Tagged: Reflection

Real-Time, Reflective Vignette-ification

stumbling-and-falling

The Foundation. It moves really darn fast. Life, that is. Not just really fast, and not just darn fast, but really darn fast…and that’s fast. As I move along within it, doing my best to love, listen, learn, lead, and share the gratitude I have for each moment, I stumble and fall (a lot).

A growth mindset helps. It helps me realize that the stumbling and falling parts are really good for the learning and leadership parts, even critically essential if you don’t mind a bit of redundancy.

When I stumble I have to stabilize. I have to catch myself, counterbalance whatever set me off, shake off the equilibrium-shock, refocus, refresh, integrated new learning if it stuck, and take a “moving on with enhanced awareness and/or ability” breath (in those moments when catching myself during a stumble perpetuates enhanced awareness and/or ability). If I feel the benefits of such an experience immediately afterward, I might even smile.

When I fall I have to get back up. I have to make it through whatever pain is incurred during the fall, I have to dust myself off, I have to swallow my pride, and I have to keep on keeping on. If it hurt really badly, I have to take some time to heal. If it hurt really darn badly, I have to be alone for a minute (at least).

Either way, the stumbling and the falling feed the learning and the leadership.

The Strategy. Real-Time, reflective vignetteification makes it a bit easier, and arguably even more effective. Nothing in life is entirely easy (at least that’s been my experience), however, everyone knows that a bit easier is enhanced above a bit more difficult. One of the reasons life can be so difficult is that it’s often about interacting with people, and people feel. Learning and leadership are deeply embedded in the interacting with people parts of life.

Real-time, reflective vignette-ification calls for the compartmentalizing of emotions during any given situation that might otherwise be made more difficult or confusing by the same. Emotions, that is.

Here’s how it works: when you’re in a situation that calls for quick and critical thought and/or action in the face of high stakes challenges and/or heightened emotions, you force yourself to think about the situation as something you’re reading in a book. You know, a vignette.

Think of these situations as vignettes and think about how books with these types of vignettes are written. Sections that allow readers to reflect on the vignettes with thoughts and ideas about how they would react, respond, or proceed typically follow the vignettes. Real-time, reflective vignette-ification allows you to answer and act as if you were outside of the situation.

Be careful to stay connected, but do step outside of these situations with an eye on effective learning and leadership rather than emotion. You can return to the emotion later if you’d like. Some people process that way.

Now, it might be that the emotions of the person or people you’re learning and/or leading with are important to process, it often is. In those cases, make sure you don’t overlook those. I’m suggesting the removal of your emotions with real-time, reflective vignette-ification model, the ones that get in the way of your level-headedness.

Digging in a bit. Ever notice that when you reflect on the vignettes in those you books you have really good ideas, that those really good ideas come to you with a high degree of clarity, and that you feel great about the solutions you come up with.

Ever notice that sometimes, after similar real-time situations you think, or even say, “I wish I would have…” or “If I’d have been thinking more clearly I could have…” or even the classic, “hindsight is 20/20?” Real-time, reflective vignette-ification can help you avoid that.

It takes practice, it takes resolve, it takes wherewithal, it takes believing that most things that seem to be about you aren’t, that people are generally well meaning and kind even though we get upset and off balance at times, and that listening is often more meaningful than talking. It takes wanting to feel good, and it takes wanting the same for others.

It takes deep, goal oriented focus and the ability to visualize outcomes. It takes a desire and it takes a commitment. It takes time, it takes grit, and it takes holding back from complaining about the more self-pity-laden faux burdens we so love to complain about.

On the flip side, and to the benefit of all involved, it promotes not wanting to.

If you learn and/or lead, give it some thought, and then give it a shot. You might like it.

Live, love, listen, learn, lead…thanks.

Picking the Positive [a(IQ)]

pick-the-positive

The Foundation. Lately I’ve been thinking a lot about diversity. I’ve been focused on considering ways in which I can effectively practice, model, and teach a healthy appreciation and respect for the diversity that exists in every direction I look around this ever-changing and often-challenging world.

I’ve been wondering about ways in which I can best make and support positive connections with those whose paths I cross or parallel along my journey. I’ve been carefully working to understand how the myriad thoughts, ideas, and perspectives constantly surfacing through my interactions with others play into our individual and collective learning and growth, and how the same enhance our individual and collective lives.

That’s what it’s all about after all, isn’t it? Looking for ways to be happy while simultaneously contributing to the happiness of others? The pursuit of happiness is an unassailable right indelibly connected to the core of who we are. Should it not be woven into the fabric of our quests?

As a husband, a father, and an educator, I feel a strong responsibility to protect that right for myself and for those I serve. Fostering and sustaining positive partnerships that lead to joyful teaching and learning has always been at the core of my learning and leadership vision, the foundation of who I am, and what I seek to do in every moment, with each passing day.

My aim is true. My intentions are pure and concentrated. I continue to look for tools and strategies to aid the unfolding of those intentions. I’ve become a master at forgiving myself missteps along the way in favor growth. Much of my thinking energy has gone into ways I might emphasize the importance and impact of positive partnerships.

Recently, I read an article called, “Unconscious Bias: When Good Intentions Aren’t Enough” by an author named Sarah E. Fiarman. Mrs. Fiarman is an educational consultant and a former public school principal who has written multiple books on learning and leadership. She sub-titled this article, “Deep rooted biases hinder our best intentions. Learn how to recognize and address them.” The article is published in the November 2016 issue of Educational Leadership, entitled “Disrupting Inequity.”

At first blush, when I’m considering equity in schools, I go to race. Then, I tend to move to socio-economics, followed by gender, and so on. Could this be a form of unconscious bias in and of itself?

After leading with some thinking on the impact of bias and the need for increased awareness, Mrs. Fiarman addresses naming it. She points out, “Sometimes we increase awareness by naming bias in others and in ourselves,” and goes on to assert that naming is not always comfortable. It’s not easy to consider your own biases. Especially in light of the fact that in most cases where bias plays a role in decision-making and actions the bias doesn’t fit with intentions or worldview.

Bias is often unconscious, which is why it’s so important to dig into it with an open mind, an open heart, and a clear purpose. My purpose in reflecting with critical intention on this article and digging into the potential of my own unconscious bias is to enhance my learning and leadership practice. I’m looking to do the hard work of figuring out where I could be more attentive to the needs of those I serve. I’m seeking to understand how I can enhance my ability to seek to understand.

After moving through pieces of the puzzle in which Mrs. Fiarman points out how important it is to recognize and appreciate that unconscious bias can negatively impact our behaviors, that designing systems to counteract those impacts is critical, and that positive, trusting, and collaborative relationships have the power to provide some essential unconscious bias understanding through shared analysis and genuine, caring checks and balances regarding decision making, I came to the part where she wrote about empathy.

She began with, “Another proven way to counteract the power of unconscious bias is to replace negative associations with positive ones.” This drove straight into the heart of what I’d been thinking about. It caused me to lift my eyes from the page and process. It’s what I would like to be best at. With Dweck’s growth mindset as a foundation, maybe it can be.

If you believe that everything happens for a reason, and at just the right time for that reason to be most striking, than it’s worth noting that this article came to me at just the right time. If you don’t, it might be worth noting anyway. Either way, I dig it.

Mrs. Fiarman says, “Biases are built by repeated exposure to a particular message,” and that, “Deliberately consuming counter narratives can help break down that automatic reflex.” I dig it, indeed.

So, what if our biases extend to the negative itself. What if we are bent to leaning toward the negative in any, and even more troubling, every situation?

The world moves fast ad it’s riddled with challenges. Lest we forget that every challenge is also a chance we could likely become wrapped up in the ongoing tumble of dirty laundry that seems to surround us.

The Story. Yesterday my five-year-old punted a beanbag in the middle of the living room at his Nan and Pop’s house. Let me clarify that Nan and Pop’s living room is not an ideal place for punting anything. Whatever grace prevented that punt from resulting in something being knocked over, smashed, or otherwise destroyed is undoubtedly real and indisputably powerful.

After several seconds that seemed to go by in slow motion, and upon a safe landing for the would-be-destructor of a bean bag, my son and I looked at one another wide-eyed and filled with relief in the knowledge that neither of us was about to be in big trouble.

I spoke first, “That was a really bad idea.”

Then he spoke, “A really bad idea but a really good punt.”

We both laughed.

The Reflection. What if that’s the way?

What if my astute five-year-old was the teacher and I was the student?

What if I found a new mentor?

What if, no matter the situation, picking out the positive is where the treasure can be found?

Sure, there are several, easily conceivable worse scenarios than the potential for a broken vase at Nan and Pop’s house, but in that moment, we were both slightly (if not considerably) terrified. Still, this kid picked the positive. My mentor modeled what might be the way.

My hope is that he understood the theoretically flawed decision-making and the potential for disaster. I try to impart learning around every turn. I also understand that learning comes at its own pace and in its own time.

What if the real learning here is that life is better when we look on the bright side?

What if the nugget of truth in this situation is about a holistic look at our moments with an eye on what went well?

Should I be considering the living room beanbag-punt experiment as a viable lesson in positive responsiveness?

What do we do when questionable decision-making goes right? Should we be focused on the decision making in a vacuum, or should we be focused on the “right?’

What if we set our individual and collective paths on picking the positive?

Is it possible that picking the positive could lead to a paradigm of progress and self-celebration? Might that be good for all involved? Could picking the positive help to foster cultures of teamwork, trust, and growth is school communities? Families? Within ourselves?

Could picking the positive shift our thinking in right directions by repeatedly exposing us to hopeful and optimistic messaging?

I suppose anything is possible, isn’t it?

Live. Love. Listen. Learn. Lead. Thanks.

 

3T Learning And Leadership (trus(T)act): Trust Yourself And ACT [a(IQ)]

trustact

Abraham Lincoln once said, “Tact is the ability to describe others as they see themselves.”

Stephen Covey encourages us to seek understanding of those we partner with and serve as the foundation of relationship building and communication.

The Dalai Lama contends, “The more we care for the happiness of others, the greater is our own sense of well-being.”

And Eeyore so eloquently reminds us, “Weeds are flowers too, once you get to know them.”

I believe in reflection. I believe that genuinely reflective pathways have the power to supplant fear in favor of hope, constraint in favor of possibility, and defeat in favor of progress.

I believe that reflection can be a driver of growth when coupled with the understanding that stumbling cause us to practice regaining balance, that falling force us to practice dusting ourselves off and getting back up, and that challenge in all forms lead us to triumph we might otherwise consider out of reach, or worse yet, find unimaginable.

I believe we need reflection in order to press on in right ways. I believe we must process each moment with a certain degree of consideration and patience.

I would suggest with great fervor that authentic and effective learning and leadership calls for us to imagine experiential reflectivity as a catalysts to self-improvement, and then to interweave the imagining of such with a wholehearted consideration that our subsequently enhanced selves might just serve to enhance the world in which we live, and finally have a positive impact on the well being and happiness of those we serve, including ourselves.

However, as a dedicated reflective learner I have cause to wonder if there are times in which deep, reflective thinking can stifle progress. It is through that wondering that I found a possible connection between reflection in learning and leadership, and tact.

In his Article, “Reflection in Education: A Kantian Epistemology” Henk Procee points out that Van Manen shakes up thinking about reflection by brining in the idea of tact and pointing to the following three related components:

“1. A highly developed sensitivity to situations and persons; 2) a well-cultivated capacity to combine heterogeneous aspects, without having explicit rules for doing so; and 3) the unique role of the individual involved in this process.”

In other words, if you buy into that tact plays a potentially contrary role to reflection in learning and leadership, even only in certain discernable instances, you might consider listening rather than speaking, seeking to understand others well enough to at least consider the lenses through which they see the world (and their pathways within it), and to always recognize the splendor and value you know exists in the multitude of beautiful weeds that spring up around us as reminders of what our eyes are capable of beholding if only we would let them.

In other, other words, there might be time in which we’ve already reflected enough to simply trust ourselves and act.

Live. Love. Listen. Learn. Lead. Thanks.

Reflection and Growth: The Bad News Is the Good News [(a)IQ]

reflection-and-growth

When I think about reflection I typically think about looking back on something. I think about a blanket analysis of something I had previously thought, said, or done.

Why?

Why do I think of reflection as a simple backward-looking act when I know what the word means? A reflection is an image of the present. It’s essentially an aura of the moment in which it exists, and in that, it’s a powerful tool for considering growth and next steps.

While the incorporation of pathway and progress are essential to planning and forward thinking, it would seem that those next steps should be the critical focus of a meaningful reflective practice.

Hank Procee refers to Frank Serafini’s outlining of reflective practice on the foundation of both “reflectively” as dealing with “profession-related issues” and “reflection” as stressing “critical social issues.” He summaries Serifini’s distinction between “three critical dimensions” or reflective practice as follows, “The first dimension in purpose (what is the goal of reflection); the second is process (how is reflection exercised); and the third is focus (what is the central event or experience to reflect upon)” (p. 238).

I’m beginning to consider that my conventional reflective paradigm might have something to do with a type judgment that lays outside of the scientific lens that Serifini constructs, and in that, has the potential to restrict meaningful and progressive outcomes.       It is through that consideration that I have been further contemplating shifting my paradigm in favor of a more real-time conception, solidifying a new reflective paradigm that better aligns with my intended purpose, process, and focus, and framing each reflective stop along the path with forward progress always in mind.

In doing so, I’m also bearing in mind an effort to reframe and enhance my perception of judgment as a function of learning and growth indelibly connected to reflection.

Visualize your own reflection in a mirror. What do you see? Do you not see yourself as you are right now?

Arguably, in this moment, within your reflection, and given the knowledge you have of yourself and your past, you can see how that past has impacted your progress toward this moment.

As I reflect right now my thoughts are with what has led to this moment, professionally and personally, and with what I might think, say, and do to continue becoming what it is I’m aiming at. This would be a process focused on real-time growth with the purpose of learning and enhances practice…process, purpose, and focus.

In reflection through this lens I would be forced to think on a foundation of the moment I’m witnessing and asking how I can bring my best and most thoughtful personal and professional qualities to each consecutive moment, even as I change along with an ever-changing understanding of myself within both a personal and professional context.

Another critical aspect of understanding my best and how to tap it in each moment is reflection around best practices in others. Sometimes it’s difficult to see and understand our own best. It often seems less difficult to recognize others at their best or to pick out best qualities in others. If that is the case, scientifically reflecting on the thoughts, ideas, and actions of others as potential models of effective practice (whether through a “what to do” or a “what not to do” lens) could contribute to progress in meaningful ways as well.

In doing so it is critical to avoid negative or personalized judgment, while focusing in on growth-producing judgment. What if I were only to pull only the very best from every situation I see or hear about? What if my reflective practice was only about the positive? What if even the instinctively negative aspects of reflective judgment were forcibly viewed holistically as opportunities for advancement?

Inside of a growth mindset, even challenges and mistakes are to be considered positive opportunities for learning. Through this lens, even the bad news is the good news because the bad news is fodder for contemplation of connected development.

I would suggest that thinking about reflection as a scientific act in which purpose, process, and focus set the stage for growth allows us to separate from the arguably reflexive potential for negative judgment, and to connect our personal and professional practice to the meaningful growth patterns we would inevitably then discover in ourselves and in others. I would further suggest that the same has the potential to help reflective practitioners see those patterns with enhanced clarity and use them as drivers of continuous and positive progress.

Live. Love. Listen. Learn. Lead. Thanks.

And I Quote: Meeting Teachers In Their Classrooms As A Foundation For Professional Learning

Meeting Learners in Their Space

Professional learning in school communities is unquestionably a complex and challenging concept to attend to. Teachers, like all learners, are wide ranging in their interests, their developmental pathways, their learning styles, and their capacity to engage on any given day and in any given setting. There is no standard that works for everyone (at least I haven’t come across it).

Some adult learners require movement and interaction to stay connected while others prefer to stay put, listen, and take notes. Some want to generate thoughts and ideas through a process of individual and collaborative brainstorming, exploration, and critical thinking, while others prefer to have information delivered to them. Even so, dynamic lecturers can transform the traditional “sit and get” experience into vibrant and engaging opportunities for rich, meaningful, and connected learning, and effective group facilitators can draw enthusiastic participation out of the most reluctant collaborators.

As school administrators and professional learning teams consider reflective systems and structures such as Camburn’s three phase reflective process, Gladwell and DiCamillo’s professional dyads, and/or Purcell’s “post class reflective notes,” we must also consider connected and meaningful content. How do we get at learning that truly drives individual and collaborative progress and effectively impacts student wellbeing and achievement in authentically positive ways?

Of comprehensive school reform (CSR) programs, Camburn warns, “if we wish to develop a fuller understanding of how teachers’ work experiences support the development of their practice, it is useful to look beyond their participation in traditional staff development and consider a broader array of experiences” (p. 464). He further clarifies by suggesting, “knowledge about teaching that is acquired in teachers’ immediate work context (their classrooms and the larger school organization) may be more readily applied than knowledge acquired outside that context” (p. 466). A suggestion that connects directly to the “try it out, mull it over, and critically evaluate it” professional learning triangle he points to as scaffolding for genuine reflective progress.

Individual and/or collaborative reflective practices, employed in real-time and on location can influence professional learning a ways that provide teachers with the autonomy needed to connect in meaningfully with school reform or improvement initiatives, a valued voice along their own learning pathways, and a framework regarding how learning meets application for them and for their unique student population during any given moment in time.

Enlisting connected research and reflecting on outside scenarios and ideas has its place and should not be dismissed as worthwhile for professional learning in school communities. However, school leaders must also consider that the base of any truly connected progress specific to their school community is in fact real-time teaching and learning challenges and triumphs that are also specific to their school community, and that are concurrently transpiring along with the progress. Empowering classroom teachers to drive their own professional learning through reflection on their own experiences can be immensely powerful.

Live. Love. Listen. Learn. Lead. Thanks.

 

*The foundation of this “And I Quote” post is an article by Eric M. Camburn of the University of Wisconsin-Madison entitled “Embedded Teacher Learning Opportunities as a Site for Reflective Practice: An Exploratory Study,” published in 2010 in the American Journal of Education.

And I Quote: Immediate Written Reflection Might Make Even The Best Teachers Even Better

Immediate Puddles

Teachers have loads of pencils, shelves overflowing with books, buckets of paper clips and pushpins, and they have drawers that are jam-packed with construction paper. They have magic markers and they have paintbrushes to match their plethora of vibrant, plastic, circle-basin watercolor trays. They have computers, they have printers, and they have copy machines. They have chairs and they have tables. They have colorful carpets and they have decorative wall art. They have expertise and they have one another for collaboration when additional expertise is required. Teachers have many of the things they need to create comfortable, safe, and engaging learning environments for the students they serve.

What’s the one thing that teachers might highlight as something they don’t have? Enough time. The business of education is multifaceted, enormously demanding, and fast-paced. It often seems that there isn’t enough time in a school day to include intentional reflection along with the many other things teachers have to do, most of which present as urgent and important, while reflection might not, even for those who value it as important to their learning and growth.

David Purcell wrote about his exploration of “post class reflective notes” (p. 5) in a way that suggests consideration of time management with regard to ongoing and intentional reflective practice for connected, real-time learning and growth for teachers. Engaging in the practice took time, however, Purcell found the return on that time investment pointedly beneficial for him, and moreover, for his students.

Purcell suggested, “The cumulative effect over time of incorporating reflective practice is that I have increased my sense of mastery as a teacher (p. 14).” Again, time is critical in this equation. We don’t see the impact of reflective practice immediately, but rather “over time.” Ironically, for that impact to be maximized, Purcell suggests we engage in the reflective practice immediately.

While the challenges and triumphs of a class session or a school day are fresh in mind, a teacher’s immediate reflective notes can be invaluable to future learning and ongoing reflective growth. Keeping a daily reflective journal, even if only jotting down a few sentences or bullet points for further consideration, can be powerful in insuring a connectedness between professional learning and professional practice.

Whether as a foundation for any of Camburn’s three phases of reflective collaboration, as a tool for reference within a professional dyad as outlined by Gladwell and Dicamillo, or in connection with other intentional reflective systems or structures, immediate “post class reflective notes” are likely to serve as reminders of potential, and genuine areas of focus for driving progress in best practices instruction.

Regarding his use of regular and immediate written reflection Purcell further submits, it “has likely had a positive effect on student learning through (his) improved effectiveness as a teacher” (p. 14). He equates an “increased sense of mastery” with “improved effectiveness as a teacher,” as well he should. We know that one’s self image is a influential force in one’s progress. When teachers regularly remind themselves of their own challenge areas and growth patterns they energize themselves with the consistent cue that improvement is indelibly connected to critical and targeted processing.

Immediate written reflection is a professional learning practice that has the capacity to shift a traditional (and valid) time-deficient paradigm into one where connected perceptions of importance are capable of overriding those of urgency, even and especially in the busy day to day of teaching and learning.

Live. Love. Listen. Learn. Lead. Thanks.

 

*The foundation of this “And I Quote” post is an article called, “Sociology, Teaching, and Reflective Practice: Using Writing to Improve” by David Purcell.

And I Quote: Professional Learning As Guided By Professional Learners

Learner Guided Learning

One viable approach for school administrators seeking to support the fitness of a collaborative professional learning culture with reflection as a foundation is through a structure described by Gladwell and DiCamillo as “professional dyads,” in which teachers organically find their way to one another as partners in progress. Regardless of reflective phase or content, Gladwell and DiCamillo suggest that teachers, students, and school communities are well served when administrators are supportive of teachers as the primary determiners of their own developmental pathways, and more specifically, as functionally best-suited to decide with whom they will move along those pathways.

Gladwell and DiCamillo outline professional dyads as partnerships formed over time, born out of genuine interest that leads to the formation of trusting relationships between sets of teachers who support one another in self-selected learning because they’re excited about it, because they each connect to it, and because they’re genuinely seeking to support, celebrate, and learn from one another. It’s a structure that might seem removed from the collective learning paradigm of a school, but for the passion of teachers with an all-inclusive view of school culture and the support of administrators who recognize the value of, and stand committed to a shared instructional leadership standard.

Professional dyads work “because each teacher possesses unique strengths,” and because teachers drawn to this type of partnership are likely to “encourage each other to pursue their unique interests in and outside of the classroom (p.7).” While remaining steadfastly aware and attentive school administrates can take a relatively hands-off approach to encouraging this structure by noticing as various partnerships are forming, encouraging those partnerships to mature and thrive, supporting those partnerships by listening and seeking guidance from teachers as they define progress on their terms, and celebrating outcomes with genuine enthusiasm.

Administrators can value the critically important voice of the teachers they serve by maintaining that teachers are well suited to guide progress in school communities. They can scaffold the reflective learning process by entrusting teachers as learners to follow dedicated, if adaptive routes to shared outcomes of their own volition, and empower them to lead the way for others. Even as Camburn’s three phases of reflective learning unfold in whatever order and over any number of potential schematic possibilities, professional dyads give teachers command of their learning in a way that promotes individual and collective progress with sensitivity.

As we anticipate another great school year, consider ways in which you might support the teachers you serve in designing their own learning pathways, and then get excited about the impact that might have on student well being and achievement.

Live. Love. Listen. Learn. Lead. Thanks.

And I Quote: A 3-Part Structure For Reflective Professional Learning

Learning, Growtth, & Reflection

Teachers and administrators are constantly searching for the best ways to design, promote, and maintain school cultures in which meaningful, connected, and operational professional learning is supported, nurtured, and celebrated as the norm. Collaboration is coveted as among the most important components of such learning. Autonomy and choice are also revered among adult learners in school communities. Teachers want to have a voice in deciding what makes sense as a pathway to progress in their classrooms and schools, they want to be a part of forward thinking and cooperative teams, and they want to be recognized and trusted as experts when it comes to the wellbeing and achievement of the students they serve; and rightfully so, because after all, they are.

It is widely recognized that school communities are fast-paced places, regularly inundated with demands that would seek to subvert otherwise-established priority preferences and cause time itself to appear the enemy of progress. Camburn suggests that being able to “try out, mull over, and critically evaluate new practices” affords adult learners opportunities to, “make them their own (p. 463).” How can we arrange for time to try out, mull over, and critically evaluate anything when there’s so much coming at us at such a frenetic pace?

Integrated reflective systems and strategies have the power to offer structure and consistency to professional learning models focused on the real-time, collaborative, learner-centric, growth and enrichment regarding best practices in instruction, social-emotional development, an partnership-driven communication between stakeholders in school communities. In separating the three components of Camburn’s suggestion we can define reflective learning practice in a concise way, thereby creating scaffolding for professional learning on the range of topics that will no doubt surface during the course of a school year.

Regardless of subject matter or theme, a “trying out” opportunity can be provided in connection to learning at each turn. Those facilitating professional learning in schools can make clear that learners will have a chance to put their connected thoughts and ideas into action, and that the chance to do so should be understood as an overt aspect of the learning process. While potentially contrived, role-play provides an immediate opportunity for trying things out, whereas a mandate to pilot and/or explore learned content bridges a long term, episodic learning structure. Either have their benefit to reflective practice, and both have potential pitfalls.

“Mulling over” can be done across a wide range of approaches. This phase is arguably enhanced by some degree of independence, as learners tend to need space to process new concepts, ideas, and practices internally before being able to effectively communicate about them with others. The key is recognizing each of the three components of Camburn’s suggestions an explicit piece of reflective learning, and to clearly emphasize reflection is the foundation of authentic processing.

An emphasis on each component and on reflection itself communicates to learners that each is important, and it gives them permission to exercise patience throughout the learning process. When facilitators of professional learning highlight reflection and its parts as a priority they expressly suggest a value for long-term, sustainable practices to.

“Critical evaluation” as a third point in the learning process is also the most collaborative. Moving through “trying out” new practices as connected to new learning and “mulling over” the experience leads naturally to a “critical evaluation” of next steps. Doing so in collaboration with colleagues initiates ongoing partnerships, feeds a culture of connectedness, and drives further learning between professional peers and teams of teachers.

What from the learning can be incorporated into ongoing practice and how will consequent augmented practice impact student learning? What data will be collected to consistently evaluate the connected instruction and in what time frame will it again be considered for the possibility of further augmentation? How can the new learning enhance best practices instruction for groups of students? How can it do the same for individuals? In what ways will these shifts in practice be communicated with parents? In what ways will they be communicated with students?

In his three-part suggestion Camburn doesn’t prescribe specific methodology for reflective practice in professional learning. He simply outlines a foundation that speaks to the need for effective cultures of collaboration in which teachers are valued as experts, partners, and leaders, and one that identifies reflection as a potential pathway to slowing down and isolating a process that we know is enhanced by attention to detail and patient consideration. Facilitators of professional learning in school communities can utilize Camburn’s three-part suggestion to simplify and clarify the process for the learners they serve, and to give unambiguous permission to adult learners to manage their time in ways that genuine learning, growth, and progress demand.

Live. Love. Listen. Learn. Lead. Thanks.

 

*The foundation of this “And I Quote” post is an article by Eric M. Camburn of the University of Wisconsin-Madison entitled “Embedded Teacher Learning Opportunities as a Site for Reflective Practice: An Exploratory Study,” published in 2010 in the American Journal of Education.

3 Ways To Practice Forgiveness, 2 Reasons To Consider It, & 1 Disclaimer

Near Seems Bigger

Do you ever have moments you’d like to return? Have you ever thought better of an action or a decision and wished you could step back in time? Is there an occasion you can recall in which bringing your best would have been wonderfully effective, but instead you brought something else?

Have you flopped? Have you failed? Have you disappointed yourself? Have you disappointed someone else? Has something like this happened to you? Has it happened repeatedly? If so, congratulations! Not only do these circumstances represent powerful opportunities for learning and growth, but if you answered “yes” to any of the above questions, I can verify with a high degree of certainty that, like me, you’re a human being; a flawed but extraordinary thing to be.

The 3 Ways:

1. Forgive Yourself. Do it. You can thank yourself afterward. Forgiving yourself is a boon for maximizing the learning and growth of which I speak. It’s not always easy. Not for me anyway. Sometimes you’re not forgiven by others, and in those cases it’s especially not easy. But still, do it. Don’t forget. Don’t overlook. Don’t dismiss. Just forgive, and then, reflect with intention. Don’t repeat the same mistakes too many times; a few will do. Be strong in your resolve to make positive progress. Focus on your core values as you reflect. Enlist strength to defeat frustration. Never give up. Try to remember things that are near can seem bigger than things that are far. Down the line you might even wonder why forgiveness was needed in the first place. Still, I would suggest that it might be.

Think about what might happen if you make strides with each opportunity; even tiny strides. Do it. If you don’t like it or see value in it, stop. But I think you will. If you already do it, keep it up, even and especially when it’s most challenging. Give yourself permission to stumble, and if you don’t catch yourself, to fall. All the while, remember that you’re brave, strong, and in every way capable of bringing your best at every turn; dark, light, or otherwise.

2. Forgive Others When They Ask For Forgiveness. Grudges are bad. You don’t have to be best friends with everyone along the way, but don’t waste time obscuring your positive progress with extended negativity. I believe most people are well meaning. Like us, they stumble and they fall. Give the benefit of the doubt, maintain optimism, consider that good intentions abound, suppose that pain could be the root of hurtful behavior and that sadness might be the foundation of insensitivity, and then use those considerations to exercise compassion in the face of frustration. Take an apology as an invitation to support someone in learning and growth. Give them that gift.

3. Forgive Others Before They Ask For Forgiveness. Why wait? If you agree that forgiveness is a positive thing you might consider carrying some with you all the time. A reserve, if you will. Even a bit of “just in case” forgiveness can go a long way. Most people mean you no harm, and those that do are typically seeking to gain power over you. Dissolve that possibility. Don’t be harmed. Be strong. Have resolve. Again, stick to your core.

The 2 Reasons:

1. Practicing Forgiveness Is Good For You. When you practice forgiveness in any of the ways listed above you open yourself up to a world of possibilities that tends to be stifled by the opposite. Again, forgiveness and apathy are wildly different things. When you forgive the humanness of any given situation and the human being within it, with the understanding that we learn from bumps on the road, you stand a chance at paving the section of road you just stumbled on. Pave it. You bring your best when you seek do so. You enhance the world when you bring your best.

2. Practicing Forgiveness Is Good For Those You Serve. Speaking of enhancing the world, we are all servants. I mostly speak to parents, educators, and organizational leaders because that’s my wheelhouse, as it were. When we offer forgiveness we model forgiveness. What’s good for the goose is good for the gander. We should be teaching those we serve, especially the children we serve, about the power of forgiveness and we should support them in learning to exercise it themselves. Practicing it might just be the best way. Besides, it feels good to be forgiven. It promotes confidence and suggests value. Confident people who feel valued contribute great things to the world.

The 1 Disclaimer:

1. I Could Be Wrong. It’s a human thing. My thoughts and ideas on this and all other topics of which I think, speak, and write are inexorably tainted by my limited capacity to understand the complexities of this world and inescapably skewed by the experience I’m having within it. In other words, this stuff might work for you and it might not. It’s really just food for further reflective thought.

So, if forgiveness isn’t currently a part of your paradigm and you decide to consider it on the basis of reading this post…and, if doing so isn’t effective for you…please forgive me, or not. I already have.

Live. Love. Listen. Learn. Lead. Thanks.

Thankful Thursday: YET [Your Extension Ticket]

Celebrate Progress

In last week’s Thankful Thursday post (My Personal Paleontologists) I mentioned the power of the word “yet” in learning and growth. This week I decided to isolate the word and shower it with gratitude of its own because I continue to see that power contribute so mightily to my own positive progress and to that of those I serve.

Yesterday I watched my determined five year old spend almost a half hour attempting to leap across a muddy riverbed from one bank to another. He stood looking at the mud, the water, and the tall reeds, saying, “It’s too far…I can’t do it,” followed by the bust of a smile on his face, the exclamation, “Yes I can!” and a backed-up run to the edge where he repeatedly stopped mid-stride, going through the same process over and over until the much anticipated launch.

He performed the “run up and stop” at least two dozen times before launching himself over the edge (albeit hesitantly), catching the toe of one shoe on the opposite bank, and sliding clumsily into the mud. He looked up, and through gelatinous, vibrating, crocodile tears he informed me, “I can’t do it,” and then he sniffled, took a breath, and added, “yet.” My heart smiled. My face smiled. We hugged. A great hug. He asked if we could come back tomorrow and keep trying.

I was so proud. I told him I was. He was curious about why I was proud of something he “couldn’t” do, why I was super excited about something he “didn’t” do, and why I was gushing with genuine enthusiasm over a flop in the mud partway to a goal.

We talked about how he tried something that scared him. We talked about how courageous it was. He talked about how courageous he is. We talked about his resolve to keep working on it in the face of the flop and how that stick-to-itiveness is, and will continue to be more important than any prize he could ever want. We talked about how his growth mindset literally makes the world is a place of limitless possibilities.

We discussed the effort and the mental fortitude he demonstrated. We celebrated what he did do. We agreed that the accomplishment was in the trying and that the key, no matter how many times he falls in the mud, is that he keeps trying.

It was the same when my oldest finally rode his bike without training wheels. He woke up one morning and told me that he would be able to do it by the end of the day. It took a while too.

As kids learning to ride bikes do, he spent several determined hours counting pedal rotations and finding balance until finally it clicked. It clicked, as it does with bike riding, in the exact instant that he realized he could do it. It happened on the foundation that he was employing his “yet” each time, with the courage to continue along the way, safely wrapped in the faith and the knowledge that it would in fact happen.

It’s the same click we feel repeatedly as we courageously break through any of the many barriers and face the multitude of challenges that we do in life. It’s the possession of a “yet” that makes it possible.

Today is great. We should be grateful for each today. But we must understand that it doesn’t all happen today. That said, we must remember and appreciate that only some of it happens today, some of it happens tomorrow, and some of it will happen a long time from now.

In school and at home we must model faith and enthusiasm for the possibilities to and with regard to the children we serve. We must instill in them a sense of pride for the strength they demonstrate when the engage excitedly in the process. We must celebrate their efforts, their courage, and their progress along the path. We must remind them that they each have unlimited extension tickets and that can always access them with courage, even and especially in the face of fear. We must help them understand and believe in the power of “yet.”

Thanks “yet.” I appreciate you and I deeply value the hope and inspiration you bring to my life & to the lives of those I serve.

Happy Thankful Thursday (on this lovely Friday)!

Live. Love. Listen. Learn. Lead. Thanks.