Lets Agree to Disagree

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I recently read a blog post that discussed an author’s disapproval of reading logs as homework. It was a well written blog, that gave alternative assignments to these meaningless reading journals. Throughout the post, there was a recurring phrase written by the author, “I don’t mean to offend anyone.”, “Please do not take this into offense.”, and “My intention is not to offend teachers, reading specialist, lit coaches.” I counted many of these “offend” sentences in his post. Why did he feel the need to say this phrase over and over again? Why couldn’t he just write his viewpoint? Why did he feel that he was going to offend others?

I truly believe that we are the most sensitive society in our world today. Nobody has mastered the art of offending people as we have. For Americans, it’s the one thing we seem to do better than anyone else on the planet. We get offended faster and quicker than anyone. It’s not just our speed in offending others; it’s our endurance. We can go the miles when it comes to offending. As I log into social media, it seems that we, in some strange way, enjoy being offended. Some may even consider it a part of the modern American way of life. I cant help but wonder, why are we taking things so personally? Why can’t we state our opinion without being afraid of potentially offending someone?

My students are really enjoying blogging this year. Many of their blog posts revolve around their opinions and views of the world. As I was checking in on their work one Saturday during NFL playoff season, I realized they too were using that phrase “no offense”.

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I was surprised to see the “no offense” statement had trickled down to my 3rd grade learners early in the school year. Are students even using the phrase correctly?

I always thought that the phrase “no offense” meant you were about to say something so powerful and strong, with no holding back, or sugar coating. I thought “no offense” meant your opinions and views were raw and unfiltered. But clearly, the blog post I read, and the title in my students writing suggest something else. In both examples, the message isn’t necessarily powerful. It’s just a simple opinion. One stating that he doesn’t agree with reading logs, and the other simply stating he doesn’t like the NY Giants or the Eagles. Is the “no offense” phrase automatically instigating an angry response from those receiving it? Should we use it when stating our opinion? Are we extra sensitive to one another’s opinions because we have conditioned ourselves to say “no offense”?

“The fact that society may find speech offensive is not a sufficient reason for suppressing it.” ~ Former Chief Justice William Rehnquist

One of the most important lessons I teach my learners is how not to be offended by another’s opinion. I usually teach this during our opinion writing unit late in the year. However, I felt the need to tackle this earlier this year. Disagreeing respectfully with others, especially on issues we are passionate about, is not easy. It requires time, creativity, and maturity. It requires looking inward, not just outward. Just by devoting time to this lesson, it sends learners the clear message that they can disagree, question, or only partially agree with others, but still respect and get along with them. I feel this is a powerful lesson for all.

Here are some tips on teaching students how to disagree respectfully.

Interactive Modeling

I start by having learners discuss various topics. It could be a favorite sport, a favorite book from the Harry Potter series or favorite toppings on pizza. I model with my students how to disagree by using important phrases. “While I don’t support your view that basketball is the best sport, I prefer hockey. I’d like to hear more about why you think it is the best sport.” I also encourage my learners to ask questions to better understand another’s viewpoint.

“I’m going to have to respectfully disagree with that because on this page, the author said…”

“I disagree, but would like to know more about your point of view.”

“I want to ask _____ a question about what he said because I’m not sure I agree.”

Listen to the other point of view.

Being a good listener is a way of showing that you respect and are trying to understand the other person’s perspective. That makes it more likely he or she will do the same for you. When the other person is talking, try to stop yourself from thinking about why you disagree or what you’ll say next. Instead, focus on what’s being said. When it’s your turn to talk, repeat any key points the other person made to show you listened and heard what was said. “You like black olives on your pizza because you feel it adds additional saltiness and sourness to it.” Then calmly present your case and why you disagree.

Teach empathy

There is always a reason for why people feel the way they feel about something. Tap into those feelings; get to the heart of the matter. That’s where empathy plays a huge part in understanding another’s view point.When we teach students that there is always common ground between them and those with whom they disagree, we may be teaching them the most important lesson of their lives.

Here are some additional ideas for teaching the art of disagreeing.

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As I reflect, I realize that I don’t struggle with differing opinions. It may be because I was raised in a Greek household. In my family, if we had something to say, we didn’t hold back. If we had something to say, we said it; without a “no offense” phrase. And along the same lines, I don’t struggle with feeling as though I can’t be friends with people whose opinions differ from mine. For I understand the importance of disagreeing. Most importantly, I understand the need to explain and model to our own children, and learners, the importance of respectfully disagreeing .

Over the years, I have learned that using appropriate language, word choices, and tone is the key to maintaining relationships with others. Even though speaking truthfully may be difficult for many, it’s the approach that we take that allows us to earn the respect of others. This also creates a healthy environment and opportunity for growth. It’s important to recognize that opinions actually matter and have the right to be heard. Because, it’s not so much what you say to others; but it’s the manner in which it is said.

Small Packages Lead to Great Innovation

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“There’s so many pieces of candy to choose from!” Sarah said excitedly. “I’m not sure what to pick! I’m getting all confused!”

Every new school year I try to incorporate a new idea, unit, tech tool…something…into my lessons. I’ve realized that for me and my teaching…new is a must, I am not a rinse and repeat teacher; I like taking risks.

This year I signed up for George Couros’ Innovators Mindset #IMMOOC course. I had constructed a unit over the summer, Creativation, and thought the course would be a perfect opportunity to try out my unit.

My inquiry based unit infused DeBono’s  Six Thinking Hats method to assist learners in a debonohatsgreater understanding of their critical thinking and problem solving skills. When I studied DeBono’s Six Thinking Hats in college, I automatically connected with it. I am a thinker. I use these hats when putting forth an idea or discussing a concept. Naturally, my lessons and created units emulate this as well. By using this model, it will require my learners to look at a problem with different types of thinking.  Each type of thinking is represented with a hat color, and at the end of the discussion, learners should have a better understanding of the problem from different approaches in order to reach a highly creative and innovative solution.

My unit revolved around issues, dilemmas and problems that would arise from my children’s everyday life. For example, my daughter Sarah continues to get monkey bar callouses; how can we construct monkey bars to alleviate this? Change the design or add a garment to wear? The assessments were formulated, the lessons were constructed, the materials were gathered and made, and I felt confident in my plan. I was pumped…then the #IMMOOC course started.

When George Couros does something…he does it BIG. Go BIG or Go Home must be his motto. There were over a thousand people signed up for the #IMMOOC course. He also had assistance from Katie Martin, a passionate educator and Director of Professional Learning at the University of San Diego. I signed up to every #IMMOOC  Facebook page and even an #IMMOOC group on Voxer. I received constant updates about the course and various challenges from George and Katie. The highlight was tuning into their #IMMOOC YouTube channel for guest interviews, words of encouragement and ideas.

There were a plethora of ideas. Ideas were coming at me so fast, and so furiously, my head was spinning. I was reading blogs, watching the videos and listening to other’s ideas on Voxer. The more ideas I came into contact with, the more I doubted my own unit and plan. The more I read, the more confused I became. This confusion led to more doubt. The more I doubted, the more I hesitated to proceed. The more I hesitated, the more I began to think and re-think my work.

athis My question then became, can large group collaboration hinder innovation?

When innovating, is it best to innovate independently at the start, then after some time, bring forth ideas to a small group of others?

Is there something to be said about innovation and small group work?

When I think of innovation, I naturally think of Steve Jobs.  Many see him as an inventor, however I do not. He began with an idea to make something better, and from that idea, asked others to assist with his product. He didn’t invent the technology for his products, but he found ways to use the inventions of others to bring forth innovation that could benefit everyone. He worked independently at the start, then consulted with his tribe. Does innovation have an independent side?

I greatly enjoy the podcast, Coaching For Leaders with Dave Stachowiak. In his post, “This One Process Change Will Drive Innovation“, he mentions how beneficial it can be for participants to brainstorm independently, and then (after a few days) release their ideas to a small group. He continues to say that there is less immediate judgement; that everyone’s ideas are heard and discussed. Because of this, there are more diverse contributions. There isn’t a “run with this one idea and leave the rest behind” moment. All ideas are considered.There are many avenues, but one main road to focus on.

As I continue to reflect on the #IMMOOC, I realize I became lost. There were so many wonderful ideas and interesting viewpoints, I could not keep up with them all. As a learner, I was overwhelmed; hence my lack of participation in the course. My take away is simple; innovation needs collaboration, but in small doses. This small group needs independent time to think, brainstorm, and construct ideas. Once all ideas are presented, that small group can elaborate, and even collaborate with other sub-groups, before considering all input and choosing a clear path. It’s difficult to state an idea, have hundreds of others add to it, then know what direction to go. I will continue on with my unit. I will ensure my learners have independent time to brainstorm and reflect, as well as contribute to their small collaborative group.

This #IMMOOC course gave me a better understanding of the importance of collaboration and innovation. It helped me to understand that great innovation comes in small packages.

 

 

 

 

Scratch the Itch

I have a love/dislike relationship with running. I love taking to the road and feeling the wind on my face. I especially love running during the season of autumn. I dislike running on the treadmill during winter and I dislike the hills that make my knees hurt. Recently, I have been feeling the itch to try something new.

Hiking is not something I thought I would be excited about. When I think of hiking I think of the Alps, walking sticks and backpacks. I think of absorbing nature, slooooowly. Slow doesn’t appeal to me. I am not a fast runner, but I love speed. Would hiking satisfy this need?

This past weekend I decided to hike a trail near my home. Mt. Tammany is a trail that appealed to me because of the views I had heard about from others. There are two scenic overlooks on the “red dot” trail. When I researched the hike, I saw it was a moderate hike with a steep incline and an elevation of over 1,400 feet. I’ve run many miles, so therefore, I felt I could do this.

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I set out on a sunny, but cool autumn morning. I was surprised how many other hikers were there mapping out their hike, checking their backpacks, and getting their walking sticks ready. I felt sort of foolish at first, looking for the “red dots” on the trees and rocks. As I began, I kept hearing this annoying yodeler from the Price is Right game “Cliff Hangers”. How did this pop into my head?
Up and up I went. I felt good at first, but a bit later I began to tire. How many more boulder stairs do I have to climb? They all began to look the same. Other hikers were passing me, “Good morning!” they cheerfully  said. “Morning” I said back to them out of breath. I began to count my steps and rest after 20.
Finally, I reached the first look out. It was so worth the grueling hike. I felt victorious and this victory fueled my energy to climb to the next look out.


I was on such a high & rush from the view, I set off for the top of Mt. Tammany. I was pumped! I can do this!

img_1495Higher and higher I climbed eager to get to the top.

But then… I began to lose steam once again.

The boulders looked the same.

The hiker I had said “good morning” to earlier, lapped me!

“Hey you’re almost there!”, he cheered.

“Did you just lap me?” I asked in disbelief.

He smiled an easy smile.

What did he mean almost?

 

I kept looking for the bright blue sky, knowing that would mark the closeness of the lookout. So many doubts swirled in my head. Maybe hiking isn’t for me. Why did I think I could do this? I am so out of my league! Should I turn around? Yes, sadly, I had even thought of going back. I am not a quitter. I have never quit anything (or backed down from a dare) in my life! It seemed like forever before I found that blue sky. Once I did, I crawled, on hands and knees, to see the view.

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I sat there admiring the view for quite some time. This hike  provided an opportunity for me to reflect and come to terms with a few things. I thought about my life, family and my passion. I thought about the similarities between this journey  and teaching.

At the base of the mountain, I see complacent conviction. I see teachers who have a stride and pace they love. They have lessons and units that they’re comfortable with. They are not interested in change and they don’t climb mountains. They do not scratch the itch.

Some teachers at the base will want to scratch that itch of change. They don’t ask for permission. They start off excited for a new adventure, when difficulty causes a bump in the road, they will question themselves and be filled with doubt. This is such a critical point. Without encouragement and support from colleagues and administration, some teachers will go back to the base of the mountain, longing for that familiar stomping ground. Only a few will persevere through. These teachers are educational pioneers, true leaders.  They are never stagnant. They don’t ask, they do.

What will you do when the itch of change calls on you? Will you scratch that itch? Will you take that risk? Will you see it through? As for me, well …I will be looking for another trail and mountain to hike. I suppose, a mountain that can induce a modesty in me …and really kick my ass!

The Importance of Building Bridges

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Directions were given. Materials were handed out. I walked quietly as to not disturb them.

Our learners were working in groups. They had numbered materials and images of various bridges. Their task sounded simple; create a bridge connecting 2 tables in the room.

Some groups began brainstorming ideas, other groups began construction immediately. There was one group…the second grade/third grade group…who had questions. I proceeded to assist.

Can we build from the floor up?

No.

Can we use pre-existing structures?

No.

Does it have to be a certain length?

No.

What if we run out of materials, can we have more?

No.

Can we choose more than one bridge design and blend them together?

Sure.

Is there a weight requirement?

Yes.

“We’re done!” I hear from across the room. I walk over to see their bridge. This group of fourth grade boys used 2 sheets of paper taped together to reach the other table, no support of any kind underneath. They mentioned it was “pavement”. I noticed the group of boys fooling around as I examined it. How would you lay the pavement down if there is nothing, not even land, to support it? I asked. They looked at each other, unsure of how to answer. “Keep thinking my friends”,  I said.

I proceeded to the fifth grade group which consisted of all boys. These boys partnered up within the group. Unlike the fourth grade group, the two pairs seemed confident. Each pair were discussing ideas and occasionally would share info with the others . They constructed a rope and wood (popsicle stick) bridge. The bridge seemed well constructed but the group had difficulty deciding how to attach it securely to the ends of each table. They decided on tape,  one piece of scotch tape at each end. They asked for the weights to see how they did. The rope and wood bridge held one weight. However, when a second was added it fell between the center of the two tables.”Don’t be discouraged, you all showed great thinking, keep working on it”, I said.

I watched my second and third grade girls work on their woven truss bridge. They used popsicle sticks for the base, that spanned the length of two tables. They wove Wikki sticks…like a woven basket… and attached them to the sides. “I think we need to add arches underneath for more support” one student said. “If this was a real bridge how would they know how much it would hold?”  another student asked. “They probably would just drive cars over it to make sure”, another answered. “Nah, I think they use some sort of math to figure it out” someone else said matter of factly. “How could we make sure this bridge stays in place? Tape isn’t strong enough for this!”, a member chimed in.

This second-third grade group does not ask for assistance. They do not rush. They are on the floor, on the table, upside down and viewing their bridge from every angle. They were thinking out loud, experimenting and trying various ideas. They were accepting of ideas and willing to take risks. They discussed and talked throughout.

As I observe these groups, I can’t help but think of the different approaches each group took. I can’t help but think how, as teachers, we can fall into similar groupings. Some teachers will rush just to be the first to try out the latest idea or buzz word. These teachers hardly ever collaborate, only because they see collaboration as competition, they may also feel intimidated by others. Inevitably, they will also have to back track and reteach alone. Other teachers will construct and execute good solid lessons with a partner. Their lessons are student centered and teacher driven, but they may have missed the target on an area or two. Two is better than one mentality can bring success as well as oversights. Other teachers will work together as a team to examine all avenues and ensure success. They communicate and share ideas; they take risks and work through problems. Most importantly they continue to question it all, seeking answers together.

I’ve been apart of these groups during my career in education. I’ve been on amazing teams. Teams that worked together, each of us playing a pivotal role in our grade level’s success. I’ve partnered with another teacher. This partnership of helping and guiding each other through new curricula, a new frontier. This partnership can be non threatening, simple and so powerful.  I’ve also worked alone, not by choice. I worked alone because others did not feel the need to progress or to seek change. Choosing to abide by the status quo. This isolation is the most difficult to bear. I often wonder why teachers would want it this way.

If there is something I believe in when it comes to collaboration, I believe in this…

“The greatest resource that teachers have, are other teachers”

 

But sadly, teamwork and collaboration are not commonly found in schools. What keeps teachers from supporting their team and being a team player? Building a team based culture requires administration to set aside time and emphasize the importance of teacher teamwork instead of simply suggesting that it occur on its own. These meaningful conversations can open doors for sharing, for encouragement and insights while establishing the empathy that drives all great schools. Teamwork should not be optional.

With all the change that teachers are implementing in their classrooms, isn’t now the time to increase collaboration opportunities, be they formal or informal?  Does your school make space for teachers to engage in deep conversations about teaching and learning? Where and when do your best conversations with colleagues take place? I think the time has come to build bridges between teachers to strengthen their teams. How else can our students use us as their support structure?

Grow Their Brain

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How do you grow a brain? It’s Saturday morning and I’m deep in thought. I’m revising a growth mindset unit for the following week. After 18 years, I still begrudgingly work on Saturdays. Why is it that teachers don’t like to write lesson plans, but like to be prepared?

This week was the kick off to our Growth Mindset unit.  This inquiry based mini unit focuses on praise, empathy, grit, risk taking, reflection and feedback. It also includes collaborative projects and team building activities.  My learners become familiar with Kid President Pep Talk videos and his words of wisdom and encouragement. It will also be the foundation for our creativity and innovation (creativation) sessions for George Couros‘, The Innovator’s Mindset Online Course #IMMOOC.

Why begin our innovation course with Growth Mindset?

Well, I think about a fixed mindset and growth mindset this way: If teachers or learners subscribe to a common belief that things are good…right here, right now…and not progress forward in any way, the result will be, okay at best (fixed mindset). This way of thinking will most likely not produce anything innovative. If teachers and learners think freely, embrace change (rather than the status quo) they are more likely to create environments that produce risk taking and creative solutions. In other words, a growth mindset will lead to innovative solutions.

When it comes to innovation, I feel a fixed mindset will squash creativity. If my gifted and talented learners believe their innate skills and their current level of intelligence is what helps them succeed, they will fail to recognize the power of continuous learning. They will fail to recognize what they may become.

Can we change a learner’s mindset? How can we best cultivate, nurture and operate a growth mindset within our classroom of learners to drive innovation?

I enjoy constructing units of study. My previous school district did not have a “textbook series” for Language Arts, Social Studies, or Math, when I first started teaching 1st grade, 15 years ago. Our lessons reflected best practices, our learners interests, and each individual teacher’s unique style. They were authentic and real. It’s easy to ditch a textbook, when you never relied on one.

This Growth Mindset unit is called “Growing Our Brain” and it begins with a mini lesson which focuses on the impact of praise. We discuss what praise is, why we give it, what phrases we’ve heard, and how it feels when we work hard on something and then DON’T receive praise. You know, you put your blood, sweat and tears into a project and your work is over looked. OUCH.

As we were discussing this, the conversation turned towards failure and how our learners deal with it. So, I shared two quotes about failure, one from Michael Jordan and one from Thomas Alva Edison. I asked my learners to analyze and interpret these quotes. Some wrote down their ideas, others struck up a conversation. When their responses began to sound similar (they’re about not giving up); I asked them to go deeper, and use their critical thinking skills. I waited patiently. Then, a learner’s profound statement came. He said…

“If we keep trying, and keep trying, and don’t stop trying then we don’t fail. We don’t fail because we’re still trying…we’re still working it out! Failure is when we stop, when we give up. We gotta keep going. Don’t let failure win.”

~ 3rd Grade learner, G&T, Commonwealth Charter Academy

Whoa. My learners “get it”. They understand an important part of Growth Mindset is grit and perseverance. It’s about the process, and sticking with the problem until they figure it out. They begin to understand that their “giftedness” is not so much an innate ability they have, but they can grow their intelligence, continuing their learning. Challenges and working through them will grow their brain. Most importantly, they realize they can succeed in areas that they don’t feel strongly in. They just need to stick with it and grow their brain.

How do you help your students grow their brain? What foundation will you lay for your learners to innovate? How will you do this? Will you adopt a growth mindset?