The Cynics

I had the pleasure of participating in a panel discussion last week at the math conference at Exeter.  We were asked by the moderator to talk about our successes and difficulties with implementing discussion-based learning, as well as any changes in assessment practices we found necessary.  I always enjoy being on these panels, as it forces me to really think through the method I have found to be so successful for the kids.

As we reached the end of the hour, the final request was to give one piece of advice to those in the audience who are considering implementing discussion-based learning in their classroom.  My immediate reaction was: Outlast the cynics.  Any time you make a substantive change in your classroom (or in your school for that matter), there will be a host of people lining up to criticize your every move.  Without the conviction that what you are doing is what's best for the kids, without the preparation to have the confidence in the way you are going to run your classroom, you will be talked out of making any changes before you begin.

So whatever changes you're thinking of making in your classroom next year, do the work this summer to give yourself the opportunity to succeed, and in that you will give yourself the means necessary to survive the detractors.

Fortunate

I'm at Phillips Exeter Academy this week in Exeter, New Hampshire, attending the annual Anja Greer Conference on Mathematics and Technology, and leading one of the week-long courses.  This is one of several conferences on campus this week, and if you ever get the chance to attend I highly recommend it. This is my sixth time here, and the quality of the sessions and keynote speakers is truly unsurpassed.

One of the people I met here several years ago is Ron Lancaster, a professor at the University of Toronto, where he teaches math teaching methods courses.  Ask anyone who has met him: Ron is one of the nicest guys you'll ever meet.  In talking with Ron a bit this week on several different occasions, he stated what is obvious to everyone at the conference but often goes unspoken: "We are fortunate to be here."

It struck me how often in our day this same sentiment is true but goes unsaid.  Uncomfortable as any particular day may be, take a good, honest look around at your home, your school, and so on, and most of us will come to the conclusion that for all of the complaining we do, things really aren't so bad.  Imagine the difference it would make if we reminded ourselves of this every morning, and then throughout the day. Let's be honest.  The complaining isn't really doing us any good, so why not try something else?

So, starting tomorrow morning, repeat the following as needed:
We are fortunate to be here.

Annual Cycle

It happens over and over again.

End of the school year: Reflect on what went well and what didn't.  Perfectionism takes over.  Reflection focuses on what didn't go well.

Late May/Early June: Choose a course of action to fix what didn't go well.

Early-Mid June: Become convinced that you have plenty of time left in the summer to create anything you need to fix what didn't go well.

Late June/Mid-July: Enjoy summer.  Repeatedly lie about how much time is left in summer.  Procrastinate. 

Late July: Panic because there isn't enough time left to create what you need for next school year.

Early August: Having forgotten what the perfectionist concluded at the end of last school year, become convinced that the changes weren't really needed and that things went pretty well last year.

During the school year: Change a couple things on-the-fly, but nothing is truly transformative.  Complain about how the students procrastinate.

End of the school year: Reflect on what went well and what didn't.  Perfectionism takes over.  Reflection focuses on what didn't go well.

It's still June. There is still time.  The only things needed are commitment and action. The options are to become the stereotype from which the statement "It must be nice to have summers off!" has its origin, or to do the work necessary to make things better for the kids and for you.

As with everything, it's a choice.  It's always a choice.

Seven Books

I want you to imagine reading seven books at the same time.  Read one chapter from one book, then set it down and pick up a second book and read a chapter from it, and so on, cycling back to the first book after you've read a chapter from the seventh book.

Now imagine that you're required to read one chapter from each book every day.  For the sake of removing any excuses, let's say that it's your job to do this.

Actually, let's make it easier: You're allowed to use audio books instead.

At the end of each week, you will take a short written quiz on each of the books, on the material contained in the chapters you were to read that week.  Unless you finished a book that week.  Then the quiz covers the entire book.

Sound ridiculous? Impossible?

So what would make it reasonable?  You are still responsible for the material contained in the seven books at the end of each week. But what would make it easier to obtain and understand and remember the information?

Ah, I've got it: A book club.  Read the required material and then we'll discuss it.  The discussion would help fill in the gaps of things that were missed the first time around.  In fact, it would probably give everyone in the book club a more complete picture of the material, since each of us would bring our own perspectives and reactions. Of course, you'd still need to read the material, since the discussion wouldn't make much sense otherwise, but still. Discussing things with others.  Yep, that would help.

Seven classes each day. Have the students read the material or listen to a lecture every day.  Quizzes at the end of each week.

Or, discuss the material with them.  Which one do you think would have the bigger impact?

Wealth of Experience

Next year will be my 30th year of teaching, and at 52 years old I've got at least another 13-15 years left before I even consider retiring, God willing.  While I have taught the same content for many years, I committed myself to getting better at teaching every year a long time ago, though I now understand that it's really about getting better at supporting my students, about getting better at creating an environment in which they can learn.  One of my favorite sayings is, "If you want to teach for 30 years, that's fine.  Just don't teach the same year 30 times."  I've said this for a while, and it's strange to me that "30 years" is now going to be a reality.

I have a wealth of experience, and I choose to spend that wealth on continual improvement.  I choose to learn from both the mistakes I've made and from the successes I've had, spending my wealth to become (or at least try to become) the teacher my students deserve.  I could choose to spend my wealth on my own comfort, recycling the same lesson plans and the same assessments year after year, just sort of phoning it in and enjoying the consistency and the reduction in stress.  Instead of focusing on my students and striving to become as good as I can be, I could choose to focus on me and remain as good as I have become.  I know teachers who do this, who use their wealth to purchase this entitlement.  But it's just not who I am.

So, how will you spend your wealth of experience?  Even a couple years of experience gives you a little spending money.  Will you spend your wealth on getting better, or on being comfortable?  Will you spend it on you and your students, or just on yourself?  Like everything, it's a choice.  Spend your money wisely.

How do you plan?

Last year, my family and I went to Virginia Beach.  For two of my kids, it was the first time they had ever seen the ocean, and it had been decades since I had been there.

We spent months planning the trip, checking the route, places to eat, things to do, looking at the view from what would be our hotel balcony.  It bordered on obsessive.

When we got there, most of the trip went as planned, although we did leave some time for just exploring, just enjoying the beach at sunrise, watching the dolphins, and wandering through the shops. 

It would have been way more stressful for all of us had we not planned the trip.  In fact, the trip may not have happened at all.

It would not have been as enjoyable had we planned everything down to the last second.  In fact, planning to adjust made it more enjoyable.

For many teachers, summer break is already here.  If you're considering making drastic changes in your classroom next year (for example, moving toward personalized learning or toward discussion-based learning), the time to start planning the change is now.  Be almost obsessive about planning now, while leaving enough room to make slight adjustments along the way. 

It will be way more stressful for you if you do not plan the change well in advance.  In fact, without the planning, the change may not happen at all.

It will not be as enjoyable if you plan everything down to the last second.  In fact, planning to adjust will make it more enjoyable.