Posts
To the LYS Nation,
Have a happy Thanksgiving and take this brief time out to catch your breath so you can finish this semester strong. I myself am taking a few days to both catch up and relax.
The posts will begin again on Monday, November 30, 2009.
Rest. Relax. Recharge.
Wednesday, November 25, 2009
Brezina Writes
Somehow, during his ongoing European “fact finding” mission (further proof that the LYS Icons will scour the globe in search of effective and efficient practices) Bob Brezina submits the following comment in response to the post, “The LYS Nation.”
Great story. I expect no less.
BB
Think. Work. Achieve.
Your turn...
Great story. I expect no less.
BB
Think. Work. Achieve.
Your turn...
Tuesday, November 24, 2009
The LYS Nation
The LYS Nation continues to grow and knows no (social) boundaries. Last week I was out having dinner with my wife and a friend of ours (I won’t drop names, but she is one of the premiere writing experts in the country). As we are eating, a young woman comes up and sits at our table. I thought she knew one of the two women at the table, but instead she looked at me, pulled out her I-Phone, showed me a picture and said, “What do you think about these lesson frames?”
The frames were pretty good!
She was with a group of teachers, having dinner and discussing instruction. The excitement of teaching and learning was so important to her that it overcame any social inhibitions she might normally have and when she saw the opprotunity to validate her work and their discussion, she took it.
LYS Nation, this is what it is all about. Everyday we have access to new tools, techniques and insights that not only make us better teachers but have a dramatic impact on our students. We ought to feel like kids in a candy store. And when young teachers are at dinner and they want to talk about instruction with a virtual stranger, I worry a little less about the future and push myself to work just a little bit harder.
Think. Work. Achieve.
Your turn...
The frames were pretty good!
She was with a group of teachers, having dinner and discussing instruction. The excitement of teaching and learning was so important to her that it overcame any social inhibitions she might normally have and when she saw the opprotunity to validate her work and their discussion, she took it.
LYS Nation, this is what it is all about. Everyday we have access to new tools, techniques and insights that not only make us better teachers but have a dramatic impact on our students. We ought to feel like kids in a candy store. And when young teachers are at dinner and they want to talk about instruction with a virtual stranger, I worry a little less about the future and push myself to work just a little bit harder.
Think. Work. Achieve.
Your turn...
Sunday, November 22, 2009
A Reader Writes... (Gant Wisdom - Part 8)
In response to the posts, “Gant Wisdom 1 – Parts 1, 3 and 5,” a reader writes:
“I think I was not clear. I don't think the familial framework is only for adults. I was trying to communicate that in the schools I have led there was a sense of family among the faculty. Most students were not allowed in that family. The faculty had an "us against them" attitude.
I am sure not all schools are like this, but to date I have been in six different high schools, and five had a strong sense of family that did not include the students. However, I do contend that when the atmosphere becomes congenial, alienation of some group is possible. Those outside the family group will suffer gravely. If the group outside the family group includes students, the school is in for a rough ride.
It is the purpose and focus of the organization that is important. Is your school focused on "us" or "them"? If "us" includes students in your school, great, you have no problems. If "us" doesn't include students, you had best focus on "them."
SC Response
Again, context is the issue. You’re career path and skill set has been turning around the dysfunctional secondary campuses. It is the leading the charge from “Broke to OK.” The typical broke secondary campus has devolved into an “us versus them” mentality. With the “us” and “them” consisting of various factions of adults looking to blame other factions, leaving the academically fragile student on the outside looking in. Which is what you have been attempting to describe.
The counter point was provided by a principal whose skill set centers on moving average schools to exceptional schools. In those schools, as you can imagine, student performance is priority one.
Both arguments are valid in their settings. What I’m waiting to see is the complete transition from bad to exceptional. I believe with all my heart that it is possible, but I have yet to witness it. And the reason is this; the leadership that takes the sub-par to marginal, never stay to make the next transition. Either they are hired by a bigger school / district or are run off by a community that really doesn’t want to change.
Think. Work. Achieve.
Your turn...
“I think I was not clear. I don't think the familial framework is only for adults. I was trying to communicate that in the schools I have led there was a sense of family among the faculty. Most students were not allowed in that family. The faculty had an "us against them" attitude.
I am sure not all schools are like this, but to date I have been in six different high schools, and five had a strong sense of family that did not include the students. However, I do contend that when the atmosphere becomes congenial, alienation of some group is possible. Those outside the family group will suffer gravely. If the group outside the family group includes students, the school is in for a rough ride.
It is the purpose and focus of the organization that is important. Is your school focused on "us" or "them"? If "us" includes students in your school, great, you have no problems. If "us" doesn't include students, you had best focus on "them."
SC Response
Again, context is the issue. You’re career path and skill set has been turning around the dysfunctional secondary campuses. It is the leading the charge from “Broke to OK.” The typical broke secondary campus has devolved into an “us versus them” mentality. With the “us” and “them” consisting of various factions of adults looking to blame other factions, leaving the academically fragile student on the outside looking in. Which is what you have been attempting to describe.
The counter point was provided by a principal whose skill set centers on moving average schools to exceptional schools. In those schools, as you can imagine, student performance is priority one.
Both arguments are valid in their settings. What I’m waiting to see is the complete transition from bad to exceptional. I believe with all my heart that it is possible, but I have yet to witness it. And the reason is this; the leadership that takes the sub-par to marginal, never stay to make the next transition. Either they are hired by a bigger school / district or are run off by a community that really doesn’t want to change.
Think. Work. Achieve.
Your turn...
Sunday Advice - Larry Wingate
From the book, It’s Called Work for a Reason, Larry Wingate writes:
“You are not paid to like your job. You are paid to do your job.”
I love this piece of advice (and the book). It is a simple dose of the real world. No one likes their job everyday, but we are fortunate in education. We are public servants working with children. In terms of intrinsic motivators, that fact should put us in a much better position to like our jobs than that of the typical adult.
Some days are worse than others, but on the whole, we have the opportunity to do something important everyday, for a fair wage (did you really go into education to get rich). If you don’t like your job, your boss can’t fix it, only you can. Just do the math; if intrinsic rewards + salary adds up to the right amount, then be grateful. If intrinsic rewards + salary is not enough, then help yourself and find the work that you do like.
Think. Work. Achieve.
Just a reminder for existing LYS readers and an invitation to new LYS readers, Sunday is advice day. Send me your favorite piece of advice and why, along with your mailing address. If I post it, I’ll send you a world famous Lead Your School can koozie.
Your turn...
“You are not paid to like your job. You are paid to do your job.”
I love this piece of advice (and the book). It is a simple dose of the real world. No one likes their job everyday, but we are fortunate in education. We are public servants working with children. In terms of intrinsic motivators, that fact should put us in a much better position to like our jobs than that of the typical adult.
Some days are worse than others, but on the whole, we have the opportunity to do something important everyday, for a fair wage (did you really go into education to get rich). If you don’t like your job, your boss can’t fix it, only you can. Just do the math; if intrinsic rewards + salary adds up to the right amount, then be grateful. If intrinsic rewards + salary is not enough, then help yourself and find the work that you do like.
Think. Work. Achieve.
Just a reminder for existing LYS readers and an invitation to new LYS readers, Sunday is advice day. Send me your favorite piece of advice and why, along with your mailing address. If I post it, I’ll send you a world famous Lead Your School can koozie.
Your turn...
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