Jeans

I'm wearing jeans today.  It is a Friday.  It is jeans day.

In many schools, jeans are not professional enough to wear as a teacher unless it is a special occasion.

Jeans day.  Jeans pass.  Special jean allowance.  I wish I could wear jeans.  Did you see Ms. So-and-so...she is wearing jeans today!  Are you going to donate $5 so you can wear jeans next week?  Hurry up, Mr. Smith...if our whole team completes this task, we all get to wear jeans on Monday!  College t-shirt day means jeans!  The temperature is under 32 degrees which means jeans!  Holiday break jeans week!  Field trip = jeans.

With all of the millions of things teachers could be talking about, I am surprised at how often the topic of conversation turns to jeans.  It is almost funny that it is such a big deal.  Moreso, the fact that jeans are still an issue is silly.

My current district's dress code in the employee handbook is simple:

"An employee’s dress and grooming shall be clean, neat, in a manner appropriate for his or her assignment, and in accordance with any additional standards established by his or her supervisor and approved by the Superintendent."

It says nothing about jeans, but I don't know of a campus in this district that allows jeans, or better stated, I don't know of a campus in this district that has made jeans a non-issue.

Another local district is much more specific.  Their employee dress code has fourteen specific points for teachers to follow.  It spells out what can be worn and cannot be worn.  It also offers suggestions.  There are four, well-written exceptions to those fourteen rules too.  The best part of that dress code states that males are encouraged to wear ties, but dress shirts with turtlenecks are acceptable.  When was the last time you saw a male elementary teacher wearing a turtleneck in lieu of a tie!

Why are jeans an issue?  I ask this all the time.  I hear three answers the most:
1.  We should dress professionally.
2.  Better dressed teachers get more respect from students.
3.  It is a good way for the principal to build relationships

I'm an elementary guy.  I have spent three years at the middle school level, but most of my time has been in the lower grades.  I don't know a single teacher that doesn't plop down on the floor with kids.  I know lots of teachers who are constantly getting their hands dirty throughout the day with various learning activities.  Many teachers get through the 10,000 step barrier by 11:00 a.m.  Most elementary teachers are constantly getting down to eye level with their students.  I know that teachers are somewhat less-inclined to get down on the floor and get dirty during learning when they are dressed nicely.  Last week, I heard a teacher say, "I only do real science on Fridays with my jeans on."  This is only one person, but it isn't wholly untrue for many teachers.

I'm not sure who thinks that teachers wearing wrinkled khaki pants and tennies with a school t-shirt is any less professional than jeans with the exact same shirt and shoes.  I'm also not sure who thinks elementary kids are any less respectful due to the teacher's clothing.  I have yet to experience a teacher who can base the level of respect they get from their students on the clothes they wear.

Another consideration is the comfort level that some kids have with ties and jackets.  A few years ago, I sat down with a focus group of 4th and 5th graders.  I was asking their opinions on all kinds of school-related things.  I asked what they thought about the student dress code and the teacher dress code.  One student said that he was glad I didn't wear a tie like the old principal.  Most of the other students agreed.  I asked why.  Another student piped in, "Other than him, the only suits I have ever seen were at a funeral."  A third student said, "I don't actually know anyone that wears ties."

Do jeans passes and jeans days build relationships between teachers and principals?  I think not.  I have never heard a teacher say, "My respect for Principal Jones goes up every time I am allowed to wear jeans."  I have heard plenty of teachers say, "Good.  I can wear jenas tomorrow!"  That statement is never followed by, "Thank goodness for my awesome principal for this opportunity to make my attire more comfortable."  If the relationship-building logic made sense, wouldn't it build relationships even better if teachers could wear jeans anytime they wanted???

Part of the constant conversation about jeans makes me laugh.  If jeans are not professional, are teachers unprofessional on jeans day?  Are they less professional when they use a jeans pass on a Tuesday and everyone else is not wearing jeans?  If jeans are not professional enough, why do principals offer jeans passes at all?

Carrots.  Principals offer jeans passes as an incentive.  They know teachers will do a little extra for a jeans pass.  They sell jeans for work.  I bet there are some principals that wouldn't give a flip about teachers wearing jeans regularly if it didn't take away their biggest carrot!

Slide Shows

Whether it is time for my students to learn or I am preparing professional development for teachers, one of the decisions that must be made along the way is whether or not to use a slide show.

Most of the time, a few, well-designed slides can aid the learning.  I create minimalist slides these days, but it hasn't always been that way.  I remember one of my first slide shows for professional development.  It had so many words!  The amount of wording overwhelmed me so I added random pictures of flowers and lizards, just to break it up a bit!

That was a long time ago.  These days, slides are chosen and used for a very specific purposes.

The Picture

Just a picture.  No words.  A visual that may help some learners solidify/remember the concept.  A picture can also force the learners to focus on the conversation or activity at hand.

The Directions

A simple list of the directions for an activity can be helpful.  It is better to give each learner a copy.  A screen version allows you to talk through the directions rather easily.

The Question

The question to discuss, ponder, or reflect upon can be helpful for folks who need some thinking time prior to finding the answer or solution.

Your Guide

Simple slides can help you stay on track, but please don't include every point you need to remember in your slides for the learners.

Principals, if you use a slide show for your professional development, please keep it simple!  Use the slides to enhance your material.  The slide show should not be the highlight of the learning.  Be sure to provide each learner with a copy of any words you need them to know or remember.  Do not show it once and expect the learners to take good notes!

Make your words big enough for the old guy in the back of the room to easily see.

Avoid These Slide Show Mistakes

• Do not read a slide show full of bullets to the learners.
• If you want to share data, keep it simple.  Do not add a giant spreadsheet that nobody can read.  It frustrates your data hounds!

The Master Calendar

When I began teaching, my principal handed out a weekly calendar printed from a mimeograph machine!  Yes.  Blue letters and an interesting odor!  Soon afterwards, he sent them out via email.  Every week, we got a weekly letter from him that included a calendar of events that teachers needed to know.  We teachers also wrote down calendar items in our giant red planning books.  It was pretty simple.

Not anymore.  For example, between the mid 90's and now, required assessments alone have changed the way we keep a calendar.  Our district currently requires assessments every nine weeks in reading, writing, and math.  Each one of those include a window for its administration and a due date for scanning them into Eduphoria.  That is three calendar items for each test.  We also must create and administer mid-term assessments that must be scanned into Eduphoria.  The students are also required to take a computer-based assessment in reading and math at least once per month.  Finally, add the state tests and the preceding practice tests to the calendar.

Now I know what you're thinking!  What a ridiculous amount of testing!  That is another topic.  For fourth grade teachers at my campus, there are at least 82 different testing events that go on the calendar.

This is just for assessments.  This is just one example of the huge number of calendar items that teachers juggle.

On a weekly basis, there are always numerous other events that teachers need to keep up with:

• mandatory training deadlines
• observations
• team meetings
• faculty meetings
• committee meetings
• special events
• report card deadlines
• progress report deadlines
• data analysis deadlines

Clear the path

Because I believe that one of the principal's main duties is to clear paths for teachers, making sure that everyone on campus has an easy grasp of everything that goes on the calendar is extremely helpful to teachers.  

Google, Outlook, and every other major email service that schools use includes calendar features that allow users to set up groups and send calendar invitations or meeting requests for events.  Use these features!

Set up your groups each summer.  Give rights to the folks in the office to help you.  If 4th grade teachers need to know the dates you will be meeting with them to discuss data, send them a meeting request.  The meeting shows up on their personal calendar.  This process takes only seconds longer than adding it to the master calendar as a simple event.

Do not simply place the event on a giant, shared master calendar.  This practice requires every single person to search through the calendar weeks at a time, searching for events that are pertinent.  When events are sent by calendar invitation, teachers only need to look at their own calendar.  Teachers can select to receive reminders on their computers and on their phones!  

When you send calendar invitations, your system will automatically notify teachers about the new event via email.  This is a good thing!  Make this the only way you put things on the calendar!  Don't expect teachers to keep up with calendar items too well if they receive information verbally at faculty meetings, through regular email, from a team leader, written on a folder, and through a handout in their mailbox.  When calendar items come from multiple sources in a haphazard manner, teachers will be frustrated and stressed.

Include a calendar in your weekly email.  Sending out calendar items on a weekly basis helps teachers ensure they are keeping up with all the deadlines.  Plus, it is super easy for teachers to know they can check your Friday message at anytime to double-check calendar events.

But they are professionals!  They should keep up with their own calendars!
Teachers are professionals.  Organizing your calendar communication and systematically reminding teachers of the multitude of deadlines does not diminish their professionalism.  It increases your leadership capacity by showing that you support their efforts and do you best to make their lives easier!  Clear the teachers' path by making their calendar lives easier!

Micromanagement

I don't like the idea that every decision and action must be funneled through me.  As a public school principal, I want the folks around me to use their talent, expertise, and passion in ways that make school better and better for kids every day!  I want to be able to clear paths for folks so that their own improvement efforts shine.

However, there are some things that I micromanage.  We all have the little things that we want to control.  As an assistant principal, I was really picky about checking the textbooks in and out.  I wanted it done my way.  I didn't care which books you wanted.  I didn't care whether you wanted a class set, one book for each kid, or none at all!  I didn't care if you used them one bit!  But I was very specific about how to turn those suckers back in to the book room!  They had to be stacked on the counter, by the door, face down, spine away from the wall, in stacks of five or ten.  This made scanning each book easy for me!

Looking backwards, I can see that I micromanaged a few things during my first gig as principal.  I can also see that the amount of micromanagement decreased each year for five years.  After finishing my first year at my new school, I can see a few things that I will micromanage for a little while.

For example, I want to see kids writing across the curriculum.  Students will be writing at least once per day in each subject.  They will also be sharing their writing with each other.  I want to see it!   I will also be asking teachers to design math lessons so that students are talking about math.  I want to see collaborative problem-solving!  I want students finding creative ways to answer math problems and talking about it!  I want to see it!

These are two of the things I care deeply about and I believe will help move our school forward!  So I will micromanage them. These two things are only a small part of the excellent teaching and learning that already happen, nevertheless, they will definitely increase learning.

There will be other things that I micromanage.  I know what some of them will be.  I'm sure there are some things that I don't even know I will want to micromanage.

The title of micromanager is not one that most folks want to have.  Most folks do not want to be known as one.  But we all do a little bit of micromanagement.  We all have those things that we want done a certain way.  I don't want to be a micromanager but I do micromanage some things.

Tutorials

Over the last several years, the emphasis on tutorials has grown.  Schools are pro-actively providing tutorials for kids so they can get extra help, participate in extra lessons, or simply use more time with the teacher.  Giving kids extra time, extra help, and extra learning opportunities is a good thing, right?

For example, many teachers open their doors for kids on Tuesday and Thursday afternoon for an extra 45 minutes.  Some kids show up because they want to.  Some kids are told they are required to be there.  Some schools provide a campus-wide plan for study halls before school and after school.  These extra times must be good for kids.  Some schools even open their doors on Saturdays!

It seems that most high school teachers offer tutorial sessions before school, after school, and during lunch.  These sessions typically seem to be focused on doing the assignment together, thus "earning" the kid a better grade.  In other words, if you show up for tutorials, I'll guide you through the assignment so you can get a better grade on it.  Who knows if there was better mastery?  The grade was better.  Isn't that all that matters?

There is a ton of time focused on planning, prepping, and executing tutorials.  There is also a ton of time and money spent on software and hardware that provides online tutorials.  Sometimes it seems that the primary focus of conversations about improving student learning is on tutorials.

Do tutorials work?  Is the time spent prepping and planning for them worth it?  Is the money and resources worth it?  We can't give ZERO attention to struggling kids.  But, are we counting on tutorials too heavily for their success?

What if we gave our initial lesson design that much energy?  What if we spent our time and energy on better classroom instruction?  How well would students master their learning in an environment focused on engaging, differentiated instruction that was designed based upon valid data?  Sounds better than tutorials to me!

Success Breeds Success

My 6th grader loves oatmeal for breakfast.  When he asks for it, he usually gets it.  Making a quick batch of oatmeal doesn't take long at all and it feeds the whole family.  One particular morning, he didn't ask for oatmeal early enough.  When I told him to grab a quick bowl of cereal because I needed to leave, he asked, "Can I just make the oatmeal myself?"

My brain's warning flag went up!  This kid wants to cook on the gas stovetop with no adult in the house??? He will burn the house down! I don't want to be on the five o'clock news!  I can't take the chance!

Then I remembered...he cooks eggs for himself, he can make his own mac & cheese, and he hasn't caused a single fire yet.  As a matter of fact, he has caused one less kitchen fire than I have.

Instead of blurting out my initial gut reaction, I asked him, "Do you know how?"

He confidently explained the process to me and it took all of 20 seconds.  I smiled and said, "Go for it!  Don't burn the house down!"

When kids want to do things for themselves, we need to let them.  Too often, we choose to do things for them.  We do this for many reasons:

• It is faster
• It is just easier to do it
• We don't want to take the time to work with them through the process
• We don't want them to fail
• It has become a habit to do pretty much every thing a kid asks
• We deem any amount of risk as too much risk

I am happy to report that the fire department did not make a visit to my house!  More importantly, my 6th grader is getting confident in the kitchen.  He even cleans up after himself!  Was there a risk of fire?  Sure, but there is a risk every time I cook too.  Was the risk greater because he is 11 years old?  Sure, but not that much greater.  He wanted to be successful at this so I'm sure he gave it his utmost attention.  He wanted the responsibility of cooking with fire, and he was successful!  Failing forward is incredibly important for learning!  At the same time, success breeds success!

The best thing I've seen all week!

Yesterday, I sat in the front office of a local school during dismissal.  It was a very busy, yet well-organized process.  A student entered the office and asked to use the phone.  I watched intently as one of the staff members assisted him.  She was absolutely fantastic!  She knew the child by name and asked why he wasn't heading to practice.  The child told her that his dad told him not to go to practice because he needed to pick him up early.  The child was clearly frustrated because his dad wasn't in the parking lot and he was missing practice!

The woman slid the phone across the counter and watched him as he dialed.  The student tried to dial the number twice with no luck.  At this point, many adults would have said, "Here.  Let me dial it for you."  Instead, she gently asked, "Is it long distance?"

He nodded and tried to dial again.  She continued to stand back and let him try and try again.  After two or three more unsuccessful attempts, she calmly stated with a smile, "You might need to dial a one first."

He tried two more times. Still no success and he was getting frustrated.  By this time, very few adults would lend more guidance.  Most would take over and do it for him.  Some might actually say, "I can't believe you don't know how to dial a phone!"

Instead, she respectfully and politely tried to guide him through the dialing process.  With this last attempt, it still did not work for him, so she did ask him if he wanted her to dial it for him.  I love that she did not TELL him she would do it.  The choice was his.  

He accepted her offer and the call was made.  This fine educator never lost sight of the fact that this was a child learning how to do something.  She never lost her cool or placed an unreasonable expectation on him.  Sure, we think that all kids should be able to dial a phone number, but in reality, most of us simple tap a name on our cell phones to call anyone these days.  This child walked in frustrated, tried out an unpolished skill several times unsuccessfully, felt the love and guidance of a teacher, and walked out feeling better than when he entered the office!  I do not know her name but I was thoroughly impressed!

Puddle Jumper!

I love the rain.  I also love getting outside right after the rain!

One of my favorite things is watching a kid size up a jump across a rain puddle.  Toes on the edge, a little bend of the knees and a swing of the arms...and jump!  Then the smile!  The great thing about this risk-taking leap is that the smile comes whether those feet clear the water or they make a splash!

The goal, the plan, and the results take almost no time at all...and end with a smile!  The goal was chosen, the effort was made, and the smile came regardless of success!

What about a more long-term goal?  Wouldn't it be great to approach it with the same puddle-jumper attitude!!!

Labels

When I think back to some of the most memorable students I have had over the years, I wonder how my descriptions of them placed limits on what I expected from them???

"Little Johnny never had help with his homework and he couldn't sit still for more than 3 minutes."

"Little Mary takes care of her younger brother and sister every night while her parents work."

"Crazy Karl???  That boy is out of control!"

So often, teachers describe their students to each other like this.  These descriptions are not meant as insults to the children.  They are typically just used to describe the child's situation.  It was true that little Johnny didn't get any help with his homework, even though he could have used a little bit of assistance most nights.  It was true that Little Mary's parents worked nights so she was in charge of her siblings.  And Karl?  He was just a fun boy who was always more interested in playing and laughing than anything else!

Today, it is my mission to see the unlimited potential in each child.  Looking back, I wonder if I unconsciously changed what I expected from Johnny, Mary, and Karl because of the way I described them?  As educators, how do we see beyond the hurdles that every child encounters, even when they may not be able to do?

Isn't it our job as educators to help children shed those labels?

Bringing it home!

Last week, my sixth grade son opened his backpack and removed several straws and popsicle sticks held together with masking tape.  He excitedly jumped on the floor to re-create the catapult he made in science class.  The truth is, he is a tough customer when it comes to being entertained at school.  He regularly calls school "normal" and rarely says his days are good.  This day was quite different.

When I asked him to tell me about his catapult, he said he wanted to use what he learned to build a better one at home.  He went into the garage and gathered a few supplies.  He also found a giant box of popsicle sticks (Doesn't everyone have a box of these things sitting around the house?)

I watched him from afar because I didn't want to stifle his creativity.  I loved seeing his brain work through his fingers to make another, even better catapult.  I loved that his school assignment carried over to further exploration at home!  He stayed with it for quite awhile, testing and refining and testing and refining.  He was excited to show me his progress!

It was tough not to play the role of teacher at this point.  He needed me to be the excited parent!  And believe me, I was excited!

After a little more than a week, he has gone back to his interest in catapults and rubber-band propulsion several times.  I love that he has unknowingly become a little scientist and I love that he brought home this excitement from school!

No answers today!

I remember walking into my 5th grade classroom during January of my first year of teaching and getting bombarded with the usual questions from my kiddos.  They were typical school questions for a first year teacher.  I remember noticing that the kids actually knew the answers to most of them.  I guess they were asking me just to be sure they were right.  I also remember that my answers were typically one-worded responses, some spoken with an occasional pointed finger, "Yes....No....There!"

After one too many, I jokingly stated, "I'm not answering any more questions today!"

A few kids giggled and a few looked at me with a perplexed grin.  They all knew I was probably up to no good!  There was silence for about four seconds, then the questions continued, "Can I work on my project?"

I responded, "I don't know, can you?"

The next student, "What should I do next for my writing?"

My answer, "I don't know!  What should you do next for your writing?"

Both kids already knew the answers.  A few more interactions like this and the class took notice.  For me, with each question and answer, things got more fun!  I wondered if I could go all day in this manner!

"Come on, Mr. Shanks, you KNOW what I need to do next!  Just tell me"

I said, "Hmmmm....I don't know....I wonder who could tell you?"

I continued answering questions this way and made the HUGE realization that I had trained my class to ask me a million questions a day!  By answering them, I trained them to keep asking!  I didn't want to answer a million questions per day!  I really wanted a classroom where the kids knew how to find their answers without needing direct guidance from me.  During the last several months of the year, I changed the dynamics of the classroom immensely by changing my responses to their questions.  Throwing most of the questions back to them made our classroom a different place.

This process also unveiled the difference between the regular questions and the fun questions!  Mixed in with the requests to go to the bathroom and how to solve #4, were questions like, "Can dogs really count?"

These were the questions that were more fun!  At first, I turned those questions right back to the students as well.  However, I learned that without some level of guidance, 5th graders didn't always know where to begin the search for answers to these questions.  In today's world, most kids simply Google the question!  Not so, in 1994!

I believe fun questions like these deserve to be honored and respected.  These are the types of questions I want students to ask.  Questions like these lead kids to explore and learn.  More importantly, when questions like these are respected, kids learn that it is a good thing to ask questions that don't necessarily have easy answers!

When kids regularly ask the impossible, then strive to find an answer, we all win!

Passion and Goals!

Can you have a goal without a plan?

There was a time that I believed a goal without a plan was just a dream.  Now, I think that some of the best goals swell our hearts with anticipation before we have a clue how to get there!  Big, audacious goals can take time.  Early on, that time may simply be spent figuring out exactly what your "End in Mind" actually looks like.

I have heard the goal, "I want to write a book," from several folks.  The next question is always, "What will your book be about?"

The was a time when I gave very little credence to the answer, "I don't know."  Not anymore!  Perhaps finding the answer to that question is the burning question!  The burning question that causes the writer-to-be to seek out his/her greatest passion and bring it to life through words.

If you have a goal, and you are not sure how to bring it to life, keep asking yourself questions until your answers lead you to your plan!  Passion and goals lead to plans for success!

Sharpen the Saw

The second semester is rolling.  Middle-of-the-year benchmarks are done.  Data is ready for analysis.  The end of January is when the gas peddle hits the floor and time seems to fly.  It is also when the typical teacher experiences a bit of stress as testing time approaches and some of the kiddos aren't progressing as planned.

If you have done this for a few years, and felt this way for a few years, you know that the stress will wane and you will make it through this time.  Say this to yourself, "I will make it through this time of year because I have done it before."

Then ask yourself, "How will I make it better for my students and for myself?"

One of your answers to this question must be, "I will sharpen my saw!"

Dr. Covey explains Habit #7 so well:

Sharpen the Saw means preserving and enhancing the greatest asset you have--you. It means having a balanced program for self-renewal in the four areas of your life: physical, social/emotional, mental, and spiritual. Here are some examples of activities: Physical: Beneficial eating, exercising, and resting Social/Emotional: Making social and meaningful connections with others Mental: Learning, reading, writing, and teaching Spiritual: Spending time in nature, expanding spiritual self through meditation, music, art, prayer, or service As you renew yourself in each of the four areas, you create growth and change in your life. Sharpen the Saw keeps you fresh so you can continue to practice the other six habits. You increase your capacity to produce and handle the challenges around you. Without this renewal, the body becomes weak, the mind mechanical, the emotions raw, the spirit insensitive, and the person selfish. Not a pretty picture, is it? Feeling good doesn't just happen. Living a life in balance means taking the necessary time to renew yourself. It's all up to you. You can renew yourself through relaxation. Or you can totally burn yourself out by overdoing everything. You can pamper yourself mentally and spiritually. Or you can go through life oblivious to your well-being. You can experience vibrant energy. Or you can procrastinate and miss out on the benefits of good health and exercise. You can revitalize yourself and face a new day in peace and harmony. Or you can wake up in the morning full of apathy because your get-up-and-go has got-up-and-gone. Just remember that every day provides a new opportunity for renewal--a new opportunity to recharge yourself instead of hitting the wall. All it takes is the desire, knowledge, and skill.

Passion is Energy!

I just took a quick walk through The University of Texas campus. The 2nd semester has recently begun and there were tables and students everywhere!  They were holding posters, giving away candy, playing music, and handing out pamphlets.  They were trying to recruit, advertise, raise funds, or promote for their cause.

It was an impressive sight!  I started thinking about all the reasons they were participating.  They weren't getting paid for it.  They seemed to be enjoying themselves.  They might simply be involved to make friends.  But most of the groups were service-oriented.  To me, this means they got involved because they were passionate about the cause.

I know that our local high schools have some advocacy efforts led by their students.  This made me wonder, how can we create an environment for our youngest students to become involved with a service effort?  I'm not simply talking about the projects that are led by the school.  Don't get me wrong!  School-led efforts are excellent and worthy vehicles for teaching kids how the service to others is a win-win endeavor.

I'm just curious if we can build systems in elementary schools where student-led, passion-driven efforts will flourish?

Butterflies

A little bit of fear is not always a bad thing.  That little feeling you get as you face a challenge.  It may be your new job, a new student in your classroom, or even walking in the building with a new haircut.  The deep breath you take as you approach your challenge is a sign that some level of fear is with you.  Butterflies in your stomach!

Many coaches believe that the feeling of butterflies in your stomach prior to a competition is healthy and contributes towards a strong performance.  The same can be said for singers, dancers, and actors.  Teachers get the feeling on the first day of school every year, just before the kids walk in the door!  This fear is not the opposite of courage!  Courage is what you use to overcome your fears!  A little bit of fear always loses to bravery!

Embrace those butterflies!  Step up to the starting line and run!  When the curtain opens, smile and shine!  When you feel those butterflies in your stomach, you know you are doing something that takes courage.  Smile as you reach beyond your comfort zone and let your bravery show!

Brave and Happy!

Is this good enough to try?

So you have been working on something new,  You are excited about the potential benefits of your efforts and you are passionate about finding success.  At some point, you might ask yourself, "Is this good enough to try?"

The answer to this question is almost always yes!  If your new endeavor is good enough to call good, it is good enough to try.  Give it a shot, learn from your efforts, then make improvements.

If you are waiting for the perfect plan before making it happen, you could be waiting a long time.

Scary things!

On December 1, 2014, I wrote about doing one thing each day that scares me, 31 Scary Days.   After 31 days, I have actually learned a lot about myself!  Some of these items were more scary than others.  Sometimes, I simply noted something I said or did that may have required even just a smidge of courage.  These items are also definitely not the scariest thing I did each of the days.  They are simply examples!  It was fun to note something for each day!  I think the point is that if I ever have a day that nothing worth noting happens, perhaps that day was wasted.

December 1, 2014
Today, I had a conversation with a friend about his health.  He mentioned that he needs to lose about 80 pounds.  From his words, I heard that he was desperate to turn things around.  I took a deep breath, and bravely told him that I was worried about his health too.  I told him that every day he waits to turn his health around will make his turn-around tougher to accomplish.    I looked him in the eye and honestly told him that he his fully capable of making it happen and that I believed in him! I offered to do some push-ups with him too.

I think he was surprised to hear me say it. I was a little surprised too, but what I told him was the truth.  Usually, we want our friends to tell us what we want to hear.  Sometimes, we want our friends to tell us what we need to hear.  It can be quite difficult to know the difference.

December 2, 2014
It wasn't easy, but I listened to the whole story.  I didn't want to do it.  I wanted to interrupt and cut to the chase.  I've heard this particular story before so I felt like I knew where to go.  Instead, I focused on the words and the delivery and simply restated what I wanted clarified.  I asked for more information when my own picture wasn't clear.  I listened to the whole story and it wasn't easy!  But I listened to the whole story, and a real solution was found!  Empathic listening isn't easy, but it is worth it!

December 3, 2014
I volunteered for an assignment that was out of my comfort zone.  I don't think I have the experience required for the job.  I did it, because it will relieve the anxiety of a coworker and it will add precious gold coins to our emotional bank account.  I'm a bit scared about getting it done effectively, but I know I am willing to put forth the effort to make it happen!

December 4, 2014
An interview is a scary thing!  The idea of balancing the dialogue between what I believe in and bragging about myself is a tough one!  This is further challenged by the balance between talking about the past and talking about the future.  During an interview, some folks want to know what you have accomplished and some want to know what you are aiming to do next!  Finally, there is the wait!  Kudos to Manor ISD for making the wait 24 hours rather than an unknown time frame!

December 5, 2014
I am facilitating an improvement team en absentia.  This team really wants to find solutions with only the folks who do the hard work.  In order to maintain confidentiality, they do not want anyone outside of their group to be present for the meeting, including me, the facilitator.  It is a bit scary to think that I am supposedly helping steer the efforts without going along for the ride!  This challenge does offer facilitation experience to a few others on the team, which is a good thing!  Can I do this blindly???

December 6, 2014
Soccer tournament time for my youngest!  I love watching him play soccer!  over the last few years, I have really made sure that my cheers stay positive and model good sportsmanship.  Today's referees made this a challenge today!  I have no problem with refs who make mistakes.  They are human after all.  Today's ref simply didn't care and he treated our 11 year olds poorly.  Nevertheless, I remained a good sport!

December 7, 2104
This morning, I talked with my boys about going to see a movie.  My oldest son wanted to see Interstellar at the IMAX Theater.  My youngest son did not.  He insisted on seeing the new Hunger Games flick.  Since we disagreed, we looked for a third alternative and simply didn't find another movie to go to.  We talked about doing something else, but we had gift cards for the theater!  In the end, My youngest son got a few tears in his eyes and said he just wasn't going to go.  When I asked him why, he had a difficult time telling me.  I tried to gently and calmly ask him for more information so we could solve this together, but he didn't really want to explain it.  I didn't want to leave him this way!  I felt like if I waited patiently, he would somehow be able to verbalize his reasoning.  That is tough to do when his reason was, "I saw the trailer for Interstellar and it looks like the stupidest movie ever."

How do you respond to that?

I said, "Tell me more."  He initially refused, then opened up a little bit.  Tough conversation, for sure!

December 8, 2014
Today, I spent a good deal of time thinking about who I am as an educator.  I revisited by belief statements and my personal mission for education.  I asked myself, "Are these things guiding you to be the best educator you can be?"  I tweaked a few things here and there and made sure my dedication to these words was still strong.

December 9, 2014
I spoke with a few district leaders today.  They heard my ideas and beliefs with open eyes and open ears.  It was an enjoyable experience because they were quite engaged in the conversation and appreciated my input.  I was proud of myself for sharing without compromising my beliefs.  Oftentimes, it is easy to say what you think people want to hear rather than your actual thoughts.  This can be especially true when the group consists of passionate and dedicated educators.  It was a great time!

December 10, 2014
I attended a training session today for the second time.  I wanted to be sure that I didn't miss anything the first time.  Even though it would have been easier to skip it because I already attended the training once, I went again and made the most of it!

December 11, 2014
I facilitated a meeting with the enrichment unit today.  We needed to determine how this group would best take care of the requirements for monthly update reports for our ongoing projects.  As with any change, a few folks responded to the new requirements with rolled eyes.  By sticking with the purpose of these updates and discussing ways to make them more meaningful to the group on a regular basis, we walked away with a positive plan of action!

December 12, 2014
I accompanied the associate commissioner of education for academic standards and programs to meeting in our state capital.  A state representative wanted some expert opinion on a bill she wants to file.  In this case, I was not the expert!  But, it was very interesting listening to the conversations at a state legislative level!

December 13, 2014
Courageously, I did not much today!  It was our first non-soccer weekend in a long time.  I love watching my boys play soccer.  It is absolutely one of my favorite things to do!  It sure was nice to sit back and relax.  I don't sharpen my saw by doing nothing too often.  Today, I did!

December 14, 2014
I am anticipating some news today.  It might be good or it might not be good.  Because I have already done my part to make the news good, the decision is now outside of my control, so I will now focus on things that are actually within my circle of influence instead of worrying.

December 15, 2014
This is the time of year when the sweets show up in the office.  Today, I only ate one cookie!  I don't know if it was scary, but it sure was tough!

December 16, 2014
There was an Open House environment at the office today.  The chance to walk around a mingle and meet the folks that I often only know over the phone.  I accepted the challenge and can now put faces with names!

December 17, 2014
Today's scare was interesting for me.  I challenged myself to attack a few of my Quadrant One tasks, finishing each one in order.  Quadrant One tasks are both urgent and important.  I am very good at meeting deadlines, but I typically move from task to task to task in a fairly random pattern,  For me, it keeps my brain fresh.  I was able to make it through these tasks one at a time today!

December 18, 2014
We cancelled a meeting today.  There simply wasn't enough on the agenda to get everyone away from more important work.  The only decisions to be made by the group were not urgent.  The best meetings are the ones that make people smarter, better, and more connected.  This one would not have done any of those, so we cancelled it!

December 19, 2014
As the new guy in the office, I have been much more of a listener than a talker.  I work to learn from those who have been here longer than I have.  I want to learn from them.  Not only from their words, but also from their history here.  Sometimes their decisions are based on practices and procedures that I just don't know about yet.  At our weekly meetings, I find that I am asking questions in order to help me see into the past around here.  Today, my supervisor told me that she really appreciated my questions because they are good ones that help the entire team focus on why things are done in a certain way.  She said that it is good for the this group to examine the why more often and she appreciated me for asking!

December 20, 2014
Shopping day!  This day scares me!  I did the majority of shopping online this year, but there are some things that need to be found in person.  I did it!  I got it done!  Hooray me!

December 21, 2014
Packing day!  Even scarier than shopping.  Gotta make sure I get everything in this car before heading north for holiday.  Gotta make sure not to forget something that can't be replaced once we get there!

December 22, 2014
Driving day!  It is not too far.  Just three hours north on I35, from Austin to Fort Worth.  If you have ever driven this stretch of highway, you know it is scary!

December 23, 2014
I taught my boys how to play Spades.  I wondered if they would enjoy the game.  They did!  As they get older, it is really enjoyable to expand the number of things we can do together!

December 24, 2014
Two days ago, I wrote about Beach Time.  Today, I found it.  Rather the hurry that often happens on Christmas Eve, I was able to slow things down and fully enjoy my moments with my family.  We always have a great time together, but this today, I really focused on trying to be in each moment that I encountered in a house full of people doing 14 different things at any given moment.  Beach Time!

December 25, 2014
What could possibly be a scary thing to do on Christmas Day?  I thought it would be to watch my steak intake!  My brother-in-law grills the most amazing steak.  I did not succeed.  I ate WAY too much.  So, I will say that I bravely ate more than I needed to eat.  Yummy!

December 26, 2014
Today, we all went to visit my 95 year old grandmother.  She is an incredible woman!  A former teacher and counselor who truly appreciates educators.  What a treasure to still be able to chat with her.  I am lucky to still have this opportunity!  The past few years, as much as I love every visit with her, it is hard to say goodbye.

December 27, 2014
I spent the evening with my best friend tonight.  I chose to spend a little more money than I typically would have spent, but it was worth every penny.  Our time together was worth way more than those pennies!

December 28, 2014
Time to drive home.  My boys want to stay longer.  They want more time with their cousins and the rest of the family.  I want this too.  Unfortunately, we need to say our farewells and head home.

December 29, 2014
There were lots of folks gone from the office today.  I bravely took on several phone calls that were outside of my area of expertise.  Very interesting!  Several times, I responded with, "That is a great question!  Let me see if I can find the answer and call you back!"

December 30, 2014
I am not a plumber, yet I promised to fix the leaky faucet.  This is a brave move on my part! [UPDATE: I did it!  No more leaky faucet!]

December 31, 2014
Tonight, I made a long trip to buy some firecrackers for my kids.  Both boys are quite responsible and I am very lucky to know that they have good heads on their shoulders.  Nevertheless, they are kids.  I trusted them to use the firecrackers wisely!  They didn't lose a finger or set fire to anything, so I am glad I trusted them!

#12books2015

Only a few more days to make yourself a few new promises for 2015.  I've seen a recent trend that makes sense to me.  Rather than the usual resolutions that end up as disappointments after a few days or weeks, quite a few people are setting goals that change habits and involve a support system.  Rather than a promise to "Do Better..." at some thing or another thing, make your resolution measurable and share it with the world!

Principal Salome Thomas-EL (@Principal_EL) set a goal of running 500 miles in 2014.  He challenged folks to join him on Twitter.  Check out hashtag #500in2014 to see examples of how a great Twitter community can work together to achieve goals!

By resolving to run 500 miles during the year, he was able to change his exercise habits and involve others.  He didn't promise to run every day, or even more generic, to get more exercise.  He sustained an injury along the way.  It slowed him down for a bit, but it did not kill his goal!  His goal was a year-long endeavor rather than a simple resolution to do better!  Way to go Principal EL!

He also publicized his progress on Twitter.  What a great way to keep yourself motivated!

Now I need your help.  For 2015, I am going to create a list of books to read.  I am thinking somewhere between eight and twelve for the year.  I will track my progress with #12books2015.

What are the must-read books for 2015?

Beach time!

So much to do!  So much to get done!  Gotta hurry!  Gotta go, go, GO!

This sounds like pretty much everyone I know for the next few days!  Traveling, last minute presents, and let's not forget the thirteen trips to the grocery store to get the sliced almonds for the green been casserole and the marshmallows for the sweet potatoes!  Then for those of us with kids, the morning of December 25th is all about surprise and smiles and laughter!

Then we get to some point after the craziness, and we get to slow down.  That point where we stop hurrying to get ready for the holiday and we actually relax.  

I wonder if there is a way to make things slow down over the next few days instead?  Can I slow down and soak in the next few days and relax, even though the trips to the store will still be necessary?  So many people, myself included, typically need a few days off after the vacation, to recover from the vacation. 

In the summers, I call this relaxing period, "Beach time."  After several days on the beach, with nothing to do but enjoy the minutes with my toes in the sand.  Things slow down and there is not much urgency at all.  I relax.  That doesn't mean that I sit in a chair under my EZ-Up the whole time.  For me, I am catching sea critters and fishing with my boys.  We play in the waves and play games on the beach.  I read a few pages and chat with friends.  I take a thousand pictures.  I am actually quite busy on the beach!  But it is the most relaxing busy that I know.  Beach time.

Is there a way to get myself on beach time for the next few days?  I am gonna try it out!

Choose Bravely!

When you take a risk and try something new, you are exercising your freedom.  When you avoid the risk, you are still exercising your freedom.  Your choice to do nothing new is still your choice, given to you by your own freedom.

Whether you take the risk or do nothing, you own the choice and the outcome.  Choose bravely!