!

 

But the opposite happened.

 

This was the smoothest school opening we have ever had. I handled only one or two concerns from parents, and kids arrived on day one happy and excited for a new year. A system that I had expressed considerable allegiance to was simply wrong. To paraphrase Walt Kelly’s Pogo comic strip, “We have met the enemy and it is us.”  It turns out that the drama surrounding students and their schedules was created by me! Not knowing who their teachers were or if they had classes with any of their friends, students and parents writhed in uncerIMG_2652tainty and anxiety in the days prior to school. We are weeks into the new school year, and I continue to ponder the fact that I could hold such a deeply rooted idea of the “best way” to do something and been so utterly wrong.

 

Some reflections:

  • Transparency is always better. The more you know, the more honest you are with your families and students, the better.

 

  • Examine everything you do to see if there is a better way to do it. Just because we had been doing it this way for the past 16 years doesn’t mean there’s not a better way.

 

  • Take a risk eveIMG_2654n when it goes against your instinct. I hate to admit this, but I didn’t want to send the entire schedules; the superintendent made me do it. Sometimes you can trust others to have better instincts than you do.

 

  • Just because something seems to work doesn’t mean it can’t be improved. There are ways of doing things that seem fine but can be improved anyway. “Good enough” is not good enough.

 

  • One of the reasons we made this change was because of input from parents. Listen to the ideas and concerns of your stakeholders. I have amazing PTA leaders who help me to understand the school experience from the eyes of kids and parents.

 

Call to action:

This experience illuminates the dynamic and exciting nature of school leadership. It has me wondering what other assumptions need to be challenged about the way things are done. How about you? Are you subjecting all of your school’s practices to the highest level of scrutiny?

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About an ordinary life: Encyclopedia Part II

Remembering Dates

I share a birthday with Ludwig van Beethoven, December 16. That’s probably why, when I want to play classical music on my Amazon Echo I normally ask,  “Alexa,  play my Pandora Beethoven station.”   downloadOf course Beethoven is awesome, but I lean towards the German master composer largely because we share a birthday.  I guess if you need a reason for doing something that is as good a reason as any.

I don’t forget my wedding anniversary because it’s Louis Armstrong’s birthday, August 4. Some people think his birthday was July 4 because that’s what Louis told people. During his lifetime Louis actually thought his birthday was July 4 because that’s what it said on his baptismal certificate. Louis_Armstrong_1947Years after he died, they found his birth certificate which indicated his actual birthday as August 4.  If my anniversary was July 4, I would probably have no problem remembering that.  So that’s a good way to remember things. Unless you’re Beethoven or Louis Armstrong, you won’t likely be able to ask Google when your wedding anniversary is.  But for most of us, we can find somebody famous who was born on the date of the momentous occasions in our lives. Google that!

Rate my teacher

366958167_939986949cIf you’re a middle school principal, don’t ever read your reviews on Rate My Teacher, ever.  Ok, can you do me that favor, don’t ever read them? Promise me you won’t!? You’ll thank me for this.

 

 

Real people


Angelina_Jolie_Brad_Pitt_CannesWhenever we watch a commercial on television and the caption states, “Real people, not actors”, my son remarks, “Why? Aren’t actors real people?”

Security Questions

On secure websites, when you’re asked to provide some security questions they often ask, “Who was your best friend in high school?”   keyboard-2113702_960_720Notice, they never ask you who your best friend in middle school was. That’s because most middle school kids have a new best friend every three weeks. I know this because in June of every school year, parents will beg me to place their child’s best friend in their sixth grade class, so that they’ll feel more comfortable in the new school year.  I won’t do it.   The one time I relented when I was a new principal and placed the child with a friend, I got a call from the same parent the first day day of school begging me to change their child’s class because the two kids had a huge fight over the summer and couldn’t stand looking at each other.That’s how adolescence works. Kids try on new clothes, new music, and new friends every week.  

Nobody can remember who their best friend from middle school was, because they had a new one every few weeks.  

 

 

 

 

 

 

 

 

Posted in adolescence, Educational Focus, Parenting, Personal Best, Random Thoughts, Reflections, Uncategorized | Tagged , | Leave a comment

About Learning: On a snow day

Last year a student approached me and said that he had a concern. His concern was that none of his classmates seem to know about what is happening in the world, no one followed current events. He asked if we could start a club to talk about current events.images-5newsjpg

His request intersected with a misgiving I’d been having about the frequency with which I had direct contact with my students in a teaching and learning context.  I spend a good deal of time with our kids in the hallways and in the cafeterias but I do not often enough engage with them as a teacher.  As a principal, it’s important to me that kids see me as a learner and as a teacher.  With this in mind,  along with the district curriculum associate for social studies,  we started a student-led current events forum at our school.  

The forum meets once a month and a dedicated group of kids faithfully attend to talk about topics in the news that grab their attention.  A core group of passionate and socially active students plan the meetings, publicize them, creates fliers, and identify articles and videos for the group to examine.  It is a terrific example of student voice in action.  

Recently Long Island experienced a heavy, snowy blizzard so we had a snow day. Everybody loves snow days!  After a huge breakfast of pancakes and bacon (a snow day tradition at our house) I decided we would have a digital version of the current events forum.images-4

At 11am I e-mailed parents and posted the forum on our learning management system.  The forum was scheduled for 1pm.  We are a Google Apps for Education (GAFE) school so I set up a Google Classroom for the discussion to take place.  My original intention was to host the entire session on Google Classroom but I thought it would be more engaging if there was a video component.  Formerly, I would have employed Google On Air (GOA) for this purpose, but I’m finding the new iteration of it, YouTube Live, confusing.  You have to download an encoder, and, did I mention there was a blizzard outside and I was getting anxious already with all the shovelling ahead of me later that day.  So for the video component, we used Appear.in which is super-easy, allows screen sharing,  and requires NO downloading if you’re on a laptop or Chromebook.  

At 1pm when the conversation was scheduled to begin, over 70 students had joined the Google Classroom!

Here’s how it worked:

We began by examining a recent article about president Trump’s son, “Barron Trump, and how being a White House kid comes with pluses and minuses.”  The article explored the ups and downs of being the child of the president of the United States.  Kids read the article, it was short, and then weighed in on it.  I posed some questions and the kids responded and responded to each other.  

The conversation was guided by the following questions:

  • Would you want to be the son or daughter of the president of the United States?
  • Should the media be allowed to cover the president’s young children? Write about and photograph them?

A student posted a link to an article about the journalist, Katie Rich, who was dismissed from her job as a writer on Saturday Night Live because of a joke she posted on Twitter about Barron Trump.

  • Do you think that people should be allowed to make jokes about the president’s children?
  • Do you think that the journalist should have been dismissed?
  • How important is it that bullies are punished? Do you think it changes their behavior?
  • If a bully get suspended, does that make the victim of the bullying feel better?
  • What do you think about suspension? Are there are better ways to change behaviors?

I dropped in a link to an article about restorative practices and we had a conversation about that also.

An hour went by so fast that it when it was over, it seemed like we just started. When I signed off, the kids stayed on the page and continued the chat for another ½ hour.  

One student commented: “It was like school, only it’s fun.”

Here are some of my takeaways from this awesome event:

  • The conversation had a fantastic flow that I’m not sure would have been possible in a classroom setting. Nobody had to wait to raise their hand and be recognized by a teacher before responding.  
  • The students who participated were earnest and open to the opinions of their peers.  There was no inappropriateness, rudeness or cynicism. This contradicts the widespread belief that kids use digital media for snark and putdowns.
  • The problem with Appear.in is that only eight people can be on-screen at any one time. Eight students joined the video and stayed on the entire time.  There’s no way to moderate like there was with GOA.  Kids commented they were frustrated that they couldn’t get on the video.  It’s not nice to feel blocked out the way kids did,  I’m not sure how I will do it next time.  Perhaps I could just ask kids to drop off the video after a certain amount of time, give other kids a chance.  
  • Interestingly when I asked the students whether we should include parents next time they said yes, this would add more perspectives in the conversation.  I agree.  Next time I’ll use Edmodo or TodaysMeet so anybody with the link can join the conversation.  I’d use Twitter but most of my middle school kids do not have a Twitter account.  If we use an open source like Edmodo, then we could invite other schools to participate also.  download-9
  • It was important to me to use a source for the news article that was not obviously Republican or Democrat. In our face-to-face forums, in school, I don’t particularly worry about the bias of a particular source because we are all there together to talk about it and challenge each other’s views in a polite and appropriate way.  So what do you use, CNN? FOXNews? I settled upon an article from Newsday – I figured we couldn’t go wrong with Long Island’s local paper.
  • As it turned out, because of icy conditions on the roadways throughout Long Island,  the following day was also a snow day.  I thought about doing another forum and a few kids reached out to me to do so, but I decided that I wouldn’t. Let the kids get out in the snow and play. The next time there’s a blizzard and we’re all stuck in the house,  I’ll host another snow day forum.  
  • Kids have different modes of learning –  inputs and outputs.  One of the most articulate and insightful participants in the forum was a sixth grade young lady who, in the school building, is diffident and quiet.  In the digital forum she was outspoken and assertive, taking a leadership role in the chat. We must offer a variety of learning modes for kids and ways for them to express themselves.  

Schools exist for learning. The forum reinforced the powerful idea that learning is not something that takes place only in school, in 40 minute blocks. Learning is collaborative, dynamic, engaging and can happen anywhere,  anytime.  Anything we can do to reinforce with kids the primacy of learning is important work.  The current events snow day forum was a unique opportunity for students to collaborate and weigh in on issues that concern them in their lives. This was a highly successful first endeavor for this kind of activity. I look forward to another blizzard so that we can do it again!

 

How are you using 21st Century tools to ignite passion and engage students in learning 24/7?  

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About a hero: Detective Steven McDonald

The world lost a true hero recently, Detective Steven McDonald of the New York City Police Department.  Detective McDonald  was an amazing man who, in his words and in his life, embodied character and a belief in the inherent goodness of people.  In my career as an educator,  I was privileged to have had a small association with this paragon of faith and perseverance.

 

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Detective Steven McDonald with his wife Patricia and son Conor

In addition to our academic disciplines, as teachers we are continuously challenged to teach students life skills, social emotional literacies and good character.   We do this through direct instruction and in the ways in which we conduct ourselves in front of kids.  I have met scores of educators who embodied these qualities but few of us have endured the circumstances that Detective McDonald experienced in his life.  He was on patrol on July 12, 1986, when he spotted a teenage bicycle thief and two others in Central Park. When he moved to frisk one of them, one of the other youths shot McDonald three times, with one bullet piercing the officer’s spinal column, paralyzing him for life.  His wife was three months pregnant at the time of the shooting.

 

About six months later, McDonald made a statement that defined the rest of his life: “I forgive him and hope he can find peace and purpose in his life.”  His generosity and spirit inspired people across New York and around the world.  He devoted the next 30 years of his life to helping others.  “I’ve learned there’s more stories of love and forgiveness than there are street corners in our city. There are many stories,” McDonald said in an interview in Dec. 2016.

I first met Steven when I was a teacher in Queens, New York.  I aspired to be a “teacher leader” and was developing the skills and the temperament to assume a formal role in school administration.   I implemented at my school a parent volunteer program.  Parents came to school and tutored kids in need of support.  Through an organization that trained my volunteers, I developed a contact with Detective McDonald, who came to my school and spoke to kids in an assembly.

Steven’s mission was to leave my kids with two powerful messages:

  • The most powerful and liberating thing you can do is forgive others. When you harbor anger towards another person this diminishes you. To forgive others liberates us and makes us stronger, greater, and more righteous.
  • Every one of us is different in our own way and every one of us is special.

You could’ve heard a pin drop when Steven read to our kids a poem which began:

In all the world there is nobody like you.

Since the beginning of time, there has never been another person like you,

Nobody has your smile, your eyes, your hands, your hair.

Nobody owns your handwriting, your voice.

You’re special.

(I was moved when I read in one of his obituaries that he read this same poem at a precinct in Washington Heights, just a month before he passed away.)

Fast-forward about five years.  I was the assistant principal in a nearby school district on Long Island.  Knowing how powerful Detective McDonald’s message was for my kids in Queens, I reached out to him to come speak at my new school.  Again, Steven’s message of forgiveness and love was poignant, righteous and irreducible.  Members of our staff were moved to tears; students and adults thanked me for arranging for Steven to come to our school.  It was deeply humbling to me when, following the assembly program, many kids told me how lucky I was that Steven was my friend, simply because I’d arranged for him to speak at the school.   This is how middle school kids see the world, “You introduced Detective McDonald at the assembly, so he must be your friend.”   

john_l-_sullivan_champion_pugilist_of_the_worldThere was an expression in late 19th century America that referred to the great heavyweight boxing champion of the age, “Let me shake the hand that shook the hand of John L. Sullivan”.  This saying became a cultural catchphrase in the late 1800s. You can look up its origin but this axiom, despite it’s whimsical connotation, was meant to describe the intense experience of simply shaking the hand of a person who had once shook the hand of a great man like Sullivan.

This is exactly how I feel about my association with Detective Steven McDonald.  He was one of the greatest individuals I have ever had the opportunity to meet in person. He had a significant influence on my life and, through his visits to schools throughout the metropolitan region, he profoundly impacted the lives of countless children.  I was privileged to have met him only a handful of times but I am so proud of my connection with him and sad at the news of his passing.  In my own life I will honor him by focusing on the ideals upon which he lived his life: forgiveness and the inherent goodness of all people.

 

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About energy: Loving the mannequin challenge

I am loving the mannequin challenge.   

For those of you who havimg_7301en’t seen it, the mannequin challenge involves a group of people freezing in place in the midst of a typical human activity. Somebody generally videotapes it.

Seeing people frozen-still like this is surreal.  It reminds me of an episode of the Twilight Zone.

Here’s a few examples from the staff and kids at my school: this, and this, and this one too.

What appeals to me is the fact that teachers could get middle school kids to stand still for the time it takes to shoot the video. Adolescents typically cannot sit still for 30 seconds, let alone 5 minutes.

It takes special people to match the energy of middle school kids. img_7254

I have this experience with some frequency in my role as a middle school principal:

Parents or some other civilians are upstairs by the security desk and I’m asked to come up and escort them downstairs to the guidance office or a classroom they’ve come to visit.  I meet them and ask them to follow me through the hallways when the bell rings to signal the change of classes.


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I walk ahead as kids spill out into the hallway.  

The next thing I know, I’ve lost my visitors!  I turn around and they’re nowhere to be found, lost in a sea of 12 and 13-year-olds.*

They couldn’t keep up because most people aren’t used to the rhythms and the tempo of typical adolescents.

Any middle school teacher knows that one of the most exciting but challenging aspects of the job is the frenetic pace of life with the kids here. The executive function portion of the adolescent brain, the part that slows things down so we don’t make poor decisions, hasn’t fully developed.  As a consequence, middle school kids seem to be operating at  78 rpm while the rest of us are at 45rpm.  The engines in their brains have more acceleration than brake.

img_7252Great middle school teachers understand this phenomenon and capitalize on it in classroom instruction by including frequent transitions and movement in their lessons. They don’t just do one thing in a lesson (like lecture); they do at least three different activities because they know the limits of an adolescent’s attention span. They add interesting twists to lessons because middle school kids thrive on novelty.   And yes, they do the manquin challenge because, well, it’s just so cool!

I’m pretty sure the mannequin challenge is going to get old soon… but I’m loving it while it lasts!
* There’s a trick.  Use the biggest kid you can find, usually an 8th grader on a high protein diet, as a lead blocker.  I’ve been following the same kid since February of last year. Kid’s huge! I’m gonna miss him when he goes to the high school.

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About EdCamp, Friends and Family

Have you ever been “Sharpy-Boy” ?

“Sharpy-Boy” is when you forget to register for a conference and you have to use a sticker label  to create your name badge by hand ( there’s “Sharpy Girl” also of course).

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EdCampLI Chalk Logo: Courtesy of   Lucy Kemnitzer

You’ve all been to conferences.  You sign in. Get a name badge that was printed for you in advance.  Everyone has a neatly prepared badge — with their name — title — school district — all proudly displayed on their badge, neatly protected in a plastic case — hanging — from a lanyard.

And there’s Sharpy-Boy over there with his sloppy sticky label (generally a leftover intended for a third class package that didn’t need insurance) — peeling a
way from his jacket — with his smudged name scribbled by an exasperated graduate assistant or administrative intern who muttered “We only sent 3000 e-mails about this conference… #@%*!”, avoiding eye contact — “sorry, we don’t have any conference folders left”.

Sharpy-boy.

The Name Badge of Shame.

(My wife [@sharpy-boydmgately] is a marvelous educational leader who rarely forgets to register for conferences; so for me the phenomenon described above is magnified as I walk into the keynote, half a step behind her, head hung in humiliation, “This is my husband, ‘Sharpy-Boy’”.  With one smudgy Avery label I’ve brought shame on my entire family.)

I’ve been Sharpy-Boy… it’s not fun.

I want to talk about EdCamp but first a disclaimer; this is not a post about the superiority of EdCamp over conventional “Conference” learning.  That position has been asserted far too often and I don’t agree with it.  Much as I promote EdCamp, I also love attending conferences and hearing from experts in the field, including practitioners who are doing jobs similar to me and are accomplishing great things.

This post is about the “culture” of EdCamp.

hank-edcampli

Don and Danielle with “The Boss”

I’ve had a hand in organizing several EdCamps this year.  Each had a slightly different complexion.  EdCamp Long Island in its third year had over 350 people experience self-directed learning.  We have a core team of people who co-founded EdCampLI and work together to put this together.  If every committee I worked with functioned like this team, there’d be no limit to what could be accomplished.  A substantial portion of the Annual Conference of State Administrators of New York State (SAANYS) which I attended used the EdCamp structure.   I also had a hand in the planning of nErDCamp Long Island and an in-district EdCamp professional development day that paired my home district with a neighboring school district.  All of these events were highly successful.   The EdCamp model of professional development of learning is a sure thing, people always come away having learned and made connections that will improve their professional practice.

There’s a feeling of teamwork at an EdCamp that’s difficult to describe.  You know how when you have a dinner party and your sister’s new boyfriend constantly offers to help you clean the table or do the dishes or get the chairs out of the attic and after he leaves you discover that he fixed that leaky faucet in the downstairs bathroom? That’s what EVERYBODY is like at EdCamp!  I was blown away by the number of people throughout the day who jumped in to help make the event a success. And I’m talking about people I don’t even know and people I’ve only interacted with digitally.  At EdCampLI, every 5 minutes somebody was asking me what they could do to help or just seeing something that needed to be done and doing it. Whether it was moving boxes of books, cutting sandwiches at lunch, straightening up tables with swag or helping to distribute raffle tickets, the success of this event was a result of the work of nearly every person in attendance.

syosicho-board

Session Board at EdCamp Syosicho

At EdCamp everybody is friends, family even, and we don’t need no stinkin badges!  There’s something about the EdCamp Model of professional development that makes friends and family out of everyone.

Probably because, like a family, or an excellent school for that matter, everyone at EdCamp is galvanized in their efforts around a common goal:  learning and improving the lives of children.

EDCAMP — Sharpy Boys welcome!

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About envy: Using mentor texts


We guide students to use “mentor texts” in their development as writers.  Ralph Fletcher explains that mentor texts are, “…any texts that you can learn from, and every writer, no matter how skilled you are or how beginning you are, encounters and reads something that can lift and inform and infuse their own writing. I’d say anything that you can learn from – not by talking about but just looking at the actual writing itself, being used in really skillful, powerful way.”

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Some mentor texts

Adults use mentors in their writing also.  I look at exemplars of excellent writing when I set out to write a particular piece.   I also also collect examples of fine writing to use later.  This is the close relationship between reading and writing that we encourage our students to embrace.  We read to think and we write to think and this forms a cycle that feeds on itself.  Effective writers are always looking for examples of mentor texts to use in their work.

But Leonard Cohen makes me angry.

Leonard Cohen is a Canadian writer and musician who has been around since the 1950s.   He’s got a new album out so he’s doing lot’s of press lately. I recently heard him interviewed on the radio.  I listened in my car and at one point he read one of his poems:

“Ring the bells that still can ring

Forget your perfect offering

There is a crack in everything

That’s how the light gets in.”

I had to pull over to the side of the road. Really!? REALLY Leonard Cohen ?!download-7

Reading these lines, you feel like you’ve been shot with an arrow. Maybe two arrows; one that pierced your brain and the other one that shot you right in the heart.  Leonard Cohen is so awesome that it makes me mad.  

When you think about how we learn to do things and study mentors it’s an interesting thing. Consider basketball.  I don’t think kids who watch Steph Curry are angry at him, they actually love him. They watch him play and they feel that one day they’ll hit three pointers from the 50 yard line. I love watching him play, but I rarely play basketball anymore so I’m existential about his abilities.


I’ve been teaching myself how to cook for the past seven years. I still consider myself a rank amateur but I love it. When I eat out at a restaurant and the food is fantastic, I’m not angry at the chef like I am at Leonard Cohen.  Perhaps I feel that cooking like a chef is within reach. I have a few recipes in my cooking repertoire that my wife finds sublime. This gives me hope that one day I can cook like Mario Batali.

I don’t cook as often as I write however. With work and everything else going on in my life, I have little time to devote to cooking except maybe on the weekends.  But I write every day. I email, text, tweet, blog, pen letters, Post-it notes, greeting cards… I’m writing all the time.   Yes, WRITE! —  the same thing that Leonard Cohen does. But reading him makes me think I need to find a different word for what I do, because they seem like completely different human functions.  

There is a lesson in here about the examples we hold up to students in the learning process.  The challenge for educators is finding models for student that are both lofty and seemingly attainable.  This is a dynamic process.  The goal is constantly changing as students develop and skillful teachers are able to find that “just right” text or individual that will inspire students to do their personal best.

In the interview, Leonard Cohen talked about his life and his poetry.  He’s dated Joni Mitchell and Rebecca De Mornay.  He spent five years in a monastery in the mid 1990’s  meditating.  He was even ordained as a Rinzai Zen Buddhist monk and took the Dharma name Jikan, meaning “silence”.  You know I’ve been trying mindfulness, I really need it.  So far the best I can manage is 8 minutes before I start thinking about the scarecrow and the flying monkeys from the Wizard of Oz (they were so mean to him).  Or bicycles. Or tomatoes (they’re fruits?! No way). But this guy managed to do it for five years.  More reasons to be angry at Leonard Cohen.  

Prior to the interview, Leonard Cohen had not existed in my universe except on the edges of my consciousness. I’d heard the name and I know he has a song in the first Shrek movie.  But he makes me angry.  I’m so mad at him that I’m going to read every novel and poem and listen to every song he’s ever written.  

 

 

 

Posted in Best Practice, Educational Focus, Personal Best, Random Thoughts, reading, Reflections, Teaching/Learning, Uncategorized | 2 Comments

About spelling: Could you do it?

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Check out this video from the spelling bee today…

Look what middle school kids can do!

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About “developing”: Teacher evaluation

I’m a life-long fan of the New York football Giants.  We’ve had season tickets in my family since 1963 when my dad and my uncle bought a pair of tickets to see them play at Yankee Stadium.   My brothers and I grew up taking the subway to games with my dad to watch the Giants lose every other week to one or another NFC rival (usually the Redskins).  But I try not to let my football passion get in the way of spending time with my family on a Sunday. download Like many other fans, instead of watching games live, I DVR the game and watch it later.  Problem is, it’s hard to avoid somebody telling you the score before you’ve had a chance to watch the game.  I try to impose a media blackout on my friends and family but often the score finds you in the least likely places.  Cab drivers, priests, store clerks, dry cleaners… am I the ONLY one who taped the game!?  It’s difficult to enjoy the game when you already know the score.  In fact, when I know the final score, I rarely bother to watch it.  

 

This has me thinking about the latest iteration of the plan for evaluation of teachers in New York State, Annual Professional Performance Review (APPR).  Here’s an oversimplified explanation of APPR.   Each school district adopted a research-based rubric that is used as a criteria to provide teachers with feedback on their performance during formal observations.  An administrator, the observer, visits the teacher a designated number of times (usually two for tenured teachers) and highlights indicators on the rubric for teaching elements in the standard in one of four rated categories: highly effective, effective, developing and ineffective (HEDI).  The administrator notes evidence to support the ratings.   Ideally this is a supportive process, a conversation between two professionals who are knowledgeable about teaching and learning.    

observation-1-80-judith-adler

A snapshot of the NYSUT Rubric

This year, a small but significant change was made to the regulations that is a potential game-changer, and not in the good way!  In past years, observations were not scored, there was no number attached to these performance levels or to the final observation. Elements were highlighted: ineffective – developing – effective – highly effective; but there was no number attached.  Commencing this year every teacher observation receives a score between 1-4.  So each of these individual elements is assigned a number (not all elements must receive a score, some may be “not observed”) and these are added up and averaged to arrive at a score for each formal observation.  Essentially, every formal observation is reduced to a number between 1-4.  So a lesson could be rated a 2.73, 3.47, 3.97, or even a 4.0.  

 

This is a problem for several reasons:  

 

  • Scores are reductive.  The complexity of learning (and teaching) cannot be reduced to a single number.  Teaching is an art, and a science.  The teaching and learning process should not be reduced to a number.  Numbers oversimplify.  Nobody wants to be reduced to a number.  When I get dressed for work, I might ask my wife how I look in my suit, but I don’t want her to rate me with a number between 1-4 (and vice versa).  

 

  •  Scores interfere with innovation.  Think about sports, teams play more conservatively when they are protecting a lead.   If I know I’m getting a score, I’m going to stick with my strengths and avoid taking risks, after all, “I gotta get a 4!”  

 

  • Scores denote competition, winning and losing.  Learning is not about competition.  I want to get better; I want everyone around me to always become better.  That’s what learning means, we acquire new knowledge and skills and we become better. Teachers shouldn’t find themselves thinking about whether or not their score is higher or lower than the score of the teacher in the room next to them.  We should all be rowing with the same set of oars in the same direction.

 

The challenge for school leaders in this system is to forge relationships with teachers in which there is a path that leads to everyone getting better.  I am not certain whether this will occur through the APPR process or in spite of it, but I am confident that leaders and staff who are committed to what’s best for kids will find a way.

 

Posted in Best Practice, Leadership, Reflections, Teaching/Learning | 1 Comment