Gyms

Did you notice the number of new gyms and fitness centers that  have popped up in the past few years?  It is hard to find a town that does not have a fitness center…or two…or three. Fitness equipment has come a long way since the “Charles Atlas” days or when a 110 pound barbell set was the perfect gift for an athletically-minded 13 year old.  There are treadmills for cardiovascular fitness that have multiple speeds, elevations, virtual running routes, and satellite television.  They are elliptical machines that also develop cardiovascular fitness while saving your joints from the repeated pounding of running.  There are stationary bikes, recumbent bikes and elevated bikes so that you can pedal but go nowhere.  They are squat racks and free weights, leg press machines, military press machines and a few hundred others – all designed to get you in great physical condition.  Equipment of these types are used every day throughout the world to pump you up, develop your VO2, flatten your abs, tone you up and whatever else is your desire.  Here’s what I have found – the most underutilized piece of equipment at a fitness center is the front door!  Just looking at the equipment doesn’t turn you into an Adonis.

Poor teaching is easy.  Great teaching is not. Great teaching takes a lot of work with and without the kids present.  There is a lot of equipment at your disposal. We have technology today that was not even conceived 30 years ago.  It is difficult to find a piece or chalk…or a chalkboard for that matter.  The “equipment” available to teachers today is outstanding (yes, I know – when it works).   But if the equipment is not used, then it is essentially a “educational clothes rack”.  The most important piece of equipment we have at our disposal is our minds. The mind has always been the most important tool available.  We can think very “paint by numbers” or we can color outside the lines.  We can stay with “canned” ideas or we can think outside the box.  Part of physical training is the repetition of movement.  A main tenet of teaching is repetition to the point where kid achieve fluency.  Exciting, imaginative classes are like gyms with a good membership – people are there and moving. The front door gets worn out.  It the same way with creativity in teaching.  You have to open your mind to creativity.  Don’t let the door to your creative imagination be the least used piece of equipment in your toolbox.  

News Anchors

Mary and I have been making annual treks to see A Christmas Carol for several years at the Goodman Theater in Chicago.  We have never been disappointed with any of these performances – great Dickens’ tale and superb acting.  When we go, I try to stop by Channel 2 News to watch a portion of a live broadcast. I have enjoyed watching the news for decades. CBS is really close to the theater district and directly across from Daley Plaza.  One of my former athletes is one of the station’s meteorologists, so that studio is an easy choice. If you haven’t seen a live broadcast, there is a great deal that goes on behind the scenes from the green screen to anchors getting make-up repairs.  Actually, the job doesn’t appear to be that difficult as the majority of the news is read from a teleprompter.  There is one thing that I have noticed that is common among great new anchors; the ability to make their spoken words passionate at the right time.  For most of us, our daily conversations are pretty much the same tempo, volume, tone, and emphasis.  It doesn’t vary much…except when we are at an emotional point or a difficult message is about to be delivered.  Contrast that to a professional news anchors.  They use a “Punch” technique where words are emphasized to get the listener’s attention.  The speak with passion at the appropriate time to get the most out of the message and to reach the greatest audience.

Think about your oral presentations to your classes.  Do you “Punch” words or is it a monotone performance ending with, “Bueller…Bueller?”.  You may be thinking that this is not an important part to oral delivery to a bunch of adolescents…you would be wrong.  Remember the people that have engaged you when you were sitting in a classroom, in an audience, or maybe even at church.  There were probably other incidents where the polar opposite was true and the speech was a “Yawn Fest”.   Do you have inflection in your voice?  Do you vary your tempo?  Do you “punch” the key vocabulary?  Do you vary your rate of speech?  Do you verbally highlight the daily goal as well as connecting that with the long-term goals?  Are your students reminiscent of the kids in Charlie Brown’s class where the only sound heard from the teacher is “Wah, wah, wah…” or do they hang on every word? How about when the class period begins?  Are you excited about what the lesson will be?  Are you excited about the topic?  Are you excited about the opportunity to teach the concept or skill?  Do you make the material come alive simply because of your excitement?  The easiest way to get kids excited about learning is for the teacher to be excited himself or herself.  Speak with passion at the appropriate time. You do not have a television audience because your audience is in the studio with you.  Punch your words.

Crazy Horse

The Crazy Horse Monument in South Dakota stands 563 feet tall, which is taller than the Washington Monument. The Crazy Horse Monument is nine times larger than Mt. Rushmore. Nine times.  Korczak Ziolowski was commissioned to design and make this monument.  He accepted the commission although the project would take 100 years to build and he knew that he would not live long enough to see its completion. Think about that for a moment -  he would never see its completion, yet he willingly accepted the task. This is unlike Noah, who took at least 100 years to build the ark except that he was able to not only see the finished project, but was a passenger in it.  It was built with a 30:5:3 ratio – still used today!  Why did Korczak Ziolowski accept this undertaking with the understanding that he would not see it completed?  Here is what he said in reference to that thought, “When your life is over, the world will ask one question – did you do what you were supposed to do?”  With that guiding thought, he worked and worked and worked on the monument beginning in 1948.  Korczak Ziolowski passed away in 1982.  All ten of his children are completing the project.

Are you doing what you are supposed to be doing?  It’s not about one school year. It’s about making a lifetime for someone else knowing full well that you may never see their entire lifetime.  You may never see your students do remarkable things because of what you taught them.  Others may have to finish the job that you started.  The kindergarten teacher had something to do with the academic development of the current senior.  The kids you are teaching today may go on to be famous scientists, engineers, doctors, teachers, business leaders, or an endless list of other wonderful professions.  You may never hear about that.  That’s not the important part.  What is important is this – even though you may never see the “completion” of your students, are you willing to accept the task of building them much like a shapeless mountain is turned into a stunning work of art?  Before that ask yourself, “Is this what I am supposed to be doing?”  If so, accept the task and continue to build the monument that may define your life.  Are you willing to accept the task?

Jockeys

There are but a few racetracks left in the Chicagoland area where horses race.  There used to be quite a few.  Now, horse racing in this area is on the verge of extinction. Balmoral Park in Crete is the closest track and I believe that is closing.  The granddaddy of all horse races is the Kentucky Derby.  Big event. Big money. Big hats. Big prices. I find no thrill in watching a horse race; probably because I have not bet on a horse race.  Truth be told, I have never been to a horse race.  Thus, my knowledge of horse racing is not deep. However, there are a few things about horse racing that I understand.  I understand that there are horses that are placed in a starting gate.  I understand that there are jockeys who ride, guide, and whip the horses during the race. I understand that jockeys wear colorful clothing during the race and are small in stature. I understand that billions of dollars are bet on horse races.  I understand that the horses run fast and that the first one across the line wins. Here is what is true in every single horse race – you never see a jockey carry a horse across the finish line. 

As we move to the first round of ISTEP next week, I am reminded of this fact.  As we never see jockeys carry their horse across the finish line, the opposite may be true in teaching.  Kids don’t carry their teachers across the ISTEP line.  They do not.  Teachers carry their students across this ISTEP line.  Actually, we carry them to the starting line back in August, keep guiding them throughout the race, and stay with them throughout.   In late November, we received our scores from last year’s state test.  A school that has been a perpetual “A” school was now suddenly a “D” school.  A middle school that has been the top-performing middle school in the four counties (Lake, Porter, Newton, and Jasper) that compose “Da Region” was suddenly in the middle of the pack.  That caught my attention.  How about you?  Our Math staff has regrouped and bound together in a team effort in resetting the scope and sequence of standards to be taught.  They feel the sense of urgency.  We have offered after-school tutoring for all grade levels in Math.  Our RtI Period focus shifted.  Our English staff has worked hard to make certain that we are aligned with what is to be assessed. Encore teachers have infused more LA and Math skills in their teaching. We all sat in a meeting on December 18^th and watched a segment from the movie, Miracle (This past week marked the 36^th anniversary of that great victory over the Soviets…hmmm…). We determined that what happened on last year’s state test will not happen again. WE MADE A DETERMINATION TO NOT BE “DEFINED” BY THOSE SCORES, BUT TO BE “REFINED” BY IT.  We adopted the slogan of “NOT THIS TIME..NOT TODAY”.  You need to take that chip on your shoulder in to these two rounds of ISTEP. You need to impress upon your kids that this is all business.  You need to encourage them, stand with them, support them and let them know continually that you believe in them.  We have to be the ones that carry our kids across the finish line.  Bring your game face – it’s go time.  NOT THIS TIME…NOT TUESDAY…NOT WEDNESDAY…NOT THURSDAY.

Traffic Lights

The first electric traffic light system was installed at the intersection of 105^th Street and Euclid Avenue in 1914.  Which city?  Here it comes – yep, it is Cleveland, Ohio.  You know, where the Browns play.  You may have heard me speak about Cleveland before.  Some people refer to traffic lights as “Stop Lights” …talk about negativity and a glass half-full mentality.  Traffic lights are not just illuminated in red nor are they always green or yellow. Thank you, Captain Obvious.  Traffic lights are essential to control conflicting flows of traffic.  That is their real purpose although some would argue that traffic lights are really a conspiracy by governmental authorities to increase revenue or by local retailers who want the lights to stay red longer so that people will notice their businesses and stop in for a purchase.  Just for giggles, let’s review what the colors of traffic lights mean to drivers.  Green = it is safe to proceed in the direction indicated.  Yellow = the most confusing light…should I proceed with caution?...should I just “gun it” because green and yellow are in the spectrum?...or should I proceed if I am already in the intersection?  Well, that depends on who is writing the tickets that day.  Red = means to stop in any continent.  Not doing so will cause accidents, bodily damage, or an appearance in traffic court.

What do traffic lights look like in a classroom?  First of all, this ties directly to using informative and formative assessment data to inform your instruction.  Yes, it does read, “Using” the data.  At the end of class, you provide some type of exit slip or confidence check and the vast majority of the kids are only not in the ballpark, they are playing another sport.  So, this is indicative of a red light = STOP!  You need to back the truck up.  Reteach until the light changes.  The yellow light indicates that you should proceed with caution = continue expounding on the concept being taught, use guided instruction before moving to independent work, and review previously learned material in an infusion manner.  The green light indicates that all of your kids are ready to move on in the direction (long-term goals) that you are trying to take them.  The signals need to be the assessments; whether they are informal or formal, as to when to drive forward.  Those not utilizing this data will be creating hazardous road conditions.

Abraham Lincoln

Abraham Lincoln is considered by many to be the greatest President in the history of the United States.  There is good reason for such thinking.  Lincoln “saved” the union through his efforts during the Civil War citing that “A house divided cannot stand.”  He endured military leaders who weren’t up to the task, threats on his own life, a cabinet that argued almost daily, the loss of one son to disease, much public opposition to the war itself and great loss of life. He wrote the Emancipation Proclamation “Four score and seven years ago…” that was the forerunner to the 13^th amendment which provided freedom to slaves. He had many famous quotes, but he was much more than words – he was a man of action.  He was the driving force behind the Homestead Act, which allowed poor people in the East to claim land in the West for a chance at a better life. He signed legislation that began agricultural and mechanical colleges (A&M) in each state. He established a network of national banks.  He started the first transcontinental railroad. His speech at Gettysburg is considered one of the greatest speeches of all time in which he calls on Americans to not simply remember those who lost their lives on that battlefield, but to carry on and finish the task.  The purpose was to save a nation.  He did that.  Of all of the famous Lincoln quotes, this one hits home – “At every step, we must be true to the main purpose.” (1859) He exemplified this through his actions.  We, as a nation, are forever in debt to him.

At every step, we must be true to the main purpose.  Just what is the main purpose of what we do in schools?  It is easy to cite things like getting the kids ready for the state test as the main purpose.  That would be the wrong answer.  Maybe you believe that the main purpose is to get kids ready for the next grade level.  Maybe you believe that the main purpose is to get high scores on the quarterly exams or the big summative assessments.  Maybe some think it is all about the ACT sequence or the attainment of high grades.  Maybe it’s all about mastering standards.  None of these are the main purpose!  These measures are all RESULTS of staying true to the main purpose.  Our main purpose, as educators, is to make a difference is the lives of kids every day.  Does that sound ridiculous? To some people, it is ridiculous in this “data point society” that so many embrace as the gospel truth without ever looking at the vast number of variables that need to be factored in.  Look at it this way – can you point to one single thing that makes the overall difference in why, in broad terms, we are a really good school.  Sure you want to teach well using the most effective techniques you can muster. You also want to use formative assessments to inform your instruction. You want to engage kids in their lessons and a hundred other things about the “science” of teaching.  Often, it is the affective side of this student/teacher relationship that causes the biggest change.  Are you a cheerleader for your students?  Do they know that you have their best interests in mind?  Do they know that you care?  Do you talk with them?  Did you ever ask them how things are going?  Did you ever get that shovel out and dig a little bit into what they are going through. Were you an encourager this week, last week, last semester, the whole year?  These things all go into this huge equation that many on the outside call “success.”  I know this – when I hang it up, I will not spend much time sticking my chest out about high state test scores.  Nope, I will be remembering those “silent victories” that caused great results in areas that may not be included in a newspaper article.  Most will never know about these, but I will.  Be true to the main purpose – making a difference in the life of every kid that comes your way.

Zero Miles to the Gallon

There are several ways to save money on gasoline costs.  First, consider walking.  There are no gasoline costs associated with that.  If you must drive, consider the following advice.  Lighten your load.  Remove some of those things that are stored in your trunk.  For every 250 extra pounds in your vehicle, you lose one mile per gallon.  Inflate your tires.  Don’t wait for a flat to check your tire pressure.  Underinflated tires cause more road friction, which causes more resistance, which causes your engine to work harder, which results in decreased gas mileage.  Clean you fuel system.  Running your engine causes deposits to be made in the form of carbon.  Without a good cleaning, your fuel system is like blocked arteries. Those aren’t fun, trust me.  Quit idling.  We’ve all been there – waiting for a long train to pass, bumper-to-bumper traffic, or sitting in the drive-thru.  If your engine is running at these times, then you are getting zero miles per gallon AND you are not going anywhere!  Good advice – except to those in an oil cartel.

Poor teaching strategies get zero miles per gallon academically speaking.  Throughout the school year, you have had opportunities to join sessions on high-yield teaching strategies.  If you have invested your time in learning some of these and are utilizing them in your classroom, then you have noticed the upswing in your LPG (Learning Per Gallon).  Dave has presented many good things for your toolkit.  I will not duplicate them here.  My point is this – if you want zero miles to the gallon in your teaching, then try the following= lecture day after day after day, lower your expectations, expect your students to fix themselves, keep your students in their seats the entire class period, never review previously learned material,  do not attempt to establish rapport with your students, do not break concepts up in digestible bites, answer more questions and ask fewer, never make your examples and assignments relevant to the needs of your students, never provide exemplars, never model proper behavior, never challenge your kids academically, assign independent work before guided instruction, always assign “busy work”, never check for student understanding, use RtI period as a “free” period, never use formative data to inform your instruction, never provide academic supports, never list or refer to the daily goal, never connect the daily goal with long-term goals, never have your students revise their learning, never engage your kids…use these and your academic vehicle will be perpetually in park and your kids will not be going anywhere.  Strive for increased LPG!