Creating Mountains Students Can Climb

cc flickr photo by azjd

A common struggle in many schools -- mine included -- is igniting the intrinsic motivation of students, particularly those who feel disaffected due to previous school experiences. I am currently reading, Motivating Students Who Don't Care, by Allen Mendler.  I have grown to appreciate the work of Mendler, and his frequent co-author Richard Curwin, because of their emphasis on the importance of relationships and meaningful connections with students.   In Motivating Students Who Don't Care, Mendler suggests five processes that can be used to connect with students and encourage active engagement in the learning process.

1. Emphasizing effort
2. Creating hope
3. Respecting power
4. Building relationships
5. Expressing enthusiasm

While each of these strategies is very powerful, I was immediately struck by the importance of fostering hope for our challenging students.  I continue to be appalled by the number of times that I speak with students who honestly can not recall the last time they experienced success (of any kind) in a school setting.  These are twelve and thirteen year-old kids who see no relevance to education and have lost all hope that school will improve their lives. One way to begin turning the tables for these students is to actively generate opportunities for them to experience success.  As Mendler points out, "our challenge then, is to create mountains that students believe they can climb."  Just giving students a sense of accomplishment can be a powerful means of shifting their attitude toward school -- fostering a belief, that with some effort, they will be able to experience success.  We have to be purposeful about setting these students up to succeed -- not necessarily staging events, but certainly taking time to ensure that struggling students have multiple opportunities to experience the feeling of accomplishment.  This might mean calling on them when we are certain they know an answer, altering the way we address concerns (i.e. "I see you a majority of the assignment...that is great!  Is there something I can do to help you with the remaining problems?"), or just being cognizant of their little successes for celebration. As you work with students who seem to lack motivation, think about whether or not they have developed a sense of accomplishment and then consider what you can do to set them up for success.  How do you create mountains that students believe they can climb?

From the archives Molehills out of Mountains - originally published on October 11, 2012

The Great Balancing Act

cc flickr photo by azjd14

Today was the beginning of the second week of our new school year (yes, I know we start early).  As a school, we are still riding the highs of the "honeymoon period" -- when student behavior is outstanding, teacher morale is high, and stress is low.  I feel like our staff (myself included) is optimistic about the year to come.  Like many schools, we face a lot of challenges, many beyond our control.  We have a high number of students that live in poverty.  Our state isn't exactly generous with their funding of public education.  And, love 'em or leave 'em, the Common Core standards are breathing down the back of our necks.

Its difficult to go too far within education circles without hearing the mantra of providing students with rigorous curriculum and high expectations.  I don't have a problem with the use of these terms, per se, but in many cases (especially in the political arena) that is where the conversation ends.  As if rigor and expectations are enough for meaningful improvement.  Raise the bar, and students (or staff, or schools) will rise to the occasion.  As educators, we know that the reality is that we have to balance high expectations with a high level of support.  This is true at the micro, and macro levels -- from the individual student, to teachers, to departments, to schools, and even districts.  Without adequate support and resources, all of the high expectations in the world aren't enough to overcome the formidable challenges of meeting the diverse needs of our students.

This principal gig has certainly been a learning experience for me, if nothing else.  To be honest, In my first two years, I'm not sure that my expectations for myself, my students, or my staff, have been as high as they should have been.  Here's a secret.  I don't like conflict.  I don't like people to be upset with me.  And, I like to feel like I am viewed as thoughtful, and fair.  Sometimes this translates to difficulty saying no, delegating projects, distributing leadership, or providing critical feedback.  As Todd Whitaker might say, I am carrying around a lot of monkeys -- many of my own making (see Shifting the Monkey).

Whenever, I reflect on this personal kryptonite, I think of a 2010 post, by David Truss, entitled Going to the Hard Places (be sure to follow David on Twitter and add his blog to your feed).   In his post, David recounts the advice of his principal with regard to giving critical feedback:

"If you aren't willing to go to the hard places, then you aren't helping your staff, or your school."

As I embark on another year as a school leader, I am hopeful I can take steps to "go to the hard places" more often, while at the same time providing the support necessary to balance high expectations.  I ask my staff to do the same with our students.  They should demand the same from me -- and I should expect nothing less of myself.  In a way, it may be a significant step toward professional salvation.  Otherwise, those monkeys on my back might eat me alive.