Taking Ownership of Your Dreams

John Maxwell is an author, motivational speaker and pastor.  He has sold millions of copies of his books; some of which have been on the best seller lists.  He writes about getting victory in your dreams when you take control of your life and thinking more positively about yourself.  To succeed, you have to believe that you can succeed.  That is the first step in success.  Self-doubters will never rise to the top of their own list of goals.  You have to believe that you can succeed.  That often requires a change in the way people think.  Maxwell writes about the importance of self-change in this way:

·         If you change your thinking, you will change your beliefs.
·         If you change your beliefs, your will change your expectations.
·         If you change your expectations, you will change your attitude.
·         If you change your attitude, you will change your behavior.
·         If you change your behavior, you will change your performance.
·         If you change your performance, you will change your life.

As to teaching, all of the above require a pretty comprehensive self-evaluation.  If you want to succeed in the goals that you have set for yourself and for your students, you will have to change.  First of all, you must believe that your plan for your students to succeed will work.  In this, you have to come to grips that this will require a daily self-assessment of what you need to do for the next day – how will you respond to the instruction that occurred and the student performance data shown?  As your expectations change for your students, your attitude will change.  This will manifest in a stronger resolve to help your students reach the intended outcomes.  You will teach more with a purpose.  You will teach intentionally.  As your attitude changes, your behavior will change.  The talk will be over and the walk will now define you. It will no longer be about your words; it will be about your actions.   My Dad told me hundreds of times, “Don’t tell me what you have done, show me what you can do.”  Once the behavior changes, not only will your performance change, but the performance of your students will.  At that point, you will be changing lives.  You will be making a true difference.  Isn’t that why we do this?  You have to believe in yourself before anyone else will.

Sore Fingertips

Learning to play an instrument is easy for some.  For others, it is a real challenge.  Some instruments are easier to learn to play.  I did a little research (validity unknown) and found that the top ten easiest instruments to play are:  (10)  Tambourine , (9) Harmonica , (8) Double Bass , (7)  Clarinet , (6)  Piano, (5) Guitar, (4) Kazoo, (3) Trumpet, (2) Ukulele, and (1) Triangle.  What – no wood block!  I wonder why instrument designers chose the “triangle” and not the rectangle, rhombus, or parallelogram.  Why isn’t a “single” bass enough?  Those of you who play any of these instruments can respectfully disagree and here’s why – some people are more inclined to pick things up more quickly because they have “an ear” for music or their fine motor skills are incredible.  According to Rolling Stone magazine, the top 100 guitar players of all time are:  99 are tied for second and Jimi Hendrix is set apart as the consensus # 1 guitar player of all time.  Personally, I like Andy Vassar, guitarist of the former group, Misconception, a great son and father of my Grandson, Jude.  All guitars players have one thing in common – they all began with sore fingertips.  Learning to play is hard and your fingertips take a beating until they are calloused over and they are accustomed to the rigors of playing.

Some subjects may be easier to learn than others.  That varies among individuals.  Subjects that students enjoy are easier because of two things – they are easier for them innately or the teacher of the subject is outstanding.  How can the teacher be outstanding?  Make the material relevant to the student. Show them the connection between the daily goal and the long-term goals.  If the student does not see the connection, then there is a disconnect and you will lose the student.  Work hard on making those connections.  Engage your students.  Get them involved in their learning.  Get them out of their seats.  Make the world their classroom.  Be excited about the subject yourself.  If the teacher isn’t excited about the material, why should the students be?  It’s not hard to understand.  Find strategies that work.  What works for some kids may not work for others.  Differentiate.  Use high-yield strategies.  Throw away methods that get no return.  Make learning fun.  Challenge your students.  Great guitar players became great because they persevered.  They kept at it.  They worked hard.  They had sore fingertips.  Great teachers continue to work at their craft.  They keep at it.  They work hard.  They have sore fingertips. 

Knowledge vs. Wisdom

Knowledge vs. wisdom. Wisdom vs. knowledge.  The never-ending debate.  They certainly are not synonyms.  Knowledge is the lowest level of understanding in Bloom’s Taxonomy; just below comprehension. Knowledge is the accumulation of facts and data that you have learned (possibly memorized) about or experienced.  Knowledge is really about simply being aware of something but that’s as deep as it gets. People at the knowledge level in their learning are excellent Trivial Pursuit players who know that Moby Dick is a classic novel about a big fish and a guy with a funny name, but have never read it.  Wisdom, on the other hand, is the ability to discern which aspects of knowledge are right and applicable.  Wisdom is the ability to apply your knowledge to the bigger picture.  Wisdom is deeper; it’s about knowing the “why”.  If knowledge is information, then wisdom is the understanding and application of that knowledge.  Here’s a great way to remember the difference:  Knowledge is knowing that a tomato is a fruit; wisdom is not putting it in a fruit salad.

Wisdom vs knowledge.  It is vital that teachers go deeper in the levels of understanding with their students.  Let’s look at the “old” Bloom’s Taxonomy. You remember, the ascending levels of UNDERSTANDING.  Knowledge is the lowest level of understanding.  This is followed up the ladder with comprehension-application-analysis-synthesis-evaluation.  Wisdom isn’t specifically named, but if it were, wisdom would be on the snowcaps of the mountain.  We talk a lot about increasing the critical thinking skills of our students.  Mark this down – critical thinking doesn’t even begin until the analysis level.  I’ll use the childhood story of Goldilocks to show the differences.  Knowledge = What are some things in the bear’s home? Comprehension = Why did she like the little bear’s chair?  Application – If she came to your house, what are some of the things that she would have used?  Analysis = What parts of the story could not have happened?  Synthesis = How would the story be different if she visited the home of three rainbow trout? Evaluation = Was Goldilocks good or bad and why do you think so?  While it is true that you have to have the base levels to move up in understanding, we often spend too much time at the base levels.  If we truly want to get our kids to be better critical thinkers, then we have to teach at the three highest levels.  Yes, that instruction has to be intentional.  Ramp it up!  My personal view is that Goldilocks was a drug addict looking for a place to crash.  Who else would stay at a bear’s house?   

Gourmet Chefs

My wife is an excellent cook.  Actually, she is an excellent “everything”.  I cannot recall a single meal made by her that I have disliked in 36 years. She can make some “gourmet” meals. Well, at least they are gourmet to me. I, on the other hand, am an awful cook.  On the nights that I cook, we pray after we eat.  Last week, the flies chipped in and fixed the screen door.  What makes a “cook” different from “gourmet cook”?  I looked it up.  A gourmet chef uses complex cooking skills and techniques to create dishes. They are  known for their discriminating palates.  They may specialize in ethnic or regional cuisine.  My conclusion is that I do not qualify. Gourmet chefs and cooks are not one in the same.  The difference lies in the ability to move away from the recipe dependent upon the needs of the person doing the eating. Here’s something that I found in my research – gourmet chefs taste test their first batch by making the dish EXACTLY by the recipe.  Then, they make adjustments until it tastes “just right”. 

Teachers should be much the same. A good portion of teachers use the plan that the textbook calls to use.  That is the “educational recipe” for success.  That produces the “meal” that you serve your students. You followed a “recipe” designed by someone that you don’t’ know and created for kids that they don’t know.  There is no one better to provide the lesson “meal” than the teacher who is teaching the class.  No one knows better about the strengths and weaknesses of their students than they do.  Why leave this to someone else who thinks that on Monday you do Section 1.1 and you better be to section 1.5 on Friday?  That is not making gourmet meals.  That is just making something to put on plates. They are just following the recipe EXACTLY how the textbook says to.  Wrong approach.  A “Gourmet Teacher” would use informal and formative data to prepare for the next day’s lesson.  The recipe needs to be adjusted based on the needs of your students.  Just like gourmet chefs, teachers need to make adjustments until the learning is “just right”. You may have to use complex strategies and techniques and yes, go off the beaten path.  You have to be able to move away from the recipe depending on the academic needs of your students.  The difference lies in the ability of the teacher to move away from the “textbook” recipe and instruct based upon the needs of the student.

Vince Lombardi

Vince Lombardi was born in 1913 and passed away in 1970. The hyphen separating those two dates contains an impressive coaching resume.  After coaching football at the high school level, he moved to the collegiate level and then ascended to the NFL, culminating in being named the Head Coach of the Green Bay Packers in 1959.  Coach Lombardi took a fairly  mediocre team and transformed them into a powerhouse in the league.  The first two Super Bowls in 1965 and 1966 were won by the Lombardi-coached Packers.  He was known for his tenacity and a play that revolutionized “smash-mouth” football – the power sweep.  He knew his X’s and O’s perhaps better than anyone in his time, but knew his “Jimmies and Joes” as well.  His practice sessions were brutal and his expectations were high.  Those not cutting the mustard were sent packing in a timely manner.  Probably the most famous quote that people recall from Vince Lombardi was this, “Winning is not a sometime thing, it is an all -time thing.”  Vince Lombardi knew that perfection was not possible.  Perfection still isn’t possible.  However, he did realize that in the quest for perfection, excellence was most certainly attainable.  “Relentlessly chase perfection; along the way you’ll find excellence.”  Love that quote and that’s my connection to the message in the next paragraph.

Let’s get this on the table – you will NEVER reach perfection.  Yes, I know the quote “Practice does not make perfect…perfect practice makes perfect.”  Not so fast.  There has only been one who is perfect and we’re not Him.  Don’t misread this message.  It is perfectly fine to seek perfection. It’s perfectly fine to chase perfection.  It’s perfectly okay to run after perfection.  Perfection is just not possible, but excellence is.  Strive to be excellent as a teacher.  “Relentlessly chase perfection; along the way you’ll fine excellence.” What does it mean to be excellent as a teacher?  There has to be that perfect measuring stick, right?  Wrong.  Remember that nothing under the sun is perfect.  So, what attributes do excellent teachers exhibit?  First, they are great relationship builders.  They understand that without the establishment of great student relationships, their chances of being excellent are seriously diminished.  Excellent teachers set learning goals and then find ways to surpass them.  Excellent teachers reassess their teaching daily based upon what students are producing.  Excellent teachers challenge kids in a variety of ways – academically, morally, and socially.  Excellent teachers set high expectations for their students. Excellent teachers are prepared and organized; they are always ready to go.  Excellent teachers engage students once students enter the classroom and keep them engaged.  Excellent teachers communicate with parents on a regular basis because they understand that relationship is a key component of a student’s education.  Excellent teachers do whatever it takes for their students to succeed. Be excellent.