All posts by Vanessa

About Vanessa

I am currently an elementary school principal for a district in North Texas. I have served as a classroom teacher, educational diagnostician, district curriculum coordinator and campus administrator. I have a passion for public education and creating learning organizations that help all students succeed.

No Excuses

Best Practice, Education, grit, growth mindset, poverty, Transformation, , , , , ,

I am fortunate to work in an amazing school district.  It is a district where the community has established values for educating our students in ways that prepare them for the 21st Century.  The primary focus is on understanding learning standards and valuing others and their diversity.  Nope, I didn’t mention test scores.  Amazing, right?

Don’t get me wrong.  We want our students to achieve proficiency on their tests. We just know that if we are educating our students in meaningful ways that include involving our community, integration of the meaningful use of technology, engaging students with choice, flexible seating, and collaboration they are more likely to learn.  If we teach at high find a waylevels, students will be able to transfer these skills to a test, but more importantly to LIFE!

As a part of this amazing district, we are also a part of an amazing group of districts called the North Texas Regional Consortium. These districts have banded together to proclaim higher standards for our students than skills encapsulated on a test.  They organize dates that allow campuses to visit each other and discuss the types of practices we value.

My campus always participates, whether it is as a host or someone who sends others out to visit.  Last year, during one of the times that we had visitors, a teacher approached me and said, “So you’re a ‘No Excuses University School.'”  I’m sure the look on my face was showing my lack of understanding as I said “Huh?”  She repeated herself, and I replied, “I have no idea what you mean.”  She said, “But you have to be.  You’re doing all the things.”  I said, “I’m not sure what you mean.” 

when-i-lost-my-excuses-i-found-my-results-298x300If nothing else, she peeked my curiosity. Long story short, I looked NEU up on the web. I saw that we were doing most of the concepts they valued: Creating a  “Universal Culture of Achievement,” Engaging in Collaboration, Using Standards to Drive Instruction, Using Assessment to be informed, Being Data-Driven,  Having Effective Systems to Manage Data, and Implementing Effective Interventions.  The focus was working with high poverty schools. Yes, this sounded like something my campus needed to be a part.

 I took a group of teachers to one of their institutes last Spring.  The most powerful thing I heard was about how often it is the adults making the excuses for why students cannot achieve. We say we believe all students cannot learn, yet we pigeon-hole students into a path that will never allow them access to higher education.  The group of teachers and I that attended knew immediately these were “our people” and within three months we had applied and become and No Excuses University School!  

 

I don’t think it matters if you are a high poverty school or not. The truth is; all studenexcuse limitts need teachers as advocates who prepare them to attend college so that they are ready if they choose.  A college degree is a statistical game-changer when it comes to financial success and avoiding adult poverty.  I don’t think educators make excuses because we are lazy or don’t care about kids.  Teachers make excuses because our hearts break for some of the difficult things students have already endured in their lives or because we have tried everything we know to do and just don’t know what else to try in helping our students. 

A “no excuses” mindset is not easy.  It’s something we have to practice. We began our year writing down our past excuses and throwing them in the trash.  We then wrote new pledges that said what we would do instead of using the old excuse.  Colleagues hold each other accountable for this daily. At my campus, we tell our students and parents that every student will be proficient or advanced in Reading, Writing, and Math, and we have challenged ourselves to look at any students who are not growing whether they are currently at the top, middle or bottom of our achievement continuum. .  It has been amazing to see our teachers and students rise to the new expectation.

I believe if you want to get results, you first have to have to get rid of all the reasons why you can’t and start believing that you can!

Why Complete Privatization of Education Won’t Work

Education, , , , ,

Credit for graphic to Jim Wyre
I read an article today where Brittish Prime Minister David Cameron calls for the elimination of all public schools in the UK and to replace them with private academies. So what, right?  It’s not even our continent.

The problem is these same conversations are taking place here, in America, in Texas! There are those who think private funding and vouchers make educational opportunities better. They try to convince us it is good for all because it allows choice. I say don’t believe the rhetoric. Privatization allows small interest groups to push their agendas. Believe it or not, they may not actually be concerned about your child’s education. Most are worried about the dollar it puts in their pockets.

I’ve been keeping a close eye on Texas Businessman Bill Hammond. He has a great deal to say about public education being less than quality and questioning school funding. If you look carefully, he just puts the same, tired story in multiple newspapers around the state. He repeatedly tweets broken links that are supposed to provide evidence and he won’t respond to an opposing viewpoint. He doesn’t have answers. I doubt he’s been to a public school recently (even though I’ve invited him to mine!). Otherwise, he would understand the rest of the story. Much more of his communication is about business and money. If you ask me, this isn’t someone who cares about the quality of education for future generations. He cares about his profit margins and funding for his special interests. If less money goes into education, he might get more funding for his projects. His arguments are unsubstantiated propaganda used as a scare tactic to evoke fear in the middle-class American. Instead of questioning his motives, people extend trust.  I mean, why wouldn’t he want what is best for our children, right? Hmmm.

Here’s why a system solely based on privatization of schools won’t make the United States education system better:

  • The money will decide. In public education, voters have a say. They elect their officials. They vote for or against educational laws. They have a voice into curriculum and policy through input sessions. If they take the time to speak up, education can reflect community values. It’s like I tell my own children,
    This may or may not be true. It is something to consider to ensure that it doesn’t become the reality.
    when you pay your way, you get to decide when, where and how to do things. Personally, I’m not ready to give all that power over to someone else so that they will foot the bill. Their values likely represent a small population. I want the power of input, not an absolute monarchy controlled by the ones with the most money. Look at how our voters are reversing their views on how we are using standardized testing.  It’s because the average American has some say into what they value.
  • Privatization will cause more division rather than unify our community. The root cause of education issues in America isn’t schools. It is a different value system amongst different groups including their views of schools. Sometimes families from poverty haven’t experienced personal success in schools. Lack of personal success tied to schools can result in them not seeing the value of education, but rather a task that has to be completed. If they don’t value education, they aren’t likely to take up an offer to move to a different school, even if the one they attend is not the best. If someone is trying to survive poverty, their biggest focus is just that, survival. If the only groups that take advantage of vouchers and school choice are those not living in poverty, it means an exodus of the middle class and greater socio-economic division. When people feel disenfranchised, they get angry. They feel the rest of the world doesn’t see them as people, so they have nothing to lose. I believe if you look at any situation of violence against communities, whether it be school shootings or city riots, it was because someone felt treated as less than human. When that happened, they reached their breaking point, and they acted “less than human.” Can we afford to take this risk?
  • There is no proof privatization solves the problems facing education. Private schools pick and choose their students. They often aren’t held accountable to the full extent of education law. Educating a diverse community is much more challenging than a school where you have the ability to say “you are not meeting our standards, so you’ll need to look elsewhere.”  What happens to those considered by private schools to be “substandard?” Do they get no education? Are they put into one school of misfits?  If that seems like a good alternative, please reread bullet number two.

It’s time to solve problems of education at their core and stop blaming public education. No, it’s not perfect, but the number of schools that are doing great things far outweighs those that are struggling. Even when you see a school deemed “unacceptable” by standardized testing, you should look deeper than the numbers. Are they growing? Is there another issue that needs to be addressed in the community before instruction can take place? Most school districts already offer open enrollment and choice.  Has it solved the problem or made it worse?

Public schools are doing great things for students. They are standing up against one-size fits all education. Teachers are becoming innovative in their practice to prepare students for a future that is undoubtedly beyond what our minds can conceive. They don’t do it for themselves, money, or personal fame. They do it because it is what is right. We have always been told we shape the future. That’s what we are trying to do. We want the future for everyone to be better than it was yesterday.

I’m not opposed to private schools, charter schools, religious-based schools or home schools. I believe every child deserves a free and appropriate public education, and you have the right to choose an alternative and pay for it if that meets your needs. Just don’t trash an entire system with propaganda for self-serving goals that likely aren’t based on whether the education system is working or not. One-size fits all judgments can’t be one hundred percent accurate and don’t solve the real issue. If we work together to make public education a priority and support our schools, it is the most viable solution for everyone, not just a privileged few. The end result of a strong public educational system is diverse groups of people becoming literate problem solvers who know how to get along and respect each other in our society.

When Exhaustion Comes

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Research has shown a typical pattern of feelings of 1st-year teachers.

However, I think that it often reflects the emotions of all educators, but perhaps with less drastic dips. Regardless, around October, the newness and adrenaline rush that gets us through the beginning of the year and September starts to dwindle. We have had time to build relationships with our students and because of that, the demand that we put on ourselves for their success weighs on our hearts. We have had time to assess our students, and we know the reality of the job we face. I have had this conversation more than once this past week…October is hard!

I also had a personal experience with hitting the wall of exhaustion. A four day week filled with teacher observations, data meetings, a homecoming parade, PLC Meetings and a night with three hours sleep left me debilitated.  I felt myself having less and less to give to my students, my teachers, and my parents. My smile was diminishing. It wasn’t good, but I was too tired to do anything to stop it.

Finally, I was able to think of something I heard Dr. Bertice Berry say the week before.  “When you walk with purpose, you collide with destiny.”  As I reflected on the statement, I realized that when we get tired, we somehow lose our ability to focus on our purpose.  We get bogged down in a survival of the moment to moment.  I acknowledged that if I am honest, my exhaustion sets in when I let the unimportant things start taking priority. When I start demanding perfection of myself rather than focusing on growth, I use more energy that leaves me feeling drained.

I know that to counteract problems effectively, we have to develop an intentional plan. This is what I came up with as a strategy to keep my emotional dips as shallow as possible:

  • Always remember your purpose. We enter education to make a difference. Make sure students always drive your priorities. Even when you have to do a “task” that may not feel important, see if you can connect it back to your students, whether it is the time it takes for conferences, lesson planning, or meetings, think about how that intentional time in this activity could make a positive impact on students. If you can’t make this connection, eliminate the task or find a way that you minimize the time that you spend on the assignment.
  • Give yourself permission to go slow and grow. Sometimes we should go a little slower in the beginning to develop the habits our students need so they can go faster later. Time is better spent moving at a slower pace early on than going too fast and wasting that time because you didn’t get the success you want. As the right habits build, you will be able to speed up, and students will also be successful. Breakneck speed with minimal success is exhausting. We can’t run a marathon at a sprinter’s pace. Find the stride that allows you to keep going while also getting you to the finish line at the front of the pack.
  • Find time for you. Educators must give a lot of themselves: to students, to parents, to each other. You can’t fill the cups of others if yours is empty. For me, it’s movies, massages, time spent in silence, inspiring music, and doing things with my family. Know what rejuvenates you and DO IT!
  • Count your successes. Make a list of all the great things you have done already this year that may be part of the reason you are tired. Celebrate the relationship you built with a child, the student’s growth that occurred because of your work with him, the parent that you reassured or that colleague you helped. We have to take a moment to remind ourselves we do make a difference!

I think October will always be hard in comparison to other months, but when we can look back over time and see this feeling is normal and that we always get through, it gives us hope. Jack Canfield says that what we see in our minds and what we think about is what we attract to us. If we see our abilities to overcome struggles when the realities of school set in we will successfully manage our dips because feelings of power and hope keep us from feeling drained. It’s hard work that makes us tired, but it is worth it when we remember our purpose and know that grit and growth mindset will prevail in the end.

I Am Accountable

Best Practice, Education, School Funding, , , , , , , , , ,

You might have read the title of this blog post and heard a whiny tone.  You might have heard an angry tone.  Maybe you read it and heard an exasperated tone.  Actually, it was with none of the above.  Accountable is just an adjective that accurately describes me as a campus leader.

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The day after my open letter to Mr. Hammond, he tweeted this:

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I was anxious to see Mr. Hammond’s ideas for holding schools more accountable, so I immediately clicked the link.  It wouldn’t open.  I’m not sure if this is a super, secret accountability plan.  It is certainly possible, as schools are often the last to know the rules by which we play.  Regardless, it got me thinking.  To whom am I accountable?  How am I accountable?

I started with the most obvious:

At the most surface level, I am accountable to the state and the federal governments.  They

accountability road sign illustration design over a white background

have very detailed, complex plans with formulas that hold me “accountable” at certain levels of success.  The formulas look at all students, but also specific subgroups of students. Most of the formulas involve standardized testing where the questions are constantly changing, and the bar is always moving (both up and down) based on what picture the state hopes to paint with the results.  It also includes attendance rates, financial expenditures, staffing allocations, staffing qualifications, and demonstration of the inclusion of activities of House Bill 5.

This type of accountability is the one that gets the most publicity. It is also the one that governments try to simplify the explanation into nice clean categories, but I assure you, there is nothing “simple” about it. I do not oppose standardized testing or accountability to the state or federal government.  I use these results to develop my campus improvement plans and yearlong professional learning plans so that we grow as a campus. Using this data in healthy ways has helped us improve our methods and help our students gain a deeper understanding.  I oppose oversimplification of the results with labels that don’t explain the entire picture. A word such as “acceptable” or a letter grade creates a mental model in the public’s head of “good”, “decent”, and “bad”.  I would just pose a question. Which were you more proud of in school:  the easy A or that hard-earned C?

I oppose oversimplification of accountability…Which were you more proud of in school: the easy A or that hard-earned C?
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I also oppose to the abuse of the data and tactics of some school districts that use “quick fix” solutions at the cost of students’ long-term learning.  Some district leaders are so desperate to make the news; they will do anything to succeed.  They judge teachers without looking at growth and don’t develop plans to support teachers improve their practice.  How can district leaders expect teachers to grow their students if they don’t do anything but threaten them?  Desperation results in desperate practice. I am grateful to work in a district that isn’t desperate and supports its campuses to grow through best practice, not quick fixes.

As I continued to contemplate, this is the accountability list I  came up with:

  1.  I am accountable to my district. It is an honor to work for this amazing community.  I am proud that they expect more from me than performance on tests. I must make sure that each dollar of the money allocated to me makes a positive impact on student learning in some way.  I am accountable to these incredible district leaders because of the servant leadership they show and for their belief in me and my ability to make a difference with students.  I want to make sure that I always represent them well.
  2. I am accountable to my community.  I have a responsibility to make sure that I am preparing my students to become positive contributors to this community.  I must make sure that my actions support the beliefs of those I serve and add value to the properties and the lives within its boundaries.covey accountability
  3. I am accountable to the parents of my students.  They trust me with their students almost 8 hours a day.  They trust me to prepare their students academically.  Some need me to help meet basic needs.  They are counting on me to make good decisions. I am especially accountable to those that may disagree with me. If I am unable to give a parent the answer they want,  I must believe I have knowledge of a bigger picture and that it is what is best in the long run for all involved.
  4. I am accountable to my teachers and their families.  It is my job to make sure they have the knowledge and materials they need to do their jobs effectively.  My teachers work hard.  They put in lots of extra hours.  They make sacrifices for our students.  They do this willingly, but it is my job to prepare them with knowledge and skills…to give them time to plan and collaborate so that every minute is powerful and not spent spinning their wheels.  I am responsible for making sure that any minutes teachers give to our school rather than their families provide benefits that outweigh the negatives.
  5. I am accountable to my family.  I come from a long line of amazing educators.  I have family members who paved a path in public education before me.  I witnessed the tremendous impact they have had in the lives of children.  I am accountable to respect the legacy they have created.
  6. I am accountable to my husband and my amazing boys.  I could not do this job without them.  They truly sacrifice so much because they know this job is my passion. Being a parent has made me much more sensitive to the parents of my students helping me to realize we all send the best children we have, and we are doing all that we know to do. My family has stood up and cheered for me when the rest of the world was silent.  I want them to know that nothing I do would be possible without their love and support.
  7. I am accountable to my students.  I know this would seem obvious, but here is where the accountability becomes especially complex.  I am accountable to these eyes that look up at me each day with hope as they say “Good morning, Mrs. Stuart” with hope for the future. I am responsible for stepping out of my comfort zone to put on the performance of my life each Friday to sing, dance and celebrate their successes (even if it means playing air guitar). I am responsible “no excuses” and must teach them the power of education.  I am accountable for making sure that each one of them is a literate problem solver ready to go to college if they choose. I must make sure that they have the instruction that teaches them how to think and make real-life connections while also preparing them to answer abstract applications on standardized tests.   I have to know them as individuals, know their needs, tell them what they need to hear and not just what they want to hear, all while loving them unconditionally.  I am accountable for putting them on a path of success.
  8. I am accountable to my God.  He has given me gifts and talents that I am responsible for using for the purpose He intended.  My actions must show His love and care for others so that others can see Him through me.  He has charged me with this mission. Some day, I know I will answer directly for my choices.

The truth is I think all educators feel the same way and do the best they know when trying to accomplish this accountability.  We all enter education with a passion for making a difference. We know it will not be easy.

While I don’t think pointing fingers is the answer, here is where I think we need “stronger accountability”:

  • Legislators need more accountability for spending time in schools investigating education first handfinger pointing before passing blanket laws with no direct knowledge or considering the unintended consequences of their actions.
  • The Media needs more accountability for reporting the negative situations about schools in a disproportionate way.  There are way more good things going on in public schools than reported.  It may get people’s attention, but it skews public opinion in harmful ways.
  • Special Interest Groups need more accountability for the claims they make about public education.  Those who profit from less funding for schools and more funding for testing need accountability for their actions.  People like Mr. Hammond make statements with skewed data and half-stories that create fear and panic in the public. I suspect his reasons are self-serving and not for the good of public education, student, or their families.
  • School districts that over-emphasize standardized tests need more accountability.  There are those districts that have decided to make their mark on the world by commanding high performance on tests without a balance in quality instruction. “High scores at any cost” is the motto.  It works for a while, but when people fear for their jobs and desperation sets in, they will do anything for test defined “success.” I believe this is what happened in Atlanta.  I am grateful that I do not work for one of these districts, but they are out there.  Anyone who abuses data needs stronger accountability for the harm they incite.

Finally, I guess educators do need stronger accountability, but not for what you might think.  We need more accountability for standing up anI am Accountabled telling our story to the public.  We need to speak loudly enough to have a say in the policies that affect us.

I hope that it is clear that I am not opposed to accountability. I am not opposed to testing.  I know without a doubt that if I am preparing students in meaningful ways, this will translate to success on standardized tests, but more importantly success in the real world.  I just think that sometimes we throw around the concept of increased “accountability” without exploring it more deeply.  Even with testing, we have to examine what these tests can and cannot tell us about how students are growing and the variables that played into the results.

We have to examine what tests can and cannot tell us about student growth and the variables that played into the results.
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In my twenty-four years of being an educator, I have learned that being accountable for the lives of those you serve is anything but simple. My work cannot be defined by a single word or category.  Sometimes I succeed.  Sometimes I fail. No matter what, I try to get better every day because student success is my obsession.  James 3:1 says ‘Not many of you should become teachers, my fellow believers, because you know that we who teach will be judged more strictly.”  I don’t think you can get any more accountable than that.

An Open Letter to Bill Hammond in Response to his Article in The Dallas Morning News on the Cost of School Funding in Texas

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As I read the following article in the newspaper, I could not help but be dismayed at the surface level understanding and judgement of school funding.

Bill Hammond Article on Texas School Funding in Dallas Morning News

Mr. Hammond,

Thank you so much for your viewpoint on the cost of education in Texas. You make some valid points on how the legislature has backed off on many of the previously established criteria for high school graduation. One thing that you failed to point out is that part of the reason the legislature has backed off on these incredibly stringent criteria is that even with higher demands on students through extremely limiting class schedules and even more rigorous testing with State of Texas Assessment of Academic Readiness (STAAR) and End of Course Assessments, it wasn’t working. We had incrementally increased standards and weren’t seeing any results to justify this new direction of demands. Does it mean that schools are not doing everything they know to do to prepare our students for college and for their futures? Absolutely not.

Years of increased demands on graduation plans and increased testing weren’t increasing students’ success on tests or in college.  More importantly, they were likely causing more damage than good. My guess is that both you and I didn’t face the demands of high school schedules or testing that students in the past ten years have faced. Yet, I think we both turned out okay.   I took the Texas Assessment of Basic Skills (TABS) in high school. I know for a fact the STAAR tests my students take in elementary school are far more rigorous than what I faced in high school. Still, I graduated from high school and have managed both a bachelor’s and master’s degree.

The legislature’s ridiculous demand with testing took the focus off students and put it on testing. Schools and more importantly students are paying the price. Teachers didn’t want to focus on testing, but faced with the pressure of labels and job security, they did what they thought necessary, valued, and expected. We began teaching students specific steps to follow to “pass”. Unfortunately, as we became a “test” driven state, we forgot that it was more important to teach students some of the skills that are critical for life: thinking, problem solving, perseverance despite failure.

When Texas revamped our “testing” agenda to create tests that required students to think and problem solve rather than follow specific steps and testing strategies, educators weren’t prepared for such a drastic swing in the pendulum. The change isn’t a bad thing, but it takes time to shift gears. The students who had the “do as I say” instruction are finding it harder to undo this way of thinking. These would also be the students who have more recently graduated high school and are the ones creating the numbers you reference.

Here are some other things that you are not considering in your stance. Poverty rates across the country have skyrocketed in the past seven years. We are currently at some of the highest rates since The Great Depression. It was four years ago that the state cut school funding and has yet to restore it back to even the original rates, much less keep up with rises in prices of almost everything. 

Students from poverty are facing crises at home, again, like I would suspect you or  I never faced. I have students at my school who do not know where meals are coming from. Some live in cramped housing exposed to high crime rates. Others absorb the stress of their parents who live in financial uncertainty. They bring all of this to school with them. My colleagues and I gladly are there willing to take it off their shoulders as they walk through the door so that for a few hours a day, they can just be children without bearing the weight of the world.

Teaching the students at my school looks much different from the instruction when I grew up. I experience students who are angry and frustrated and by no means ready to learn. But it’s okay. They are children trying to cope with a world that is not “child friendly”. I do feel it is my job to meet their basic needs: make them feel safe, make sure they have food, make sure they feel loved unconditionally so that they can get ready to learn. I don’t make excuses for them because we don’t have time for that. I just know these are some things I must do if I hope to make sure they are proficient in academic skills. While we push our students academically, we don’t do it with “test prep”. We teach our students to think and problem solve.  We embed technology because digital literacy is just as critical for the 21st Century as reading, writing, and math. We show them how the skills and concepts they are learning are critical for their futures. Because most of our students from impoverished backgrounds do not have someone in their family or circle of friends who have benefitted from higher education, we have to find ways to intentionally show them  the value of college, too.

Yes, I’m quite sure as a businessman, you don’t see the value of an educational dollar. You grew up in a system that required much different demands on you as a student, not to mention, public school is typically a “middle class” system. You probably sailed through without an issue.   You probably haven’t considered that more than fifty percent of our Texas students are living in poverty. I know this because I don’t think you are including the fact that this number has been significantly increasing in your relaying of Texas public school’s dismal failure in graduation rates.   For students from poverty to successfully access the educational system, it takes committed adults who are willing to help them learn rules and values about education that they may not have learned at home, not because their parents don’t care, but because they may not know them either. I know that smaller class sizes don’t necessarily show a positive effect on student achievement UNLESS the strategies being used are different. I would say that given the high needs of students in poverty, children DO benefit from small class sizes because this allows teachers to invest more in each child.  It is amazing how five fewer students can increase time to develop one-on-one relationships and help students see the value of education in a personalized way.

I recently had a great conversation with Senator Van Taylor. He shared with me how he thought charter schools made better use of a tax dollar. I cannot help but laugh at this notion. Charter schools accept the students they want and remove them if they don’t live up to expectations. In public school, we educate every child. We don’t pick to keep the ones who can make good scores.  We even keep the ones who are experiencing emotional and behavioral issues that make teaching and learning hard. We do this willingly because we know that if we don’t teach all students in the classroom how to accept and adapt to each other, our society won’t have much of a chance. The real world includes all types of people.

For people to get out of poverty, research shows three things that can make a difference: a quality education, a relationship with an adult who can help them navigate their way, or a special skill/talent. Public schools can absolutely provide the first two and  help enhance the third if given the support needed to do so. Public education is the key. We need legislators to quit making mandates that distract us from our work. We need businessmen who haven’t walked into a school since they graduated (if they even attended public school) to quit thinking they know best, unless they want to come and spend real time in a school and see what the circumstances are before acting as judge and jury.

You see, you may be a businessman, but I too am in a business: the “people development” business. I have a better reason to succeed than you because I have more at stake. My job isn’t about profits and stakeholders; it’s about human lives and could result in the rise or decline of a society based on the success of the lives I touch each day. If I fail, the outcomes are much more devastating, so please do not act as if this is something educators take lightly and that it is just about money. As a businessman, I am sure you can understand that in business, money is equivalent to support. I think that is all any of us in education want – support of the communities we fight for every day.

I recognize you may equate rigorous learning with coursework and tests. I don’t. I am a proud member of a school district that understands that to teach students in a way that prepares them for the 21st century, we must do this through authentic work that ties learning to the real world and involves problem solving and critical thinking. It takes conversations and meaningful feedback from teachers, not scores on a bubble sheet. Creating this type of classroom that also results with success on tests takes time, and it also takes money.

If you would like to see what we do, I invite you to my school. We begin talking about college with our students while they are in Pre-Kindergarten. We do rigorous, relevant learning. Teachers in my school take part in ongoing job-embedded professional learning so that we get better at teaching our students every day. In addition to the core subjects, we teach our students about character, grit, and growth mindset because these are the skills that research says result  in success in college. We are not where we want yet with test scores, but our students are developing the skills they need because of the work we do.  We do it with the money we have, but even a return to previous funding levels would help.  

Personally, I would rather see Texas tax dollars spent on education than prisons.  I think we should be much more shocked by the cost of our penal systems than public education. The recidivism rate there shows much less success.  If we spent the money on education, maybe the penal system would improve in the long run as well. Having better prepared citizens has to be better for Texas, our community, and businesses in the long run.

Sincerely,

Vanessa Stuart

 

 

Picture Day

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Today, my teachers were given a compliment that made me both incredibly happy and sad at the same time.  You see, it was Picture Day.  Picture Day is one of those things that we all have to do, but it can truly wreak havoc in an elementary school picture-Day-300x271student’s need for routine and structure.  They get accustomed to knowing what to expect for when, where, and how to be.  When you add Picture Day, it can totally disrupt routines, especially if the picture schedule runs behind.  Picture Day takes a lot of grit on everyone’s part.

Our day was also affected today by about 40 district leaders, campus administrators, and teacher leaders who were visiting our campus.  Typically, my students and teachers are very used to having visitors in and out observing, but this was the first one for the year.  I guess a “normal” picture day just didn’t give enough challenge so we raised the demand by adding 40 strangers to the mix on top of an altered schedule, just to really see how the students can handle change.

I do have to say that today we were lucky. No cameras broke. Everyone was on time.  The schedule flowed smoothly.  Students were amazing demonstrating their learning and even sharing with the adults walking through their classrooms.  I am so fortunate to have a fantastic group of students and an incredible staff.

We got amazing feedback from the visitors.  But as the photographers got ready to leave, they made this comment, “Your teachers are so respectful in how they speak to your respect-meansstudents.”  Wow.  Well, you need to know that many years ago before I came to Degan, there were some comments  to the contrary about this staff.  To hear from an outsider, even outside the profession of education, how impressed they were with the staff-student interaction, was a proud moment.  But as I thought more, I thought how incredibly sad it was that this photographer, who probably spends a great deal of time in schools witnessing teachers interact with their students, felt we were the exception.  You would think this would just be the norm.

As I reflected more, I did think about the stress that shifts in schedules and the unexpected happenings of a school Picture Day can cause.  However, as adults, we have to absorb that stress to keep it off our students.  Some of our students, especially those who live in poverty, live in chaos on a daily basis.  They sense the tensions of adults and react to it.  Even more important is the relationships. If we are snapping at our students to deal with our stress about a situation, we are damaging our relationship with that child and limit our ability to have a positive impact on them. If we are going to treat others with respect, and model this to children, we have to show we value them all the time, not just when we have had enough sleep, the schedule and routines are in place, and everything is going our way.

perfect-effortBut it goes even further. How do we as campus leaders, create a culture where our staff feels safe and confident, even amidst a great deal of change?  That is the true key.  We have to make sure everyone knows what to expect.

We have to create a culture driven by growth mindset and not perfection.
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When staff feels confident that effort, not perfection, is the desired outcome, everyone can exhale.  They will function with confidence and not be paralyzed by fear of the unknown.  They can become truly comfortable with ambiguity and learn to thrive, knowing that they are valued, no matter what.  When the teachers feel safe, they can make students feel safe as well, and then even Picture Day plus 40 strangers walking through classrooms aren’t an issue!

“Because I said So”

Best Practice, Education, Transformation, , , ,

I was never good at accepting  “because I said so,” as an explanation. As a child, when this was the reasoning for why I should do something, it typically resulted in arguments or lack of compliance on my part. I always wanted to know why something was expected and how it was  best for me in the long run.  After five years as a teacher, I even got a minor in Special Education with my diagnostician certification because I couldn’t just accept someone telling me why some students qualified for services and others didn’t.  I needed to know why. As a result of my loathing for this particular combination of four words, I have made it a point to never say them as a parent or an educator.

When I began teaching, I was content to give my students a mathematical formula for volume so they could plug in numbers to find the answer.  It was all I knew to do. However, after attending a training based on the work of Marilyn Burns, I found that my students were so much more successful using inquiry-based learning where they were given boxes of all different sizes to fill with cubes.  Not only did they discover the formula for volume, they owned it.  Now they were not determining the volume of containers because I said so, they were doing it because they completely understood what, why, and how.

While teaching has evolved to value a discovery approach, we keep leadership practices in the realm of “because I said so.”
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 Ironically, while our teaching has evolved to understand that a discovery approach develops our students thinking and problem solving abilities, we have often kept our leadership practices in the realm of “because I said so.Here is your lesson plan template “because I said so”.  You need to use small group instruction, “because I said so”.  Include technology, use this strategy, and don’t forget to post your objectives “because I said so.”

Understanding why is what inspires behavior.
Understanding why is what inspires behavior.

Recently, I realized how passionately I feel about the ineffectiveness of these words as a leadership justification. This year, as we were really delving into our teaching habits and routines, it became time to discuss a “best practice” that teachers had already implemented…posting learning objectives. Yes, I know this is best practice, but I never required this of my teachers .  Many did it because someone had previously told them to do so.  Some knew it was a check on our walk through documents, so they did so.  Others attended training for English Language Learners and where told there to do so. The problem I had with this is that while posting learning objectives is a “best practice” and there is research to support the benefit of doing it, when teachers post objectives out of compliance, is it really any different from giving students a formula so that they can plug in numbers without understanding why or how they get the answer?

When teachers comply with a strategy without understanding why, they are unlikely using it in a way that is research-based.
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I knew it was time to discuss the issue of learning objectives but I resolved that teachers in my building would not do this out of compliance to leadership.  If they were going to post the learning objectives, I wanted it to benefit students, not out of efforts to please the principal.  I wanted my teachers to own the purpose of posting objectives, just as my previous students had owned using mathematical formulas.

For the past two years we had been on a journey to explore strategies of raising the higher level thinking abilities of our students.  We had done this by dissecting the state standards, writing questions aligned to the proper rigor level, and implementing mental models for our students to help them transfer knowledge and develop schema.  This year I explained that we were going to begin to explore how to raise the level of thinking of our students through writing objectives that integrated process skills with content standards to make sure that our learning in the classroom was dually-coded.

Almost instantly I heard the collective groan.  I knew it was because they already had a negative perspective of this practice as something they had done out of compliance and not truly the purpose intended.  We practiced with “manipulatives” that I had created so that they could easily lay out process skills to see which ones were the best fit for the content.  As I walked around, some teams were getting the process more easily, while others struggled.  I even had one of my more independently thinking teachers become quite uptight at even the mention of suggesting that they do something “mandated”.  As we closed the activity, I assured teachers that I wasn’t requiring anything, but that we would continue to explore this practice and how it could benefit our students during the time allotted for our professional learning communities.

In inquiry-based PROFESSIONAL learning, the principal’s job is to create a process to discover the value of a strategy.
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We have just finished our first round of PLC meetings and continued our conversations of posting learning objectives.  As teachers expressed their anxiety, I have continued to tell them that this is not a required practice.  I had one brave teacher share out that she had posted for years.  However, she acknowledged that she had never referred to them in her lesson.  I asked how much time she spent each day creating the objectives and writing them on the board, to which she replied a couple of minutes.  Interestingly enough, if someone spends 2 minutes a day creating and posting objectives, that is just over six hours a year spent on a task that didn’t give any educational value.  Six hours of time that could have been spent on something more valuable if we weren’t going to mention them during the lesson anyway.

I think that this is where we miss the boat in education.  Someone somewhere attempts to get higher achievement for their students and discovers a strategy that works. That person best-practicesexplains the strategy to others and some research to  prove its benefit.  Good, right?  Yes, right up until the point that we begin giving teachers the formula without letting them discover it for themselves. All to often, we mandate best practice and teachers do it out of compliance and not truly understanding the value.  Teachers are typically a very compliant group of people.  We want to please and we want to do it right, especially if student success is at stake so we go through the motions and hope it the next silver bullet will work.

I think it’s time to take a different approach.  I’ve been in education long enough to see the pendulum swings of pedagogy.  From what I have observed, often it is more about a teacher’s ability to “sell” the learning than it is about any particular strategy. Be it phonics, whole language, or balanced literacy, if the teacher believes in it and can effectively use it, why how whatstudents learn. Certainly, we need to use research-based best practice.  However, if we are going to mandate its use by everyone in school, in a district, or in a state, we need to take the time to set up the learning opportunity for teachers to discover its value and relevance so that they have a deep enough understanding of what, why and how that they can effectively implement what we are asking them to do. Remember, my students didn’t invent the formula for volume, but they discovered it for themselves and they had more buy in for its use.

As we end September, we are continuing to learn, explore, and discuss this strategy of posting learning objectives.  I bring in a variety of formats and resources for them to investigate.  We practice writing objectives together. Slowly, I see teachers adopting a practice that is best for them.  They know what they need to do, how to do, and most importantly why.  Because of that, they post objectives for their students, not for me. It makes me think about a time when my oldest son was very little. He once responded to someone who told him not to ask so many questions with “I only ask why because I need to know.”  I think too often we have squashed questions out of our learners to the point they just do it and no longer ask. If we truly want to develop thinkers and problem solvers, we have to create and encourage “why?” Our students deserve more than teaching practices based upon “because I said so”.

 

 

Below is a great resource from Simon Senek on why it is important to explain the importance of “why” (and it’s not because I said so!)

 

http://https://youtu.be/sioZd3AxmnE

Keep Calm and Conflict On

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I often hear people, especially educators, say “I avoid conflict”. I think this is probably because so many educators typically have a personality of working very hard to do things “right” and please other.  conflictYuckSo many see conflict as negative. However, I think avoiding conflict and seeing it as something bad is antithesis of learning. Merriam Webster defines conflict as a struggle between opposing ideas.   As educators, we should embrace conflict more than most. After all, what is learning besides a mental opposing conflict that requires us to resolve new knowledge with what we have always known? Education is no longer a world of homogenous students complying with our attempts to pour in information. Because it is now about engagement of students from all different backgrounds and cultures who must buy into the learning we are trying to instill, we must all be skilled in helping our students resolve current views with new concepts for knowledge to become a part of their schema.

.Conflict1

I will never forget in my interview for my current principal job. After arriving, I had forty-five minutes to prepare a presentation to a room of more than twenty parents, school staff members and district level administrators on my vision for the school.  When the time passed, I began by presenting my vision and then answering at least twenty questions that meaningfully connected with each of these different groups. When finished, the superintendent who sat in silence examining my responses and the reactions of the group asked his question. I took a breath as he spoke, “What is cognitive dissonance and how do you know if your staff is doing it? How do you help them embrace it?” –Wait, what? I felt like I needed a dictionary or some visual supports. Where were the accommodations? Was this really the question? To buy me some time to think about this and not having a long pregnant pause and hopefully hide any look of utter confusion on my face, I asked him to repeat the question. As he asked the question again, I was able to put together “brain” and “unrest”. LEARNING! Cognitive dissonance is nothing more than conflict within your brain as you learn something new.conflict brings order Putting “conflict” in a context of being something positive and helping us grow and evolve definitely helps us see this struggle in a more positive light and this is what drove my response. To effectively teach learners, we must be learners ourselves. I guess I hit the mark, I got the job!

I love what Jack Canfield has to say about accepting one hundred percent accountability for your life. Often, if we are unhappy about something, it is because we aren’t taking action to change it. I would add that it is probably because we are avoiding the discomfort of conflict. We would rather keep our circumstances as they are than “confront” the issue at hand. We use excuses to say that we don’t want to make the other person uncomfortable, but actually, it is really more about that we don’t know how to discuss the situation with the other person in a way without feeling that someone must win and someone must lose. It’s really that we don’t want to experience the discomfort. Think about it, when people reach the end of their rope, they have no trouble raining the conflict down on someone else. Stephen Covey’s fourth habit for highly effective people discusses seeking the Win/Win:

“Think Win-Win isn’t about being nice, nor is it a quick-fix technique. It is a character-based code for human interaction and collaboration.

Most of us learn to base our self-worth on comparisons and competition. We think about succeeding in terms of someone else failing–that is, if I win, you lose; or if you win, I lose. Life becomes a zero-sum game. There is only so much pie to go around, and if you get a big piece, there is less for me; it’s not fair, and I’m going to make sure you don’t get anymore. We all play the game, but how much fun is it really?

Win-win sees life as a cooperative arena, not a competitive one. Win-win is a frame of mind and heart that constantly seeks mutual benefit in all human interactions. Win-win means agreements or solutions are mutually beneficial and satisfying. We both get to eat the pie, and it tastes pretty darn good!

A person or organization that approaches conflicts with a win-win attitude possesses three vital character traits:

Integrity: sticking with your true feelings, values, and commitments
Maturity: expressing your ideas and feelings with courage and consideration for the ideas and feelings of others
Abundance Mentality: believing there is plenty for everyone
Many people think in terms of either/or: either you’re nice or you’re tough. Win-win requires that you be both. It is a balancing act between courage and consideration. To go for win-win, you not only have to be empathic, but you also have to be confident. You not only have to be considerate and sensitive, you also have to be brave. To do that–to achieve that balance between courage and consideration–is the essence of real maturity and is fundamental to win-win.”

A former superintendent said that in education we don’t create products, we develop people. I believe a master of conflict knows and cares about the people they are responsible for developing enough that they want to help people to be better. I think about my sons. There is no way I wouldn’t tell my one of my children something that they needed to hear, even if it was uncomfortable. If my youngest, who just hasn’t yet become socially aware, forgets to wear deodorant, I’m going to tell him. I don’t do this to hurt his feelings, and I’m certainly going to make him aware in a kind way, but I’d rather he hear it from me than a peer.

As leaders, we have to have the same approach. We have to care about developing our teachers more than we care about our own comfort. We must be kind, sensitive, and make sure that our purpose in bringing about the tough conversation is driven by what is best for students and the individual. conflict inevitableLetting things go unsaid isn’t good for anyone and does more to harm the relationship in the long run if resentment builds up. I think I can say that I’ve probably had more these types of conversations with more of my staff than not. I also think that in most instances, the relationships have become stronger. Being willing to go to a deep level shows real commitment to the other person. I think the key is that if people know that your intentions are just and that your end result is to help them win, not lose, they may initially feel uncomfortable or defensive, but then ultimately appreciate that you cared enough to tell them what they needed to hear, not just what they wanted to hear.

 

I appreciate those people who are willing to tell me what I need to hear as well. As a leader, it does me no good if everyone blindly agrees to every idea or initiative. I like for people to speak up and speak their mind. It’s funny sometimes to watch the looks of horror around the room by the compliant. While the one speaking up may not always do it with grace or initially seeking the win/win, I alway try to recognize the individual for helping the group consider the unintended consequences of our action. So often, taking time to resolve the opposing views makes the situation go so much better in the long run. You can plan for the negatives rather than be blindsided by them in the middle of implementation.

When teams have productive conflict, it helps them to grow.  Conflict helps the team:

  • Expose new ideas
  • Identify situations that are no longer best practice
  • Allow everyone’s ideas to be heard
  • Encourage innovation
  • Eliminate a build up of resentment
  • Embrace diversity

However, sometimes we need to teach our teams how to have productive conflict peaceconflict.  We cannot just assume that everyone can effectively manage conflict in productive ways.  Having conversations and discussions about conflict help everyone reveal their attitudes and fears about conflict while also discussing how it can be a positive force in team building.

Conflict is not bad. It shouldn’t be avoided. Conflict is the root of all learning and helps us to make our situations better if we rally our grit, desire to grow, and always seek the win/win by extending grace to others. Embrace the struggle to learn and improve so that you can “Keep Calm and Conflict On”!

The Butterfly

Education, , , ,

I’ve always loved butterflies for their grace and beauty, but when I found out my name comes from the Greek meaning for “butterfly” and  there is a whole genus of “brush footed” butterflies with the name Vanessa, it just created even more interest. If you have ever seen one emerge from their chrysalis, you have to respect their grit as they fight their way out.

happiness butterfly

So often we look at struggle and change as a negative thing we should avoid, but sometimes it is those very struggles that develop us into the person that we are supposed to become. I love this story about the struggle of the butterfly:

One day, a man saw a cocoon. He loved butterflies and had a craze for its wonderful combination of colors. In fact, he used to spend a lot of time around butterflies. He knew how a butterfly would struggle to transform from an ugly caterpillar into a beautiful one. He saw a cocoon with tiny opening. It meant that the butterfly was trying to make its way to enjoy its world. He decided to sit over and watch how the butterfly would come out of the cocoon. He was watching the butterfly struggling to break the shell for several hours. He spent almost more than 10 hours with the cocoon and the butterfly. The butterfly had been struggling very hard for hours to come out through the tiny opening.

Unfortunately, even after continuous attempts for several hours, there was no progress. It seemed that the butterfly tried its best and could not give any more try.

The man, who had a passion and love for butterflies decided to help the butterfly. He got a pair of scissors and tweaked the cocoon to make larger opening for the butterfly and removed the remaining cocoon. The butterfly emerged without any struggle!  Unfortunately, the butterfly looked no longer beautiful and had a swollen body with small and withered wings.  The man was happy that he made the butterfly come out of the cocoon without any more struggles. He continued to watch the butterfly and he was quite eager to watch the butterfly fly with its beautiful wings.

He thought that at any time, the butterfly might expand the wings, shrink the body and the wings could support the body.  Unfortunately, neither the wings expanded or enlarged nor the swollen body reduced.

Unfortunately, the butterfly just crawled around with withered wings and huge body. It was never able to fly all through its life. Although the man did it with good intention, only going through the struggles the butterfly would have emerged like any other beautiful butterflies! The continuous effort from the butterfly to come out of its cocoon would let the fluid stored in the body convert into wings. Thus, the body would become lighter and smaller and the wings would be beautiful and large.

If we don’t want to undergo any struggle, we won’t be able to fly!

Four years ago, I butterflywent through one of the most difficult professional experiences of my life. My work was not valued and my contributions were not appreciated.  I experienced being ostracized in ways I would have never imagined by leaders in education. Things became so bad, that I prayed daily for relief.  I think if someone would have “cut the “chrysalis”, I would have willingly accepted freedom from the constraints no matter the consequence. Things were so bad, I was ready to leave education altogether even after twenty-one years and not knowing what else I would do. In my mind, if education was only driven by testing and scores with no regard for people and authentic learning, it was no longer a place for me.

Then something wonderful happened.  Instead of giving up, I escaped the environment.  I found that while some school districts resolve to put standardized testing scores first, there are still others that know that if you teach students well, love them, engage them and meet their needs first, the results on tests will come.  Even though I experienced a year and a half of torture, I fought my way out.  Today, I wouldn’t give back even a second of the struggle.  I take those lessons with me every day.  They have shaped who I am as a principal. I know that  I will never ignore someone because they may think differently than me.  I will never believe that the way to “get test scores” is to “eliminate the numButterfly-Pretty Wordsber of low-income students in the district by reducing their chances for housing”. It doesn’t mean I’m afraid to have the tough conversations, I absolutely will.  Not for my benefit, but for those I lead.  When we lead, we have to say what needs to be said.  If we care about people, they need to know. But it can always be said out of love and respect.

 

In addition to justifying the importance of struggle, a butterfly is the perfect mental model when we think about transformation and learning. This creature born from a tiny egg, initially explores the world eating up everything it can find, then closes itself up for a period of digestion and change, to emerge elegant, evolved, and ready to fly. Once reaching their last stage, they serve as pollinators to keep the circle of life moving.

I think the butterfly life cycle epitomizes my recent learning in the areas of grit, growth mindset and poverty. I entered this field of study ready to gorge upon a topic, starved for information so that I could better understand how to create better learning for my students. I spent a year reading books and articles, watching seminars, and attending professional learning on these topics. I wanted to explore every perspective to create deep understanding. Some sources stated that grit and growth mindset is the “game changers” in education, while others claimed these to just be the new “snake oil”. I studied poverty research from sources that took a scientific approach, while other focused mainly on implications for education, while still others drug you through the human element of all the tragedy and pure struggle those in poverty face.

My brain, stuffed with ideas and questions, needed time to ponder and reflect while synthesizing this new learning with my old ways of thinking. I had to  resolve my personal beliefs about grit and growth mindset, in addition to how it would change my approach to education, especially when working with my students who were living in poverty. Finally, after much contemplation, I was able to emerge with a plan to share this information with my staff and carry out an intentional plan for our school to strategically teach these skills.

I think we could discover much about successful transformation from the butterfly. Learning is tough. Most things that we truly have to learn or change don’t come easily, or we probably already knew how to do it. Real learning takes hard work, but we can’t give up. We have to have grit and believe in that we can become more than we were yesterday. We have to appreciate the struggle, because it will prepare us for independence.  Besides, the struggle never lasts forever. Finally, when new learning occurs and we emerge transformed, we be must ready to pollinate the world and share our new understandings with others. New wisdom doesn’t do anyone much good if we keep it to ourselves. We must spread it to benefit others.

Essentially, with some grit and growth mindset, we can all emerge with the grace of a butterfly if we are just willing to see change as the opportunity to evolve and become better for ourselves and others.

Motivation Butterfly

“It’s All About Me.”

Education, , , ,

I am embarrassed to admit how many times I have encountered a struggle and said, “They disrespected me”, or “He didn’t do what I needed them to do” or even “She hurt my feelings”.  It’s not that these things are not true, but I have come to realize that too often, when someone else is doing something that makes us feel unhappy or disrespected, it is more likely about the other person than it ever is about ourselves.  It is much more likely that the person that is exhibiting the behavior that we  consider “unacceptable” is driven by their own needs that haven’t been met than that they are about wanting to “make” us feel a certain way, especially if we are dealing with children.  Even more important is the idea that the way that we choose to respond can  make the situation better or much, much worse.

This past week I have seen examples of handling just such events in completely opposite approaches.  In the first situation, I was standing in my front hallway, greeting students as they arrived at school.  I looked up to see one of our bus drivers marching in a group of boys from her bus.  I could hear her in the office demanding to see either the assistant principal or myself because these boys “needed to be dealt with”.  A few minutes later, one of my office staff came to me to let me know her request.  I explained to my staff member that we would be unable to meet with the bus driver at this time.  While both my assistant principal and I were busy greeting children and helping the school day get started, I could tell by the look in the bus driver’s eyes and the words she was already using, she was going to take the opportunity to “put these children in their place” in front of me. I didn’t feel it was right for these students to feel belittled in my presence, so  I suggested to my office staff that the bus driver complete the necessary bus referral form and assure her that we would address her concern.  Apparently, she didn’t even know the boys’ names and asked the staff for them.  The bus driver also insisted they wait in the office.  Of course when I saw them sit down, I went over and sent the boys to breakfast.  I knew these boys probably hadn’t eaten, however before they could finish and get to class, the tardy bell rang.

As they rounded the corner coming back to the office for tardy passes, I could see that the day was only getting worse for them and it wasn’t even 8:00 a.m. yet. One of the boys who I have spent two years building a relationship with, wouldn’t even make eye contact with me.  I am sure it was because of the fact that he was angry, he knew he might be disrespectful so he was trying to avoid that. One of the other boys smarted off to my counselor, which was very out of character given that she has provided him with snacks when he didn’t have them.  I stopped the boys, told them I knew it had been a rough morning, but things were going to get better. They were here at school, they had eaten, and we needed to move forward. While we work hard not to have tardies, this one would be okay. Now was time to make the choices that would make it a better day in class.

I asked my assistant to intentionally choose a good time to visit with them that would not further escalate the bad feelings (i.e. not during their PE time).  Later, I found out that three of the boys, who are brothers,  including the one who didn’t want to make eye contact with me and the one who had responded disrespectfully to  the counselor, had  a hard morning before they had ever left the house.  We knew their mother had been ill the night before at our Parent Orientation.  Even so, this mother of four who comes from generational poverty, made her way to school to find out about what she needed to know about this upcoming year so she could support her boys in their education. During the early morning, she needed to go to the emergency room for a severe asthma attack.  These three older elementary boys got themselves up, got themselves ready, and got themselves to the bus stop to get to school in spite of their worry for their mom.  On the bus, the bus driver (who is new this year) had deemed it “no talking” on her bus.  Several of the boys decided to play “silent tag” to entertain themselves. They were not up out of their seats or talking, but the game was not a good choice for the bus.

I shared this story with my staff.  We have done a great deal of learning on poverty this past year to understand the quickly changing demographics of our school.  We have gone from 8% economically disadvantaged to 52% of our student receiving free and reduced lunch in ten years’ time.  Because we have seen some real needs for this demographic, and most of the staff comes from middle class, we have tried to learn from experts like Ruby Payne and Elia Moreno for insight.  One of Ruby Payne’s action strategies is to build relationships as they are a critical driving force. People don’t care what you think or if they are following your rules if they don’t have a relationship with you. Elia Moreno talks about how we have to make people feel valued.  I shared this story to help my staff not only see that this bus driver may have a difficult time repairing the damage done this morning, but that we have to remember that many of our students experience terrible difficulties before they ever step foot inside our building.  We have to remember it is about them, not us, and that a few kind words, even despite some negative behavior is the key to turning things around.

Four days later, I heard another story as it shared with me be two completely different staff members who overheard the interaction between a teacher and one of her students.  A commotion was heard inside a classroom and then the child who was still upset stepped into the hallway.  A few minutes later his teacher followed.  She asked him to explain what happened and  why he threw an object in the classroom.  He proceeded to tell her that the student he threw the object at had said something disrespectful to him and he was upset.  And then….the most amazing thing happened.  The teacher called the child by his name and said “I need to apologize to you.” (Did you take a breath?  I did.)

The teacher went on to say that she was sorry that she didn’t give the child the opportunity to explain his side of the story before she asked him to receive the consequence of moving his clip. She said that she had only seen his reaction of throwing something and that she obviously needed to know there was more to this story. She said she had made a mistake.  She told him that when he went back into the classroom, he could return his clip to its previous place.  Then she said, “But now we need to talk about your actions.”  She explained to the student that when something happens to upset him, he needs to report it to the adult and not respond in anger.  She continued by recommending he  use his words, instead  his hands to solve his problems.  Then she hugged him, told him how much she cared for him and escorted him back to class.

Here are two  totally different approaches with two totally different results. One adult made it all about herself and had a goal of “putting those kids in their place.” Those boys left that situation with no respect for the bus driver and I’m hoping that we don’t have future incidents just to spite her for the way she treated them. The second adult made it all about the child and extended grace to him by modeling that one  can bare the burden of a mistake and it  doesn’t make you less of a person, it makes you more.  She used the child’s name.  She acknowledged her own mistake first, before talking about the child’s mistake. She used the calm adult voice of negotiation, and not a negative parent voice of criticism. She strengthened the relationship. That child will probably work harder to live up to this teacher’s expectations in the future.

Whether personally or professionally, whether working with children or adults, we can choose to give dignity or take it away. However, when we choose to give dignity and grace to those in need, we sow a path that allows the one in pain to grow beyond their current situation. For ourselves, we recognize that we don’t have to win by causing someone else to lose.