Learning from Mistakes

A while back, I ran across an article in a magazine about "The Charge of the Light Brigade."  If you're not familiar with The Charge, there was a famous poem written by Alfred, Lord Tennyson about this battle.  The Charge of the Light Brigade was an infamous battle in the Crimean War in which a British force of just over 600 troops was soundly defeated by the Russians. 

            Now, I'm no history major, so I don’t claim to know everything about this event, and I have no idea was the Crimean War was, but I was able to spend some time reading about the event this week.  Basically, the “Light Brigade” was a group of British mounted solders.  Some of these mounted solders were from the famous “Green Dragoons” group.  If you’ve seen the movie “The Patriot” you’ll know what I’m talking about.  Anyway, this mounted force had a very specific niche in the British Army.  Primarily they were used to sweep in on an enemy infantry and cut them down, usually as the enemy was retreating.  This battle took place in 1854, yet most in the Light Brigade were only equipped with swords and lances.  The point was to be able to cover a lot of ground quickly, and so there was very little need for heavy armor or weaponry.

            While there’s still a lot of uncertainly about exactly what went wrong with this charge, it’s believed that the Light Brigade was given orders to attack a retreating Russian force.  However, what ended up happening was that the Light Brigade charged at the wrong Russian force.  They charged at a highly fortified Russian artillery force that was on some high ground and could see the Brigade coming from about a mile away.  Additionally, the Brigade charged at the Russians through a valley.  The Russians held ground on three of the four sides of the valley; so literally, the Light Brigade was fired on from three sides throughout the attack.  Finally, remember, the Light Brigade had only swords, and maybe a few small arms.  However, the Russian Artillery Unit was equipped with cannons that shot both case shot, and round shot.  Case shot could travel about 300 yards and round shot could travel about 1000 yards.  So, as these solders were riding through the valley to attack, they were being fired upon and they had no defense.  It was said by some historians that the Russians thought the attackers were drunk because their attack was basically a suicide mission.  What’s really fascinating about this story is that despite all the odds stacked against them, the British Light Brigade was actually able to break the Russian lines for a moment before being forced to retreat.  Obviously, the British faced massive casualties as a result of the charge.

            So, what in the world does this have to do with school?  Well, as we study the most highly effective schools we usually look at successes; however, sometimes we can learn a lot from the failures of others too!  It’s great to learn from our own mistakes and it’s even better to learn from others! What can we learn from the doomed Charge of the Light Brigade?

            First, please understand that this Light Brigade was a highly effective fighting force.  I think it’s important to understand that even highly effective teams can be rendered ineffective if the right elements aren’t in place.  As you think about your school team, you know it can be highly effective, but we have to make sure everything is in place. 

            Probably the biggest mistake here is that the Light Brigade was unclear about their objective.  While they were ordered to attack a retreating infantry force, they instead attacked a highly fortified Russian Artillery force. We talk a lot about how effective teams have to be doing the “right” work.  Effective teams become ineffective when they are unclear about their mission. 

            Second, because of the lack of clarity about the mission, the Light Brigade was woefully unequipped to perform the task they had undertaken.  Remember, the enemy had guns that could shoot them from 1000 yards away, and what did the Light Brigade have?  Swords!  Not really a fair fight, is it?  The thing is, those fast horses and swords were perfectly suited for the task of attacking a retreating infantry unit, but not so well suited for attacking a fortified artillery unit.  So effective teams become ineffective when they don’t have the right tools for the job (or in this case, weapons for the mission).

            Finally, it’s amazing to me that despite all of the mistakes that were made; this force was able to inflict some damage on the enemy.  This shows how effective this team could be, when put in the right situation. 

            Summer is a great time to reflect on our practice as educators.  Just like the Light Brigade needed to be aware of the dangers around them, we need to be aware of our situation.  As you think about resting and recharging for next school year, it's important to remember that we're prepared for what we'll face.  I work in a district that keeps our teachers as busy as they want to be!  Today we start the 2015 All Write Conference.  In a couple of weeks, we start our second Math/Science Partnership with Ball State University.  We'll take a team of teachers to the PLCs At Work Institute in Lincolnshire, IL in August.  All of these preparations will helps us as we face the battles to come next school year.  HOwever, I believe most importantly, our teachers need to be sure they find balance this summer...rest, recharge, and re-energize for the year to come!

Productive Discomfort

This week, I have the privilege of attending the Future Ready Schools regional summit in Chicago.  Last night, after getting back from Wrigley Field with my family (Go Cubs!), I realized I needed to get a quick workout in.  As I was struggling through my push ups and sit ups I found myself asking, "Why am I doing this?" It's late.  I'm tired. I worked out yesterday... It really is a pretty good question....why do we do uncomfortable things?  What is the value of discomfort?

Discomfort is a good thing IF it's productive.  You see, I've made a commitment with a group of friends to do 100 push ups and 100 sit ups a day for 100 days.  I've made a commitment and I wasn't going to break it.  Additionally, I know that working out makes me healthier.  Our default mindset is to avoid discomfort.  We don't like it.  It HURTS!  It's uncomfortable! 

This got me thinking about schools.  Do schools need to be uncomfortable? Think about the workout analogy.  I make myself uncomfortable because it's productive.  It builds endurance and strength.  My doctor tells me it helps my choloestoral go down and my life expectancy go up!  So the discomfort of working out is productive.

The same is true of schools.  We need "productive discomfort!"  Schools where comfort is the priority are schools that aren't serving the needs of kids.  As we learn and grow and get better as teachers, we have to embrace discomfort...When it's productive it takes us from where we are and moves us to where we want to be.

Dave

WHAT ARE YOU GOING TO DO ABOUT IT????

In the town I live in, there's been a public awareness campain on our local radio station regarding the issue of meth use in our community.  At one point, a man with a deep, intimidating voice says, "Meth is killing our community.  WHAT ARE YOU GOING TO DO ABOUT IT????"

Last week, I had the privilege of hearing Eric Jensen speak about the effects of poverty on the brain of a child and how we can better help those students in our classrooms.  I've heard Eric once before and like last time, he was excellent! 

One of the central themes that he brought out was that teachers matter!  In fact, they matter more than any other single factor, especially for our students from poverty, which where I live is about 50% of our students. 

The issue is, they matter the most...that's good news, and bad news.  The good news is, if we're doing our job well, it's a good thing.  The bad news is, if we're not, it's a bad thing.  The session was excellent.  Here were a few comments from staff posted via Twitter:

I sat at a table of administrators.  As Eric Jensen was highlighting the importance of students having great teachers and how we need make sure all teachers are doing what's best for students, I found myself thinking things like, "Man I wish "so and so" were here...they really need to hear this!"  Or, "I wish I could get "so and so" to hear this because they just don't get it."

All of a sudden it hit me...I was so focused on the wrong thing!  I was thinking about what other people needed to do instead of thinking about myself, and how I can do better.   Someone needed to ask me, "WHAT ARE YOU GOING TO DO ABOUT IT????"  I was perpetuating a problem, rather than helping things get better.  I was selfish and proud.  I felt convicted.  It was kind of like when you're in church and you're thinking  more about your spouse needing to apply the sermon than your own issues!  It's wasn't good! 

I got to thinking later about how natural it is for us to do what I did.  We naturally don't really like looking at our own issues, reflecting on them and considering "what we're going to do about it."  It's especially hard when we need to ask others for help. 

I would venture to say part of what needs to be "reformed" in education is this mindset.  We spend so much time looking outward; only thinking about what others need to do better.  We only consider what students, parents, administrators, teachers, politicians need to do better, instead of asking what we're going to do about the problem?  How am I going to make it better?! 

Anyway, it was a kick in the pants I needed.  Today, I'm focused on what I can do better in the position that I'm in to make things better.  No matter what your role is in education, let's spend our energies on what we can control; ourselves!  If we each do this well, things get better....

ASCD 2015--Challenging Convention

I have the privilege of spending the weekend in Houston, TX taking in my first ever ASCD conference.  I've always heard great things about this annual conference and I have to tell you I've been blown away!  I've been particularly impressed with the acute keenness of addressing timely issues in education.

Yesterday, we were blessed to hear Dr. Sarah Lewis speak about creativity, the gift of failure, and the role of grit.  One of the key takeaways was that the most successful people are almost obsessed with the "near win."  In other words, what could they have done better to "win."  We often see this with the person on the silver podium at the Olympics, but the most successful individuals are always analyzing what they could have done better even when they've won "gold."

As educators, I believe we have a moral imperative to be constantly reflecting about how we can be better.  This morning, I heard from an administrator from Mexico City speaking about the mindset we bring into our interactions with those we serve; whether students if we're teachers, or teachers if we're administrators.  This quote struck me,

"If I want my staff to change in any way, I have to change...it can't happen without relationship."  

This one hit me!  How often do I as an educator expect things out of people that I don't expect out of myself?  What about as a spouse?  Or as a parent?  Yikes! 

We're ALL leaders!  No matter what our role is within our organization, we're leaders in our arena.  If we want to be the best, and I know I do, we have to lead by example!  A great reminder of how I can be better as an educational leader...

Dave

Bad Leadership

This past week I saw something on Twitter that made me think.  It was posted by the Barna Group (@BarnaGroup).  They do a lot of research on trends in our country and specifically on how the different generations look at issues like leadership, religion, ethics, etc.  I had the opportunity to hear George Barna speak a few years ago and it was very informative and fascinating.  Anyway this week I saw this on Barna Group's twitter feed:

These stats really struck me.  First, I felt personally convicted.  How many times have I lack vision and direction as a leader?  How many times have I been the most stressful part of the job for those I work with?  Hopefully I've never made people feel controlled or manipulated, but we never know how our actions are perceived.

Then I got to thinking about the classroom.  If superintendents and chief officers are the leaders of administrators, and if principals are leaders of teachers, then teachers are the leaders in the classroom.  If employees have these types of feelings about their bosses, could it be that some of our students feel this way about us as teachers?  And if so, what does it mean for them?  If 3 in 10 of our students feel this way, how would it effect student acheivement?

I was reminded of how important it is to have a moral imperative for our leadership.  As classroom teachers, we set the tone for our classrooms.  We are the leaders.  Do we create a learning environment that is nurturing?  Does it promote curiousity and excitement to learn?  Or do we create an enviroment that lacks vision and direction?  Is it stressful?  Do our kids feel manipulated?  We know that the most basic need for an effective classroom, school, corporation, is for students to feel safe and supported. 

Educators typically got into education to make a difference in the lives of kids.  Our leadership is probably the best way to make that difference!

A Call to Indiana's Educators

Here in the state of Indiana, it certainly has been an interesting week when it comes to the world of education.  Just in case you hadn't heard,  this week State Superintendent of Education, Glenda Ritz, and Governor Mike Pence and the GOP controlled Legislature found themselves facing each other off on the the issue of testing and accountability which has become their latest battlefield.  Debates on educational policy and practice are so tough because they are so complex.  The world is changing around us and the needs of students are changing with it.  We all went to school and so we come with some level of knowledge about education. So the ongoing struggle for power in education in this state continues.

We could spend all day hashing out the details and debating whose fault all this is.  That's not what I want to do here.  All I'll say about that is this, I once hear a counselor speaking to a group of church leaders about how to help couples that are facing divorce.  He said, "Two people don't get to the point of divorce without there being fault with both parties...." 

So what are Indiana educators to do? 

The calls and texts from friends in education started pouring in this week.  Friends from here in Indiana where curious about what I was hearing.  "Are we going to have IREAD testing?"  "How much do you think they're going to shorten the test?"  You get the idea.  Friends from out of state sent me messages more like this, "What is going on with your state???"  It was kind of embarassing! 

This week many of our schools here at Warsaw Community Schools celebrated Be Excited About Reading week, or better known as BEAR week.  I had lots of opportunities to read to students as part of this week.  This morning, I spent about 30 minutes reading to 1st graders at Harrison Elementary School.  I have to tell you, this was one of the highlights of my week.  Looking into all the excited faces of those 6 year olds as we read fun stories like Scaredy Squirrel and A Bad Case of the Stripes was so touching.  As I was driving back to the office, I had some time to reflect on the time I had with those kids.  I loved that time, and you know why?  Because they're why I went into education to begin with. 

As educators, it's so easy to get caught up in the political upheaval that we've faced over the last few years.  It's natural to want to watch with baited breath as people make decisions that effect our daily lives.  Not only do the details of our lives often get effected by political decisions, but now often our pay is effected by them.  But what I realized this morning was that stuff doesn't really matter.  Those 6 year olds I was with today don't know anything about state boards of education or executive orders.  All they care about is having someone who loves them and wants what's best for them teaching them what they're curious about in a way that is relevant to them.  That's the job our incredible teachers do! 

So my call to educators is this; take time this weekend to go back and remember why you got into education.  If you're like most, it's because you want to be the difference in a kid's life.  You want to be a positive impact in his/her life.  Take time to count the blessings of education and think about how you can be even better for your kids.  And when the going gets tough, or continues to be tough, go back to those things you love about education.  There will always be politicians making decisions that either help or hurt us as educators.  We can either choose to be upset, become disillusioned, and become negative, or we can focus on the real difference that we make every day and be true to our life's calling.  I look forward to continuing to watch the great things that happen in our classrooms every day!