The FRED Factor

I just read the inspiring and uplifting book, The Fred Factor, by Mark Sanborn.  I highly recommend it.  You can read it in about 2 hours - very quick read and lots of little nuggets to take away. 

I would like to share a "Fred" in my life.  In January of 2002, I started my first day of student teaching at Gahanna-Lincoln High School.  I graduated high school in a class of 120 and went to a small university with an on-campus population of just a few thousand.  So I was just a bit intimidated walking into a high school of over 2,300 students.

Because I arrived during bus drop off, I was forced to park in the back lot - which meant I entered the building somewhere in the back.  As I entered the building, I was reminded of the crowd from a recent concert I attended.  It was not chaotic, just crowded and busy.

I saw an adult and asked him how to get to the front office. He started to explain, "go down this hallway, turn right, go past the cafeteria, turn, left after the restrooms, go through the lobby..." He must have seen the gazed look in my eyes because he stopped in the middle of his explanation and said, "you know what, just follow me. I will take you there." 

The Fred Factor is all about finding those small opportunities to make a big difference in the life of someone else. 

Thank you Chuck Banks (@TheRealMrBanks) for being exceptional and extraordinary by walking me to the front office and engaging me in a comfortable conversation on that day. 

Find your opportunity to be a "Fred" to someone else today!

YOU Matter

In honor of New Albany High School's 2014-15 theme "YOU Matter" I would like to share one of my most humbling moments in which I realized a very valuable lesson related to our theme.


About two months after being named head coach of the boys soccer team (at Gahanna), my two captains were struggling with nagging injuries that could lead to something more serious if not taken care of.  I promptly scheduled a meeting for them to meet with the athletic trainer.  I had never met her so when we came into the room, I introduced myself  and the players to her.  I wanted to make sure that she understood how valuable these two players were to the team so during the introductions, I made the comment that these are my two captains, were really good players, and we needed them for the start of the season.  She immediately quipped back to me, "Well they are all important coach."


It felt like she hit me with a ton of bricks.  I had not intended to be disrespectful toward my other players, but I was.  I am grateful that she had enough courage to be honest with me.

So just a friendly reminder: EVERYONE in your organization matters.  We need to treat every person as if they are the most important person.  Not just the person who can give you a raise.  Not just the person who can get you a discount.  Not just the person with the office/room right beside you.  Not just the person who you get along with the easiest.

At NAHS this year, we hope that this theme will resonate throughout.  YOU matter.

The Man in the Arena

It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat. 

- Theodore Roosevelt

Excerpt from the speech "Citizenship In A Republic"delivered at the Sorbonne, in Paris, France on 23 April, 1910

A Short Tale of Two Schools

Which paragraph best describes your school?

________ schools had been very rigorous but had provided little outlet for individualism.  All the children had the same exact books and assignments.  Children were on the same schedule, no matter what.  Those who did well in their education were not rewarded or accelerated.  Children who struggled were not accommodated.  They had been taught to wait for someone else to tell them what to do, when, and how much effort to put in.

OR

In _______ schools children could play to their strengths and pursue their own interests, and their education was somewhat customized according to their abilities.  Kids had all sorts of ways to develop the capacity to act independently, to make one's own free choices, and to make decisions quickly - and not just through academic performance.




At first read, you make think these describe two very different present-day schools - at least I did when I read first came across this.   Actually, the first paragraph described schools in former East Germany and the second paragraph was used to describe schools in former West Germany. 

Researchers have explained that the students in East German schools displayed low confidence levels, gave up easily, and were more reliant on others' leadership.

On the other hand, the schools in West Germany created students who were self-starters - had personal initiative.  These students developed the capacity to act independently and became competitors and innovators.

STRESS and PERFORMANCE

I recently finished reading, Top Dog: The Science of Winning and Losing, by Po Bronson and Ashley Merryman.  

A section of the book was devoted toward investigating the relationship between anxiety and performance. Conventional wisdom tells us that positive feelings should lead to a strong performance (athletic, social, academic, etc) and negative feelings, such as anxiety and anger, leads to making mistakes.  However the research does not necessarily support this.  

Over thirty years ago, Dr. Yuri Hanin proposed a theory in which he claims we each have our own Individual Zone of Optimal Functioning in relation to athletic endeavors.  Recent studies have confirmed that this is true in nonathletic contexts as well – from coping with stage fright to military operations to taking a test in a classroom.

The basic idea is that we each have our own individual arousal (stress) level that should be met in order for us to achieve optimum functioning. For example, if I go into an interview for a new job and my arousal level is too low I may not be on top of my game and perform poorly.  On the other hand, if my arousal level is too high I may freeze up and perform poorly.  It needs to be the right amount for me.

This section in the book concludes that anxiety in itself is not always bad.  The appraisal we give it and our coping strategies are just as important to channeling it into optimum performance.

 

So the next time you take on a new endeavor, consider the stress load that will accompany it.  Will it cause you to be at or above your zone of optimum functioning?  How will you appraise the new stressors?  Do you have coping strategies in place to maintain an optimum functioning?

Hanin, Yuri L., “Performance Related Emotional States In Sport: A Qualitative Analysis,” Qualitative Research, vol. 4(1), art. 5 (2003)

Jamieson, Jeremy P., Wendy Berry Mendes, Erick Blackstock, & Tori Schmader, “Turning the Knots in Your Stomach into Bows: Reappraising Arousal Improves Performance on the GRE,” Journal of Experimental Social Psychology, vol. 46(1), pp.208-212 (2010).

The VALUE of TESTING

This could be a very controversial blog post, I know.  This week, my son will be taking his Fourth Grade Ohio Achievement Assessments.  I teach Advanced Placement Psychology and my students are preparing to take their National Exam on May 6. 

 

One of the hottest topics in education today is testing.  Many educators are frustrated with the amount of and type of high stakes testing.  In some states there is an enormous amount of testing that infringes, rather than enhances, the teaching and learning process.

 

Maybe I am just a simplistic half-glass full type of guy, but I propose that we focus on the value that high stakes tests do offer.  I am not arguing that high stakes tests should be used often and as the only means to demonstrate learning.  However, they do offer some exceptional value to teachers and students.

 

What is good about high stakes tests:

• The preparation process can help to teach students: discipline, GRIT, delayed gratification, perseverance, organization, hard work, dedication, commitment, critical thinking, goal-setting, study skills and strategic planning, time management, and self-efficacy.
• The opportunity for students to demonstrate knowledge gained and ability to transfer and apply understanding to novel situations and experiences.
• The thorough feedback that a written assessment can provide should help the instructor to re-design the course to make for a more efficient and effective learning experience for students
• The appreciation of a sense of pride and personal accomplishment among the students when they meet their performance goal on the assessment

 

What other advantages and values does testing offer?

First Day of Student Teaching

About a month ago, I witnessed the excitement of a first day student teacher.  I noticed a mix of unparalleled enthusiasm and low key anxiety of what was to come. You remember that day, don’t you?  The world was at your fingertips. 

 

I remember the first day of my student teaching.  I arrived early that Monday morning to make copies and make sure I had everything ready.  No one was in the copy room when I got there.  I started making front to back copies (stapled) of guided notes.  I had both chapter 17 and chapter 18 to copy.  Back in 2002, our copy machine was not the best.  It kept jamming.  Other teachers started filing in to make their copies for the day.  I started sweating.  It kept jamming.  Finally, I realized I had enough copies for the morning classes – I would come back down during my lunch to make copies for the afternoon.

 

Ten minutes later I introduce myself to the first period students and pass out the guided notes.  “We are going to begin with chapter 17 today,” I tell my students (wow, sounds exciting doesn’t it!?!).  Well, when I get about half-way through passing them out a student raises his hand.  My first thought is, what can you possibly have a question about already!?! 

 

“Uh, Mr. Keenan, these are the handouts for chapter 18,” said the student.

 

“Oh crap,” went through my mind.

 

I went over to the desk to grab the chapter 17 notes whereupon I realized that I did not make those copies.  I messed up.  I looked over at my cooperating teacher and asked if he would stay with the students while I go make the correct copies.  He said no.  He said he will go make the copies, but I had to stay with the kids.

 

Luckily I made a bulletin board that weekend (remember those?).  It had photos of the people that we would be learning about.  I stumbled my way through previewing the chapter by using the photos. 

 

I remember thinking I would never get a job now.  That was the worst mistake I would ever make.

 

Well, I have come a long way since then.  I have made a ton more, and worse, mistakes than that.  But more importantly, I have grown as an educator.  I am grateful to my work ethic for causing me to persevere in challenging times and my many mentors for providing feedback and guiding the way for me.

UNCOMMON COURTESY

 

Many years ago, a friend of mine (Matt) was traveling for business.  When he came back he told me this story.  I believe this took place in Sweden, although I could be wrong.

 

The morning of Matt’s first day, a colleague from his company picked him up at the hotel. When they arrived at the building, his colleague parked in one of the last parking spots available – actually the furthest spot from the front doors. 

 

While they were walking in, Matt said, “Why did you park all the way out here?  We are the first ones to arrive at work.  We can park in the first spot by the doors.” 

 

To which his Swedish colleague replied, “That is exactly why I parked all the way out here.  Someone may be running late today and they will need the first spot.  I am hoping to save it for that person.”


How will you show uncommon courtesy today?

The Mentor Leader

I recently read the book, The Mentor Leader, by Tony Dungy.  Among many awesome insights to leadership that I gathered throughout, one of the most profound paragraphs in the entire text was this brief story.  It is a reflection of a CEO of a Fortune 500 Company, an unnamed friend of Mr. Dungy’s.

I had long known that I could influence whether or not my employees had a good day; it was fairly obvious that I held sway over that, for better or worse. But one day, as I drove home, trying to fight off a dark cloud from a tough day's work and trying not to let it affect my family when I walked through the front door, I realized that many if not all of my direct reports were experiencing the same thing. If they weren’t able to compartmentalize their frustration, anger, and irritation, then they were going to take those toxic feelings into their homes. I don’t simply have an impact on my direct reports - there is an exponential effect on those around them as well, based in no small part on their interactions with me.

This reminds me of the Liberty Mutual pay-it-forward commercials in which random acts of kindness extend far beyond a person’s initial intention.  It is a good reminder to keep in mind the magnitude of our impact on others.  It extends far beyond the person you are presently dealing with. 

Will your next interaction leave that person wanting to inspire or tear down the next person they encounter?

The smartest kids in the world

I recently read the book, The Smartest Kids in the World, by Amanda Ripley.  She followed three high school students who leave the United States to be foreign exchange students in Korea, Finland, and Poland.  She synthesized and analyzed the biggest differences between the American education system with those of what she considers (and provides evidence via the PISA scores) better. 

For the most part, those educational systems are not immensely different from the United States.  However, the most critical difference she points out is that students in other countries (namely Korea, Finland, and Poland) take school seriously and it is challenging to them.  The students in those countries see education as THE pathway to life success.

Why?

One reason, she argues, is because of their high stakes end of year exams.  You are only allowed to take it once and it is tough!

She argues that we (the United States) need to do a better job at making high school matter.

 

She also includes a survey from 202 foreign exchange students (representing 22 different countries)

1. there is more technology in US schools

2. less difficulty/challenge in US schools

3. there is more emphasis on sports in US schools

4. teachers are more likely to praise students in US schools

5. teachers form better relationships with the students in the US schools

 

MY RESPONSE

There is always a great deal of hesitation when I read about or even try to compare educational systems among different countries.  Heck, this is even true for me when comparing school districts that are 10 miles from one another.  The reason for this is that they have a different DNA.  We (different school districts, states, even countries) can still learn from other each other, but I hesitate greatly when comparing for the intention of ranking and determining best practices.  Each school needs to really dissect their population, goals, and objectives to determine what works best for them.  I argue against a cookie cutter approach to education (although there are certainly themes that characterize a quality school – but that is for another post).

I am not convinced that an end of the year high stakes exam would make such dramatic positive improvements to the motivation of our students as Ripley proposes. 

This book helped remind me that although we are pretty good at developing meaningful relationships and providing feedback to our students – this is not enough.  It is equally important that we set high standards of what we expect our students to be able to achieve and hold them accountable to reach those expectations. 

What is your take?

UPSETS

I am a huge fan of upsets.  I do not really have a favorite sports team.  More often than not, I root for the underdog.  I love seeing upsets and I love upset stories.  Well I have one for you.

It’s a snow day.  I am playing the card game “War” with my ten-year-old son and eight-year-old daughter.  We play with the jokers – they act as the highest two cards. 

 Starting off the game, I had both jokers, my son had three aces, and my daughter had one lowly ace.  It did not take long for me to take my son’s three aces through a war and shortly thereafter my daughter’s sole ace as well.  The game was clearly in my hands when my son bowed out, holding strong for awhile though with a jack as his high card.  So the table is now set for a quick finish.  I held the top six cards (four aces and two jokers).  My daughter had a few face cards and a bunch of low ones.

What happened next, I still cannot comprehend.  It was a triple, yes triple, war.  I had been involved with numerous double wars, but never a triple.  It was crazy.  My son and daughter were going nuts at the table – likely waking my wife from her nap upstairs.  And I lost it.  I lost one joker and two aces.  Bad, but not horrible.  I was still in the game – it was even.

Up next – a double war.  In it, yes, I lost my final joker and another ace.  All I held now was an ace as my high card and a few other face cards.  There is no way this is really going to happen.

But it did.  In another war, I lost my final ace.  It literally took all but 3 minutes for my daughter to wipe the floor with the rest of my cards and I was out.

How does that happen!?!?  She started the game as a clear, clear underdog.  And at one point it was just her and I and I held the top six cards!  The top six!  No one in their right mind would have said that the eight-year-old is going to beat “pops” (longstanding veteran of the card game war).  But she did.

And I love upsets, so I quickly set off to my computer to record it. 

So the next time you think you are going up against an insurmountable foe, think of my eight-year-old daughter who never quit even though the cards were stacked against her.

 

What is your greatest upset?