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In Your Corner, Thinking Frames
Lessons From a Mountain Stream
This past year has presented us with challenges we might not have imagined, disruptions we could not anticipate, and lessons to learn that we might not have chosen. It has been a year of rough spots, occasional setbacks, and searching for answers and solutions.
The year reminds me of a metaphor I heard several years ago. The metaphor employs a mountain brook as a reflection of how life can be. The brook bounces over rocks, races through rapids, tumbles over waterfalls, jostles through twists and turns and occasionally detours into side ponds and pools as it flows down the mountain. Yet, despite the often rough path, the mountain water is clean, cool, and sparkling fresh. If dammed up, held in place away from the brook and the jostling and hazards of the stream bed, the same water becomes stale, dark, and smelly. Ironically, it is the tumbling and jostling of the water’s path that keeps it fresh and pure.
For most of us, the year has felt as though it was filled with rocks, rapids, and waterfalls. Yet, as the metaphor points out, only by allowing ourselves to risk bruising by life’s rocky stretches and surprised by hidden waterfalls can we remain fresh, flexible, and growing in our personal and professional lives. When we choose to pull back and begin to avoid the risks and opportunities that life offers, we can lose our sparkle, our focus, and our commitment to continue growing and learning. Over time we can become as stagnant and stale as a dammed-up pool of water.
The past year has provided a generous serving of challenges and maybe more than our share of “opportunities.” We have endured the uncertainty of an invisible and aggressive virus and navigated through economic uncertainty and instability. We have also celebrated with students who have achieved despite the distractions and challenges they have faced. We have found ways to work together to solve complex, difficult problems, and have even begun planning for what may come next.
So, how might we think about the year ahead and how might we best find our way around the next bend and down the rapids that lie ahead? First, we can remember to “stay loose.” We will experience fewer bruises if we avoid resisting too much and landing too hard.
Second, we can find our “flow.” The brook has a rhythm that once found, can help us keep our balance and stay upright most of the time.
Third, we need stay vigilant about what may lie ahead. The sooner we can see what is coming, the better prepared we can be.
Finally, we can commit to enjoying the scenery. If we look for it, we will likely see and experience surprises, thrills, and delights beyond what we might imagine.
Climate and Culture, In Your Corner
Change Learning Outcomes—And Students’ Lives—With This Statement
It may seem improbable that a single statement, even one made with sincerity and backed by commitment and positive intentions, could change the arc of success students experience. Rarely is there one commitment we can make or position we can take that carries such significance for our students and ourselves. Nevertheless, educators around the world have found the following statement to change their perceptions of their work, the nature of their practice, and their relationships with learners.
That statement is: I cannot be successful unless you are successful. At first, this may seem like a simple or maybe even a throwaway statement. Yet, it is uniquely powerful in that it conveys a set of messages that can transform the learning experiences and aspirations of students. This commitment aligns our interests with the interests of our students, and it places our professional skills, expertise, and efforts behind their success. There may never be a better time for our students to hear this statement from us.
We might assume that students know we want them to succeed and that we are committed to doing what we can to ensure their success. Unfortunately, many students, especially those who have not experienced much success with formal learning, too often see teachers as making their lives difficult, placing them in positions where success is not possible, and leaving them behind when they do not succeed. This statement tells students that their success is in our self-interest. It is no longer a vague hope or ill-defined possibility.
Stating that we cannot be successful unless our students are successful conveys a clear belief in the potential of our students. We are saying that our belief is so strong that we are willing to commit our energy, expertise, and efforts to see that their potential is recognized and developed. This commitment goes beyond “I will do my best and hope that you will succeed.” This statement tells students that we believe in them and we believe in our capacity to ensure they experience success.
Further, this statement expands our role from presenter, organizer, and evaluator to include advocate and unwavering supporter. We still want to be certain that students have the information and resources to succeed, but we now stand with learners to see that they can employ the tools, skills, information, and strategies to find success. If they fail, we fail.
When we make this statement, we become part of a team with our students. Our common goal is ensuring that students learn and succeed. We are on the same side, working to make sense of content, make essential skills attainable, and ensure that their progress is significant and consistent.
In addition, this statement makes our intentions clear. We are making an unambiguous statement to students on which they can count. When we press and nudge them, they can be assured that we are doing so in their interests and in support of their success, because their success has become our success.
For some students, hearing such a clear and important commitment on their behalf from a trusted adult may be a first in their lives. Be assured, it will not be forgotten.
In Your Corner, Leadership and Change Management
In Your Corner, Thinking Frames
In Your Corner, Teacher Learning
In Your Corner, Leadership and Change Management
Share Your Tips & Stories
Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.
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We can attempt to shut down disruptive student behavior with quick admonishments and directives, but this approach is more likely to prolong such behavior than prevent or extinguish it.
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