A Reader Writes... Teacher Nests - Part 9

In response to the 12/6/11 post, "Teacher Nests – Part 8,” an old school LYSer writes:

SC,

I really enjoy the dialogue about teacher nesting habits and agree that it facilitates teachers staying in their comfort zone instead of the power zone. Teachers (and administrators) ought to plan on their seat but instruct (guide) on their feet.

However, I was in two classrooms today that were as sterile as an unoccupied hospital room. The room was cold, uneventful, uninviting and spoke little of student-centered instruction, imagination, engagement and appreciation. Students seemed huddled together against the coldness, which could be easily melted by a room filled with the personality of the students and the content. Student work needs to be posted, inspirational tools should be at eye level, instructional keys and suggests strategically placed and regions of engagement defined and created to be inviting to students.

Maybe we should remember to move away from teacher nests and move into learning habitats where student success is not a threatened and endangered species.

SC Response

Let’s remind ourselves of a couple of thing before we delve any further into this topic.

First, if any administrator, counselor or professional support staff member has an office that is “nesty,” that has to be addressed first, before there is any discussion with any teacher. As it relates to purposeful instructional environments, if administration and support don’t “walk the walk” first, then no one “talks the talk.”

Second, the “Power Zone” for administration and professional support staff is the classroom. Again, if administration and professional support are unwilling to spend significant time in their “Power Zone,” insisting that teachers change their practice is the height of hypocrisy.

Third, though contrary to conventional wisdom, when it comes to instructional environments, sterile is more conducive to instruction than overly decorated. What we have to remember is that the critical variable in the classroom is the teacher and the quality of instruction. No environment can overcome a poor teacher delivering substandard instruction. But a master teacher delivering quality instruction can overcome numerous environmental factors. My discussion with most teachers deals with the fact that their classroom environment diminishes their effectiveness. Which means that they have to work harder than they need to in order ensure student success. Essentially, the come to work each day to run a series of 100 yard dashes, but before they get started they strap a 50 pound pack to their back. Crazy.

However, with your comments on classroom environments you are lining up with the teaching and philosophy of Lesa Cain. The classroom belongs to the students. Everything in the room should be geared towards their needs and success. If we find ourselves creating classroom environments that address adult needs, we have to question our motives and remind ourselves of the purpose of what we do.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation
• Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool)
• Confirmed 2012 Presentations: NASSP Conference; NASB Conference; Region 10 ESC Fall Leadership Conference (Keynote)

The Big Easy Writes... Teacher Nests - Part 8

In response to the 9/30/11 post, “Teacher Nests – Part 5,” the Big Easy writes:

I consider it a "slow news day" when we have to resort to talking about teacher nests (I know I am the one that brought it up).

You are 100% right - instruction should always be the primary focus. No excuses why we can't put the kids first. Just clean it up your nest so we can move on to discussions about effective instructional strategies (The Fundamental 5), how we can extend the connection between kids and instruction (bootleg technology), and how we connect with our kids (relationships).

There is plenty more to talk about than your mess. And by the way, our students know when the focus is on them and when it is not.

The Big Easy

SC Response

As you can see, The Big Easy got his name based on his demeanor, not because of a lack of focus or an unwillingness to set the record straight.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation
• Get the Fundamental 5 Lesson Plan App at the App Store – Fun 5 Plans
• Confirmed 2012 Presentations: Region 16 ESC Leadership Academy (Keynote Address); NASSP Conference; NASB Conference

The Marine Writes... Teacher Nests - Part 7

In response to the 9/30/11 post, “Teacher Nests – Part 5,” the Marine writes:

SC,

I remember someone teaching me that as long as student performance was accelerating that teacher location was secondary. However, in my experience as a school leader, rarely have I observed a teacher raising student achievement with his or her butt glued to a chair at the desk.

SC Response

I too remember that and I also remember you learning how to teach with no teacher furniture in your classroom. The sacrifices of the Great are rarely understood or attempted by the Good.

Sadly, I do have to concur with your observation. And I will add an observation. The teachers that argue the loudest that this is not the case seem to be the ones that spend the least amount of time in what LYS describes as the Power Zone.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation
• Get the Fundamental 5 Lesson Plan App at the App Store – Fun 5 Plans
• Confirmed 2012 Presentations: Region 16 ESC Leadership Academy (Keynote Address); NASSP Conference; NASB Conference

A Reader Writes... (Teacher Nests - Part 6)

In response to the 8/19/11 post “Teacher Nests – Part 4,” a LYS Principal writes:

SC,

Just thought I would forward you what one of our teachers who moved to Dallas wrote about nesting

Hi boss! I wanted to let you know that I got settled in my new school. It is a COMPLETELY different environment than what we had at (A LYS Elementary Campus), but so far I like it. Of course, middle school is a HUGE change!

P.S. Thank you, for making us clean our rooms at the end of the day... You wouldn’t believe the trash on the floors, messy walls and staples left in the walls everywhere.

SC Response

Cleanliness, organization and a lack of clutter are all highly correlated to increased student performance. Plus, taking pride in one’s appearance and environment is a critical component of espirt de corps. But I’ll take this quick discussion of maintaining a clean and instructionally purposeful environment to another level. A clean classroom environment represents a small thing that to do well requires little brainpower but lots of will and discipline.

If staff and students are unable and unwilling to do the little things that require no thought, but discipline, why would you ever believe that they can accomplish the tasks that require both brain power and discipline? Quite frankly, the odds aren’t in their favor.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Attend the LYS presentations at the Texas School Improvement Conference on 10/26/11 and 10/27/11

Confirmed 2012 Presentations: NASSP Conference; NASB Conference

The Big Easy Writes... (Teacher Nests - Part 5)

In response to the 8/19/11 post “Teacher Nests – Part 4,” the Big Easy writes:

Consternation? I have seen real tears and a lot of anger during discussions centered on teacher nests, and I have yet to see one tear during discussions about poor student performance. We can look to Maslow for an explanation. It is and always will be an uphill struggle against human nature.

The Big Easy – “Trust Me, I’m a Doctor”

SC Response

The conversations about nesting are beginning to sound like dialogue from a Monty Python skit. All the pettiness of the human condition is exposed in the discussion. I even heard one school “leader” say, “The teachers can do what ever they want to. He’s crazy if he thinks I’m changing my office.”

With leadership of that quality I hope the teachers like the taste of “second best” and “also-ran,” because “best” is a pipe dream.

Once again I will clarify the nesting argument.

1. There is an inverse correlation between nesting and time spent in the Power Zone

2. Increase time spent in the Power Zone is positively correlated to increased student performance.

3. Before teacher nests are tackled, administrators and professional support personnel should de-nest their offices.

4. If leadership and support are not willing to “walk the walk,” DO NOT “talk the talk.”

5. Instruction is always the primary focus.

6. If instruction is adequate or better, the environment can accelerate or decelerate performance.

7. If instruction is poor, the environment won’t save you.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Come visit us at the LYS Booth at the TASA/TASB Fall Conference on 9/30/11 and 10/1/11

Attend the LYS presentations at the Texas School Improvement Conference on 10/26/11 and 10/27/11

Top LYS Tweets from the Week of August 14, 2011

Here’s another thing that I learned this summer while training teachers on student computers. The technology we provide for students is sub-par. The computers are old. The computers are slow. The software loaded on them is inconsistent and inadequate. And, the computers are in various stages of disrepair.

Again, I am not blaming the technology departments. This problem is more of a function of budget. There is not enough time, money and manpower to meet both the operations and instructional technology requirements of the district. When technology departments are forced to choose between the rock and the hard place, the most logical solution is to keep the district running and let teachers and classrooms make do.

Thanks to our forward thinking elected officials, the budget situation will only get worse in the short run. So if I were a still a principal here is what I would do - let the kids bring their better equipment. Laptops, tablets, and smart phones; tell your kids to bring them and let them use and share them. Parents will upgrade equipment faster than the district will every allow the campus. If the student changes the settings of his computer, who cares? If the equipment breaks, the campus is not responsible. And the student will take better care of his computer than he takes care of the school computer. It’s a win-win. Bootleg technology – it’s a good thing.

A number of you in the LYS Nation are now using bootleg technology devices to follow Twitter. If you haven’t done so yet, we want you to join us. To let you see what you are missing, here are the Top 10 LYS Tweets from the week of August 14, 2011, as tabulated by the accountants at Price Waterhouse.

1. Teacher "nests"? I think I have an ADMINISTRATOR "nest". (By tlogganecker)

2. There is no greater education reform tool than the common scope & sequence. There is no greater reform practice than following it.

3. Tonight’s Run Thought: Overcoming individual adversity teaches resiliency.

4. Tonight's Run Thought: Overcoming team adversity teaches trust.

5. More than ever I believe that computer labs are a waste of space and money. Get those computers in the classroom and invest in more laptops, notebooks and tablets.

6. It's not enough to just put technology in schools. You have to let students use it.

7. When did putting 45 students in a sixth grade math class become a viable option? (By RalynnErnest) When we voted in the last election.

8. Politicians can feign "concern" over recruiting good teachers, but as long as education degrees pay less than other degrees, it's all posturing.

9. Just drove by Nixon HS. If they aren't the Nixon Politicians, they are wasting the most fear evoking mascot name ever.

10. The search for a practical solution for differentiated instruction begins with the Fundamental 5.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

A Reader Writes... (Teacher Nests - Part 4)

In response to the 8/12/11 post “Teacher Nests – Part 3,” a reader writes:

The biggest bunch of bull I have ever read in my life. In order to de-nest, it will take hours away instruction; and to keep the classroom de-nested, likewise.

This entire nesting theory of yours is just another way to micromanage your teachers. At a time while morale is at its lowest in the State of Texas, you come up with this idea in order to kick your teachers just a little harder while they are down.

SC Response

It’s almost as if you didn’t read the posts, or you are trying to make my case. Regardless, first, as I pointed out, this topic causes more consternation than any pointed discussion on instructional rigor. Why this is the case is beyond me. Really, if you want to create a classroom environment that distracts from learning and makes your job more difficult, that is your prerogative. However, I will keep pointing out that the practice of creating an environment that enhances the delivery of instruction is a good for teachers, but most importantly, it is good for students.

Second, are you really trying to make the case that it would take you hours to clean and organize your workspace and classroom? And are you trying to make the case that maintaining a clean and organized classroom is a bad idea?

Third, I state that the presence of a nest is inversely correlated to time spent in the Power Zone. Since you claim that is “Bull,” I’ll better illustrate this inverse relationship. In typical secondary schools, while students are in classroom, teachers are observed at their desk 40 to 75% of the time. In secondary schools that focus on maintaining effective classroom learning environments and pay attention to time spent in the power zone, observed desk time is often reduced to less than 15%. Thus, creating an inverse correlation. Now correlation is not causation. Which means that other factors than just reducing A could be cause for the increase in B. But if doing one makes it easier to do the other, then why would I reject the practice out of hand?

Fourth, perhaps your “Bull” statement was targeted towards my statement that time spent out of the Power Zone distracts from the delivery of instruction and the acquisition of knowledge. Again, I’ll just use facts to make my case. Increasing the amount of time a teacher spends in the power zone is correlated to an increase in on-task behavior and a decrease in discipline issues. If you are against these two things occurring in your classroom, simply maintain routines and practices that deter you from getting to and staying in the power zone.

Fifth, I don’t see this as a micro-management issue. In fact, I framed this work as a collaborative issue that requires administrative modeling if it is to be appropriately addressed on a campus. I would argue that this is the exact opposite of all to typical “Do as I say, not as I do” micro-managing. But if you have never had a chance to work with a staff that is completely focused on increasing student performance, or have never worked for a leader that leads by deed and example, I can understand why this could seem to be intrusive to your current practice.

Finally, as for kicking teachers when they are down, the Governor, Lt. Governor and Legislature are doing just fine. They don’t need my assistance in disparaging and discouraging the profession. I, on the other hand, completely understand that it is tough to be an educator right now. Which is why I’m doing everything I can to show teachers how small changes to their current practice will make measurable changes in student performance. Because bottom line, with the increase in accountability standards, increase in class size and decrease in support and resources, if you do what you have always done, you are going to fail, burnout and/or quit. All of which I, and the rest of the LYS Team, are working every day to try to prevent.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Teacher Nests - Part 3

To conclude yesterday’s consideration of “Teacher Nests,” we need to address the critical question, “So why exactly should one worry about a Teacher Nest?”

The answer is simple. There is an inverse correlation between the presence of a Teacher Nest and time spent in the Power Zone. Essentially, the nest keeps us away from our students. And every second away from our students distracts from the delivery of instruction and acquisition of knowledge.

That being the case, how does one (and all) go about combating the Nest? There are three simple strategies for combating nests.

First, have teachers take everything that they own home at the end of every year. This practice forces us to choose between getting rid of non-essential items or lugging them back and forth. Plus, it allows the custodial staff to deep clean the building over the summer.

Second, give teachers permission to not worry about decorating their rooms. When the culture of the campus is to make your room cuter than the next room, nests flourish. Have teachers focus their energy on planning instruction instead of advanced interior design. It is a more effective use of their time and is significantly more beneficial to students.

Third, encourage teachers to help each other de-clutter their rooms. When my “boss” suggests that I remove or change something, I have a propensity to feel and act defensive. My “buddy” can provide the same advice and suggestions and I have an easier time acting on said advice. It feels much less judgmental.

Warning: Here my warning to every school administrator who wants to address the issue of teachers nests. Walk the talk. Before you speak one word on the topic, de-nest and de-clutter your office first. And keep it that way. If you are unwilling or unable to do this, keep your directives to yourself.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

A Reader Writes... (Teacher Nests - Part 2)

In response to the 7/14/2011 post “Teacher Nests,” a reader writes:

All right, I’ll do it. Since no one else will ask, what is a “Teacher Nest?”

SC Response

Of all the things I talk about, the topic of Teacher Nests cause the greatest consternation. Tell a teacher that the rigor and relevance of her instruction (very important discussion) is sub-par and she will ask you what she should do to improve. Suggest that a teacher has a Teacher Nest in her room (not very important discussion) and she will throw something at you.

The Premise: It is beyond refute that environment effects performance. So one should strive to create an environment that accelerates performance instead of creating an environment that derails performance. The “Teacher Nest” falls into the category of performance hindrance.

The Definition: Teacher Nests come in three basis categories.

The first is “The Fortress.” The fortress is where the teacher arranges her furniture in such a fashion that it walls off her space from the general classroom.

The second is “The Nest.” The nest is where the teacher’s desk and work area is one cluttered, disorganized mess. This mess often resembles a bird’s nest, hence the name.

The third is “The Spa.” The spa is where the teacher has gone overboard with providing herself with creature comforts. In the spa you will other find microwave ovens, refrigerators, coffee pots, numerous photographs, knick-knack collections, overstuffed chairs, etc.

Tomorrow, we will discuss why Teacher Nests are worthy of staff attention.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

A Reader Writes... (Nesting, Part 3)

In response to the post and subsequent comments relating to, “Are You a Nester,” a reader writes:

“If nesting is your only administrative sin, you are not doing too bad. I have met hundreds of principals, and those that know a substantial amount about curriculum and instruction are few. Let me put it a different way. It is easy to sit in a football stand, watch a play go down, and then call it good or bad. Many times it is obvious; if the QB is nailed 15 yards behind the line of scrimmage, not so good. If the play results in a TD, awesome play.

The point is, everyone sitting in the stands can spot a good play or a bad one, but only a good coach can give the players realistic advice on what went wrong and how to fix it. Instruction is the same way. Almost any principal can quickly learn to spot good instruction from not so good instruction. But, can the principal provide the teacher with realistic, specific, and effective strategies to improve instruction? I don't mean telling the teacher that rigor is low and it needs to improve. I mean can you, as the principal, not only spot poor instruction but quickly and effectively coach it into a win? Can you analyze a specific lesson in math, science, English, and social studies and give specific (not the general education double-talk stuff) feedback that will certainly improve the instruction? I have met VERY few principals who can do this, yet this should be the bread and butter of instructional leadership in my view.”

SC Response
Now were cooking with gas! The type of instructional leadership your describe is rare. But it has the potential to become less so. Those instructional leaders who have adopted the Foundation Trinity on their campus, religiously conduct their 20 to 25 five walk-thru’s each week, and then maintain a regular and purposeful dialogue with instructional staff, based on both data and what they have observed, have a shot to make the leap. When I say a shot, it is in recognition of what Don Brown calls the art and science of leadership or what Micheal Fullan describes as the nuance of leadership. Just going through the motions puts you in the position to develop the insight necessary to move from hack, to technician, to artist. But, there is no guarantee. The advice the hack gives never evolves past work harder, faster and longer. The technician advises to work the plan, but cannot see beyond the plan. The artist makes minute changes to the instructional dynamic to change the future.

So I agree that the big picture goal is to become an exceptional instructional leader. I also recognize that in that pursuit, there are some fundamental practices that we cannot abandon. Two of those being the disciplined execution of the Foundation Trinity, and the purposeful manipulation of the educational environment in order to leverage effort.

Think. Work. Achieve.

Your turn…

A Reader Writes... (Nesting, Part 2)

In response to the post, “Are You a Nester,” a reader writes:

“Nesters have no business in educational administration. Whoever read that and was convicted by it had better never let it happen again. That is why schools have been so mediocre. Organizational management is critical to administration. How can students, teachers, parents and other administrators respect someone when they are sitting across from a mess?

Mess = chaos. "Cleanliness is next to godliness." Everything is a reflection of the leader; the office needs to reflect perfection in every way, starting with the Foundation Trinity behind the desk on the wall!”

SC Response:
At ease Marine. You are right in recognizing the import of organization and appearance in improving your effectiveness as a leader. However, you are missing a couple of critical points.

Point One: As you move up in responsibility, it is very easy to get buried in paperwork, especially when you are making an effort to spend a significant amount of time out of the office and in the classrooms.

Point Two: There is a difference between important stuff and worthless trash. And the difference is ownership. My stuff is vital, yours less so. As such, the practice of regular spring cleaning is both important and made easier with external support and reminders.

Point Three: Becoming an effective leader is a journey. Everyone begins at a different place, but the goal is to get better everyday.

Point Four: The only unforgivable sin is not being coachable. Even Tiger Woods has people stand in his blind spot to help him improve. It just so happened that the nesting post covered that reader’s blind spot. Sometimes, the recognition of a blind spot is so exciting that you want to share it.

Think. Work. Achieve.

Your turn…

A Reader Writes... (Nesting)

In response to the post, "Are You a Nester", a reader writes:

"O.K. the shoe fit!!!! I can’t put my legs under my desk, or for that matter my FEET!!!! You have inspired me to clean up my office~!!!!!! Thank you, I needed that!!"

SC Response
This is the time for a little spring cleaning.

Your turn...

Are You a Nester

Lead Your School readers who are hyper-monitors will appreciate the following; it is the product of very pro-active assistant principal that I have worked with during the past couple of years.

“Are you a nester? You might be if any of the following are true:

A. You can’t see your desk!

B. You can’t sit at your desk because there is no place to put your legs because of the stacks of paper and books you have hidden!

C. Your bookshelves are not organized or junky!

D. Stacks of paper are piled to the ceiling!

E. Supplies are strewn everywhere!

If this is you, CLEAN AND ORGANIZE YOUR DESK AND CLASSROOM”

Just a friendly reminder from someone in the trenches.

Think. Work. Achieve.

Your turn…

Teacher Nests

This post inspired by the article:

Glendale schools ban teachers' personal coffeepots and fridges
By Raja Abdulrahim March 3, 2009
http://www.latimes.com/news/education/la-me-appliances3-2009mar03,0,3863348.story

"District officials say removing appliances such as microwaves and coffee makers will save $60,000 a year. The ban has upset some teachers who depend on the items to get through their day…"

"Sharon Schara, a teacher at Roosevelt Middle School in Glendale, poses with the fridge, microwave and stereo she keeps in her classroom…"

Those who have known me for a while have invariably heard me talk about the subject of “teacher nests”. What exactly is a “teacher nest”?

A "teacher nest" is where the teacher has created a comfortable haven for just her in the classroom. The classic nest generally includes a “wall” made up of the desk, computer and stacks of books and paper; lots of non-instructionally related knic-knacks; a comfortable chair brought from home; and a coffee pot, refrigerator and microwave. The teacher has created a home away from home, or in other words, a nest.

Are nests comfortable? Yes. Do nests make a long day more bearable? Yes. Are nests good for instruction? No.

Fooled you on that one, didn’t I? Stay with me on this, because I'm going to make my case.

This is why “teacher nests” are bad for instruction. The nest is comfortable and as humans we are drawn to comfort. Don’t believe me, what would you rather do? Run five miles or sit and watch your favorite TV show while eating your favorite dessert? The problem with having a comfortable spot in the classroom is that the teacher is drawn to it instead of being drawn to the teaching zone. As time in the teaching zone decreases, student on-task behavior decreases, engagement decreases and retention decreases. All instructionally bad things, just for the sake of teacher comfort. Remove the nest and teachers spend more time in the teaching zone and on-task behavior, engagement and retention all increase.

Still skeptical, analysis of over 30,000 R4 Hyper-Monitoring observations show a strong inverse correlation between teacher nests and time spent in the teaching zone. Despite initial teacher protests to the contrary, actions do speak louder than words.

Teacher nest were already expensive instructionally, now throw in the energy cost and case to actively seek them out and remove them gets even stronger.

And to Ms. Schara, the teacher in the article, in the short run your room will seem less hospitable to you, but quickly you will notice the improvement in your students and it will all be worth it.

Your turn…