The Power of Positivity
This week as I was beginning to plan for my staff's first day back, I was reflecting on how much I love the beginning of the school year because everyone is excited, energized, and positive about what the new school year will bring. Last school year was an exciting year for all of us as we opened a new campus, established a warm, inviting climate for our students and community, and built relationships with each other. It was fairly easy to remain positive and keep the momentum going throughout the year, but of course there were a few challenges that arose as with any school year. Challenges can at times make us feel like we are not effective or that "everything is going wrong" when in fact neither is true. The key to overcoming challenges and creating a place where everyone wants to be in order to be the most effective for our students is to always remain positive.
At a conference I attended this summer, one of the speakers made a great point. She said that, "the greeter at Walmart cannot have an 'off' day; neither can educators!" No matter what is going on in our personal lives, our kids deserve the best of us every day. The best example of this that comes to mind for me at this time is my dad. He was diagnosed with stage 4 colon cancer over a year ago. He had to have surgery to remove part of his colon and now has a colostomy bag. He undergoes chemotherapy treatment every other week in order to keep the cancer from spreading. This will more than likely have to be his routine for the rest of his life unless our prayers are answered for a cure. Every time I talk to him, he says, "I'm doing great!" He posts pictures of himself as he is losing his facial hair on Facebook and makes jokes about it. He now has a blood clot in his leg and has to take yet another medication for that. Not once has he complained or talked about, "why me?". He is my hero and a true example of the power of positivity no matter our circumstances.
I am currently reading What Connected Educators Do Differently by Casas, Whitaker, and Zoul. In this book, they state that, "you are not going to be able to control everything that happens to you on a daily basis, but you can control how you let it affect you and your demeanor. It is your decision, and yours alone whether to strive for greatness each and every day. Make the choice." (pg. 65)
I am going to choose to be positive and give my staff, students, and community my best everyday in 2015-2016! What will you choose?
Saturday, July 18, 2015
Tuesday, September 11, 2012
The Power of Words
I have recently read two articles that both reinforce the true power of the words spoken (or written) to a child and how even years later they can make a lasting impression on a person's life. Our superintendent sent us an article entitled, "From Jail to Harvard: Why Teachers Change the World" by Dr. Adam Saenz, who is a former student in our school district. In this article, Saenz shares that he had many odds against him and his success as a student, but in his darkest days he found two letters from former teachers that encouraged him and made him believe in himself. They spoke of his intelligence, wisdom, and good heart which led him to begin his college career which ended up with a PhD at Harvard University.
The other article was from the perspective of a parent, written by Kylene Beers when her daughter started Kindergarten and oh how she loved her Kindergarten teacher because of her loving ways and kind words; almost to the point where Kylene felt she had been replaced.
Ironically, the pastor of my church began a series this past Sunday on "Power Lines" in the Bible in which a simple line or phrase can make such an impact on someone's life. I bet we can all recall something that was said to us as a child that made us feel so proud or good about ourselves. In the same token, unfortunately many of us can remember something that was said to us as a child that hurt us to our core and we will never forget it.
What does this say to us as educators? Choose your words wisely... you never know whose life you might change! We must always think to ourselves, "Would I want someone to say that to my child?"
(If you would like to read the two articles listed above, go to http://www.huffingtonpost.com/adam-saenz/from-jail-to-harvard-why-_b_1747252.html
and http://kylenebeers.com/blog/2012/08/20/why-i-hated-merediths-first-grade-teacher-an-open-letter-to-americas-teachers/)
The other article was from the perspective of a parent, written by Kylene Beers when her daughter started Kindergarten and oh how she loved her Kindergarten teacher because of her loving ways and kind words; almost to the point where Kylene felt she had been replaced.
Ironically, the pastor of my church began a series this past Sunday on "Power Lines" in the Bible in which a simple line or phrase can make such an impact on someone's life. I bet we can all recall something that was said to us as a child that made us feel so proud or good about ourselves. In the same token, unfortunately many of us can remember something that was said to us as a child that hurt us to our core and we will never forget it.
What does this say to us as educators? Choose your words wisely... you never know whose life you might change! We must always think to ourselves, "Would I want someone to say that to my child?"
(If you would like to read the two articles listed above, go to http://www.huffingtonpost.com/adam-saenz/from-jail-to-harvard-why-_b_1747252.html
and http://kylenebeers.com/blog/2012/08/20/why-i-hated-merediths-first-grade-teacher-an-open-letter-to-americas-teachers/)
Thursday, August 2, 2012
I am the Variable!
I am currently reading What Great Principals Do Differently by Todd Whitaker. I highly recommmend this book to all principals, assistant principals, or aspiring principals! As I was reading on the airplane coming from beautiful Jackson Hole, Wyoming, I had a true revelation! Chapter 4 of the book is entitled, "Who is the Variable?" Of course Whitaker acknowledges that the variable for success in the classroom is the teacher, but he goes on to say that "effective principals viewed themselves as responsible for all aspects of their school". He goes on to state that "they believed they were responsible for making their school the best it could be". What a tremendous responsibility for school leaders! As human beings it comes naturally to place the blame on someone else. However, Whitaker challenges all stakeholders in the school setting to take a look in the mirror and ask ourselves, "Who is the variable?" in order to make significant gains in student achievement and to provide a positive, nurturing climate for not only our students, but everyone who works in and enters the building. Not only should we all have high expectations for our students, but we should have even higher expectations for ourselves. My hope for this upcoming school year is that my staff and I continue to look in the mirror and tell ourselves that we are the variable and we want nothing but the best for our students!
Tuesday, July 17, 2012
Reflection
One of the things I love about being in my building by myself in the summer is that it gives me an opportunity to reflect on the previous school year and begin to focus on goals and priorities for the coming year. As I pulled out my team leader notes from last summer's meeting, I began to reflect on goals we set for ourselves and the progress made toward achieving them. I have to admit that I was a little disappointed in myself that we didn't follow through on some of the things we set out to do to the extent that I had hoped. I then asked myself, "why"? Of course when human nature kicked in I began to place blame on some of the people I had "delegated" responsibility to in order to accomplish these goals. Then, when common sense and reality kicked in, it hit me like a brick wall that I am the leader on this campus. If goals were not achieved or carried through to the extent we intended, it is ultimately my responsibility! I did not do my part in follow through and perhaps did not make my intentions and expectations clear to all stakeholders in order to make these goals a priority.
It's time to ask myself the question, "What then, will I do differently in 2012-2013 to empower the people in my school to make great things happen for kids?" The first thing that comes to mind is to lead by example. If I expect my teachers and students to be lifelong learners, I must set the example and seek opportunities for professional growth consistently throughout the year. The second way is to complete "formative assessments" throughout the year. Just as teachers are expected to have checkpoints throughout a unit of study, if I have delegated responsibility to someone on my campus to take the lead, I must continuously assess the level of implementation and provide timely feedback. The third strategy is to provide my staff with the tools they need for implementation. One of the goals we established for last year was to implement opportunities for students to bring their own electronic devices to school to enhance the integration of technology in our classrooms. There were very small pockets of implementation, and as I reflect on why more teachers did not embrace this concept it dawns on me that we did not provide enough support. This is such a new concept for many of us who are digital immigrants and did not grow up with technology at our finger tips. Teachers need to be exposed to a variety of ideas for ways to implement this kind of technology in a valuable, meaningful way.
Time during the school year is such a commodity and does not often allow me this kind of time for reflection. (As you can see, my last post was September of 2011!) However, I intend to make time for self-reflection, professional growth, on-going assessments of implementation, and looking for ways to empower my teachers in 2012-2013!
It's time to ask myself the question, "What then, will I do differently in 2012-2013 to empower the people in my school to make great things happen for kids?" The first thing that comes to mind is to lead by example. If I expect my teachers and students to be lifelong learners, I must set the example and seek opportunities for professional growth consistently throughout the year. The second way is to complete "formative assessments" throughout the year. Just as teachers are expected to have checkpoints throughout a unit of study, if I have delegated responsibility to someone on my campus to take the lead, I must continuously assess the level of implementation and provide timely feedback. The third strategy is to provide my staff with the tools they need for implementation. One of the goals we established for last year was to implement opportunities for students to bring their own electronic devices to school to enhance the integration of technology in our classrooms. There were very small pockets of implementation, and as I reflect on why more teachers did not embrace this concept it dawns on me that we did not provide enough support. This is such a new concept for many of us who are digital immigrants and did not grow up with technology at our finger tips. Teachers need to be exposed to a variety of ideas for ways to implement this kind of technology in a valuable, meaningful way.
Time during the school year is such a commodity and does not often allow me this kind of time for reflection. (As you can see, my last post was September of 2011!) However, I intend to make time for self-reflection, professional growth, on-going assessments of implementation, and looking for ways to empower my teachers in 2012-2013!
Wednesday, September 7, 2011
What Educators Wish Every Parent Understood About Us...
I have become such a fan of Ron Clark because he truly wants what is best for kids and will do anything to make it happen! I love how blunt he is with students and parents about life's lessons! We are currently implementing Clark's "Essential 55" in my school to teach kids how to be successful not only in school, but in life. As an educator I have found that no matter what the population of students you work with, they can all use a lesson on manners and how to operate in our society. I have already noticed the impact of explicitly teaching these life's lessons on my campus after only focusing on the first three!
One of my parents sent me an article written by Ron Clark that was found on CNN's website entitled, "What Teachers Really Want to Tell Parents". The following is an excerpt that I particularly agree with:
" We are educated professionals who work with kids every day and often see your child in a different light than you do. If we give you advice, don't fight it. Take it, and digest it in the same way you would consider advice from a doctor or lawyer. I have become used to some parents who just don't want to hear anything negative about their child, but sometimes if you're willing to take early warning advice to heart, it can help you head off an issue that could become much greater in the future.
Trust us. At times when I tell parents that their child has been a behavior problem, I can almost see the hairs rise on their backs. They are ready to fight and defend their child, and it is exhausting. One of my biggest pet peeves is when I tell a mom something her son did and she turns, looks at him and asks, "Is that true?" Well, of course it's true. I just told you. And please don't ask whether a classmate can confirm what happened or whether another teacher might have been present. It only demeans teachers and weakens the partnership between teacher and parent."
AMEN to that! I don't know what it is about education the makes people think they know a better way of doing things than we, the professionals, do. I think sometimes people think that because they went to school they know how to teach everything or know how to run one. I trust all of the professionals in my school to do what's best for our children on a daily basis. I wish parents and community members had that same level of respect for the profession and trust in what we know is best for their children.
One of my parents sent me an article written by Ron Clark that was found on CNN's website entitled, "What Teachers Really Want to Tell Parents". The following is an excerpt that I particularly agree with:
" We are educated professionals who work with kids every day and often see your child in a different light than you do. If we give you advice, don't fight it. Take it, and digest it in the same way you would consider advice from a doctor or lawyer. I have become used to some parents who just don't want to hear anything negative about their child, but sometimes if you're willing to take early warning advice to heart, it can help you head off an issue that could become much greater in the future.
Trust us. At times when I tell parents that their child has been a behavior problem, I can almost see the hairs rise on their backs. They are ready to fight and defend their child, and it is exhausting. One of my biggest pet peeves is when I tell a mom something her son did and she turns, looks at him and asks, "Is that true?" Well, of course it's true. I just told you. And please don't ask whether a classmate can confirm what happened or whether another teacher might have been present. It only demeans teachers and weakens the partnership between teacher and parent."
AMEN to that! I don't know what it is about education the makes people think they know a better way of doing things than we, the professionals, do. I think sometimes people think that because they went to school they know how to teach everything or know how to run one. I trust all of the professionals in my school to do what's best for our children on a daily basis. I wish parents and community members had that same level of respect for the profession and trust in what we know is best for their children.
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