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Showing posts from 2012

Rewarding Mission

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I am a believer in rewarding progress towards a mission. Taken form the United States Department of Education's website , here is their stated mission: ED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. Here is a screenshot (12/30/2012) I  don't really have an answer here, but how - beyond test scores - are schools measuring progress towards attaining that goal?  If there really aren't any measures beyond tests scores, then are schools being rewarded for mission progress or test scores? Finally, what role does diversity (a national strength) play in the realization of this mission?  If all schools are measured for mission attainment based on the same measures, then is there no recognition for how a school in an urban area in the Northeast can make progress towards that mission differently than a school in a rural area of the Southwest?  What about a suburba

My Favorites From 2012

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 I n 2012, I published (including this one) 165 posts here on The Art of Education.  Recently, I posted the 10 most popular ones for the year (I also published a Squidoo lens with those 10 with previews for each). That leaves 155 posts published this year had varying degrees of popularity.  Looking back, I am satisfied with all the posts, but some stand out to me more than others. Therefore, I am sharing links to 12 posts I am most proud of for 2012 - one from each month.  These may not have had the most traffic, but are noteworthy and deserve a second chance - at least to me. Give them a view.  I hope you enjoy reading them as much as I enjoyed writing them. January The 3rd Dimension: Deep and Meaningful Experiences February 2 Simple Steps To Improve Student Success March 3 Tips For Helping Students Set Goals April Helping Derailed Students Get Back On Track May The Worst Response? June 3 Easily Overlooked Qualities of Highly effective Educators July

A Simple Test for Student Satisfaction

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S ometimes, measuring the level of student satisfaction with their school experience is difficult. With surveys, there may be pressure (implied or otherwise) on students to "get the right answer."  If you decide to talk with students in a more informal way, depending on your current relationship with them, you may have trouble with students not wanting to "open up" about how they feel about school. Here is a simple test that I use to take the temperature of student satisfaction.  It is not exactly scientific, but I have found it to be a fairly good measure - and it is completely noninvasive.  In other words, students have no idea you are actually getting feedback from them when you do it. 1.  Choose an area of the campus and a time when students are likely to be gathering or moving.  Good examples here include: lockers areas between classes, before, or after school or the cafeteria during lunch. 2.  Walk through the area and make a mental note of how many st

What Did 2012 Look Like At Your School?

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W hen you reflect on 2012 at your school, what did it look like? Think about the activities, student projects, classroom experiences, design of spaces, allocation of resources, new ideas, etc. What did it look like? Did it look like 2011?  Maybe it resembled 2010 or 2008 or 2000? Dare I say, some year beginning with 19? O n the other hand, how much of what you did was progress towards a vision of excellence for a year yet to happen - like 2013, 2014, 2015, ...? We cannot predict the future, but that should not stop us from seeking better and recognizing when a better way might not look the same way it did last year. Is your school moving forward or simply "rearranging the furniture" to give the appearance of progress?

My Most Popular of 2012

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B ased on page view stats (as of December 24th), these are the ten most popular posts from The Art of Education for 2012. An expanded version of this list can be found here . In ascending page view order: 10.   "Unsticking" Your Faculty Team 9.   6 Essential Questions For Each Assignment 8.   3 Ways To Get Students To Ask More Questions 7.   "Dodgeball" Strategies For School Leaders 6.   Nothing Prevents You From Sharing 5.   Low Hanging Fruit 4.   8 Ways Schools Can Enhance A Culture Of Innovation 3.   3 Reasons Students Have trouble Setting Goals 2.   Helping Students Set Goals 1.   Improve Your Relationship With The Teaching Faculty

Happy Holidays

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The Compliment

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A  friend and former colleague of mine, Jim, recently paid me a wonderful compliment. Connected via Facebook, he has been reading my blog posts (I share each post on Facebook, Twitter, Google+, and LinkedIn).  In a recent message, Jim told me about a time when someone told him that he was "always thinking about something."  Jim, a retired math teacher, considered that a great compliment and wanted to send the same compliment my way. I had never considered "always thinking about something" as a compliment before.  Maybe my habit of reflecting on my art and sharing my ideas with others has caused me to take my own practice for granted.  Never the less, I have a great deal of respect for Jim and will gladly accept his gracious compliment. Thinking about compliments, here are a few questions upon which you can reflect. Considering the work you do, what one statement would be the best compliment a student could give to you? Same question as number 1, but this t

The Ask

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T he Ask is the moment when you, as educator, are put on the spot.  When you are called to address the challenge of the moment.  The Ask can come from any number of directions and sometimes, there is no course of study or lesson from experience to provide the "right" answer. The list of potential Asks is too long to write, but here are a few examples. The shy student who suddenly asks for extra help. The parent of the disorganized student who asks you to initial the homework planner. The interested student asking for ways to deepen their understanding. The uninterested student asking when class ends. Is this on the test? A colleague asking for help managing a difficult class. An administrator asking for your feedback. A worried nation asking you to raise achievement. How you approach The Ask can often be the difference between good and great, between being a cog in the wheel or being an instructional linchpin, or the difference between being simply accepted and

When Expectations Clash

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I n a connected society, if you choose to engage, you are responsible to a variety of people.  For students, this list includes their teachers and parents. However, once a student decides to engage and commits to a minimum standard of satisfaction, there needs to be some recognition that the student's personal standard may not line up exactly with those to whom they are also responsible.  Parents and teachers may have different expectations.  Therefore, having a strategy to address this "clash of expectations" is helpful. Here are a few tips: 1.  Try to use differences in expectations as points from which to strengthen your support team. Differences in expectations are a problem if you allow them to strain your relationship with your support network.  Use the differences to enter into a conversation about expectations.  Recognize and accept that the expectations of others matter. 2.  Meeting others' expectations doesn't mean giving up on yours. Having

Innovate Or Get Better?

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I like new.  I admire innovation.  Striving for innovation as part of your vision is a strong statement for the belief in potential. However, "new" doesn't last.  There will always be a new "new."  The other problem with innovation is that is it singular.  There can only be one "new" at a time.  So, unless your idea, method, device, etc. is truly "new" then you are not being innovative.  You may be creative.  You might be imitating or borrowing.  But unless you are first with the "new" you are probably not really being innovative. Using slides to enhance your lecture is not innovative. B etter, on the other hand, is never is short supply.  No matter where you are now, better is always available.  Better is easier to imagine and measure.  Working to get better is not a race.  You don't need to be first to be better.  Better is always welcomed.  Growth mindsets love better.  Better never becomes obsolete. Using

Raising Your Bar

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O wnership and setting a minimum standard of success has been a recent theme for me. Five Suggestions For Establishing Student Ownership Met Your Minimum?  Now What? Hopefully, at some point the conversation with the student moves to a reflection on when to possibly adjust the minimum standard.  In other words, "When do you raise your bar?" Here are a few suggestions. If you are consistently meeting (or exceeding) your minimum, it is probably time to raise your bar. If meeting (or exceeding) your minimum requires little effort, it is a good idea to raise your bar. If meeting your minimum no linger satisfies your drive to do great work, raise your bar. Of course, it is difficult to self-evaluate these matters.  That is why having a regular check in meeting with a coach, mentor, guide, or.... Thrivapist is very useful.

Met Your Minimum? Now What?

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I recently (12/17/2012) published a post about helping students take ownership of their work .  Two of the suggestions in that post are to: 1.   Help the student define and commit to their minimum standard of success/satisfaction. and 2.  Support self-accountability by developing an if/then protocol. Here is a chart I created to help with the if/then protocol.  If you decide to try this strategy with a student, the graphic may help, especially with students who respond better with visuals.

Five Suggestions For Establishing Student Ownership

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I n the traditional scenario, the teacher tells the struggling student to "reach for the stars."  Other versions of the same tale are told as examples of trying to inspire students by explaining that their potential is limitless.  Sure, reminding students that you believe in them and know they are capable of better is important.  However, focusing only on the mythical heights of potential might be cutting out an important piece of the process. When students are not working to their potential, it is natural to want to inspire them to do better.  You give examples of wonderful work the student has done.  You tell stories about former students and use their experiences to inspire your current student.  You repeat how much you care and how much you are there to help.  Sometimes, this works...for a while.  But eventually, unless the student learns to take ownership of his or her work, old habits will come back and the student will, once again, struggle. The important piece to

Getting It Done vs. Getting It

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 G etting it done crosses the task off your to-do  list.  It frees you to do the work you find more important; more stimulating.  When you look to get it done , getting done is THE goal.  Other than being finished, there is nothing to share after you get it done .  Getting it done  is a task - a fixed item in time. On the other hand, when you get it  you become open to the value and pleasure of learning.  You are absorbing new knowledge and sharing your work with the world.   Getting it  never ends.  It is a gift to yourself because you are honoring the purpose your muse is calling to to discover.  It is also a gift to others because as you honor your obligation to yourself and take ownership of your work, you become an example to others. Getting it is an attitude.  It is a commitment to quality that applies regardless of  task.  It is a belief in your potential to do better.   Getting it is growth. The challenge for some students is they have a tendency to put get it done

The Art of Education to "go dark" in remembrance of the victims at Sandy Hook Elementary

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image found at  http://www.pamsclipart.com/clipart_images/apple_silhouette_in_black_and_white_0515-0910-2901-1907.html I was just beginning a leadership team meeting today when I was alerted to the news of the tragic events at Sandy Hook Elementary School in Newtown, Connecticut. Simply put, I am shaken to my core and have been managing difficult emotions since that moment. Educators all over the world share a special bond with each other and the students and families we serve.  Today, a great void was created in the community of schools. I hope you join me in offering the most sincerest of condolences to everyone affected by this senseless act of violence. It may not be much, but I am compelled to take some action to recognize the tragic events of December 14, 2012.  Therefore, my blog will "go dark" this weekend to honor the victims, families, and friends of Sandy Hook Elementary.  There will not be any new posts published this weekend, December 15-1

If Autonomy Is So Important, Why Do Students Give It Away?

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  A utonomy  can be described as a state of self-direction or self-governance.  It is also a word I like to use with students when discussing their work.  This is especially true since I read Daniel Pink's Drive: The Surprising Truth About What Motivates Us .  Autonomy plays a large role in Drive .  As a matter of fact, autonomy is one of three factors (along with mastery and purpose) that Drive suggests are the most important in motivating people. So, why is it that when students are not provided with detailed micro-managed instructions, they seem to freeze and are frustratingly less capable of getting the job done?  Do students value autonomy less than everyone else? I asked my students and they reported, to my expectation, that they value autonomy as much as the next person.  I also found that they are afraid to be wrong, and when asked to decide which is more important, they seemed 'ok' with giving up some autonomy for the perceived payoff of less risk of failure.

Start Helping Students Improve With This Question

T rying to help students find better success in school is not easy.  Even with the best of intentions, the volume of data and feedback can become overwhelming; making it difficult to know the best way to begin. Sometimes, less is more.  So, here is one question I have used with good success.  It can be asked of any teacher at almost any time and will provide you with a clear starting point to help the student. "What two or three specific actions can the student take immediately that would have the greatest positive impact on his/her results?" Three important results of this question (and answer): "Specific"  - Answers must be specific to be useful.  Responses such as, "Work harder", "Study more", and "Put forth additional effort" are not specific.  Useful responses paint a clear picture of what action needs to be taken and leave little to no room for misinterpretation. "Immediately " -   Begin NOW.  Remember, th

New Approach To Serving Students?

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  A recent Harvard business Review blog post by Micah Solomon titled,  What's New About Serving Customers (and What's Not) , offers a few very good suggestions that schools should consider.  The article describes three "new" ideas. 1.  " Social media has empowered customers. Respect and work with that power, not against it." 2.  " Customers expect companies to share their burdens." 3.  " Your customers demand their right to serve themselves." Each of these three has implications for interacting with students and families. 1.  Be easy to reach and respond quickly.  As a general rule, I suggest answering emails within 24 hours - even if your response is to acknowledge that you received the message and will be in touch again soon.  In addition, adopting a FRITR (friendly, reliable, interactive, trustworthy, responsive) philosophy to communication is highly effective. 2.  Turning in assignments, reminders about upcoming deadlines,

Clarifying "Better" For Students

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I like it when students tell me that they want to "do better."  As a matter of fact, "do better" is one of two most often given responses (along with "get a higher grade").  I like "do better" because it shows a glimmer of growth mindset working in the student, and having a growth mindset is an advantage for those seeking greater satisfaction and success.  However, "do better" is not specific enough for students to get the support, guidance, and help they may need to achieve "better." Students need help clarifying "better." One way to clarify "better" is to guide students through creating a vision of success.  Ask them what success looks like if there were no barriers to achievement.  See if they can describe a vivid picture of  what they are doing when they are doing "better."  Then, ask students to list all the barriers they see to getting "better."  Finally, work with them on a r

Fill in the blank: When Your Plan Breaks Down...

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 ________________ takes over. discipline effort character vision grit resilience creative thinking problem solving teamwork leadership all of the above Rarely, do things go EXACTLY as planned.  This applies to students trying to get better results, teachers with well organized lessons, parent with hopes and aspirations for their children, and administrators who are initiating new ideas.  When the plan breaks down, even for a brief moment, having the skills and qualities necessary to work through the break down puts you in a much better position to eventually succeed. How is your school teaching, valuing, reinforcing, and celebrating those skills? 

Report Card Grade: Destination or Starting Point?

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I have spent quite a bit of time recently working with students who have just received their report cards.  Inevitably, the instinct is to focus on the results ONLY as an indicator of what has already happened and as a fixed determinant of learning. Certainly, one's grades should be a measurement of learning from the period of time in which the grades are determined.  However, only viewing grades as a final measure cuts out the growth mindset from the picture. My suggestion to students (and parents) is to balance this view of grades with a growth mindset.  Instead of only focusing on them as a fixed measure of what was, use the grades as a starting point for what can be.  In other words, use the current results to determine what is a reasonable vision of "better" and then work on an action plan that addresses "getting better." Chances are, by focusing on getting better, you will be more satisfied with your next set of results.

What Empowerment DOES And DOES NOT Do

E mpowerment has been a theme in some recent posts.  One concerns whether or not school leaders empower teachers to deliver on the expectations of the connected/sharing society .  The other provides a simple definition of empowerment and a quick check on the level of empowerment being offered at your school . Empowerment, however, is a tricky topic.  If you don't feel empowered, you want to be.  If you feel like you are empowering others, you want to see the results.  We rarely complain about being too empowered, but often feel we are not empowered enough.  This may be because as specific expectations change, it is difficult to place the new expectation into the current framework from which you operate.  In other words, "How does the new ___ fit into my existing paradigm?" Of course, the challenge is that paradigms are changing constantly.  What feels like empowerment today may feel like restriction tomorrow.  Therefore, it is very important to be clear about what emp

What Is Teacher Empowerment?

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 T eacher empowerment is an important issue, especially when you reflect on what empowerment looks like in a connected/sharing society .  However, empowerment is one of those topics that can lead to misunderstandings because it can mean different things to different people.  Therefore, it helps to have a uniform understanding of what empowerment is before you can explore empowerment in your school. So, here is my simple explanation for what it means to be empowered. There are three essential elements to empowerment.  Without one of these, empowerment does not exist. Element #1 - A clearly communication and understood set of goals/expectations. Element #2 - Each person clearly understands their role and responsibility in achieving those goals or meeting (or exceeding ) expectations. Element #3 - Anyone with any responsibility is provided to tools and resources necessary to address his/her responsibilities. For each goal or expectation of your school, you can use these thr

10 Student Challenges Addressed By Thrivapy

R ecently, I made this lens to describe how Thrivapy supports student success .  After making the lens, I began to reflect on the specific challenges students face that can be addressed with Thrivapy. Here are 10 of them. 1.  lack of satisfaction 2.  unclear purpose 3.  inconsistent follow through 4.  no sense of what success looks like 5.  difficulty making a plan to address challenges AND taking action on that plan 6.  inconsistent engagement with work 7.  minimal empowerment to do better 8.  fixation ONLY on grades 9.  unclear about responsibilities 10.  organization/time management/prioritizing tasks with a busy schedule The ideas behind Thrivapy do not only apply to struggling students.  The strategies are as effective for high achieving students who are working to manage busy schedules and demanding expectations. There is more information on the Student Success and Thrivapy lens . You can also email me or schedule a Google+ Hangout to discuss.

Occupying Higher Ground

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L eaders occupy higher ground. This can refer to the teacher in her class, the administrator among his division, the principal or headmaster and her school, the superintendent and his district, etc.  Reflect on where you stand.  Who occupies the ground below you? Now reflect on what you do. Do you spend your time actively trying to make sure everyone knows where you stand?  Are you constantly looking for any potential threats to your position?  Are your decisions motivated by a desire to maintain your status by keeping others away from your spot? Or Do you use your position to pull others up closer to you?  Are you throwing ropes out and providing stability upon which others can rely? Occupying higher ground is a great strategic position.  You can survey wider spaces and gain a perspective that those in other places do not have.  If it was worth the effort to get to higher ground, it is usually worth sharing the experience with others.  Having been there fir

Perpetual Potential

P erpetual potential is a state of: feeling as if anything is possible knowing the next great idea will be found today. anticipating the next best (fill in the blank) will be available tomorrow. believing better is attainable. accepting that one person, with a platform to communicate and the drive to do so, can make a difference. Teachers and administrators: Does this sound like the culture in your classroom?  Does this describe the environment at your school?   Students and parents: Is this a description of your beliefs about your ability to learn?  How does perpetual potential align with your beliefs about yourself? Perpetual potential is not easy.  It requires you to: respect the current reality, but have a vision for the future. be brave enough to act and empower others to act. accept a growth mindset (get better) rather than a fixed one (be the best) engage with others and be willing to share what you know to create knowledge. know that seeking support

Savvy Educational Leaders Use Mission and Vision

I n a recent blog post , I wrote, " The culture and environment surrounding education is going through a dynamic adjustment.  Schools face pressures and competition from places that didn't exist 10 years ago.  It is not going to ever go back to what it "used to be" so schools need leaders who understand change." Educational leaders who understand change also understand how to use vision and mission to support that change. Vision is forward thinking and active.  It describes the ideal future of the school.  Vision communicates change.  Vision is the target set firmly in the distance that everyone can see and aspire to become.  Vision is knowing and embracing that change is inevitable - and those changes will move the organization closer to its most ideal state of operation. Mission is not vision.  Mission is the instrument by which you measure the potential change agents.  Many ideas and initiatives may seem "vision appropriate."  However, not all

Cereal, Service, and Schools

M y wife went to the store today to do some grocery shopping.  One of the items on our list was cereal.  Specifically, it is a Kellogg's brand of cereal with "Special" in the name. At the store, she was unable to find the"Special" cereal.  She also couldn't find a single store employee in the area near the cereal aisle to ask about the inventory.  However, she did see a Kellogg's representative (the woman was wearing a Kellogg's shirt) one aisle over.  Since the "Special" cereal is a Kellogg's brand, my wife wanted to ask if the rep knew about the inventory. When asked about the "Special" cereal, the rep quickly pointed out (and in a not too friendly manner) that she didn't work for the store.  My wife recognized that fact, but asked if the woman knew if the store was selling the "Special" brand.  At that point, the Kellogg's rep "educated" my wife to the fact that not only did she (the rep) not

Great Selection of Books for Holiday Reading

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S oon, the holiday break will be upon schools.  If you are looking for a good title (or two) to read over your break, check out my Thrivapy Reading Collection. The collection has something for anyone seeking a better understanding of: goal setting goal attainment taking action building habits growth mindsets understanding motivation taking ownership empowerment developing positive relationships Also, I do not receive royalties from any of the links on the reading collection lens .  All earnings from that page go directly to charity.  In other words, my motivation for creating the lens and sharing it is NOT to make some extra money.  I created the lens and am sharing it to spread, what I think, it an awesome collection of books.

School Administrators: Leadership or Management?

A recent meeting approached the topic of leadership in schools.  In that conversation, a wise participant shared his thoughts about the difference between leadership and management.  He also acknowledged that need for administrators to lead and manage schools.  Based on my studies, research, and practice, I would completely agree that there is a difference between leading and managing - and that effective school administrators do both. Here are some more of my thoughts on the topic. The culture and environment surrounding education is going through a dynamic adjustment.  Schools face pressures and competition from places that didn't exist 10 years ago.  It is not going to ever go back to what it "used to be" so schools need leaders who understand change. As a mission that says everything actually says nothing, a vision without specifics cannot possibly inspire anyone to move forward. The uncertain nature of where education is heading needs leaders who can thoughtf

Students Not Turning In Assignments? Try Rewards

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O ne of the more frustrating challenges I notice concerns students who do not (or forget to) turn in assignments to their teachers.  Within this category, the most frustrating situations involve students who did the work, brought it to school, know where it is, yet still seem to forget to have it ready to turn in.  The majority of the responses, that I have observed, from teachers is to attach some sort of punishment (loss of credit, point deductions, a note home to parents) to the forgetting of the assignment. However, I wonder if taking the opposite approach might get better results.  Instead of a punishment for those who do not turn in the work, give a reward to those who do. This idea will have some resistance.  There are those who believe are that rewarding what "should happen" sends a wrong message - that rewards should be given to those who do outstanding work, not those who do what is expected.  I agree that students who do "above and beyond" work should

If you are reading this post...

...then you have been given another chance to do great work. What will you do to help: a student get a little better today? support a colleague who is trying something new in her class? yourself finish the day a better teacher than you were when you started? Smile.  You are doing important work. Now, go do great work!

Measure, Target, and Prudence: Thoughts about Innovation and Schools

S chools are historically slow to change and wary of innovation.  Innovation alone doesn't guarantee better results, especially in schools that do not establish clear benchmarks for success and/or do not collect data to evaluate progress.  In those schools, broad, innovative, initiatives risk having no clear connection to the mission and vision of success. Here are a few other thoughts I have about schools and innovation. Schools serve their families' most valuable commodity - the children.  Much like handling priceless art, a great deal of care and prudence is demanded in working with children.  Significant changes in how that is delivered should go through a thorough review so that when asked, "Why?" the school can clearly articulate the reasons for the change and how those reasons relate to student success. The old saying, "If it ain't broke, don't fix it" still applies.  If your school is measuring results and are achieving great success, t

How Empowered Are Teachers As Front Line Personnel?

I n the connected economy, empowering your front line people to deliver an outstanding experience is essential for growth...and survival.  The connected economy thrives on trustworthiness, reliability, interactivity, and friendliness.  These qualities are an essential part of my thrivapy work and are also hallmarks of schools that deliver enchanting experiences for students, parents, and teachers.  So, it is worth reflecting on whether or not your school's expectations and policies are aligned to promote this approach. Do the policies and expectations restrict a teacher's ability to deliver great service as a front line employee?  What can teachers "give away" to promote a positive experience without eroding your school's mission? What is more important people or procedure?  Do your school's policies align with your answer?  Do teachers have the freedom to make decisions on the spot that will enhance the relationship between school and home without fear of

Student Success through Thrivapy

T hrivapy has been the overwhelming preoccupation of my thinking in the past few months.  Not only because I am working on the book, Thrivpay , but also because I have been working with some students using the thrivapy concepts with good results. For those unfamiliar with the word, t hrivapy is a term I created to describe the act of advising, guiding, coaching, and mentoring students and/or parents in a holistic approach to student  success and satisfaction . Thrivapy includes - basic fundamentals: knowing your "foundations" (mission, vision, beliefs, philosophy), setting goals, taking action, understanding habits, appreciating growth mindsets, accepting ownership/responsibility, and having a FRITR (Friendly, Responsive, Interactive, Trustworthy, Reliable) philosophy of communication. For those of you interested in an overview of how student success and thrivapy are related, I published this lens to help explain the thrivapy concepts and their relation to student succ

Are You a Better Teacher...?

M ost schools are approaching the mid-year holiday season.  At some point, take a few moments to do some mid-year reflection. Are you a better teacher today than you were when the year started? I think this is a fair question.  After all, we hope our students are better today than when they walked in on day one. Yes, you say you are?  What evidence points to that?  What does someone see (colleague, student, administrator, etc.) that demonstrates professional growth? or No, you don't think so (or are unsure)?  Don't be upset.  Examine your practice.  What is your vision of a successful class (or more productive class)?  What is missing?  Set new goals and begin moving towards them. If you are struggling to answer and/or unclear about how to establish a self-directed "get better" plan, you may benefit from a little "thrivapy."  In that case, and if you are interested, feel free to contact me .  I may be able to help.

A Note About Trustworthiness

T rustworthiness is among the most important characteristics a teacher can display.  When teachers are trustworthy, there is no doubt in the minds of the students, parents, or colleagues that the teacher makes classroom decisions based on what is best for her students. Trustworthy teachers have obvious motivators - and these motivators are student driven. If you are giving assignments, scheduling tests or quizzes, or starting projects for any reason other than your need to either help students learn then you are taking a risk.  Students do not care that you think you need more grades in the grade book.  Parents are becoming more and more aware of the "busy work" nature of many homework assignments. Be obvious in your desire to help students learn by making sure that your decisions about your class are clearly driven by student success. Be trustworthy.

Thrivapy, Students' Wants, and the Essential Triad

O ne of the conversations (or series of conversations) I have with students during thrivapy sessions is to help them articulate what they, the student, wants out of their school experience.  For some students,  this is a difficult question to answer because, frankly, for many of these students, no one has ever asked.  When asked, students tend to "open the floodgates."  However, it is important to remind students that while their wants are important, there are still two other parties who have an interest in their success and those parties have wants that deserve and need respecting also. The essential triad - students, parents, and schools - do not always need to agree completely on every desired outcome.  However, each component needs to respect the fact that the other two matter. It is easy to fall into the trap of only respecting the wants of your most closely identified group.  During my thrivapy sessions, it is important to remind the party I am working with that it

A Thanksgiving Reminder for Educators

O n this day of thanks, let us not forget to thank those who work hard. mostly behind the scenes, to make your school work.  Every school has them.  Here are a few descriptions.  You fill in the names. the facilities worker who sets up the room for a special presentation the librarian who is always ready to accept a class into the library with little notice the dining hall worker who is prepared to serve meals on time, every time the office assistant who stays late to get the important email sent before the week ends And another special, "Thank you" to all of you who choose to invest a part of your day with me here at The Art of Education . Happy Thanksgiving!

The mindset behind your teaching goals

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E ach class you teach should have some desired outcomes.  Most often, we focus on student outcomes.  Certainly, students outcomes cannot be under-valued.  However, each class should also present you, the teacher, with opportunities for attaining certain outcomes as well. Think of it as "real time" professional development. Do you know what YOU want to achieve as a result of teaching your class?  Have you set personal/professional goals for yourself that are linked directly to your class? If you know what those goals are (or even if you are making them now), the mindset behind your goal will provide an interesting guide for how to best approach attaining them. Take a look at your goals.  Generally, they will fall into one of two different categories: promotion or prevention. Promotion Goals try to attain, achieve, or accomplish something of note goal is to maximize gains optimism is a motivator usually accepts some risks values speed or accuracy ac

The implications of students' beliefs

W hat are your students' beliefs about success in school? Have you asked?  If not, don't fret.  What do their actions tell you? Beliefs are only as valid as they are acted upon.  The implications of a true belief are a call to action.  When the action suggests something different, then the belief is either poorly communicated or not truly a belief. Do your students "walk their talk?" If not, they should consider either changing the belief or changing the action.  However, this decision comes with its own set of implications.  A change in action may require an understanding of habits and how to change them.  A change in beliefs will alter one's personal vision, mission, and philosophy. Shameless self-promotion warning! For more about beliefs, mission, vision, and philosophy, you can check out my book,  Foundations: Examining Vision, Beliefs, Mission, and Philosophy  .  Only $0.99 US for Amazon Kindle.

Easily Embedded Student Feedback

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I am a big fan of teachers who regularly ask students for feedback.  This can be for a specific lesson, the class in general, or to gather suggestions for future planning.  However, some teachers find it difficult to hold such conversation openly in class. Another method I have used, that works very well, is to add a section at the end of a test, quiz, or exam that specifically asks for student feedback.  I even give students a few extra points for offering the feedback as a "thank you." This design doesn't (and shouldn't) take on some extensive/complicated format.  As with most things, simple is best. Ask two questions. 1.  List three things you do NOT want to see changed about this class (or lesson, test, etc.). 2.  List three suggestions you would like me to consider for future planning. That is it.  Two easy questions.  Six pieces of valuable feedback per student. Try it out and let me know how it worked for you.

A Model for Student Ownership

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O ver the past few months, I have been providing "thrivapy" to a small number of individual students who find themselves in a rut.  Fully capable, these students simply need some clarity and guidance to rediscover and embrace their "better version of themselves." "Thrivapy" is a term I created to describe the process by which I support, guide, and advise people towards a higher level of satisfaction and success in their work.  Thrivapy is grounded in the understanding of the roles goal setting, habit formation, growth mindset, personal empowerment, and personal presentation play in realizing higher levels of success and satisfaction. One particular challenge was with helping with exam preparations, but the model I used can be applied to almost any situation.  It involved 3 basic steps with the outcome being a better understanding of one's current challenges AND a clearer vision of what the next BETTER version of oneself looks like. Here is a visu