Launching Learning?

Our job is to establish safe and supportive relationships first between teachers and students, and then student to student. Our parents are primarily concerned with the physical and emotional health of their children; scholastic education is in the backseat. We need to address that before instruction can begin. To do so, teachers must establish solid communication channels with both students and parents. The village has been on lock-down for months and parents are desperate to engage with their academic collaborators, their children’s teachers. Children too miss the support and caring they receive from their teachers and classmates. This must come first. Many summer school teachers commented on the importance of daily check-ins that included eye contact and asking questions like, “how are you today.” The students’ worlds have been restricted to their homes and their phones. They need people. They need to laugh. They need to feel good. Teachers can facilitate that. In fact, I believe Maslow would argue they need that before learning can resume. The first week of school should be focused on self reflection, and establishing a personal learning plan for the school year, no matter the classroom format. 

We must create engagement by first acknowledging the anxiety levels of our pupils, and then helping them design a pathway to success that relieves that anxiety. Whatever tasks are completed need to count towards a grade. Hold harmless was anything but harmless. When students are held accountable they respond appropriately because the recognition of a grade shows that what they do is important. And for the last few months, nothing they have done has been very important.

Messaging from the school district is vital. A video announcement from the superintendent welcoming students back to school that is shared on the first day will set the tone for the year and encourage students, teachers, and parents. A similar consistent message from each site principal that includes clearly identified expectations for teachers and students will make the difference between success and failure. We all need to be on the same page. Everybody.

To regain our parent’s trust in public education we must once again lead, and not just react, to our circumstances. True, we are governed by many forces that we cannot control. However, we can speak a message of hope for the future back into reality by once again presenting the opportunity that education provides. Education is our way out of this mess, and we should celebrate that by supporting our teachers and students while being open to the challenges brought on by a time of reformation.

Steps:

• Establish daily communication to build relationships between teachers, students, and parents

• Acknowledge the students concerns and create a pathway plan for educational success

• Positive messaging from Superintendent and Principals including clear expectations

• Focus on the opportunities education provides and be flexible to the reformation

Learning in a Time of Covid?

Rahm Emanuel said, “You never let a serious crisis go to waste. And what I mean by that it's an opportunity to do things you think you could not do before.” COVID-19 changes everything, including education. I believe that this crisis will end the 19th century industrial model of students meeting in classrooms sitting in straight rows taking notes from a sage instructor. Although some educators have already engaged in the online learning model, it is now the clear answer for delivering learning to many students where they are, quarantined or not. 

The role of the classroom teacher has changed forever. No longer is their primary job to deliver information, we have TED and YouTube for that. Nor are they alone in their assessment and grading practices, there are digital supports for that as well. The duty of the teacher now is to guide students in their learning. That is a change in thinking and approach. An experienced Art teacher once entered my multimedia classroom and looked around at the walls. He asked me, “Where is your art?” I dodged the question by explaining that we worked in a virtual environment, often with animation or live video, and that’s hard to display. He pushed back with something like, “you need to demonstrate your work as you learn alongside your students. You are the lead learner.” Effective teachers lead their students through the learning process as they strive to build their own capacity as learners. Teachers now have an unprecedented opportunity to redesign their own learning experiences and invite the students to participate with them.

It’s never been about what teachers teach; it’s always been about what students learn. We now have the opportunity to embrace a new model for learning that focuses on the importance of student efficacy. And it’s important to their long term successes in the new economy where entry level service jobs may not be available. Service has been a staple industry sector for young people in the United States for years. From baristas to fast food, many entering the workforce get their first jobs in the service industry. It’s a great way to pay for higher education, no matter what path they choose. However, periods of isolation diminish the need for service as consumers spend more time at a distance from large groups. While many established businesses can shift to a work-from-home model, our youngest workers have not yet ascended to that level of success.

Students in the TK-14 system must be prepared for success in a world unlike any other. They must be creative entrepreneurs of the highest quality if they are going to succeed in the “gig” economy that now has no gigs. To be successful, they cannot be passive receivers of knowledge, but active engagers in their futures. After being told that school was canceled indefinitely, my 14 year old daughter asked if she could enroll at the local community college for online classes. While she waits for the public school system to respond, she wants to get started on her associates degree. Another avenue for students is the trades. Vocational education was once seen as a place to put students who did not fit into the academic track. Today, Career and Technical Education is viewed as a pathway for student success that begins with preparation during high school and leads to employment opportunities in high wage jobs as they pay their way through a post-secondary certification or degree program avoiding student loan debt.

For high school students, the answer is courses available through a variety of online platforms guided by a teacher actively engaged in their own learning process. Virtual meetings with students through video conferencing tools along with 24 hour chat boards for questions and answers replaces the need to meet in person. Many virtual lab activities are available for students learning laboratory science. In addition, simple project based learning opportunities completed in small groups at home provide other worthwhile experiences. On the job work based learning experiences in smaller office settings or virtually provide opportunities for CTE students to practice their professional skills. Online education could also expedite the process of earning a high school diploma along with an associates degree as students are no longer restricted to a school site master schedule. Success in an online environment requires that a student exercise discipline and commitment, two extraneous lessons that set them on a direct path to efficacy and long-term personal success. 

Right now, the rule for gathering is 10-12 people or less. That’s not very different from the current model for some levels of special education and could still work for our lower elementary students. These classes could resume for these populations to meet on a more traditional schedule at school sites as soon as school reopens. For upper elementary and middle school, a hybrid model of meeting in smaller groups for shorter periods than the traditional school day could be effective. These meetings could be an opportunity for small group instruction and pacing. After a few hours and a meal, students would be sent home to complete their studies for the day. Another option for some families is homeschool. Families who are able to support their students’ learning at home full time have access to many resources available through both public institutions and private groups. And they can get started immediately.

Perhaps the most regrettable victim of the epidemic is student athletics and other extra curricular experiences like field trips, dances, and graduation ceremonies. Although an effort is being made in many districts to go virtual through social media platforms by asking students to post pictures and videos of them celebrating at home, this cannot replace the experience of hitting a home run, exploring a new park or museum, dressing up for a formal dance, or hearing your voice called as you walk across the stage. Children already spend a large amount of time interacting on their devices, but real social development must evolve through an in-person environment. For now, these events may be postponed, but they are too important to whole child development to be canceled.

Public education is just that. Daycare is a byproduct of the system, but not its primary purpose. Nor is parenting students. I am impressed with school districts who have sent out parent resources that include a daily schedule for students including cleaning their rooms and going outside to play. I share parents’ frustration and their desperation at these challenging times, but a child’s daily routine is not the responsibility of educators. This is the time when groups beyond public education also need to support children and families. This Coronavirus crisis will pass, but the impact will be felt for many years. We need to rethink, retool, and reinvent our education delivery system along with our cultural, political, and practical responses to existential threats like this. 

Director

In August of 2019 I was promoted to Director of College and Career Readiness in my school district. My experience in Career Technical Education helped me secure the position which includes support of all 8 indicators on the California Dashboard College/Career Readiness indicator. My new professional responsibilities and the challenges of my personal life through the last two years have kept me from posting here, so I don't know if anyone is still tuned in. If you are, please leave a comment below.

As the majority of employees in my school district are waiting at home for the Coronavirus pandemic to pass, I continue to work with a small team of administrators in the central office brainstorming ideas of how to support our families. We are diligently studying the resources provided by our neighboring districts and contemplating what this lengthy school closure means to our students.

I am preparing a longer post about the impact of COVID 19 on education that I will share soon. While we educators are separated from our students, classrooms, and each other, it's important that we continue to dialogue about education and the issues we are facing. Hopefully the time away will be an opportunity to reflect and prepare for the inevitable changes that await us.

Mastering Competencies?

The student learning experience in Career Technical Education, and by extension in all of public education 6-12, will be focused on a pathway of instructional units based on mastering competencies. These competencies will be identified by specific industry sector partners working with post-secondary and secondary educators identifying key skill sets required for entry level jobs in their industries. Each competency will be assigned 1 unit of college credit from the post-secondary institution, and embedded into the secondary course curricula. Students will retain earned credit as they work towards a degree awarded upon completion of the pathway at the post-secondary institution.

Hybrid High?

Did I mention that my children are homeschooled? I was recently challenged about being a public educator and a homeschool parent. Really? The best possible model for instruction is 1 to 1 regardless of setting. That’s difficult to achieve in a public classroom; it’s much easier if you have a parent willing to stay home with a child and devote their time to his or her learning. Another option is alternative education. No, not continuation school, although that is a wonderful option when it fits the needs of the student. I’m talking about a hybrid model that supports individual students.

Independent study is an option that some students exercise within the public school setting. They are not dependent on a teacher to pace a class, or focus the instruction based on the needs of all of the students in a class. They do not have to go to a building, or wait until tomorrow for their next class session. Instead, the independent study student meets with a credentialed teacher to set his or her own academic goals. The student is then free to pursue their education on their own schedule checking back in with the teacher to assess their progress.

The industrial model of education no longer fits our technological world. Teachers are the facilitators of knowledge, not the keepers. Flipped classrooms, online courses, and alternative education settings are all excellent options for students who want more from their education than they are currently experiencing in the 6-7 period day and the 35+:1 classroom. I believe that a new hybrid model of education that embraces all of the educational resources available, maintains the rigor and relevance of current courses, and that supports students pursuing their own academic interests without restraint is the best possible preparation for college, career, and life.

Seriously?

I want to be taken seriously as an educator. I realized this recently while responding to an interview question for summer school principal. The question was, “why did you apply for this job?” I paused, then out of my mouth came, “I want to be taken seriously as an educator and administrator in this school district and I see this job as an opportunity for growth.” Stunned silence. I continued, “I consider myself to be my principal’s ‘right hand man’ responsible for the campus when he is away from school.” Apparently, this was not what the panel expected to hear.

The panel was composed of four comprehensive high school principals, and my district CTE supervisor. The next day my principal stopped me outside my office to let me know that he had selected me for the job. I explained during the interview that I was not available to work the whole assignment due to a conference and family vacation plans. He told me that he also selected another district administrator to split the assignment with me. Later, in an email he sent out to a colleague he referred to me as his, “right hand man.” Something changed in that interview.

I pivoted. Through all the reflective writing, teaching the graduate level preliminary teacher credential courses, 20 years of public middle and high school classroom experience, two master’s degrees, and a year and half of administration, I never said, “I am serious about being an educator.” I think this is something that all educators should stop and do right now because being an educator is a serious job. Education is about being committed to teaching people how to improve their lives. Education is about making a positive difference. Education is about growth and change. Education is important and necessary right now.

Don’t Quit (part 2)?

I wrote Don’t Quit to encourage new teachers to stay in the game. I was teaching a graduate course at the time and not yet an administrator. My perspective is different now, but not my message. Now I see young teachers in the early years of their career struggle with the daily grind of lesson planning, standards requirements, and student interaction. I see them fall and get up again and again and again. I see the wear on their faces and on their bodies. Teaching is hard work, and the reality of the classroom can be like hitting a wall.

Struggling teacher, I encourage you to look at the students in your classroom. You are their learning guide for life. More important than the content that you teach is the way you teach young people to learn and live. They are watching you struggle. They know it is difficult. They understand that you care. They want you to succeed. Yes, they will challenge you; that’s their job. You are there to meet their challenges and guide them to a place of better understanding and achievement. You are their lifeline; and they are the largest source of inspiration in your life.

So be inspired. If you give up, they will too. They don’t challenge you to trip you up; they challenge you to test your mettle. It is the greatest of honors to be their teacher in your classroom today. You are molding and shaping their lives. No, not everyone can teach – but you can! You made the decision to teach and have lasted this long. You are there on purpose. Don’t quit on the students and they will not quit on you. Trust me, I know, and so does the teacher in the classroom next door. Go ask them today.

PBL Plus?

Model:

• Homework prepares individual students for classwork. Common primary source lecture, reading, and background research is provided online and completed by students off site.
• Class time is focused on completing complex authentic assignments that require creativity, critical thinking, and collaboration.
• Projects are conceived with input from community and industry partners, and assessed through rubrics created by teachers and partners. Specific tasks are assigned to both individuals and groups.
• Teachers provide daily goals and guide the process. They embed mini-lesson to support fundamentals as needed. They also assess benchmarks and checkpoints resulting in both individual and group grades.
• Project iterations are formally presented to community and industry partners for feedback quarterly leading to a final public presentation at the end of the school year. 

Application:

Jane teaches English. A local water treatment plant asks her to help with their newsletter. The partners from the water treatment plant meet with the class and give them some direction and deadlines. Jane assigns English 11 students a specific task, and breaks them into small workgroups of 3-4. She instructs them to conduct Internet research on the water plant, and to write interview questions for key plant personnel. The students conduct interviews virtually from the classroom. A small group of students visit the plant to take some pictures. The partners submit other pictures. After two weeks the students submit a draft to the partners. A meeting is held with the class virtually to provide feedback. Students continue to build the project for two more weeks. Another draft is submitted, and a feedback meeting held. After a third round of changes are approved, the newsletter is printed to .pdf, posted on the water treatment plant’s website, and printed on high gloss cardstock. Each student is given a grade for their specific task and a group grade.

Supporting Teachers?

It is my 16th consecutive month as an assistant principal. While I haven't written much here, I have much to report. The job is hard – way hard. Much harder than I an anticipated, or could have imagined while I was teaching. I saw administrators as… well, you can read about it here and here and here. I have now apologized to my previous administrators, and I will continue to do so. In fact, I met up with my most recent past principal last week. She actually asked me, “do you see now?” Yes. I see the light in the darkness.

If the teacher I was then sat across the desk (although my office is setup with the desk behind me so we can sit next to each other – I do this so that I can work without being distracted by the many people who walk past my window). Let me start over; if the teacher I was then sat across the desk from the administrator I am now, I would see my teacher self as passionate in presentation, but myopic in view. I didn’t feel supported as a teacher. Not all the time. Sometimes. Not usually. Not from the administrators.

Not that I wasn’t appreciated, it was more like I was ignored. I wasn’t a problem. I built a great program and never wrote a discipline referral. That’s because my students were engaged. But I was hungry for approval from what I believed should be the “Super Teachers” on campus. And they left me alone. Most teachers would appreciate that, and there were times when I did. But not always. I wanted to be recognized by professionals. Sure, the kids and the parents appreciated my hard work, and told me so. But not admin. Not often enough for my ego.

Teachers have BIG egos; it drives what we do. We like to be smart and we like to know that we are helping others. We also like to be recognized as professionals, which we rarely are (recognized as professionals). Just look at competitive salaries. Look at our lunch break. Ever try to work by a bell schedule? Unfortunately, this has a counter effect motivating some teachers to choose to stop acting like professionals. This creates a vicious cycle that must be addressed by administrators. Remember, we are the Super Teachers sent to save the day and make all things right.

To that end, I read a perfect (yes perfect Danny Steele) Letter to a Tired Teacher post. Please go read it now (then come back). We administrators need to stand in the gap for our teachers. We need to encourage and defend them whenever and wherever needed. Teaching is hard work, harder than most non-educators understand. And being a great teacher requires a level of dedication and personal sacrifice that you cannot imagine until you have lived it. Sure, anyone can teach. But only a few reach the level of master teacher. All teachers must be supported by their administrators.

Last Class?

I taught my last class today at the school where I served for 18 years. It was surreal and strange. (Well, it was summer school, so that might have had something to do with it.) My run lasted longer than I expected, but then, what differences have our expectations ever made on our outcomes? My eldest daughter was born the year that I started on this campus; she graduated last month. I think the timing is rather poetic.

The first year that I worked there my classroom was down the hall from a teacher who taught the same subject in the same classroom for his entire career (35 years). I asked him if he ever felt the desire to change. He said no. He said he felt content. He liked his job, he liked his classroom, and he liked his students. So why make a change? I feel the same way about the job I just finished. So why did I make a change?

I tell people it was because of my desire to help my own children (I have six), two of which are now in college. I want to help them and my oldest son with their college debt. I also want to do a better job of preparing financially for my youngest three to attend college, many years from now. When I talk to people I share about the value of growth, and the desire to do something different, to “change it up.”

But the bottom line is that, just like Walter White, I did it for me. And I’m proud to be moving on, and moving up. My new assignment is a big step up, and will be a real challenge. I’ll still be working in public education, but at a new campus in a new town in a brand new position where I have no history of accomplishment, no familiar colleagues, and no idea what to expect. Awesome fun!

This is all happening faster than I expected it to, and not without some trials. I will be commuting about an hour each way, my days will be longer, and I will not see my children and wife nearly as much. Hopefully that will be temporary. While I could never have predicted the circumstances that brought me here, I look forward to the unpredictability of this new challenge and all of the opportunity it will provide.

Administrative Qualifications?

Before launching my teaching career, I spent five years working in Hyde Park, South Central Los Angeles. My father bought an established wholesale barbeque rib business where I worked in sales and delivery. It was an amazing experience in diversity. All of our employees spoke Spanish, and most of our customers were from West LA. Koreans and African Americans owned most of the surrounding businesses. When the riot broke out in 1992, our shop was looted, but not burned down. I believe the business was saved because of the excellent relationship we established with our neighbors.

That was my “day job” while I worked on television and commercial production on the weekends. Production work is high-energy and complex. It requires excellent time-management skills. I learned how to create and keep a tight schedule, and how to complete tasks with precision. For example, I was once given three hours to find, purchase, and transport a size 54 orange jumpsuit (without the benefits of the Internet). I delivered the costume on time. I understand working under the pressure of a deadline, and the importance of accuracy.

In my first two years of teaching drama in middle school, I directed a group of traveling actors knows as Mime and Madness. Next, I brought my production experience with me to Redlands High School. I was asked to create a new media arts program. Today, the students in this program use technology to create their own short films and animation projects. They send their projects to competitive student film festivals. The "Digital Dogz" won top awards in the PAH (Project Accessible Hollywood) Festival sponsored by Christopher Coppola; the Inland Empire Media Academy Film Festival at San Bernardino Valley College; and the SLATE Short Film Festival.

In addition, I advised the RHS Associated Student Body while teaching Student Government and Leadership for two years. I also advised a service club of students who built houses for needy families in Mexico with the Hands of Mercy organization.

Administrative Application?

I am deep into the administrative application process. I have answered essay questions, listed my references, and uploaded my transcripts many, many times so far. My goal is to apply to 12 districts in 6 states before April 1. I’ve finished 6 applications for 9 jobs, so I’m well on my way. Each application process is a little bit different. Sometimes I luck out and can import my basic data from other applications or profiles. Most of the times I have to start from scratch. I’m glad that there is a vetting process; I just wish it wasn’t so repetitive.

Each time I respond to an essay question, or write out my personal statement, I feel compelled to answer the prompt, and I do. But I always feel like I’m leaving something out. How do I share my passion for education in 300 words or less? I’ve written 150 so far right here! I’ve published over 100 essays and articles and even a book. How do I zip everything I love about teaching and learning into a one-shot essay that is scanned next to a pool of other applicants? How do I stand out and share what I’m all about?

Let me try:

I am an educator. I teach people how to learn. When I work with a student in a classroom on an assignment, I serve as an instrument that actively changes their life. Their life! I guide and shape and mold and lead and engage and push my students to grow not only in their relationship to the subject matter, but also as people who will change the world. There is no better, more rewarding, or more exciting job on the planet. (Well, maybe obstetrician.) But a doctor only passes the ball; teachers take it to the house.

I make a daily effort to improve the people in my family, my classroom, and other areas of my life. I focus on being a positive force that encourages people by showing them how smart, capable and able they are to do anything they choose. I firmly believe that we are all unique creations gifted with talent and purpose. I think many people miss that. We all need someone to challenge us so that we can discover for ourselves just how powerful and successful we can be. That’s what educators do for their students each and everyday in the classroom.

I want to be an administrator so that I can encourage not only the students in one classroom, but also all the students on campus, along with all of the teachers, support staff, parents, volunteers, walk-on coaches, and anyone else involved. Imagine a campus where collaboration was a fundamental strategy for instruction. The whole staff working together to improve the lives of all of the students. Student success in the classroom was contagious and continued throughout their lives after commencement. It’s possible. It’s what’s best for kids. We can do it all together. I am so ready to get started!

Open Cover Letter

Every human being is unique and significant. I believe in the value, ability, and potential of each student, teacher, and advocate on campus. We all have abilities and talents ready to be discovered and developed through education.

I launched my teaching career at Royal Oak Middle School teaching drama. Next, I served for 17 years working with students as a teacher at Redlands High School. I taught a Perkins approved Arts Media and Entertainment Program of Study in Media Arts. In addition, I designed the curriculum for the entire media arts program.

While at Redlands High School I also taught English 9-12 and Screenwriting as Literature. I served as the Career Technical Education Department Chair, and was an active member of the leadership team through two WASC accreditation cycles. At the University of Redlands, I taught a variety of courses in the Preliminary Teacher Credential Program.

My goal is to share my enthusiasm for education. I want to support schools that are safety-zones for learning where students, teachers, administrators, and community members collaborate to achieve excellence in academics and activities. Together, we will excel at preparing students for college, career, and life.

Administrative Experience

This is a version of the final writing assignment from my completed administrative program.

Professional Gains

Insight
The time I spent with the high school principal  and  middle school principal shined a bright light on the function of public school administration. They invited me into their offices and escorted me through a world of challenges and support opportunities at multiple levels. My ideal of administration received a reality check. Now I feel prepared and enlightened. I am ready to turn the page and open the next chapter of my career in education.

Leadership Learning

Build relationships
The Superintendent emphasized the importance of working with all stakeholders from all groups. She stressed the value of communication with and gathering support from all individuals involved in education at the local level. I learned the value of successful communication in diverse settings.

Solve Problems
She also explained that 95% of her job was solving problems that she didn’t know existed until she faced them. Both principals echoed her statement. I learned that effective administrators respond to the wide range of needs both expressed and sometimes unknown by those they support.

Think Innovatively
I learned the importance of staying current on research, and thinking “outside of the box.” It is crucial that the educational leader be well prepared to build the essential relationships and solve the emerging problems they encounter. The principal can’t have all of the answers. What they can have is a strategy to marshal the required resources to guide their campus towards success.

Impact

Improved Instruction
My two highest rated assets on the LCAS survey were, “Helps people develop their abilities,” and, “Encourages new ideas.” I believe that the impact of applying these two assets to my work improved the quality of classroom instruction. Working with CTE department teachers, I promoted the development of new curriculum aligned to the CCSS. I also advised and provided individual guidance to these teachers that helped improve their pedagogy. In addition, I built the foundations for new programs that help students develop their talents and encouraged them to express new ideas.

Evolving Attitudes
My two highest rated opportunities for growth were, “Manages conflict skillfully,” and, “Confronts others skillfully.” I developed these two areas by building improved relationships with administrators and other teachers. I changed my approach to many educational issues from individualism to collectivism. I believe that the impact of these changes elevated my personal maturity and educational acumen. As a result, I was more effective in my leadership roles in school programs.

Strengthened Leadership
My personal strengths themes included: Input, Connectedness, Learner, Achiever, and Arranger. I believe the impact of my strength themes on the school programs was to complement the administrative team. Working throughout the program in a quasi-administrative intern-like role, I was able to contribute to the efforts of the administrative team by taking on projects that supported their leadership agenda. Serving as a teacher-liaison, I was able to effectively bridge the gap and make connections between teachers and administrators. I was also able to provide input and feedback from my unique perspective as a veteran teacher pursing an administrative position.

A Quiet Voice?

I wrote more this year than any before; mostly quietly (and not here). I wrote a third screenplay to add to my two previously completed efforts. You can read about them here: screenwriterbibo.blogspot.com. My first completed screenplay was recognized as an Official Finalist in the Thriller category of the Hollywood Screenplay Contest. That was fun. I am also blogging for my church and cross posting here: ph413blog.blogspot.com.

But most of my writing in 2014 was in pursuit of my administrative credential. Yes, finally. I submitted my case study today. It's on Teaming. Message me if you want to read it. I haven't posted the endless words recorded in that effort because not all of them were inspired or inspiring. Maybe, when I'm finished, I'll look back and post some highlights. In 2015 I will pursue an administrative position, most likely outside of California. Let me know if your district is hiring.

I am encouraged to see my cyber writer friends John Spencer, Matt Harmless and Kelly Tenkely continue to post regularly. I'm sure there are many fresh voices out there I haven't discovered yet.

Perhaps a change of blog title may soon be appropriate.

Don’t Quit?

I am back to teaching in the university PTC program. After just over a year off I am once again guiding and encouraging baby teacher as they are about to begin their careers. They are such a great group to teach: excited, optimistic, apprehensive, inspired and encouraging. If you are a veteran teacher and you haven’t recently spent time with a newbie teacher, I strongly recommend it. They are hungry for all of your sage wisdom and advice. If the fire has gone out a little, then it will quickly reignite when you remember what originally brought you to teaching.

Unfortunately, it is reported that 40-50% of these teacher candidates will quit in their first five years. One of the students asked me the other night how to avoid quitting. While I can’t answer for everyone, I can share what has kept me going for the past 20 some years. I’m sure that there are more reasons to stay in the teaching profession, and other coping mechanisms that work for other teachers, but here are a few that work for me.

Consider your students. Somebody has to teach these kids, why not you? More than ever our young people need role models who want to be good examples of how to live successful lives. True, they may not act like it, but that is due largely to the culture we live in, and not the students themselves. Everybody wants to learn, even if they don’t behave that way. Trust that your efforts are worthwhile and that you are changing lives in positive ways. The proof may not be there at first, but it will emerge over time. Trust me.

Consider your self. Sleep, eat, exercise, work, relax, and repeat. Balance is so important to classroom success. The first year is always difficult. If you are staying a day ahead of your students, that is enough. But the more you prep, the more you plan, the more proactive and the less reactive you are in your approach to the classroom and your students, the better. Don’t be afraid to look for help wherever you can find it. Some veteran teachers will assume that the new teacher is prepared for the classroom and may not volunteer to help, so ask them. And spend time daily in reflection; learn from your success as well as your missteps.

Consider your source. A recent article claims that religious people are less anxious. You don’t necessarily need to believe that you have been called to teach; but it doesn’t hurt to believe that there is purpose to what you do in your classroom. Leaning on a higher power will make you feel more powerful, and that will make you more effective, and hopefully, less stressed out.

Gathering the courage to step into the classroom and face your students day after day, year after year, is a challenge that should be met with a positive attitude, daily. Know that you are making the world a better place.

  

Diminishing Returns?

Maybe it’s just that time of year. The sprint from the first day of school in August to the weeklong break at Thanksgiving in November is brutal. Add to that the five weeks I spent teaching summer school, then subtract the short 21 days off in between, and I am simply exhausted. Yea, I know, that’s way more time off than most other professionals get. But teaching isn’t most other professions; and the mental, emotional, and physical toll it takes on educators is best met with a balance of rest and relaxation. A break that right now I desperately need.

It is clear to me that after 20 years in the classroom, I have definitely found my niche. I have a dream assignment at an established and prestigious campus proud of its 800+ API. It’s hard for me to imagine doing anything else; but that time may have come. I started writing here, way back when, in an attempt to convince myself to stay in the teaching profession. It worked. Last year I was nominated for Teacher of the Year in my school district. Things are working very well, and I feel satisfied in my efforts, but not their returns.

It’s mostly my own fault. I have a large family, by choice. My wife works part time at home for a non-profit so that she can be a stay-at-home-mom and homeschool one of our daughters. We live in Southern California, also by choice, and up until now have figured out a way to make our lives work within our budget, happily making personal sacrifices for the benefit of our family. But it seems that is no longer enough. We are now so strapped financially that we may have to seriously consider leaving the state, or my leaving the classroom setting.

Previously, I supplemented our income working as an adjunct instructor for a local university. Unfortunately, it’s now been a year since my last assignment there. A change in policy means less work for the “working practitioners,” and more for the full-time professors. Instead, and at the challenge of good friend, I spent the year writing two film scripts. You can check out the loglines here: http://screenwriterbibo.blogspot.com. I am a good enough writer to recognize that my fiction, much like my reflection, is good enough to read, but not necessarily good enough to sell. So I am sprucing up my CV.

It’s recommendation letter writing season. The kids write me a very complimentary letter requesting that I write them a letter of recommendation for their portfolios and college applications. I always oblige them. Their request letters are packed full of very nice comments about their time in my classroom. Good for them. Call it my Walter White moment, but between the rising cost of health insurance, the pay-cut California teachers just received from Governor Brown’s raising of the minimum wage, or just my feeling completely empty, there’s got to be something more that I can do for my family and myself.

Creating Capacity?

I can multitask really well. The number of items on my “to do” list is usually quite high, and I love it that way. I thrive in demanding work environments that require a fast pace, and lots of action. That’s why I love production work; that’s why I love teaching school. Observant students sometimes ask me how I am able to juggle all of my responsibilities. I answer, “time management.” I have a robust work ethic to be sure. I also believe that there is a deeper and stronger source of my energy and enthusiasm for life at all levels.

I’ve seen the demonstration more than once. A glass container is set on a counter. First, it is filled with stones. The speaker asks if the container is full. Everyone nods. Then, the speaker fills the empty spaces left by the stones in the container with pebbles. Again, the question if the container is now full. Everyone nods again. Then the empty space in the container is filled with sand. Full? Nods. Then the speaker pours water into the container (now it really is full.) This demonstration has always stuck with me as an excellent example of one’s real capacity.

We are all containers just like the example. The question is how full are you? Are you simply full of stones and pebbles, or have you reached the sand yet. Can you even imagine the water? Of course we are all over scheduled and over whelmed by our lives. But does that mean we can’t handle just a little more? What if we practiced better time management? What if we began to say no to the things that really don’t matter, and freed up more time for the things that really do matter? What if we actually took time off?

One of the keys to my capacity as an individual is rest. One of my favorite lyrics from one of my favorite artists is,

“My rest is a weapon against the oppression of mans obsession to control things.”

My habit is to get in bed every night by 9:30. Impossible, I know. But getting regular sleep is a huge benefit to my ability to get things done. Exercise is important too. I am no fanatic, but I do exercise regularly and choose my meals carefully. No one can be effective if they are exhausted. Sometimes you just have to chillax.

Maybe I am unique. Clearly I am blessed with an innate enthusiasm for life, and teaching specifically, that I cannot take credit for because I cannot identify where it originates within me. What I can do is share what I have learned in the successful (and not so successful) areas of my life. That’s one reason I love teaching: sharing what I know works for me. So fill up your containers to the maximum capacity, then rest. Discharge the stone, pebbles, sand, and water as efficiently as you can, then repeat the process. Always enjoy the benefits of your efforts.

Defining Details?

Details matter. Greatness exists in the details. While it is important to keep the big picture in mind, and not get stuck in the minutia, getting the most important details right is worthy of the required investment of time and energy. Regardless of the realm, whether it is academics, sports, or the Arts, the difference is made by the way the student, athlete, and artist works out the finer issues of their endeavors; even the ones nobody else can see. The extra time spent in study and review, training and practice, reworking and editing defines the excellence of one’s efforts.

In academics, teachers guide their students through the learning process. An effective instructor provides a series of steps for their pupils to follow that allow them to address the most important finer details along the way, and not push them off to the end. The teacher needs to be well prepared for the facilitation of the lesson or project, having worked out as many different scenarios and potential problems as possible to help anticipate what the students will encounter at every step. Experience helps, but is not a requirement for successful instruction.

In athletics, coaches motivate their athletes as they prepare for competition. It is the job of the coach to understand and address the athlete’s needs in order to efficiently progress in their sport. Everything from nutrition to sleep patterns can positively or negatively effect performance, and it is up to the coach to make sure that the athlete is aware and focused on all significant areas at all times. Athletes who are best prepared both on and off the field have the best opportunity to be successful on the field of play. The details of training will give athletes the competitive edge.

In the Arts, students want freedom to express themselves on a variety of levels. That is a good thing. It is the duty of the art teacher to provide structure and process to that creativity. Of course there are always some students who establish their own process and need little guidance, but they are the exception. Most artists need constant feedback and direction as they apply their invention to paper, canvas, or computer screen. Pointing out specific areas for improvement, polish, and modification as well as knowing when to push, and when to pull, is part of the art of teaching Art class.

All teachers and coaches want their students to succeed. Teaching students to recognize that it is the details of what they do that make the difference is key. It is our job to not only raise awareness of the value of excellence when working through the details of their work, but also to show and guide our students through the process of addressing the finer details of what they do. We must teach them how to develop their critical eye and to make appropriate and meaningful changes that will improve their efforts and their results. Defining the details with students will equal success!

Think Time?

The issue came up recently in the teacher credential class that I teach concerning procrastination and the benefits of working under pressure. Sure, we all work harder when we know a deadline is approaching, and hard work produces better results. But the more we can do as teachers to eliminate procrastination both in our students and in ourselves the better and more effective educators we will become. Part of that is recognizing the importance and value of review and reflection as part of the creative academic process when we design our assignments, and building in “think time” for our students.

In production classes we use the pre-production, production, and post-production model. Students should schedule an equal amount of time for each of these three steps. The pre-production step includes brainstorming and writing, usually in small groups. The production step includes creating the actual project as designed during pre-production. The post-production step includes editing, refining, and polishing the final product. Most students hate the pre-production step, and want to jump right into production. This is like going on a car vacation without a map of how to arrive at your destination.  And too often post-production suffers from lack of remaining time.

This same model can easily be applied to any subject taught or project assigned in any class at any educational level. The three steps can be simplified into: planning, applying, and revising. The key to success is making sure that ample time is budgeted to each step in order to insure the deadline is met. Too often students have difficulty getting started. They have lots of good ideas, but trust few of their ideas to actually work. Once students set their project into motion a lack of disciplined time management leaves little time left over for the editing and polishing.

That is where procrastination hurts the most: not allowing enough time to work out the finer details. Once the production process is complete, students need to pause, relax, and reflect, before beginning the revising process. Just because the project is not in the forefront of the students’ thinking does not mean that their brains are not still working on it in the background. In fact, some of my best ideas on making improvements to a project have come up when I am not actively working on that project. It’s that think time that makes the difference to the end result.

But we eliminate any chance of taking advantage of think time if we have procrastinated so badly that the best we can do is simply finish with “something.” Sometimes that is necessary, but always it is unfortunate. Teachers need to structure their assignments and their classes so that students can take advantage of the benefits think time adds to their work. Strict and regular deadlines throughout the production process that build in think time are a great way to make sure students not only learn excellent time management, but also a process that encourages them to produce their very best.