Full Loyalty, No Negativity? What Can Our Schools Learn from Apple?

By Dr. Barrett Mosbacker

Wouldn’t it be wonderful if someone could write an article describing our schools titled “Full Loyalty, No Negativity?” I am a recent convert from a Windows PC to the Mac computing environment. That is a story for another day but what I want to share with you are some observations from my experiences in Apple stores  and how those observations can be applied to move more of our students, parents, and employees closer to Full Loyalty with No Negativity.

Apple_Logo_2

If you have been in an Apple Store recently (if you haven’t I encourage you to do so as an observant leader--but you may want to leave your wallet at home!) you will discover that they are almost always filled with highly engaged customers, attentive staff, and great customer service. At least, that has been my experience every time I have visited an Apple store. Moreover, whenever Apple introduces a new product or an upgrade to an existing product line, customers will line up for hours and blocks, even camping out overnight, to be first in line to buy Apple products.  Loyal Apple customers even have a nickname: “Apple Evangelists.”  That speaks volumes!  Wouldn’t it be wonderful if our parents were so enthusiastic about our schools that they would line up for hours and blocks and be tagged with the nickname “XYZChristian school evangelists?”

How do we get students, parents, and prospective parents to exhibit the same level of enthusiasm for enrolling their children in our schools and paying tuition as Apple customers do for Apple products?  Without stretching the illustration too far, I think it would be wonderful if when parents and vendors visited our schools they sensed the same type of engagement, enthusiasm, and customer service that one experiences in an Apple store.

Consider some of the observations from a recent Wall Street Journal article; Secrets From Apple's Genius Bar: Full Loyalty, No Negativity.   Below is a summary of the key observations of this article.  Beneath each summary point I have added some possible applications for our schools and for our leadership.

•    Apple goes to great lengths to train its employees at its popular retail stores, tightly managing what feels like a casual consumer experience.  A look at confidential training manuals, a recording of a store meeting and interviews with more than a dozen current and former employees reveal some of Apple's store secrets. They include: intensive control of how employees interact with customers, scripted training for on-site tech support and consideration of every store detail down to the pre-loaded photos and music on demo devices.

APPLICATION:  Our schools could benefit from systematic training in customer service. Such training would include all school personnel from administrators to groundskeepers. Everyone would understand that they are customer service agents with the mission of ensuring that students, parents, and visitors have wonderful experiences in the classroom and with every interaction with school staff.

Additionally, everyone should devote attention to quality throughout the school.  Every detail of the school should reflect quality, attentiveness, and care.  School grounds should be well kept, hallways free of clutter and book bags, walls adorned with well designed posters and student work, school communications should be warm, clear, and professional, the school’s website should be modern and easy to navigate, and all points of contact between students and parents should communicate that “we care.”

•    With their airy interiors and attractive lighting, Apple's stores project a carefree and casual atmosphere. Yet Apple keeps a tight lid on how they operate. Employees are ordered to not discuss rumors about products, technicians are forbidden from prematurely acknowledging widespread glitches and anyone caught writing about the Cupertino, Calif., company on the Internet is fired, according to current and former employees.

APPLICATION:   This is a tricky one.  Although we would not want to go to the extent described above in how we deal with our employees, nevertheless, the focus on “airy Interiors and attractive lighting in a carefree and casual atmosphere” does have relevance for our schools.

Some of our schools and employees are too uptight.  We can improve student achievement and their enjoyment of school–and thus parent satisfaction and enthusiasm for our schools–if our classrooms are characterized by an open, airy, more casual environment in which students are actively engaged in learning, who feel free to be themselves and to ask “politically incorrect questions,” and to make mistakes.  In other words, although school is a serious business it does not have to feel like a strait jacket. Schools should be a place in which the emphasis is not on what is wrong  or what not to do.  Instead, we should champion what students can do and cast a compelling vision for the future.

•    Apple is considered a pioneer in many aspects of customer service and store design. According to several employees and training manuals, sales associates are taught an unusual sales philosophy: not to sell, but rather to help customers solve problems. "Your job is to understand all of your customers' needs—some of which they may not even realize they have," one training manual says. To that end, employees receive no sales commissions and have no sales quotas.

"You were never trying to close a sale. It was about finding solutions for a customer and finding their pain points," said David Ambrose, 26 years old, who worked at an Apple store in Arlington, Va., until 2007.

APPLICATION: there are two very important principles contained in the description above. The first is the focus on innovation and the second is the focus on meeting needs. Our schools, and more importantly our students and our parents, will benefit immensely if we place an energetic and consistent emphasis on innovative teaching, innovative programs, innovative training, and innovative ways of serving our students and our parents.

Moreover, rather than focusing on our policies and procedures,  we should spend more time focusing on good customer service for both students and parents in an effort to alleviate, insofar as possible, things that produce spiritual, emotional, social, or academic pain. We should focus on finding solutions for our students and parents and less on policies and rules.

image

That is not to say that we compromise our standards, rather it is simply to say that if we devote far more attention to making our students’ and parents’ experiences with each person and situation as enjoyable as possible we will go a long way to increasing their satisfaction and deep loyalty to the school.  In effect this is nothing more than applying the Golden Rule, “As you wish that others would do to you, do so to them.” (Luke 6:31, ESV)  The result will be higher retention rates and the enthusiastic endorsement and recommendation of the school to others.  Our parents will become our school “evangelists.”

•    Apple lays out its "steps of service" in the acronym APPLE: Approach customers with a personalized warm welcome Probe politely to understand all the customer's needs Present a solution for the customer to take home today Listen for and resolve any issues or concerns, and End with a fond farewell and an invitation to return

image

APPLICATION:  What a wonderful model for our staff to follow! In fact, with a little tweaking this acronym can be readily applied to our schools. In many ways it reflects biblical servanthood, “as you wish that others would do to you, do so to them,” and  “go the extra mile.” Here is the same acronym revised to reflect a Christian school environment.

Approach every student at the beginning of the day and in the halls with a personalized warm welcome.  Greet every parent and school visitor in like manner.

Probe politely to understand student needs--spiritual, emotional, and academic.  Probe politely to understand parents’ needs.

Present solutions for students and parents to take home with them.

Listen for and resolve issues and concerns following James’ instruction, “be quick to hear and slow to speak.” (James 1:19)

End each class period and parent conference with a fond farewell, letting students know that you look forward to seeing them tomorrow and inviting parents to see you again if they continue to have concerns.

•    Apple's control of the customer experience extends down to the minutest details. The store's confidential training manual tells in-store technicians exactly what to say to customers it describes as emotional: "Listen and limit your responses to simple reassurances that you are doing so. 'Uh-huh' 'I understand,' etc."

APPLICATION: Our first impulse when confronted with someone who is angry is to get angry and our second inclination is to seek to be understood and to defend our actions or those of the school. As a consequence, we often fail to comprehend the real nature of the problem being described by the student or the parent.   We can also come across as not listening and defensive.

I have learned over the years that it is better to spend far more time listening than talking and I have also discovered that “less is more.”  Over-explaining and providing more details than necessary often exasperates rather than solves problems.  Sometimes we simply talk too much.

Moreover, it is often better to take time to thoroughly understand the nature of a problem than too quickly jumping to defend one’s actions or those of the school or to arrive at an immediate solution. It is wiser to listen and then to postpone a suggested solution until one has had time to gather all the facts and to pray for wisdom in seeking a proper response.

Accordingly, getting back to a student or a parent a day or so later may actually reflect better service than to attempt to solve a problem that has not been adequately considered or prayed about.

•    Apple employees who are six minutes late in their shifts three times in six months may be let go.

APPLICATION:  Do we hold our teachers to the same standards of punctuality and work that our teachers hold their students to? Do our teachers show up for faculty meetings or chapel services late? If so, what is the consequence? What is the consequence for a student who habitually shows up late for classes? In other words, do we model as administrators and teachers what we expect of our students?

Another way of looking at this is to ask “are our standards of service for each other, our students, and our parents as high as or lower than the standards that Apple requires of its employees who sell computer hardware and software?” Which is more important? If we are to “do everything as unto Christ,” would we show up late for one of his classes?

•    Working for an Apple store can be a competitive process usually requiring at least two rounds of interviews. Applicants are questioned about their leadership and problem-solving skills, as well as their enthusiasm for Apple products, say several current and former Apple store employees. While most retailers have to seek out staff, retail experts say many Apple stores are flooded with applicants.

APPLICATION: How intensive is your recruiting and hiring process? Do you take prospective employees through multiple interviews accompanied by rigorous questions designed not only to ascertain the applicant’s commitment to Christ and to Christian education but his or her enthusiasm for teaching, love for students, creativity and innovation in teaching and assessing students, and willingness to learn?  Or, are you too quick to settle fearing that you will not be able to hire someone to fill a need, in part, because salaries are so low? In the long run, taking shortcuts in hiring will ultimately harm students, negatively impact the school’s reputation and consequently negatively affect student retention, enrollments, and school finances.

•    Once hired, employees are trained extensively. Recruits are drilled in classes that apply Apple's principles of customer service. Back on the sales floor, new hires must shadow more experienced colleagues and aren't allowed to interact with customers on their own until they're deemed ready. That can be a couple of weeks or even longer.

APPLICATION:  How we use your mentoring program? Do you have seasoned teachers who have been given time to work in the classrooms periodically with new hires? Have you given veteran teachers the opportunity to formally and informally mentor new teachers? Or, is it more often the case that new teachers are placed in classrooms with little formal or informal mentoring beyond new staff orientation and standard in-service training programs?  Do we had students to teachers before the teachers are ready?

•    What hasn't changed is Mr. Jobs's interest in the stores. He has provided input on details down to the type of security cables used to keep products leashed to the tables, according to a person familiar with the matter. When the CEO grappled with a liver transplant two years ago, a person who visited him at the time said Mr. Jobs was poring over blueprints for future Apple stores.

image

APPLICATION:   The description above reflects three things on the part of Steve Jobs: 1. A love for Apple, 2. A focus on his mission rather than on himself, and 3. Attention to detail. Does our leadership consistently demonstrate the same characteristics as we serve our students and parents under the Lordship of Christ and for his glory?

While  we may never eliminate negativity, we can do much to foster deep loyalty to our schools and reduce the negativity that as fallen human beings we are so prone to. Although a computer company is not a school, nevertheless, we can learn a great deal from successful companies and leaders who place a focus on quality, training, and customer service.

As Christian school leaders we should be at least as devoted to these things as the CEO of Apple is to selling hardware and software, after all, we are the stewards of souls.

How to Turn Parents Into Raving Fans

By Dr. Barrett Mosbacker

Sometimes the blogging “gods” smile upon you!  For years now I have promoted the concept, that I first heard from Dr. Kynerd, that it is best to Under Promise and Over Deliver when dealing with our parents and employees.  Although I often promoted this approach as essential for building good will, I had never heard or read others promoting this approach—until now.

While reading the Wall Street Journal I stumbled upon following article.  Although written for business leaders and owners. it has direct applicability to our schools—after all, our parents and students ARE CUSTOMERS.

How to Turn Customers Into Loyal, Raving Fans, By MIKE MICHALOWICZ-WSJ

Do you want satisfied customers or do you want customers who are so thrilled with your company they become loyal, raving fans? I'll take option No.2. Satisfied customers may come back a second or third time; they may even become regulars. But unless you exceed expectations, your satisfied customers could just as easily become your competitors' satisfied customers.

If you want customers who are so loyal that they would never think of going to anyone else, and if you want customers who are so thrilled with your business that they tell everyone how amazing you are, then you're going to have to move the goal line beyond mere "satisfaction." You're going to have to wow everyone who walks through your door.

Now, I'm sure you could come up with loads of ideas that would dazzle your customers, but there's actually a simple shortcut to knocking their socks off every single time – and it won't cost you a dime. It's the "under-promise, over-deliver" (UPOD) method.

When we talk about "customer satisfaction," we strive to deliver on our promises. Complete the market study by Friday, as promised. Deliver the new couch in July, as promised. Provide two valet attendants, as promised. When you do exactly as you said you would, you end up with satisfied customers. But when you give them something more than they expect -- faster service, extra help, more options, early delivery and so on -- you end up with the loyal, raving fans you need to propel your business into the stratosphere.

The idea behind UPOD is that people are most favorably influenced by great service they don't expect, rather than great service they do expect. And they expect it because you promise it. If you tell customers they will get their new shoes the next day, and the shoes arrive the next day, those customers will be satisfied, maybe even happy. But if you tell customers they will get their new shoes in five days, and the footwear arrives the next day, your customers will be amazed and thrilled.

Here's the trick with UPOD: It's not about doing things faster or throwing in "extras." It's about building the "under-promise" part into the equation from the start. If Friday is the earliest you can complete a study, then promise to have it done the following Wednesday. "Surprise! We finished early." If you know you will deliver a couch in July, promise to have it there by August. "Great news! We wanted you to have it as soon as possible!" Build a business model in which you have enough income to cover three valet attendants, promise two, and the day of the party, send over three. "We just thought you could use the extra help. No extra charge."

Most businesses know UPOD is a good practice, but few adhere to it because people think they have to change their operation to wow customers. Just take this very simple shortcut: Change your promise.

Using UPOD will also help you avoid mistakes that inevitably occur when people rush to meet deadlines. It will enable you to respond positively to last-minute requests and help you stay calm, cool and collected as you work surprisingly reasonable hours. Most importantly, when you under-promise and over-deliver, you will inspire satisfied customers to become devoted customers – and that's money in the bank.

Take a few minutes to reflect upon this article and then jot down ways in which you can apply the UPOD principle to your leadership or your classroom.  Also reflect upon how UPOD is consistent with Jesus’ command that we are to:

You have heard that it was said,  An eye for an eye and a tooth for a tooth. But I say to you, Do not resist the one who is evil. But if anyone slaps you on the right cheek, turn to him the other also.  And if anyone would sue you and take your tunic, let him have your cloak as well. And if anyone forces you to go one mile, go with him two miles. Give to the one who begs from you, and do not refuse the one who would borrow from you. (Mt 5:38-42)

6 Teacher Personality Traits That Make Classroom Management More Difficult

image

A repost from an article by by MICHAEL LINSIN on JULY 2, 2011

If you’re struggling with classroom management and wondering why, one of the first areas to examine is the personality you bring with you to the classroom.

Many teachers become different people the minute their students walk through the door. Sometimes this is a good thing—if being around students makes you brighten like a Broadway singer or become as preternaturally calm as a mountain lake.

But for the vast number of teachers, the presence of a large and active group of students can, at least to some degree, bring about personality traits that are detrimental to classroom management success.

The good news is that with a simple two-minute routine you can condition yourself to eliminate those traits that work against you, and replace them with those that work in your favor.

The following six teacher personality traits make classroom management more difficult. You’ll do well to leave them outside your classroom door.

1. Impatience

Impatient teachers talk fast, move fast, and tend to either look the other way in the face of misbehavior, or react emotionally to it. They rush through lessons, gloss over instructions, and out of necessity have lower expectations for students. This produces a restless, excitable classroom that is primed to cause trouble.

2. Quick To Anger

A single flash of anger can undo weeks of rapport building with your students. When you yell, scold, use sarcasm, or otherwise lose your cool, you distance yourself from your students and undermine their trust and respect of you. You become less approachable, less likeable, and less influential—all critical keys to creating a well-behaved classroom.

3. Pessimism

Teachers who are pessimistic in nature are unable to create the well-behaved classroom they desire. Negative thoughts, feelings, and attitudes about students—particularly difficult students—are impossible to hide. They reveal themselves through your words, body language, and tone of voice and make building relationships with them an impossibility.

4. Irritability

Irritability (grouchiness, moodiness) communicates to students that they can’t trust you or depend on you. It creates resentment, confusion, and instability. It also causes you to be inconsistent—both with your classroom management plan and in your interactions with students—leading to more frequent and more severe misbehavior.

5. Overly Sensitive

Teachers with thin skin—those who take misbehavior personally—inevitably, and often subconsciously, seek revenge against their students. They can’t help themselves. Out of their resentment and spite they make the kind of classroom management mistakes like yelling, scolding, and holding grudges that result in a spiraling of student behavior.

6. Easily Frustrated

Frequent sighs, rolling eyes, red-faced lectures. Outward signs of frustration can cause enveloping, knife-cutting tension in your classroom. When you allow students to get under your skin, it not only makes your classroom unnerving and unpleasant, but it causes students to challenge your authority and test you whenever they get the chance.

An Open Letter to Teachers

 

Source: Justin Tarte:

Dear teachers,

We have a lot of respect for what you do. Your job is extremely difficult, and we understand the many difficulties that encompass being a teacher. Your ability to lead an entire class is frankly amazing, and more importantly, you always seem cool, calm and collected despite what might be going on. There are times when we would love to be back in the classroom; there are other times when we can't imagine going back. Your job is definitely not an easy job, but as administrators, here are a few things we would like you to keep in mind:

1) - When we ask you and your fellow teachers for opinions and feedback, we would really appreciate it if you would take us seriously and put some thought into ways we can improve our school. We know you have a lot on your mind, but if we are going to take the time to ask you, we are doing it because we value your opinion.

2) - We love visiting your classrooms to see the students growing and developing, but when we visit a classroom and the students are having a free day or are watching a movie unrelated to anything of any real value, we are disappointed and feel as if the students are being cheated. We all have bad days and difficult things going on in our lives, but please make it a priority to do something valuable for your students every single day.

3) - Professional development is something we really enjoy, but please don't rely on us to plan and develop every single PD day. We want you to have a say and a voice in YOUR professional growth, and as such we would love to hear your ideas and suggestions. We also really would like you to take our PD days seriously and go into each session with the mindset of, "what can I learn today?"

4) - Can you please stop writing office referrals and sending students to the office for not coming to class prepared or coming late to class. We are here to support you and help you do your job, but if we are constantly tied up dealing with small and petty issues like this then how are we going to have any time to tackle some of the larger issues? Please talk with some of your colleagues and see how they handle these issues...contact the student's parents...take a moment and talk to the student BEFORE sending them down to us.

5) - We understand the importance of being visible and in the halls in between classes, but our administrative team is not very large. We will try our best to be in the halls as often as possible, but sometimes things come up and they need to be dealt with immediately, consequently we need your help. We need you in the halls helping to cover the spots we aren't able to cover. It's a group effort, and you play a crucial role in our overall effectiveness.

6) - Sometimes a lesson doesn't take the entire class period, or the students get done quicker than expected, but please do not allow your students to line up at the door. Furthermore, please do not let your students stand in the hallway as they wait to leave your class. Your class time is valuable and should not be discarded so easily. If your students end class 5 minutes early every day it adds up to over 3 weeks of instructional time over the course of the year. Think what your students could learn in that much time.

7) - Time is limited, and when we try to implement new programs we are doing so because we believe they can help students. Unfortunately, when we try to initiate a new program it seems as if a lot of teachers immediately disregard the program because they think the program will be pushed to the side and simply forgotten by next year. We realize it's difficult to implement several programs simultaneously, but they are aimed at improving the educational experience for our students. Please give our programs a chance before casting them to the side...our students could be missing out.

8) - When you were hired you were hired because we think you are the best, and because we think you are the best we want to get out of your way so you can do great things. We want to empower you, encourage you, and watch you take risks in an attempt to do some awesome things, but when we see you do the same thing every year we wonder if you really want autonomy. Additionally, we would be more than happy to provide you time to observe some of your colleagues if this time was used productively. Please be the awesome teacher you were hired to be.

Don't take this open letter as us trying to tell you how to do your job. As Educators we must all be open for suggestions and advice, and we hope that if anyone had any advice or suggestions, they would take the time to inform us. As previously mentioned, we understand all the parts of your job because we were once in your shoes, but we hope this letter provides a small reminder of how much your decisions and actions affect others.

Thank you for your time, and we look forward to your response,

The administrators

An Open Letter to Administrators

  Source: Justin Tarte

Dear administrators,

We have a lot of respect for what you do. Your job is extremely difficult, and there are lots of aspects of your job that we don't fully understand. Your ability to lead an entire staff and student body is frankly amazing, and more importantly, you always seem cool, calm and collected. There are times where we would love to have your job; there are other times where we couldn't imagine having your job. Your job is definitely not an easy job, but as teachers, here are a few things we would like you to keep in mind:

1) - When making decisions that are going to affect our classes or our students, we would really appreciate it if you would ask for our opinions and feedback first. We know you can't ask for feedback for every decision, but more often than not would be much appreciated.

2) - Will you please come to our classrooms more often. We are really doing some awesome, innovative and creative things with our students, and we would love to share our experiences and successes with you and our staff.

3) - It would really mean a lot to us if you would participate in our professional development days. As Educators, we all need to be lifelong learners, and the staff would be quite receptive if you were learning side by side with us. We know your presence can skew the way some Educators respond, but we feel that would only be temporary until your presence becomes common practice.

4) - Can you please refrain from blanketing the entire staff with a punishment/lecture when the problem lies with a small group of Educators, and not the entire staff. Just as we don't do this with students, it's not fair to do it with us either.

5) - Your time is extremely limited and you are always busy, but we would really love it if you were more visible in the hallways between classes. Establishing and building a school community are crucial to the school's success, and this is one of the easiest ways to show students and teachers we are all in this together.

6) - It would be much appreciated if you would include teachers, students and community members when developing the building's vision and goals. Additionally, it would be wise to revisit and redevelop our building's vision and goals, as society and the needs of our students are always changing. Lastly, we should really believe and follow through on our building's vision and goals.

7) - We love any new idea or initiative that can improve the education we offer at our school, but if we are going to add new programs would you please consider eliminating other programs that aren't quite as effective. Speak with students and teachers to determine which programs are really helping, and which programs we could probably do without.

8) - Lastly, the more autonomy and voice you give us Educators, the better we will perform. Allow us to do the jobs that you hired us for. Support us, empower us, and encourage us, but please don't control us. Tell us it's OK to take chances in an effort to do something awesome with our students. Provide time for us to see the awesome things other Educators are doing in our building. Please be the instructional leader you were hired to be.

Don't take this open letter as us trying to tell you how to do your job. As Educators we must all be open for suggestions and advice, and we would hope that if anyone had any advice or suggestions, they would take the time to inform us. As previously mentioned, there are parts of your job that we don't always understand because we have never been administrators, but we hope this letter provides a small reminder of how much your decisions and actions affect others.

Thank you for your time, and we look forward to your response,

The teachers

How can we still say no to tech in classrooms?

This article is adapted from one written by shaubo, a high school principal in Stony Plain, Alberta, Canada.

Why aren’t all teachers embracing technology?  Why are some jumping in with both feet, some paddling around in the kiddie pool, and some well back of the water?

Come on in! The water's fine!

Is it stubborness? Fear? Intimidation? Perhaps – but it could also be a genuine concern that the embedded use of technolgy doesn’t change anything about the material they are addressing.

Some teachers question why it may be more beneficial to students to use GoogleDocs to write an essay than it is to do it on a word processor at home and submit it?  Why is doing an online slideshow on a project more relevant than a paper poster? How does making a video change what is learned?

Here are my thoughts on why the use of technology and social media is often limited, and why it’s use in the classroom is essential:

1.  I’m concerned many teachers don’t see the true importance of collaboration.  Simply put, collaboration is an essential 21st Century skill; and cannot be limited to the classroom during a set time period.  Using online tools to collaborate and create allows students to combine their best thoughts and ideas, regardless of the time of day or where they are – ultimately creating a deeper learning experience.  I’m reading ‘The Global Achievement Gap” by  Tony Wagner  in which he discusses how corporations and academia are relying on their employees to be strong collaborators and creative, critical thinkers – not just with their colleagues down the hall, but with ones around the world. Learning is a collaborative effort and making peer-editting and/or authentic discussions a part of the assignment increases this skill.

2.  Most teachers are auditory or text-based learners.  This has a lot to do with why we have excelled in school.  Unfortunately students today are visual or visual-kinesthetic learners, and this has developed because of digital bombardment.  We see images as a complement to the text we read. Digital learners see text as a complement to the images they see.  I’ve heard a few teachers use this information as an argument for the need to teach todays learners about the importance of text, and I’ll admit, I believe there is some merit in that idea.  I ask myself however, why would we not modify our style to one that best fits the learner and the world?  If most people under the age of 25 are digital learners, why do we continue to prepare them to learn in a way that most likely will have little to no use within the next generation?  We have no problem altering the way we teach to reach students who need coloured paper to increase their comprehension levels.   We all have strategies to deal with students who have ADD or any other number of learning disabilities.  We differentiate our instruction.  It’s now time for us to develop strategies for our digital learners.  For a thorough and detailed discussion on this, see Ian Jukes’ work.

3.  I believe many educators do not recognize that, rather than schools being at risk of failing our students, we are at risk of becoming obsolete or at the very least, irrelevant to our students.  We force them to reference textbooks that are out-of-date before they are published.  We don’t allow them to use their personal devices in class.  We make them come to us for the information they could just as easily get online, and in a manner perhaps better suited to their learning style.  This worked for us.  We assume it will work for today’s students.  Unfortunately for most, it does not. We must develop our curricula and teaching to a standard that connects with today’s students and is relevant in the world.

4. Although we understand the importance of creativity and critical thinking skills, many teachers believe that these either cannot be taught, or if they can, simply evolve over the years of study.  I believe we can teach students to be creative – often by simply giving them authentic tasks and asking them to solve them, with our support, but without prescriptive guidelines.  Critical thinking comes from asking students to research, weigh the evidence, and make an informed decision that they can defend to the teacher and to their peers.  Think about how many online and social media techniques there are that can support this type of learning.  Take the online experience away, and we severely limit the scope of learning.

Is this just a problem only teachers face? Yes and no. Teachers I know believe they are doing a good job, and they’re right.  Students are engaged, test results are good, graduation rates are high.  Why do they need to change?  Because students are often failing to exhibit deep learning about the subject.  Technology opens up doors for them to ask questions teachers may not know about, to extend their learning, to find an area (perhaps even outside the prescribed curricula) in which they have a true interest.  The default is to limit ourselves to what can easily be measured by the standardized tests.   What we as teachers need to embrace however, is that this deeper learning will in turn support continued (and perhaps increased) success on assessements, regardless of their format.  Why would we not want to enable students to achieve the deepest learning and interest possible?  It’s about more than preparing them for the test – it’s about preparing them for their future the best way we can – we don’t know what that future will look like, but I’m pretty sure we know what it will NOT look like – like today’s classroom.

So, as educational leaders, how do we help to change this?  I believe it starts with supporting and encouraging teachers to step outside of their comfort zone.  This must become an expectation of teaching.  Teachers expect their students to do this every day.  It’s time we expected it of ourselves – both as teachers and administrators.

• Administrators need to model online and digital teaching/learning techniques in our interactions with teachers – our staff meetings must include digital learning and sharing of successes. And yes, that means we have to learn it!

• We must make the effective use of technology something we look for and provide feedback on when we do supervision and evaluation. It’s no longer good enough that they use an interactive whiteboard or post homework online.  We need to look for teaching that uses technology in a way that deepens learning.

• We must insist on collaboration among teachers in this area – and insist this collaboration not be limited to the school or the school division, but a PLN that stretches to a global level.

As principals and leaders, are we ready to do that?  If you want to lead a school or a school division, you need to be.  As I met and discussed this issue with a number of delegates at a conference I was recently at, it donned on me why this may be more difficult than I originally hoped.  This was a national conference for educational leaders, and the majority of delegates were significantly behind in adoption of technological supports in education.   As George Couros discusses in a recent blog post  to push the teachers, we must first push ourselves.

I’m not asking everyone to dive into the deep end right now.  I do however insist you get off the deck chair and at least paddle around the kiddie pool.  Just like every little kid who watches the other swimmers, I think we’ll learn we want to be in the diving tank sooner than later.

A Crash Course in Communication

By Dr. Barrett Mosbacker

Although I might make some minor adjustments to the content of this article, the advice is sound and applicable to our leadership.  The article was written by By Jamie Walters and Sarah Fenson.  The original can be found here.

Chat_communication_iStock_000006428830XLarge

Recently I heard someone say, "Communication is easy." I disagree. Talking is easy; communication, which means an exchange or communion with another, requires greater skill. An exchange that is a communion demands that we listen and speak skillfully, not just talk mindlessly. And interacting with fearful, angry, or frustrated people can be even more difficult, because we're less skillful when caught up in such emotions. Yet don't despair or resign yourself to a lifetime of miscommunication at work or home! Good communicators can be honed as well as born. Here are a few tips to get you started.

• Don't take another person's reaction or anger personally, even if they lash out at you in what seems a personal manner. Another person's mood or response is more likely about fear or frustration than it is about you as an individual. Take a deep breath and count to 10, and see it as a way of letting the other person vent before he is able to communicate what's really on his mind.

• You don't have to have all the answers. It's OK to say, "I don't know." If you want to find out, say so, then follow up to share your findings. Or you may decide to work on the problem together to find the answer.

• Respond (facts and feelings); don't react (feelings) -- e.g., "Tell me more about your concern" or "I understand your frustration" instead of "Hey, 'm just doing my job" or "It's not my job" (which is sure to cause more irritation). Share responsibility for any communication in which you're a participant, and realize that sometimes, maybe often, your own personal reactions may be causing your frustrations about communicating with others.

• Understand that people want to feel heard more than they care about whether you agree with them. It's strange how many people complain about others not hearing them, yet they don't listen to others either! You can show that you're listening by giving someone your complete attention and saying things like:

"Tell me more about your concern." "What is it about XYZ that concerns you?" "I'm interested in what you've just said. Can you share a little bit about what lead you to that belief?" "What would have to happen for you to be more comfortable with XYZ?"

• Remember that what someone says and what we hear can be amazingly different! Our personal filters, assumptions, judgments, and beliefs can distort what we hear. Repeat back or summarize to ensure that you understand. Restate what you think you heard and ask, "Have I understood you correctly?" If you find yourself responding emotionally to what someone said, say so, and ask for more information: "I may not be understanding you correctly, and I find myself taking what you said personally. What I thought you just said is XYZ; is that what you meant?"

• Acknowledge inconvenience or frustration and offer a timeline, particularly if you need someone else's cooperation or your activities will affect them. For example, if you'll be updating someone's desktop computer system and need access to her office, you might say, "I know it's frustrating to have someone in your space at a time that might not be convenient for you, and I appreciate your cooperation. It'll help us to keep your system working well. We expect to be in your office at about 3 p.m., and out by 5 p.m."li>Don't offer advice unless asked. This can be tough, particularly if we have experience that we think might benefit another person. Use respectful expressions such as "One potential option is..." or "One thing that helped me in a similar situation was X. I'd be happy to share more about my experience if you think it'd be helpful to you" instead of "You should do X."

• Look for common ground instead of focusing solely on differences. What might you both be interested in (e.g., making the experience as non-disruptive as possible)? One way to begin discovering commonality is to share your underlying intention -- for example, "My intention in sharing this is to help you succeed on this project."

• Remember that change is stressful for most people, particularly if your activities affect them in a way that they aren't scheduling or controlling. Our routines can be comforting in the midst of what appears to be a chaotic world. So if you're in someone's space or need him to do something on your timeline, provide as much information as you can about what you'll need from the person and when. If you can, tell him how what you're doing will benefit him. Work to keep a positive mental focus. One of the choices we always have is how we see or experience any given circumstance. Many people who are considered skillful and successful, including professional athletes and cultural leaders, work to maintain a positive mind-set. Ask yourself, "What's great about this?" or "What can I learn from this?" to help maintain a positive state. Don't forget to adopt a variety of stress reduction practices that work best for you. Understand that most people, including you, have a unique, often self-serving, agenda. This isn't necessarily bad, because it helps us achieve and protect ourselves. Just don't assume that someone will know or share your agenda, so talking about what's most important to you and asking what's most important to others, can help build a solid foundation for conversation.

• Improve your listening skill. Most people think they listen well, but the truth is that most of people don't listen at all -- they just speak and then think about what they're going to say next. Good listening often means asking good questions and clearing your mind of distractions, including what you're going to say next, whom you're meeting with next, or what's going on outside. When someone makes prickly comments or complaints, there's often a concern or fear lurking. Like a detective, ask questions that get to the bottom of someone's real concern or agenda. Only then can you have a truly rich, beneficial conversation.

This information provides food for thought rather than counsel specifically designed to meet the needs of your situation. Please use it mindfully. The most effective communication plan should be tailored to your unique needs, so don't hesitate to get individualized assistance from a communication expert.

10 Simple Strategies for Re-engaging Students

This post was written by Andrew Marcinek.  The original article can be found here.

Last week I observed a tired classroom.

My English 101 class looked bored and uninterested in the discussion we were having. I observed one student intently working on a crossword puzzle. He was engaged. Another student was sneaking a peek at her mobile device every so often and then quickly looked back in my direction. She was almost engaged. Some students were simply staring at me so intently that I assumed they had painted eyes on the exterior of their eyelids.

Quick. React. What do you do hot shot? What. Do. You. Do?

There have been many conversations about transforming classrooms and in fact just one this week on transforming the entire educational system in #edchat. Change can be overwhelming for anyone, whether you are a new teacher or if you are a year away from retirement, but what is a good pace for change in our classrooms? Do we really need to overhaul the entire system overnight or simply take a micro approach and create small, incremental steps within our own classroom?

I came home from class and watched several videos by Michael Wesch, scanned Twitter for insight, and put on some music to ease my troubled mind. Then I reacted. I did not have time to sit around and wait. These students needed me and I was not living up to my personal standards. I took those tired faces and placed them around my computer monitor and reexamined my approach to English 101. Here's what we did.

Without disrupting the progression of the classroom too much, I decided to present the class with some new expectations for the class. I added a class wiki to facilitate our new path. Here is my list of expectations:

1. Have fun! I hope that this project will make writing a paper a more engaging process. Many times, students go through the motions in pursuit of the grade while missing out on the learning. This is where I hope this project will take us in a different direction. Too many times in higher education grades are obtained and learning is left behind. This is where that routine changes. I want you to become an expert on the issue you are covering and enjoy the process of research and writing.

2. Learn beyond the walls.  Every week we enter our classroom and shut the door. There are no windows, one computer, and eight outlets. However, most of you possess devices that connect you to the outside world and to numerous contacts. Some of you are probably reading this on a mobile device. What is wrong with this picture? It is a skewed vision of what learning should be. Therefore, this project will take our class beyond the walls and windowless concrete and carry us into a world that is constantly connected and moving.

3. Expand your audience.  I read your paper. I edit your paper. I grade your paper. Yawn. While I am an objective, worthy audience, I am simply one person. Today's student has the ability to reach out to millions on a daily basis and simply ask, "Is this good?" This project will present many windows to your work and engage you in a learning community beyond the walls of the Science Center. Learning should be transparent and open. Please allow others to collaborate with you as we engage in a new learning community.

4. Collaborate. One of our best resources as learners is our ability to connect. We can connect like never before and have the opportunity to engage with others from around the world on a daily basis. If we can learn anything from the web 2.0 generation it is that the ability to share and learn from each other is limitless.

5. Deconstruct an issue transparently.  This project will open up your research and allow others to see how you are progressing. This project will model an environment of constructive criticism and intellectual discourse. There is no room for bullying or inappropriate criticism. This environment will employ transparency so that we can share and learn from each other.

6. Make many mistakes along the way.  Unlike traditional assignments where mistakes are marked wrong, this project will mark your mistakes as learning steps. I encourage you to take risks and seek out information beyond what you think may or may not be right. In this forum, being right is hardly the end goal. Rather, the pursuit of greater understanding while exercising all of your options within a moral and ethical framework.

7. Share.  What happens when you take notes within a notebook? You eventually close that notebook and put it into a bag, or drawer. Only you possess that information. This is hardly the way our world works today and hardly the way we will conduct our research for this project. By conducting research that is transparent, it will allow us to use a variety of sources and learn from each other.

8. Provide Constructive Criticism. One of the benefits of transparent learning is the ability to not only receive feedback from the instructor but to seek feedback from a much larger audience. This community we are creating will allow us to bounce ideas and critique work as we progress. While I will also take part in this critique, I urge you to consult your classmates for feedback and suggestions.

9. Eat a sandwich.  A sandwich is like a well-constructed argumentative essay. It contains many layers but is constructed in a central...Ok, I can't continue with this nonsense. Just make a sandwich and enjoy it.

10. Engage Others.  This type of work will require you to engage an audience and be a participatory learner. It is hard to sit back and coast in this format and will require each student to be an active participant in the learning process. I look forward to learning from each of you and creating a community of resources.

After I made this list, I sat back and imagined the project unfolding. What did this student learn from my English 101 class? How are they different? My learning objectives were clearly stated from the beginning, but I wanted more for them. I wanted them to go beyond reading critically, critical analysis, evaluating a writing task for purpose, audience, etc. I wanted them to not only write about this world, but also engage with it. My hope is that they understand that learning can take on various forms. The classroom is only one learning environment.

No matter the level of teaching experience we have all encountered moments where we feel disconnected from our students. This hardly means we are an awful teacher and need to forget everything we have learned and start over, but simply react. Find the best way to connect with students and realize that not all connections will suit every student.

Connections can be made through a variety of ways. The key is not to overhaul the entire system, but simply adapt and change as you progress. Set a course for learning and be prepared for rough seas. Create a practical alternative or adaptation that blends elements of what we have been doing and what we would like to do better. The connections will follow.

What Do We Tell Students About Tornadoes and God?

tornado

By Dr. Barrett Mosbacker

What do we tell our children and students when tragedy strikes?  What do we tell them when it appears so random; one person is taken, another is spared, one home is destroyed, another escapes?  Are some just luckier than others?  Are some people just in the wrong place at the wrong time?  Are some more sinful and thus more deserving of punishment than others?  Is tragedy the work of Satan with God watching on and grieving?

Who is in charge; chance, nature, Satan, or God?

Over the last several days I have listened as well meaning Christians and pastors have sought to answer these questions.  While I understand the good intentions and that media sound bits don’t lend themselves to deep theological explanations, I confess that I have been disappointed by the responses I’ve heard.

The majority of the explanations imply that tragedies such as the tornadoes that struck last week are the work of Satan and/or nature and that a loving God is grieved but ultimately an impotent bystander as Satan, nature, and/or chance work their will upon the earth, destroying lives and property.  God is there to love, console, and to pick up the pieces left behind by Satan and/or nature.

God is loving, he does care, and he does console.

When Jesus saw her weeping, and the Jews who had come with her also weeping, he was deeply moved in his spirit and greatly troubled. And he said, Where have you laid him? They said to him, Lord, come and see.  Jesus wept. So the Jews said, See how he loved him! (John 11:35ff)

But God is also sovereign and omnipotent.  Nothing happens in this world—from the smallest event to the deepest tragedy—unless he ordains or permits it for his own purposes, his glory, and the good of his people.

God is in charge, not Satan and not nature—both must submit to God’s all wise, holy, and sovereign rule.

God often does not provide an explanation for individual events, but he does provide overall guidance for how we are to understand events in this world and how we are to respond to him.

Your word is a lamp to my feet and a light to my path. (Ps. 119:105)

Although far from complete, the following verses may be of help to you as you grapple with God’s inscrutable will and help your children or students to do the same.

Is it not from the mouth of the Most High that good and bad come? Why should a living man complain, a man, about the punishment of his sins? (Lam. 3:37ff)

As he passed by, he saw a man blind from birth. And his disciples asked him, Rabbi, who sinned, this man or his parents, that he was born blind? Jesus answered, It was not that this man sinned, or his parents, but that the works of God might be displayed in him. (John 9:1ff)

While he was yet speaking, there came another and said, Your sons and daughters were eating and drinking wine in their oldest brother’s house, and behold, a great wind came across the wilderness and struck the four corners of the house, and it fell upon the young people, and they are dead, and I alone have escaped to tell you. Then Job arose and tore his robe and shaved his head and fell on the ground and worshiped. And he said, Naked I came from my mother’s womb, and naked shall I return. The Lord gave, and the Lord has taken away; blessed be the name of the Lord. In all this Job did not sin or charge God with wrong.  (Job 1:18ff)

From its chamber comes the whirlwind, and cold from the scattering winds. By the breath of God ice is given and the broad waters are frozen fast. He loads the thick cloud with moisture; the clouds scatter his lightning. They turn around and around by his guidance, to accomplish all that he commands them on the face of the habitable world. Whether for correction or for his land or for love, he causes it to happen. (Job 37:9)

Trust in the Lord with all your heart, and do not lean on your own understanding. (Prov. 3:5)

For my thoughts are not your thoughts, neither are your ways my ways, declares the Lord. For as the heavens are higher than the earth, so are my ways higher than your ways and my thoughts than your thoughts. For as the rain and the snow come down from heaven and do not return there but water the earth, making it bring forth and sprout, giving seed to the sower and bread to the eater, so shall my word be that goes out from my mouth; it shall not return to me empty, but it shall accomplish that which I purpose, and shall succeed in the thing for which I sent it. (Isa. 55:8ff)

Thus says the Lord: Let not the wise man boast in his wisdom, let not the mighty man boast in his might, let not the rich man boast in his riches, but let him who boasts boast in this, that he understands and knows me, that I am the Lord who practices steadfast love, justice, and righteousness in the earth. For in these things I delight, declares the Lord. (Jer. 9:23)

Your eyes saw my unformed substance; in your book were written, every one of them, the days that were formed for me, when as yet there was none of them. (Ps. 139:16)

The secret things belong to the Lord our God, but the things that are revealed belong to us and to our children forever, that we may do all the words of this law. (Deut. 29:29)

Therefore I tell you, do not be anxious about your life, what you will eat or what you will drink, nor about your body, what you will put on. Is not life more than food, and the body more than clothing? Look at the birds of the air: they neither sow nor reap nor gather into barns, and yet your heavenly Father feeds them. Are you not of more value than they?  And which of you by being anxious can add a single hour to his span of life? And why are you anxious about clothing? Consider the lilies of the field, how they grow: they neither toil nor spin, yet I tell you, even Solomon in all his glory was not arrayed like one of these.  But if God so clothes the grass of the field, which today is alive and tomorrow is thrown into the oven, will he not much more clothe you, O you of little faith? Therefore do not be anxious, saying, ‘What shall we eat?’ or ‘What shall we drink?’ or ‘What shall we wear?’ For the Gentiles seek after all these things, and your heavenly Father knows that you need them all.  But seek first the kingdom of God and his righteousness, and all these things will be added to you. Therefore do not be anxious about tomorrow, for tomorrow will be anxious for itself. Sufficient for the day is its own trouble. (Matt. 6:25ff)

Rejoice with those who rejoice, weep with those who weep. (Rom. 12:15)

(Note: these verses apply only to Christians, not to non-Christians): And we know that for those who love God all things work together for good, for those who are called according to his purpose.  For those whom he foreknew he also predestined to be conformed to the image of his Son, in order that he might be the firstborn among many brothers.  And those whom he predestined he also called, and those whom he called he also justified, and those whom he justified he also glorified. (Rom. 8:28ff)

God does not tell us why he ordains and permits certain things.  He does tell us that he is sovereign, all powerful, all wise, and loving.  We do not need to defend or apologize for God.  We do need to trust, submit, and worship—just as Job did.

Our response is one of honesty as we acknowledge our pain and the pain of others, of loving care for those hurting and in need, humility as we recognize the limitations of our understanding, and of trust in God and his word—even when we are surrounded by darkness, destruction, and death.

Pigs' Brains: More Than Meets the Eye

Eggs.png

By Dr. Barrett Mosbacker

To this day I remember the morning my father made breakfast for me.  When I was a young boy my father prepared a hearty breakfast, placing before me a plate filled with scrambled eggs, toast, and bacon.  It was delicious and being a growing boy I asked for seconds.  In fact, if my recollection is correct, I ate three helpings of scrambled eggs!

When I was finished my father asked, “did you enjoy your breakfast?” “Yes,” I replied enthusiastically and gratefully.  “That was good!”

With a mischievous look on his face, he inquired, “Do you know what you ate?”  “Sure, scrambled eggs.”  He smiled.  “Those were pigs’ brains, would you like more?”

I felt sick.  I’m sure I turned green.

Not everything is as it appears.  We are easily deceived by outward appearances.  Because a plate of pigs’ brains looked like scrambled eggs and because I was expecting scrambled eggs, my mind told me, despite the “rich” flavor of these particular “eggs,” that I was eating scrambled eggs.  I was wrong, a fact that my father never tires of reminding me!

Life is like that.  We think we see things clearly.  We think we understand.  We think we have it figured out.  The truth is that appearances can be deceiving; there is often more than meets the eye.

Elisha’s servant discovered this truth. Take a moment to read this short passage to get the context:

Once when the king of Syria was warring against Israel, he took counsel with his servants, saying, “At such and such a place shall be my camp.” But the man of God sent word to the king of Israel, “Beware that you do not pass this place, for the Syrians are going down there.” And the king of Israel sent to the place about which the man of God told him. Thus he used to warn him, so that he saved himself there more than once or twice.

And the mind of the king of Syria was greatly troubled because of this thing, and he called his servants and said to them, “Will you not show me who of us is for the king of Israel?” And one of his servants said, “None, my lord, O king; but Elisha, the prophet who is in Israel, tells the king of Israel the words that you speak in your bedroom.” And he said, “Go and see where he is, that I may send and seize him.” It was told him, “Behold, he is in Dothan.” So he sent there horses and chariots and a great army, and they came by night and surrounded the city.

When the servant of the man of God rose early in the morning and went out, behold, an army with horses and chariots was all around the city. And the servant said, “Alas, my master! What shall we do?” (2 Kings 6:8-15)

All outward appearances told the frightened servant that they were surrounded and were about to be taken prisoner or killed.

But there is more than meets the eye.

[Elisha] said, “Do not be afraid, for those who are with us are more than those who are with them.” Then Elisha prayed and said, “O LORD, please open his eyes that he may see.”

So the LORD opened the eyes of the young man, and he saw, and behold, the mountain was full of horses and chariots of fire all around Elisha.  (2 Kings 6:15-17)

Do you feel surrounded?  Are you struggling with physical illness—perhaps even a life threatening one?  Is there turmoil in your marriage?  Are you wrestling with a prodigal son or daughter?  Are you the victim of verbal abuse, gossip, or slander?  Do you feel the weight and stress of financial difficulties?  Do you tire of the onslaught of crisis in this world-earthquakes, nuclear reactors, riots in the Mideast, political bickering in Washington, and corruption on Wall Street?  Are you discouraged by the relentless and precipitous decline in our country’s moral standards?

Do you feel like God has abandoned or is ignoring you?

Like Elisha’s servant we easily see our troubles and are easily frightened, worried, and sometimes overwhelmed.  We see trials in our lives but we don’t always see or sense God’s invisible chariots or his guardian angels!  He often seems absent, silent, and indifferent.

Take heart!

Always remember that no matter how dark the days, how silent God may be, how overwhelming life may seem at times, God is always present with his children.  We are never forsaken, never abandoned, never forgotten.  He IS “causing ALL things to work TOGETHER for good TO THOSE LOVE GOD, who are called according to his purpose.” (Rom. 8:28)

To reverse my story about pigs’ brains and scrambled eggs, when surrounded by fear and/or doubt, remember that what appears like pigs’ brains are actually scrambled eggs!

Ask God to give you spiritual eyes to see his love, his wisdom, and his protection.

But we have this treasure in jars of clay, to show that the surpassing power belongs to God and not to us. We are afflicted in every way, but not crushed; perplexed, but not driven to despair; persecuted, but not forsaken; struck down, but not destroyed …

So we do not lose heart. Though our outer self is wasting away, our inner self is being renewed day by day.  For this light momentary affliction is preparing for us an eternal weight of glory beyond all comparison, as we look not to the things that are seen but to the things that are unseen. For the things that are seen are transient, but the things that are unseen are eternal.  (2 Corinthians 4:7-12; 16-18)

Life may look like pigs’ brains but there is more than meets the eye in our lives—God surrounds us with his love, wisdom, guardian angels, and good purposes.  Take heart!