Friday, September 2, 2016

A Tip of the Hat

Today is the memorial service for my Dad.  So I thought I would share a story that encapsulates the essence of George Gant, the man who raised me.

I’m taking a practice SAT in September of my Sophomore year in high school. To make the class challenging, I’ve started taking the practice SAT’s for speed. The teacher for the class is insecure, not very bright, and not at all quick.  As such she is of zero use to me.  Which through my actions is abundantly clear.  Our relationship is not good.

I’m self-grading my most recent practice SAT at my desk, when I realize that I made a stupid mistake that cost me one question.  Under my breath I say, “That sucks.”

I don’t know that the teacher was walking behind me at that very time.  She says nothing. Two days later, she calls me to her desk and hands me an office referral. I’m to report to my assistant principal for using profanity in the classroom.  Confused, I ask when this happened. She says, “Read the referral.”

While working on the assignment, Sean used profanity.  He said, “This sucks.” This behavior and language is not tolerated in my class.

So off to the office I go.  The Assistant Principal reads that referral and asks, “Did you direct the comment at your teacher.”

“No, I didn’t even know she was there.”

“OK. Two pops or I call your parents.”

This is a smart AP. He’s thinking, “Let’s solve this little issue quick and move on.”

“I shouldn’t be in trouble for this. It’s nothing. Call my mom.”

The AP sends me out to wait while he calls my Mom.  He brings me back in to tell me that Mom not available, but Dad is on the way.

Oops.  Dad’s a soldier. Dad’s a construction worker.  Dad believes in discipline. Dad believes in taking care of your business. Dad is not a fan of stupidity.

Dad shows up. The teacher is called down to the office.  Now there are four of us in the AP’s office.  The AP asks the teacher to explain the situation. She does.  He asks her if she felt as if I was directing the offending statement at her. She did not.  The AP asks for my side of the story. I say that it went down just like the teacher described it.

The AP is uncomfortable.  He asks the teacher what she thinks should happen. She thinks D-hall is a good idea.  The AP sees an out.  “Well, if Sean goes to D-Hall he won’t be able to play in the game this week.”

No Dad is going to agree to that, there will be a compromise and the whole issue will be solved.

“Mr. Gant, do you think that is a reasonable consequence based on what you have heard?”

My Dad waits a beat, looks at everybody in the room.  At this point there is no question that he is in charge.  “Here’s what I think. If there are rules about the use of profanity in class and you consider what Sean said to be profanity, then he’s going to face the consequence. If he misses the game, that is do to his actions. Disrespect in the classroom is not acceptable and will not be tolerated.”

Again he pauses.  He looks at the teacher, she looks away.  He looks at the AP, who is just nodding. He looks at me and as smooth as any lawyer in a courtroom says, “But Sean, I’m telling you if I ever get called off the job again for something you say in class... it better be because you said F**K.”

And with that he stood up, told me he would see me at home and left.

Home consequence: “Don’t waste my time being an idiot again.”

School consequence: Two days D-hall and a missed game.  And my AP and me had an agreement for the rest of my High School career. We would handle my school discipline issues just between us and leave my Dad out of it.

That was the genius of my Dad and how he was able to orchestrate almost any situation to meet his desired outcome. In less than 60 seconds, (1) the teacher got his support; (2) his smart-aleck kid learned the real-life lesson that sometimes the consequence far outweighs the crime; (3) and the AP got the rubric for determining what level of behavior required his consultation.  


 R.I.P.

Thursday, September 1, 2016

A Reader Asks... Keeping It Real

A LYS Teacher asks the following question:

SC,

What is the best way to keep Recognition & Reinforcement genuine?

SC Response
Good question.  A lot of teachers are hesitant to work on increasing the quantity of Recognition & Reinforcement they provide in fear of sounding “fake.”  Here are a couple of ways to move past this fear/feeling.

1. Spend more time in the Power Zone.  The more time you spend in the Power Zone the more often you will observe a student doing something that warrants Recognition & Reinforcement.  This immediacy lends itself to being genuine. 

2. Focus on growth.  Waiting to recognize perfection most likely means that recognition is infrequent.  Instead focus on the journey.  As you observe students making forward progress towards success, recognize that. Praising a 72 rings false.  Recognizing the 4-point gain from a 68 to a 72 is legitimate.

3. Look for sweat equity.  Remember “Reinforcement” is the reinforcement of the work it takes to achieve academic success or growth.  When you observe students working hard, point it out to them.  Remind them that the harder they work the closer they are getting to success they want. 

4. Keep doing it.  The more you Recognize & Reinforce your students, the more natural the words will roll off your tongue. 

But here is the most important thing to remember as you endeavor to increase the amount of authentic Recognition & Reinforcement that you provide to all of your students.  This occurs so infrequently in the typical classroom that when you do it, your students will find it so novel they won’t care how it sounds. They will just like it.

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/Fundamental5 
  • Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
  • Upcoming Presentations: LYS / TASSP Advanced Leadership Academy (Keynote); The 2016 Texas Charter School Conference (Multiple Presentations); The 4th Annual Fundamental 5 National Summit (Keynote)
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Monday, August 29, 2016

Top LYS Tweets From the Week of August 21, 2016

If you are not following @LYSNation on Twitter, then you missed the Top 10 LYS Tweets from the week of August 21, 2016 when they were first posted.  And if you are on Twitter, you might want to check out the Tweeters who made this week’s list.

1. Give students many opportunities to get off the ground before grading them on how well they fly. (By @teachergoals)

2. All teachers should often try to learn something they are not already familiar with or interested in. This is how students feel every day. (By @WeinsteinEdu)

3. A school based on punishment and compliance pushes kids out. A school built upon relationships pulls kids in. (By @paulemcneil)

4. A grade is poor feedback. “Good job” is not high quality feedback. Specifically what the student did well and specifically what can be improved. (By @alicekeeler)

5. Win or lose you will never regret working hard, making sacrifices, being disciplined or focusing too much. (By @FearAverage)

6. In deep learning, leadership expands downward to teachers and students and reverberates upward for system change. Just watch! (By @MichaelFullan1)

7. Some of the biggest cases of mistaken identity are among intellectuals who have trouble remembering that they are not God. -Thomas Sowell (By @famousquotenet)

8. What if you made 5 positive phone calls to parents before next Friday? For no reason other than to share something positive... (By @justintarte)

9. No one can offend you without your permission. When you let someone offend you, you are giving away your power. (By @JoelOsteen)

10. Learn to give without any reason. (By @LifeLimits)

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/Fundamental5 
  • Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
  • Upcoming Presentations: LYS / TASSP Advanced Leadership Academy (Keynote); The 2016 Texas Charter School Conference (Multiple Presentations); The 4th Annual Fundamental 5 National Summit (Keynote) 
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Friday, August 26, 2016

The TASSP / LYS Leadership Academy






































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/Fundamental5 
  • Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
  • Upcoming Presentations: LYS / TASSP Advanced Leadership Academy (Keynote); The 2016 Texas Charter School Conference (Multiple Presentations); The 4th Annual Fundamental 5 National Summit (Keynote) 
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Thursday, August 25, 2016

The Classroom Observation Paradox

The Classroom Observer Paradox... the fewer observations one does, the more that person thinks he knows.  The more observations one does, the more that person knows he does not know.

This is why the “Power Walkers” never freak out over one short observation. It tells them nothing... one short observation is a random wisp of time.  It essentially means nothing.

But with 15 to 20 short observations, a seasoned observer can create a fairly accurate trend line of typical teacher practice. And with that trend line, the teacher and observer can take informed actions that improve the quality of instruction over time.

And with every 300 short observations, a seasoned observer will figure out something that previously was unfathomable.

There is no way to cheat this process, either you put in the time or you operate blind. When it comes to classroom observations, the real “Know It All’s” are the “Don’t Know It All’s”   

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/Fundamental5 
  • Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
  • Upcoming Presentations: LYS / TASSP Advanced Leadership Academy (Keynote); The 2016 Texas Charter School Conference (Multiple Presentations); The 4th Annual Fundamental 5 National Summit (Keynote) 
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Wednesday, August 24, 2016

Use Your Data Better This Year

Most schools and educators use student performance data to sort students.  The students take some sort of assessment (it doesn’t matter at what level, classroom to entire state), the school gets the results and teachers start sorting.  You know the groups... Super Stars, Above Average, Average, Below Average, Maybe With Devine Intervention.

Here’s the thing, if performance data is only used to sort students there is only one predictable outcome.  The group of students who don’t meet standard will continue to grow over time.

Exceptional schools don’t use student performance data to sort students (at least it is not the main activity). Instead, exceptional schools use student performance data to drive adult practice.  Once you understand that it is adult practice that drives student performance then you realize that the analysis of student performance data provides educators with four critical pieces of information.

1. Is classroom instruction aligned with the pace of the district’s scope and sequence?

2. Is classroom instruction aligned with the rigor  of the district’s scope and sequence?

3. Which instructional practices seem to work best with the school’s students?

4. Which instructional practices are seemingly less effective with the school’s students?

Use your students performance data to determine the answers to the above questions and then adjust accordingly and your students will begin to outperform the students of the sorters.

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/Fundamental5 
  • Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
  • Upcoming Presentations: LYS / TASSP Advanced Leadership Academy (Keynote); The 2016 Texas Charter School Conference (Multiple Presentations); The 4th Annual Fundamental 5 National Summit (Keynote) 
  • Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook