Final-What is a strength you can blog about?

“Ultimately, the strengths were the first focus to help us move forward…”

 When we focus so much on weaknesses and how to improve them that we forget to look at what we do well and take time to celebrate our strengths.  I’m guilty of being critical of myself and looking for improvement.  I get worn down listening to negative feedback (as many do in education) and have to sit down and make time to see the good.  I have a box that I keep filled with positive notes and cards that I’ve received over the years.  I call it my “happy thought box” and I sit down and read the notes when I’ve had a really bad day, week or experience.  Over six years of teaching I’ve been able to print emails from parents, save letters from graduating seniors and screenshots of texts from parents and students that have kept me in education. 

In order to complete this final blog I’ve asked four colleagues what they think are my top three strengths and will be reflecting on what they replied.

Responses received to the questions, 

“What do you think are my top three strengths as a teacher?

1. Connection to and genuinely caring for your students

2. Knowledge of subjects and Organization (averaged out to a tie for #2)

3. Make learning fun

As my peers sent me their responses a trend emerged and I began to smile. 

 “They don’t care what you know until they know that you care.” 

I’ve always felt that building relationships with my students was a top priority and want to believe that it is truly reflected in my life.  I think that every group that I work with is important and that the children that I serve are precious and loved.  I strive to build relationships and connect with students over all parts of their lives.  As a teacher I put so much time into professional development and putting together lessons that I can be a distraction to what really matters.

At the DELTA conference I was challenged with the thought that a bee pollinates flowers as a consequence of doing their job well.  You see, a bee's job is to collect pollen to bring back to the hive and they have no idea that their job leads them to pollinating our flowers and vegetation.  This illustration made me think about what my job really is and what other positive consequences flow out of doing "my job" well.  My motto is "with purpose" and when I apply that to building relationships with students then all of my other jobs as an educator fall into place and give me open doors to do more with students.  When I lose focus of building relationships and start focusing on meeting state expectancies, FFA competitions, lessons or any other parts of "the job" then I start to feel overwhelmed and ineffective.

Every time a graduated student sends me a text or stops by during class I remember that it’s about more than teaching agriculture lessons but about being there when students really need you.  At times it is emotionally exhausting to want to be there for students when things are happening in my own life.  I always regret noticing a kid that is “off” on a given day and not pulling them aside to ask, “what’s up?”  I have never regretted seeing the sadness in their eyes or the change in behavior and taking the time to talk with that student. 

I love my students and they are my “why.”

I'm proud to say that my number one strength as an educator (as evaluated by my peers) is connecting with and caring for students.

Chapter 11- Embracing an Open Culture

One thing that Agricultural Education does well is sharing information and ideas.  Some days it feels that we all are so excited about what is happening in our classrooms that it is over sharing.  On the flip side there is always some that is struggling with some part of the job and looking for advice, encouragement and ideas.  One of my favorite places that this happens is on the Facebook Agricultural Education Discussion Group. Teachers from around the nation post questions and seek help with lessons, managing students and balancing life.  Every post is quick to get responses from experienced teachers and others that have “been down that road.” No one is too shy to ask and it is comforting to have others facing challenges and finding answers so that we know we aren’t the only ones.

"As educational leaders, we must promote and capitalize on open, connected learning."

Within the school, students share their experiences in other classes and with other teachers and that prompts me to connect teachers and see what is happening in other parts of the building. We don’t have a teacher’s lounge but we gather in different classrooms to talk about what has been happening in the lives of students and passing along advise and sharing highlights.

Chapter 10- Less is More

I never thought that the day would come where I was the one needing help with students to figure out technology.  But it happened. My school is big on Google Drive and Chromebooks but there is a world of Google Apps for Education that I’ve never even heard of.  Using Google Drive allows me to see real time the progress of students and monitor give instant feedback. However, kids are finding the "hacks" around some of the best features like review history and making it more difficult to make sure they are doing their own work. I know that this is the area I need to get on board with and hate to admit that I just can’t make the time to get things online and off paper. I’m old school and still prefer reading a book from the library and not off a Kindle so it’s hard to accept that everything is moving that direction.  

As far as blogs go, I am leery of opinions over facts.  I think blogs are great way to “journal” for students but don’t like the idea of them being used in a science based learning environment.  I thought that Twitter was going to be a fad and it seems that it was a place for people to complain without having to face their problems.  It is the same as with blogs where people believe someone just because of who they are and don’t fact check to make sure they are even telling the truth.  While I can see some educational value (I use these where I teach about validity and fact checking) and have social media on a personal level, I don’t think it will become a prominent part of my classroom until students are taught that just because they say it online it doesn’t make it true.

Chapter 8- Strengths-Based Leadership

"Great leaders practice balancing trust and autonomy while providing strong mentorship."

As a coach and advisor of a student club I get to work with some great kids and mentor them to reach their potential.  My greatest stress and failures came when I micro-managed these kids. Each group needed guidance but flourished when they were given responsibilities and taught to lead and not follow.  Yes, they needed help but I had to learn just how far I should let them struggle before helping (even when they didn’t ask). As they matured as leaders they were better at coming to me before they got overwhelmed and unable to complete tasks.  It was a critical life skill. To help them be successful in leadership (and membership, really) we take time every year to look their strengths and weaknesses and how that impacts the entire “team.” Every student I’ve taught in my last three years knows their personality (using https://www.16personalities.com/) and how that plays into their relationships with others.  As FFA officers they take it a step further and look at how that plays into a successful year of leadership.

The author mentions in one example that "exploring our strengths and passions, along with sharing and learning from one another, provided some of the most innovative and empowering professional development." I don’t know how many teachers within our school take time to evaluate their strengths or are using them to better the staff “team” but I would be interested in seeing how that could make us all better if we did.

Chapter 7- Creating a Shared Vision

As a whole there is a lot going on in the school and district.  Some is good and all can use improvement. On a 1-5 (1 being poor and 5 being awesome) scale I’m going to rate the high school based on my experience and observations.  I acknowledge that I’m not in these classes daily and hear most information from students and not the teachers.

Voice-2

Many of the teachers liit the voice of the students and don’t allow or require them to share.  They are asked to parrot information and not process and respond. Some classes this is the base of their daily lesson but most seem to be sit and listen classes.

Choice-3

Some teachers have integrated choice into projects and learning but the standard worksheet and homework is still king here.  The English teachers offer more choices on demonstrating learning but several other classes have so much room for these activities in their lessons.

Time for Reflection-3

Students are being asked more to reflect on their choices and the consequences of those choices through the SEL program and the connection with a mentor advisor through Career Cruising.  In all honesty, I don’t know what reflection other teachers do. It seems that in staff situations many are defensive when asked if what they are doing is effective.

Opportunities for Innovation-2

We are incredibly reluctant to any change.  As a staff they doubt that new can be better and like the tradition and way that things are done.  This is evident through the KESA process that the state is requiring schools to conform to.

Critical Thinkers-2.5

I think this is a reflection of choice and voice that is given to students.  I believe that the pressure to perform well on state and national testing is what keeps teachers from being able to really do better in this area.  We are concerned about the numbers game (test scores, college scholarships and the likes) that we forget that these are kids and they are so much more than numbers.  We label students that ask questions and challenge ideas as rude distractions instead of teaching them to be respectful question askers that are able to articulate their opinions.

Problem Solvers/Finders-2

We give information and they give answers.  I would love to see more service projects and demonstration of problem finding and solving.  I don’t think this falls on the shoulder of the educator but is a parent issue in this community.  Parents solve problems for their child and limit their opportunity to learn and develop the skills needed to find and solve bigger problems.

Self Assessment-4

We are making some great strides in this area. With the implementation of Career Cruising we are providing one-on-one conversations with students about their classes, life and life after high school.  They are evaluating interests, careers and schools through a realistic and systematic assessment process with the guidance of a teacher.

Connected Learning-3

So many educators feel that they have to be the expert.  I wish that more teachers would take the time to seek out professionals to come in virtually or physically to the classroom to give students the real life, up to date information they will need about topics and careers.

Chapter 6- Engage Versus Empower

School Verse Learning

I love my school and the teachers I work with.  However, I'm not blind to the way the school has been designed to reach certain test scores and criteria on a rubric during an evaluation.  I'm sad to admit that we lean to the school side of the spectrum more than the learning side more often than not.  We require students to recall information and not apply it. We try to engage them in a process and don't prompt them to go out and use what they learn.  As an elective teacher I have more freedom in lessons I teach and the way I teach them.  I can't imagine the strength and ingenuity it takes for a core teacher to take the state standards and make them something that empowers a student.

Many teachers are scared to flip the learning so that the students start with their own questions because they don't know how it will turn out.  When you spoon feed information you can assume that it will look fairly similar when it is regurgitated.  The longer a teacher is in the profession the harder it is to change how you do things in your classroom but it is the teacher willing to take risks and keep doing what is best for students (and not just easiest for them) that will be more influential in a student's life.

I can only imagine how much more learning would occur if we focused our energy on empowering students and not just engaging them in a check list of skills.

Chapter 5- Learn, Lead, Innovate

In a teacher these characteristics look similar to what they look like in other individuals.

Imagine with me...

The teacher is sitting in the empty classroom in a discussion board online for ag teachers.  She is sharing her experiences with the hands on lesson that her eighth graders tired that day.  A teacher from Kentucky responds with a suggestion to add another method of testing to make the experiments more exploratory for students (Networking, Observant).  Our ideal teacher takes that suggestion and tries it with the second group of eighth graders the next day (Open Risk-Taker).  The teacher admits to the second class that what they had tried the day before didn't work and that she was trying a different way after doing some research (Models Learning).  The teacher gets back on the discussion board to tell teachers what went well and what she would try different if she had a third class to try it with (Team Builder).

Later that week the teacher notices a story on SnapChat about genome mapping in sharks and tells her plant and soil science that just finished learning about GMO's.  As a student walks in early to first hour the teacher notices sadness in their eyes and makes a reason to keep them after class to let them know she is there when they want to talk about whatever it is.  Two days later the student comes in over lunch to talk about what is happening in their personal life (Empathetic, Always Focused on Relationships).

This teacher is focused on being a great teacher for her students and gives generously of her time to make sure that they have a safe place to fail and learn.

Chapter 4-Relationships

Relationships are the key to being a good teacher.  In a small town they are essential to being a true influence in the lives of the kids that walk into the building.

Do people often ask me for permission or guidance?

Students come into my room outside of class time to talk or will even call or text me when they need advice.  I have some teachers that bounce ideas off of me and ask for my thoughts on occasion.  When my students are faced with decisions they come to me for my "blessing" and not necessarily permission.  This is true of class scheduling, sports participation and even prom dates.  I have worked hard to cultivate relationships with my students and their parents over six years that allows me the special privilege to speak into their lives.

Have I created an environment where risks are not only encouraged by expected?

Standing with your hands in your pockets or sitting quietly will earn you a zero for participation in my classes.  It is the student that responds to questions, voices their opinions and thoughts that earns credit.  Even when the student is incorrect they are still engaged and that is what participation is about.

How have I highlighted the great work being done by our school to others in and out of the organization?

I love to show off what my students are doing to anyone that will listen.  Not only am a huge advocate for my classes and the FFA program but the music department, sports teams, drama club and any other community activity can periodically be seen as the focus of my bragging on social media or in conversations with friends and family.  I try to make it a point to not only support the student involved in these activities but also the coaches and teachers that lead them.

Chapter 3- Characteristics of the Innovator's Mindset

Constant self evaluation is critical for all professionals and teachers can benefit from it in many different ways.  It is an important tool for growth and development.  Below is my honest self evaluation on the 8 Characteristics of the Innovator's Mindset.

Empathetic
While you couldn't pay me enough money to go back and be a high schooler, I would want to be a learner in my own classroom most days.  Relationships are key in my classroom and I believe the open line of communication and honesty that I have with students creates an inviting environment.  Many of the lessons are student focused and engaging.  I try to make a variety of experiences for students so that everyone can enjoy at least a part of the lesson.

Problem Finders/Solvers
Connecting questions to answers is the base of knowledge. I struggle here.  I love to find efficient solutions to problems but am not always good at letting students find their own solutions.  There are days when I give in and it is easier to just give them the answers without letting them try.  I get caught up in sharing information and forget that they time to use the information.  Some days are better than others and some groups of students are easier than others.

Risk Taker
"Finding a balance between experience while being willing to try something new."  In six years I've failed A LOT lessons and even entire units.  I know there is room to grow here but I like to think that I am willing to take risks in my lessons and classes.  I am honest with the students where I fail to help them see that failure is okay and a part of growing.

Networked
Now here is a place that Agricultural Education excels.  I have friends in classrooms around the nation that share ideas and stories that help me become a better teacher.  I'm a part of social media groups for teachers and have a strong support group that I can lean on when I have questions.  I collaborate with teachers around the nations and state at conferences and conventions.

Observant
Actively searching for new ideas and updated information is important in all classes but especially agriculture.  We have to teacher history as well as the new techniques, laws and innovations.  There is no one way to be successful long term without observing other teachers and trying new things in your class.  There are places that I'm constantly looking to improve my classes and then there are lessons and units that I repeat every year because they work.  I share ideas and take ideas.

Creators
The digestive track works best when you take in items (hamburger and fries) and your body is able to use them to make them into something you can use (nutrients). The same goes as an innovator, you need to create something better with the information you bring in.  Again, this is a place I can improve but an area that I think I can hold my own.

Resilient
There are people that I work with that turned up up their nose at the way I did things when I started that now are impressed by the response I've gotten from students.  There is a balance between taking feedback from people and for doing what is best for students regardless.  I think that I have a decent track record of doing what is best for students with the input of peers being considered.

Reflective
Reflection is a part of every week for me.  When I sit down to plan my lessons for the next week I am evaluating how things went the previous week.  I edit and update lessons and projects from year to year in hopes that I'll always getting better as a teacher.  When students seem unengaged then I have to reevaluate mid-lesson some days.  Always room for improvement but I'm very critical of myself so this is something I do a lot.

Overall, there are many places that I can improve in these eight areas but it is encouraging to me to see that I've at least put them all into practice in my life.

Chapter 2-Innovator's Mindset

For a couple of years the district I work in has talked about and taught about having a growth mindset.  We've gone into detail at staff in-services and with our students in classes about the differences between fixed and growth mindsets.  Reading Chapter 2, in The Innovator's Mindset, was the first time I have ever heard about the "next level" of mindsets...innovator.  The power and limitless possibilities when you take the belief that abilities and talents can be developed and not just solve current problems but create new and better ideas was mind blowing.  It's not just about acquiring knowledge but about creating something with that new found knowledge.  This is a skill that employers are looking for so shouldn't we be teaching and expecting it of our students?

When we teach about having a growth mindset and developing grit in our students we tell that failure isn't to be feared or avoided but instead that it is what they do with the failure that matters.  Every failure is a chance to get back up and try again.  Many students are programed to fear failure and rejection and avoid it at all costs.  I would argue that the students that never embrace failure as a learning tool in school will struggle as adults in the "real world" where failure abounds.  Many of the lessons I teach require students to ask questions and try things before I spoon feed them the answers.  This draws students into the learning process and make them take ownership of their education.  I tell all classes on day one that I want them to fail and that I will work with them to make their failure into their success stories.  While I don't want student's failing tests and big assignments I do allow a safe place to try experiments and redo projects to learn.  There is a fine line and balance between giving too many chances and providing a safe place to fail and that depends on each student and where they are at in the process of developing a growth mindset.

Chapter 1- What Innovation Is and Isn't

"In our world today, what is a student more likely going to need to be able to write: an essay or a blog post?"  -Couros

In this day and age we can't teach students what we would have wanted to learn or we will put them at a sever disadvantage in their future.  We have to take the time to prepare them for their future and not just the present. We must "innovate or die," in the words of Couros.  Innovation isn't just change but it is change with purpose.  It is a shift in mindset that makes it a big picture and long term mindset.  I am extremely guilty of thinking of integrating technology as a check list found in the left column.  I need to change my mindset to shift from left to right that makes technology more of a skill and less of a tool for my students.

I love the idea that we have evaluate our "why" as educators.  Many teachers burn out or get set in ways that are easy for them.  When the focus is on the teacher and not the student these two things are easy to do.  Sometimes this change is for an entire class and other times it may be just for one student. Innovation is hard but if your "why" is to develop learners and leaders who will have a positive impact on the world then it makes it a little easier. 

Refusing to change will not only reduce the effectiveness of a teacher but also fail our students.

Lindsey
Lauren
Elana
DJ
Kattie
Cassidy
Jorge
April
Italia
Seth
Jade
Hunter
KC

Introduction to "Innovator's Mindset"

The name of the class caught my attention as I scrolled down the list on the Baker University website.  I like to read and I like to think I creative, so it sounded like a great class to renew my teaching license.  After reading the introduction and watching the TedTalk by author George Couros I knew I had picked a good class.

One of the things that I strive to do as an educator is to provide my students with the best education I can give them.  Couros tells that this book is "all about how we can make the most of learning to create meaningful change and provide better opportunities in our schools."(Page 7)  Now this is a train I can get aboard!  I can't wait to explore resources and ways that I can work with my peers to engage students.

I am particularly interested in Part III of the book where we will dive into the reality of how we get others to change.  This is something that I'll be able to use in my job as an educator as well as my role as advisor and coach.  I am half way through my sixth year as an Agriculture Education Instructor and FFA Advisor.  Additionally, I have coached high school track and junior high volleyball.  I work with youth from preschool to seniors on a regular basis through school activities and community volunteer work.  I believe firmly in the idea that you have to set the example if you want people to follow and that actions are louder than words.  However, in year six I am starting to wear out and become less driven when it comes to bringing others along side me in making change.  It seems to be easier, with both my peers and students, to just do it myself instead of "drag" them along.  I can't wait to discover ways to engage those around me in conversation about change and inspire them to join the revolution.

On page 9 I found that the author and I share a mindset that it's not sure about "knocking a test out of the park" but about "kids being inspired to be better people because of their experiences."  Every day in my classroom it seems that a life lesson come into conversation. This take precedence over the lesson plan and I hope that I am teaching my students to think critically and in an innovative way to solve problems and not just telling them how to think and act.

I am excited to work through this book and blog my reactions and experiences!