Twirling a fire baton is no joke! It requires training and a certain level of expertise. When twirling a fire baton there is little room for mistakes. Regular baton twirling and fire baton twirling are two different things. In competition, I could catch my regular baton on the end, or I might drop the baton. But when I twirled fire baton, I had to be aware of the placement of my hands and my body at all times. No way would I catch the ends of a fire baton due to the flames rising from them. Dropping the baton was a better choice than catching it by the tip. In competition with the regular baton, I could still make errors. It might cost me a medal/trophy, but I could and did make errors. When twirling fire baton, there was little to no room for errors.
We always made sure that I was well prepared before twirling the fire baton. I began by practicing the routine with my regular baton where I could make mistakes. I would practice and "perfect" each move or trick. Once I felt a sense of excellence using the regular baton, I would switch to using the fire baton without flames. The fire baton had a different feel from the regular baton. So I would transfer my learning from one baton to the other. I practiced the routine until I felt a sense of excellence again. Next, we would light the fire baton with small flames to practice some more. By the time I performed the routine in front of a crowd, most of the mistakes had been overcome and my routine was a "habit" of near "perfection." Every time I worked with my baton teachers, they would tell me what my strengths were. They would look for errors, even small ones and help me to correct mistakes. I received constant feedback. The feedback helped me to practice in a new way and to focus on how to make things better. In the learning process, we allow for errors. We expect them. Errors actually become a part of the learning experience. We even tell students that it is okay to make mistakes. We stress a growth mindset. We don't know certain things yet, but we will. We can't do certain things yet, but we will. Kids do not have perfect knowledge. They are not perfect. Everyone needs to learn. As teachers instruct, they know mistakes are common. They realize errors will be made. Teachers look at where each child is at. They look at student strengths and their struggles. They give feedback and guidance. They allow mistakes, and use those mistakes to teach. One day those students will go out into the world, and will have to use and apply their learning. Eventually, learning will have to be put into practice. We all know that no one is perfect. The only perfect one was Christ. But we can use the learning process and mistakes to build excellence and expertise. Learning is not perfection. Excellence comes from mistakes and practice. So, as we learn, it is inevitable that we will make mistakes and errors. We need guidance and feedback. For some, the journey they take with their careers will allow for few mistakes. These individuals will have had years of learning and practice. Who wants a surgeon who is known for making big mistakes? Who wants a lawyer who misses key facts and details? Who wants to ride in a plane with a pilot who doesn't know how to land an airplane? We want errors to be made during the learning process. We also want continued learning and growth. We want problem solving. We want certain skills to be "perfected." We create a practice phase and make sure we have instructed students in everything they need to know to be successful in in their performance and in life. "Success is the result of perfection, hard work, learning from failure, loyalty, and persistence." Colin Powell "I am careful not to confuse excellence with perfection. Excellence I can reach for; perfection is God's business." Michael J. Fox BEcky
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My dad stood in front of the high school football crowd, soaking the ends of my fire baton in gasoline. He gave me the baton. I stretched it out in front of me as my dad lit both ends of my baton. Flames shot up, the music started, and I began my twirling routine. I was about 11 years old at the time. When I completed my portion of the half time show, there were always some people standing around who did not believe that I was twirling real fire. They even yelled it out, "That's not real fire!" This was extremely frustrating to me - the practice and "perfection" it took to do this. Some just refused to believe!
Kids know when we believe in them, and they know when we don't believe in them. Students will work hard for those who believe. In education it is important that we believe in our kids. Kathleen Budge led a workshop, Disrupting Poverty, at the ASCD Empower 19 Conference. If we want to show kids we believe in them, we will consider her suggestions of best practice - number one being building caring relationships with students. We show our students we believe in them when we do these things (From the Disrupting Poverty presentation): 1. Provide safe schools. (I would add provide safe classrooms.) 2. Ensure a sense of belonging. 3. Hold high expectations for students. 4. Create classroom communities. (My thought - Leaders strive for school community, which is important. But in the "we" movement they also forget how important it is for the teacher to build a classroom community. The classroom is like the family, the school is like extended family.) 5. Engage & empower students. 6. Teach academic discourse. 7. Encourage productive struggle. I see building caring relationships as the foundation to showing our belief in children. It hits you hard when others don't believe in you. I remember feeling sad, discouraged, and angry when those people stated that I was not twirling real fire. The flames were started right in front of them, yet they refused to believe. Nothing I said or did could make them believe. I think about Jesus and his ministry. Some people believed in him - many did not. It must have been so disheartening at times. But Jesus kept right on with his mission - bearing all things. There was so much unbelief shown in such negative ways - mocking, spitting, belittling... even as he was dying on the cross. But Jesus continued with his mission. He believed in his people. We do not have to go to such great lengths to show children we believe in them. We only have to begin with a caring relationship. We lay a foundation, a belief system that helps children believe they can and will succeed. Our belief helps them to rise above struggles and failures. Our caring supports them in their educational journey and their journey of life. Someone believed, and the children believed too! BEcky “Grandma, can you turn on the nightlight?” My granddaughter does not like the dark. When she spends the night – she needs to see the light. I told her that I am the same way. I do not like the darkness. I like to see the light.
I listened to Kathleen Budge at the ASCD Empower 19 conference. She talked about the stereotypes of people in poverty. I knew that these stereotypes were just that - stereotypes. I knew they were not true of many people in a situation of poverty. Once I began my teaching career, I saw the light even more clearly than before. I saw how children were loved and how parents were striving to make a better life for their kids. I came into contact with families dealing with all kinds of tough situations. Yes, I saw people from ALL walks of life with characteristics of what was professed of those in poverty. I saw the light. In preparation for my teaching career, I learned about behavior management and techniques for dealing with “difficult” children. When I stepped into my own classroom, I began to see the light. It was less about what I did and more about the relationships I built. I could see that certain relationships brought light into the world of a child. I saw the light. Kathleen Budge talked about the moral purpose for being a teacher. Having a moral purpose can make teachers more resilient. Budge pointed out that a moral purpose also needs some success. I knew working day after day to meet the needs of all types of students, dealing with constant testing, not being valued by leadership, implementing initiatives without any voice, state grades… it’s hard- this dims the light or puts one into darkness. People with a moral purpose need to see some light. How do we provide that light for children in our schools? We must have high expectations for ALL students. This gives them a light. These expectations set them on a journey. We are the guide leading them out of low expectations for themselves and helping them to discover what they can achieve. When we advocate on behalf of our children, we are providing a light – a light of change, a light to what is right and just. When teachers have the courage to take action, to fight on behalf of children – they are a light, a beacon of hope. When we care enough to develop relationships, we bring light into hearts. When we provide a climate and culture of caring about our school family – staff and students, we bring light into our schools. As we develop York, we also consider the light of Christ. We seek to provide an environment of unconditional love. Our goal is to provide a climate and culture of caring relationships, forgiveness, acceptance, and hope. “You are my lamp, O LORD; the LORD turns my darkness into light.” (2 Samuel 22:29) “Arise, shine, for your light has come, and the glory of the LORD rises upon you.” (Isaiah 60:1) “The night is nearly over; the day is almost here. So let us put aside the deeds of darkness and put on the armor of light.”(Romans 13:12) I saw the light. It gives me a safe and warm feeling. I want to keep my eyes fixed on that light because darkness scares me. Let the LIGHT be my guide. BEcky A note comes home. The school will have a theme day or character day. Your child can dress up like their favorite character or it’s 50’s day or it’s a beach theme. This will be fun!
The other day as I was waiting, I listened to a couple of young moms talk about their elementary school. The one mom was lamenting that the child’s school was having a theme day all the time – like once a week. The young mother went on to say, she often didn’t have something to go along with the theme. She also said it was very tiring as she has two younger children – to find everything and get the child ready was stressing her out. She wanted to just not do it, but her child would feel left out. Some kids have some really awesome outfits; their parents put a lot of time and energy into the theme or character. The mom feels bad she is not as creative and it makes her feel like she should be caring more. Why do they have to do these? Having been a teacher, I was interested in the feelings being expressed. I think the moms had some valid points that we might want to think about. As a teacher, my first thought is – what is the purpose of the theme? Is this a true learning experience for all children? Not that we can’t just have a theme day every so often, but if we are doing it regularly – what is the reason? This should be explained to parents and students. As we see so often in education, we go to extremes that in the end have no real meaning or actual learning connections. Even if we are trying to teach various cultures, is a theme day the best way to learn about a culture? We might have outfits that represent outdated ideas of the culture, biases… What would be a better way of exploring a culture? It might be to identify the cultures in the classroom and learning about the similarities and differences. It might be inviting parents and people from that culture to share their traditions… Even character days, do you see equity in action? Another thing to consider is that some children are distracted by the change and the attire. Research is showing that even the amount of items on the walls of a classroom can be a distraction for some students. Corporations have dress codes – why? Some say to keep the other students from being distracted. So when we regularly have this type of theme day – are we creating distractions from the learning process for some students? God has created us so that we are not all the same. I used to say to my students, “Just think how boring it would be if we were all the same with all the same thoughts and ideas.” Each child is unique. Do we give our students the opportunity to celebrate who they are? Do we acknowledge that each is different, yet valued and loved? It is important to introduce our children to other people and their successes and hardships. It is also important to help children identify their own strengths and weaknesses and their value in the world. Does the theme day acknowledge this? We are the same in many respects, but also different in many respects. Let’s be clear – I am not saying that schools should never have character or theme days. I am saying that maybe we need to give a little more thought to these days. What is the impact on students? What is the impact on student learning? What is the impact on some families who do not have the same resources as other families? My theme day is come as yourself – dress up like you. Let me discover who you are! BEcky I listened to Kathleen Budge talk about poverty and what teaching practices can be used to increase student engagement and student effort. I wrote down a quote. I don’t know if Ms. Budge said it or if she shared the quote. But the quote stuck with me: “It is the ordinary that matters.”
“It is the ordinary that matters.” Yes – I agree. In the classroom it is the ordinary that matters. It is the day to day routines. It is the way the teacher interacts with students on a daily basis. It is the relationship that is established and the shape it takes each day. Sometimes we think we have to do extraordinary things to impress children and gain their attention. In the end, what really matters is what we do each and every day. It’s all in the little things. Consider this example – A man surprises a woman with a house full of flowers or some other great gift. But the rest of the time, he treats the woman with disregard and downright meanness. Will the flowers really matter in the long run? Or will the day to day treatment be what matters in the scheme of things? With young children, it is the ordinary that matters. It is the dandelion in the yard waiting to be picked by little hands. It is kissing boo boos. It is snuggling and reading a story. It is meeting the needs of the child. It is the day to day routine that shows love and caring. This is what matters. The “ordinary” classroom builds a foundation. The routines and the interactions that take place each and every day lay a foundation for learning. It is the ordinary things that matter – how the teacher greets the students, who the teacher calls on, how behavior is managed, how students are taught to interact with each other… Today is just an ordinary Sunday for me. I went to church – just ordinary, it reminded me of God’s love for me. I came home and ran a mile – just ordinary, it keeps me healthy. I ate – just ordinary, food and drink keep me alive. I swam – just ordinary, this relaxes me. I talked with my husband – just ordinary, it shows our love; he is my best friend. Now I wait for my children to come with their families as we share our regular Sunday supper – just ordinary, but it provides a sense of belonging & family time. Later tonight I will go to bed – just ordinary, it provides me with rest. There’s so much more in between, but you get the picture. It’s just ordinary things – ordinary things that really matter. So next time your child tells you it was an ordinary day at school. I hope that means that the ordinary day was filled with little things that matter such as laughter, reflection, caring, learning new things, time talking with peers, sharing… “It is the ordinary that matters.” I am ordinary, nothing great – just ordinary. Maybe that’s not so bad. And to me each ordinary child is a gift from God. An ordinary gift to be cherished and loved – and these ordinary children can go on to do ordinary things – ordinary things that make our world go round. Without those ordinary things – where would we be? “It is the ordinary that matters.” BEcky Yes – I question God. I ask God, “Why?” I ask God, “What does this mean?” I ask God, “Where do I go from here?” I ask God lots of questions. From my reading of the Bible, God does not mind us asking him questions. Even Jesus asked questions, and Jesus answered questions.
Inquiry – it is the beginning of learning. When we ask a question, we usually go on to seek an answer. Good schools and classrooms incorporate inquiry. Teachers pose questions. Students ask questions. Questioning leads to research; a search for answers begins. Discussions arise based on inquiry. Inquiry builds engagement and motivation. When I was a teacher, I usually began lessons with a question. In reading, we would start with a question. In math, we would start with a question. In science, we learned that scientists usually begin their work with a question. In social studies, we question things that are happening. How can we use a question to build knowledge and discernment? The first day I posted a question we would discuss that question and predict a solution or answer. Then we would begin a foundation of learning, a search for the answer. (Usually there was no ONE answer, but many answers.) In the days to follow, each day we would review the question. Next, we would remind ourselves what we had learned so far. Then we would continue our foundation of learning in search of ways to find out what we wanted to know. At the end of the lesson, we would discuss our work and things we had learned based on the question presented. One thing we learned is that one question can lead to many questions. Students are allowed to ask those questions. Some go on to explore a question that stems from the “big” question. Reporting back to the group aids in extending the knowledge of the classroom. Inquiry and questioning are important. Just as questioning is important for students in a classroom, questioning is important for teachers and staff. Questioning should not be seen as a negative response to an initiative. Questioning should be seen as a search for knowledge, a way to build understanding – and to determine is this really what we want for our school and children. It comes down to culture. When you allow this type of culture, it motivates teachers to seek answers and to reflect on their teaching. If administrators don’t allow questioning – but do tell and check – this can lead to poor relationships, a one size fits all approach for teachers and students, a stress filled environment, poor test scores… Lately, I have become interested in professional development that stems from inquiry. What does the teacher feel he/she needs to improve the classroom experience? How do we provide a variety of professional development opportunities to meet individual teacher needs and also incorporates school wide initiatives (These initiatives have given teachers an opportunity to voice their thoughts and raise questions and to agree on this initiative for the school.) Do we value inquiry? How do we show that we value inquiry school wide? How do we show we value inquiry with staff? How do we show we value inquiry in the classroom? How do we show we value inquiry in our relationships? I have so many questions. Sometimes those questions are not appreciated. But in a caring environment, those questions are seen as important and deemed necessary in providing the best solutions for children. What do you think? BEcky I was born on Labor Day! Today is not my birthday, but I was born on Labor Day. I loved to hear the story my mom would tell me about my birth. They were on a picnic on that Labor Day, when I decided to make my entrance into the world. Mom said that they barely made it to the hospital before I was born.
Yep – I was born on Labor Day. I worked my way into the world on that day, and have been working ever since. My life has been filled with work of one kind or another: taking care of my younger brothers and sisters, practicing baton, teaching baton, working a variety of jobs, marriage, my own children, teaching… Some of my work was filled with joy. Some work – not so joyful. But I valued the opportunity to work. Work at its best incorporates rest and reflection. One of the reasons teaching has become more difficult is because in today’s schools we have lost that time of reflection, the time to process and think about our work and its impact on those we teach. Administrators will say – we do give teachers reflection through collaboration. We give teachers lots of time to plan with their peers. We give teachers lots of professional development opportunities. We give teachers time to write lessons that are consistent with the team and school initiatives. The list goes on and on, which is my point. My view is that teachers also need some time to reflect on their own, by themselves – to prepare for their work – to do some planning on their own. But this is now seen as unproductive and this time is not seen as important to the teaching profession. Administrators believe teachers need to be with others, the team, planning and reflecting. They fail to see that we have lost something here. Teachers need some quiet reflection, and time to create on their own. This does not diminish the collaboration done with colleagues. This is just reminding administration how important “alone” time is for teachers both in preparation and reflection. Yet, this is not valued. Teachers are constantly bombarded with PD, team planning, their work… Administrators do not see how rejuvenation comes with some solitude to reflect before and after our labor. A labor of LOVE only comes with the opportunity to prepare and to think – to rest and reflect. Teachers value their work. For most it is a labor of love. There exists a constant demand on the time of a teacher with very little time for self-reflection on their own and little time for actual preparation for the environment and for the learning being provided. Again, there is lots of collaboration time, but little “alone” time. It used to be that we had time to prepare and reflect, but with the emphasis on collaboration – that was taken away. This stifles individual creativity and processing. Yes – we plan and process with our team – but again, teachers need some time to plan, prepare, and process on their own. On this Labor Day, I think about how we can show that we value the work of our teachers. We can show teachers we value them by providing adequate pay. We can show teachers we value them with environments and cultures that show we value their time, their thoughts, and their voices. We can show we value teachers by allowing their individual creativity, their alone time, opportunities to prepare the environment and learning, and giving them time to inspire themselves through individual reflection. Our teachers are providing a labor of love that impacts our children. Let’s value their “alone” time and give them opportunities for reflections and to re-visit why they went into this labor of love and why they continue to love this work. My reflection for today, BEcky I have to admit it is difficult for me to work for a leader who has ambition for self. These leaders, while saying they want success for others, really want success for themselves. These leaders “tell” instead of listen. These leaders push through initiatives because they think they have all the answers. They strive for their own glory and advancement.
Doris Kearns Goodwin (ASCD Empower 19 Conference) said, “Strong leaders turn ambition for self into ambition for a greater good.” These leaders mold public sentiment through their character and morals. Strong leaders uplift the work of others and create an atmosphere of service and well-being. They can move mountains because they do not work for themselves, but they work for others. These leaders care about the workers in the field. They don’t hesitate to “wash the feet” of others carrying out a mission for a greater good. These leaders have a passion, a passion that is not focused on their own glory – but is focused on others. It is critical that we have leaders who work for a greater good in schools. We must have leaders who work for the greater good of children. Children are first of all not the reading curriculum – not an advancement tool– not tests, but the needs of children are put foremost in all decisions. These leaders uplift children AND teachers. They recognize the complexity of a teacher’s work, care about the emotional and physical health of those working in the field; they believe in their teachers and listen to their thoughts; they include teachers in decisions, and value their opinions concerning children in their classrooms. These leaders realize the teacher is in the classroom with children for the majority of the day and realize the importance of the work taking place there. Strong leaders allow teachers ownership of their students and encourage their thoughts on how to increase achievement for students in the classroom. The classroom teacher is paramount because it is the classroom teacher that “washes the feet” of children. It is the classroom teacher who spends the most time with the children – the one who ultimately accepts responsibility for the growth and development of the children in the classroom. We should not underestimate the impact of the classroom teacher, positive or negative. I don’t care if you have the best interventionists, the best ELL pull out… - if you do not have a strong classroom teacher, students will be impacted. Strong leaders recognize this. This is one reason why schools are offering incentives for highly effective, experienced teachers to work in high needs schools. Strong leaders allow their strong teachers to do what they do best – make a difference in the lives of all types of children. These teachers have a passion for working for the greater good of children. They have proven over and over again that they are an absolute blessing to the kids in their care. Jesus did not have the ambition to be a worldly king. He had a compassion for the greater good. He knew his mission. Jesus cared about his workers, his disciples, and encouraged them in their work for the greater good of all people. Jesus made himself nothing. He was despised and crucified for his work. Because of his selflessness – Jesus saved the people. We all know and value a great leader when we see one – it begins with a mission for a greater good rather than a mission for self. BEcky Rest! Take time to rest. Doris Kearns Goodwin (Empower 19 ASCD Conference) said that strong leaders find time to think, relax, and replenish energy.
How important is rest? Consider: “By the seventh day God had finished the work he had been doing; so on the seventh day he rested from all his work.” (Genesis 2:2) “For six days, work is to be done, but the seventh day is a Sabbath of rest, holy to the LORD.” (Exodus 31:15) “Come to me, all you who are weary and burdened, and I will give you rest.”(Matthew 11:28) “Very early in the morning, while it was still dark, Jesus got up, left the house and went off to a solitary place, where he prayed.” (Mark 1:35) “The apostles gathered around Jesus and reported to him all they had done and taught. Then, because so many people were coming and going that they did not even have a chance to eat, he said to them, ‘Come with me by yourselves to a quiet place and get some rest.’” (Mark 6:30-31) The apostles didn’t even have time to eat on some days. The crowds were so great, and the work was tiring. Jesus knew the apostles needed to relax. Even Jesus went to a solitary place to pray. He needed time to reflect on all that was happening and what was to come. We, too, need time to think and replenish our energy. Jesus understands how tired we can get and the heavy burdens we may carry. Jesus tells us to come to Him in order to receive the rest we need. Leaders do need time to rest if they are going to be any good to the people they serve. Time away from work allows leaders to wrap their minds around problems and happenings. Rest rejuvenates their bodies, minds, and souls so they are able to meet situations or concerns head on. Rest provides a chance for reflection. When leaders are in the middle of their busy schedules and days filled with constant work – they don’t have time to reflect. Reflection is necessary for strong leaders. I remember as a principal the long days, the constant decisions that needed to be made throughout the day, the problems and situations of families and children that were beyond my control to fix… At the end of the day, when everyone was gone, I would sit back in my desk chair and wonder if there was any impact being made. I looked back on the day and all the moments of “failure”. How can we do this, I would wonder. It seems impossible, Lord, to meet the needs of each and every child in this school. I grew weary and tired, sad and hopeless. Lord, how could you ever call me to such a position? I needed rest. I needed rest to see the successes happening around me each and every day. I needed rest to know that we were making a difference in ways that could not always be measured. I needed rest to have faith that God was with us, guiding us. Teaching is one of those professions that must have a rest period. Teachers want time to think and reflect about the past day/year and the one that is to come. Teaching is emotionally taxing and draining; teachers need time to replenish their energy including their own emotional energy. This profession is people centered: crowds of children with needs. Teachers have little time to eat and little time to even use the restroom. Things come from everywhere: children, parents, colleagues, administration, the community… Rest is imperative if we are to have strong teachers. So rest those weary bones. Ease your mind. Reflect on not only the things that have gone wrong, but on what has gone right. Lift your spirit. Take time to be alone and pray. Have faith. Rejuvenate your body, mind, and soul! BEcky Calm Down! Doris Kearns Goodwin says strong leaders learn to control negative and unproductive emotions.
Of course, we don’t want leaders who are screaming and yelling all the time so that others “have to hold them down.” We want our leaders to listen without taking things personally. We want our leaders to problem solve in the best interest of people. Often leaders have to leave their emotions out of decisions. Strong leaders know when to show emotion and when to contain it. Note that Goodwin says, ”learn to control unproductive emotions”. There are times when showing your emotions can be productive. Every once in a while showing your disgust and sadness for things taking place brings attention to problems and sets things in motion for change. Here’s an example from the Bible, John 2:13-16: When it was almost time for the Jewish Passover, Jesus went up to Jerusalem. In the temple courts he found men selling cattle, sheep and doves, and others sitting at tables exchanging money. So he made a whip out of cords, and drove all from the temple area, both sheep and cattle, he scattered the coins of the money changers and overturned their tables. To those who sold doves he said, ‘Get these out of here! How dare you turn my Father’s house into a market!” Jesus was a man who demonstrated love and peace. He was a gentle leader – yet he overturned the tables. Why? He was disgusted and astonished by what he saw. In order to send a strong message, he showed some emotion. It was emotion that needed to happen. This wasn’t the only time Jesus showed emotion. When Lazarus died the Bible says (John 11:33): When Jesus saw her weeping, and the Jews who had come along with her also weeping, he was deeply moved in spirit and troubled. ‘Where have you laid him?’ he asked. ‘Come and see, Lord,’ they replied. Jesus wept.” The Bible goes on to say how Jesus went on to raise Lazarus from the dead. But the point is that Jesus was so moved by the sorrow of those people that he showed emotion, and he wept. Jesus felt their pain. In the classroom, we teach children about emotions. We help them understand that having emotions is not wrong or bad – think about "boys don’t cry". If we want our boys to gain empathy, it is perfectly acceptable and okay for boys to cry. Our goal is to help children deal with their emotions in an appropriate manner. Yelling and screaming rarely gets you anywhere. But being able to use your emotion to form a stance and help others can be productive. Strong leaders and people who hope to make a difference in the world walk a fine line with displaying certain emotions. These leaders have to know when it is appropriate to show certain emotions, and then they have to understand that how they display that emotion can move people in a positive direction or a negative direction. Strong leaders know how to use productive emotion. Understand your emotions. Take a breath. Think. Understand who you are. Be you, and don’t be afraid to use your emotions in a productive manner. BEcky |
AuthorBecky Kischnick |