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Tim Holt
Latest posts by Tim Holt (see all)
- Problem-Based Learning: Our Brains Abhor Cliffhangers - June 6, 2013
- The Ultimate Education Reform: Messy Learning & Problem Solving - April 19, 2013
- Why Problem-Based Learning Is Better - January 10, 2013
LOVE this! And you are exactly right about all of it. Time is of the essence, not the reason for the excuse.
Tim, Thank you for sharing your voice. It is a bit of struggle isn’t it? If you discover the magic ingredient that makes our teachers WANT to engage and learn – with no excuses, I do hope you share it. If you also find the magic ingredient that helps them create an effective and healthy balance in their lives, I hope you share that too.
I hope that this makes some of our teachers think a bit about how, in many cases not all, they can exhibit a behavior but expect students to exhibit a different one. THis is a conversation Sheryl and I had over and over again during PLP’s time in our district: what can we do to get over that large hump of an excuse about time? Is it a cultural thing? A geographic thing? Is it widespread?
Would we want to go to a doctor that would say “I don’t have time to learn the latest techniques.”
Thanks for enjoying this and keeping the conversation going.
Tim
I like this a lot! Thanks Tim and VLR. THis is a problem that a lot of districts have. When you get the answer to how to get teachers to come to training, let me know!
Excellent, Tim!
You’ve certainly hit the nail on the head with this one Tim! I hope that those who read it will listen and rethink their choices.
Right on target Tim. I trained a group of 40+ teachers today, and the session went well, but we have a hard time filling the room some days. I know teachers value learning, but making the time for it is not always a priority. I would love some suggestions on how to improve this situation.
Love it Tim! well done, as Kathy wrote: Right on target Tim! will share the Ballad with my colleagues!
As a teacher,I have to admit I find the tone of this insulting. Airing your grievances does not make it art.
Thanks for this, Tim, but I do have a few questions… Gandhi, et al. aside, what about when there is truth, and not excuses in this? What about those who never turn on a television and wouldn’t know Snooki from Jennifer Lopez? What about those who are constantly pushed back by an archaic, relentless, unforgiving system, despite an endless, uphill battle? What about those who are facing political agendas, unexpectedly, where their jobs, and means of supporting their family are suddenly on the table?
Please understand. I do agree with you. I live it and see plenty of true ‘excuses’. However, as a teacher in a classroom for ten years, I also know that some of life’s situations are very real and unavoidable. I know that in order to teach kids, we have to reach them… and sometimes that means meeting them where they are. We talk about student passions and interests and diverse needs. Teachers are the same. It is a bit unfair to generalize that teachers make excuses for things such as a television show or assignments to assess. The latter is a crucial part of our jobs… one that is now done entirely after school hours.
I am guilty of having been called out on this before by Sheryl and no doubt, I fall into the general mass of those who don’t quite get to everything they ought to because truly the plate is too full – not with Snooki or Dancing with stars.
I am a teacher who has made and continues to try to make every effort to use engaging, cutting-edge techniques and technologies for years. I drank the Kool-Aid. I get it. The system does not. As Sheryl has so eloquently written about, I am a Connected Educator. In fact, most waking hours are dedicated to this. I write, read, tweet, etc. from the soccer game – I do not use it as an excuse. Just this morning, I lead a Google Group synchronous discussion with my students from my son’s doctor’s office.
I have failed miserably this year in leading a year one cohort in my own school and I will not continue this reply with what will be perceived as “excuses”. While I see the value and have participated, I have been hugely unsuccessful in getting others to see the value of connected learning from a PD standpoint. For years, I have always been able to handle an exceptionally full plate and do so efficiently and effectively. I do have much fault in this failure as I have finally reached that capacity where I know when I need to say no. To be clear, I mean saying “no” to helping others to do more and be better, after my family and my students. I was unaware of that threshold at the onset of my undertakings this school year. I didn’t consider more the readiness of my organization, or lack thereof, to participate in connected PD. And while I may have failed in this attempt, I have learned, still. And, it doesn’t mean I give up. I’ve never stopped learning or engaging. I am just having no success at getting others to do the same.
Thank you for the thought-provoking post. I do see it, everyday. But, don’t we also need to see that we have to accept that sometimes, they are not mere excuses?
Suzie,
I decided to reply because you mentioned me and our PLP work several times in your response to Tim.
First- please know how proud I am of all you do. I see you everywhere online. You own the Twitterverse. And anything I “called you out on” was in no way meant to make you feel guilty or inept, but maybe to help you think or prioritize.
I believe in you and truly think you rock. I saw how you jumped on Howard Rheingold’s syllabus request even with all that you have going on. You *are* busy. You are doing great work. You do advocate for children, everyday.
When I read your response, I believe what you are describing is more about balance. We live in a time when education is in danger of fragmenting, categorizing, and labeling everything. We live in a time when technology is entirely capable of consuming us (and any free time we have) in its sea of entertainment and over-stimulation. Rather than being lured in by the TV as we once were, we are rendered just as unfocused by the constant barrage of people who are wrong online or who are calling our name.
People make time for that which we value. You made time to share your views with Tim. You make time, rightly so, for the things in life you consider “worth it”. You talk about your failure leading your team. It is hard work. It is tough leading a change effort. The truth is: sometimes we learn more from what doesn’t go right than we do from easily accomplishing our goal.
I hear your frustration. I can tell how important and serious this topic is to you. I know you hold yourself to an incredibly high standard. I recognize that because I hold myself to the same kind of standard. But here is what might be of value: you never were expected to lead your team alone. Maybe the reason we are all so frustrated is because we are part of a culture that believes educators should work in isolation? That we are the Lone Ranger? Maybe we have all bought into the idea that asking for help is a sign of weakness?
I sent a message out to the community this morning (before I read your comment) but I think it fits perfectly here. I am going to post it below.
—
I was reading this article, “What Makes Good Teachers Great”
The message that was driven home in the article is that we can no longer work in the silos of our classrooms and think we are doing children a service. The author [surgeon and Harvard medical professor Atul Gawande] says:
“Genius doesn’t make you great; how you work in a system does.”
I hope that if nothing else your experience in PLP has helped you understand how valuable a professional learning team (your PLP team) is to your learning and your success. I hope you have begun to see the value of community.
The article goes on…
“Consider that six months after a workshop, less than 20 percent of educators actually use the skills learned there. In contrast, if you pair your professional learning with a colleague who observes and reflects with you on your practice, studies show that 85 percent of educators are still using those skills six months later.”
[That is so HUGE.] Co-created content is what builds community. Working on your action research projects, turning to others in your “Pick One” group, working with your community leader, your coach, and reaching further to those in your personal learning network in places like Twitter is what creates a collaborative culture of learning.
“Autonomy is highly valued in both the medical and education professions,” Gawande said, but “self-sufficiency in a world of complexity will only get you so far. When children’s success depends on a multitude of people involved in their lives, it will fall apart if each of us is doing our own thing,” he added.
I think one of the weaknesses of education, one that creates havoc when we try and fit it into a 21st Century frame, is that the culture is based on self-efficacy. We bring collectives of kids together but have them work as individuals, they are graded and passed on to the next grade as individuals, we see them as individuals in our coaching efforts, which is all fine and good but we never look at how those individuals fit into the system they will live and work in for the rest of their lives. We do not think about collective efficacy.
It is the same with teachers. We work in the silos of our classrooms. We rarely share or build on the work of each other. If we do it is data driven mandates and void of joy or creativity. We are individual cogs trying to work as a system, but it is so far outside educational culture that we can’t find our fit. Children suffer.
“We’ve made sure we are our best, now, for the whole child, and we must help one another do our best,” he said.
“We are cowboys,” he concluded, “but we need to be pit crews.”
As you get ready for your culminating celebrations please spend some time reflecting on the strength of working together as a team. And how as a f2f team you can leverage the power of the network and community and bring back amazing collaborative work that not only informs practice but prepares children for the future that awaits them.
Remember always, “None of us is as smart or as good as all of us.”
Suzie,
Thanks for the reply. Well thought out. While you are correct that there are legitimate reasons NOT to do something, the devil, as they say, is in the details.
This morning, I replied on my own blog (http://holtthink.tumblr.com/post/21103709185) to a teacher that was mad at me for a similar post, saying we need to “understand” situations, work around schedules, etc. For the most part I agree, but here is where is where I come from PURELY as a staff developer:
For the most part, the staff development that I provide has been requested. Could you show us this, or that, or perhaps the state or district is requiring some training on something.
We rarely pull training out of thin air, just as most teachers rarely pull lessons out of thin air.
Like lessons, PD requires planning, scheduling, practice, and finally presentation.
All of these require time on the part of the staff developer, the school or district, money involved with preparing materials, and on and on.
We will schedule these things, as best we can, not always, as far in advance as humanly possible. We will say, there is room for 45 people in this training. Sign up online to take it.
People will sign up. The class will fill up electronically.
15 will show up. The rest, well, for the most part they will say…”I didn’t have time.”
Thus the poem above.
My question to you is this, (and remember, I do agree with your response for the most part):
Would you accept as a teacher, the same excuses that we hear as staff developers if they were coming from your students?
“Sorry Mrs. Smith, I just don’t have time for Math. There are only so many hours in a day.”
Of course not.
Yet, as staff developers, we are supposed to accept those excuses and more, with a smile, fold up our presentations, pack away our carefully copied papers, and do it all over again.
Tim
As an aside, in Texas, if you are a student, and you miss a certain number of days, you cannot pass to the next grade level. I think the number is 21 days.
I wonder what would happen if we applied that same thinking to educators? If you miss a certain number of training that you signed up for, you get some kind of penalty…
Just thinking out loud..
Your post and comments really inspired me. I began typing a reply and realized it was soooooo lengthy that it wasn’t appropriate to leave it here. It then became a blog posting for me. Thank you so much for giving me the opportunity to think this through. I appreciate it more than you know!
http://kaynbiz.wordpress.com/2012/04/18/find-your-balance/
Another perspective (perhaps the glass half full version): Instead of worrying about the participants who did not show up, you celebrated those who did. Here is why…say those 14 who came were so inspired by what you shared they took it back to school, used it, shared it with others, and as a result at least 14 more people were using “it”. You have now made a difference in the lives of notjust 14 teachers’ children, but perhaps in 28 teachers’ classrooms! Yes, it is a pain to plan, practice, and then deliver trainings, only to learn a bunch of people never showed up. I dislike when it happens to me in the classroom when only half of my students are listening or participating, LOL! However, those who were participating share their new knowledge or inspiration with others and before I know it almost all of the kids are right where I was planning for them to be…sometimes even kids from other classes come and ask about activities we have done! This in turn, causes their teachers to come take a look. Celebrate those 14 and make them your messengers.
Perhaps its not the lack of participation that is so worrisome to those of us who care so deeply about lifelong learning and the TLC of our profession, but the fact that the lack of participation means it will take longer for real change to happen, and we may not be around to see it take place. Instead, let’s focus on working with those who are ready, willing, and able and make plans to always be there for those who eventually get to the ready, willing and able stage.
Suzanne, wow, I truly identify with your comment, especially the first paragraph. The last line of it resonated with me–“Celebrate those 14 and make them your messengers.” What a true statement. And I always forget to do it.
Just yesterday, I led my second PD session at my school regarding blogging in the classroom. Most participants were on board and enthusiastic; they worked hard to set up their blogs and were excited to start using them. However, I was met with heavy resistance from a few who contended that every example I used in terms of blogging benefits or ways to use them in the classroom could be done “the old way.” These participants claimed that I was telling them they way they currently do things is not the “right” way and they questioned the need to do something they had no interest in doing. I felt caught off guard and feel as if I failed in responding. I tried not to get defensive, but I felt attacked, especially when teaching teachers about tech is so near and dear to me.
Though so many of the teachers had a positive experience, I left feeling deflated because of those few negative comments. Last evening, I received many emails from teachers saying that they had really enjoyed the session. But what really colored the afternoon for me were the ‘nay-sayers.’ I agree–I need to focus on those that do.
But, those that don’t stick with me, too. I want them to join in. I don’t want them to be left behind. I want them to embrace everything just as much as I do. I am left simultaneously buoyed by the positives, yet anchored by the negatives. I am unable to just forget about them and hope for the best. And I think, as you said, it is because I know in the back of my mind that not having them on board and buying in just makes the shift occur that much slower.
I fear that some will never buy in, will never even try or test or experiment or play, will never see the value. But, I hope that those who do will be a beacon for the rest. I hope I can let go and realize that I do not need to necessarily be the one to convince every teacher. The five I reached yesterday will do. And hopefully my fire and consequently theirs, will spread.
Stephanie,
It is so easy to focus on the naysayers. But, you are right. Focus on the five you reached yesterday. Small, baby steps is all you can do. And, as much as you are concerned about the others, it really isn’t about them. I am sure you are like me when I say, it is their students that you are working that hard to reach-thru the teacher. Sometimes you go home feeling deflated, like you hit your head against the brick wall. But, each try does make a small dent, small progress. Then you participate in an #edchat Tuesday, or make a Twitter connection, or read a blog and you realize you are not alone. You may be alone in your classroom, or your building, but you are not alone. Keep trying. Your virtual support is there for you.
I get very frustrated as well. I don’t expect everyone around me to use Twitter as much as I do, or to love Edmodo, or Kidblog, or WordPress,…..but I constantly tell those around me, try something. You don’t have to do what I do, but you should, you need to, you must…do something. If you don’t, your students will suffer. And, it is all about the students. Thank you for your comment. Keep on trying…we are here to support you when you need it.
I love the conversation that has been inspired by this poem! As someone heavily involved in staff development for the past 12 years, I understand Tim’s frustration. I’ve often been the person who put hours of prep into a class that was full only to see two or three people show up. I frequently wish that if people can’t attend, they would at least have the courtesy to drop the course or notify the facilitator. It can be disheartening, to say the least. Especially when I put in hours outside of my required work schedule to create a high-quality session.
On the other hand, I recognize that people have busy lives, and their job is not their number one priority. There are single parents who have to pick up kids from day care to avoid late charges, people who are just plumb worn out at the end of the school day, and those who have other obligations in the community. When we ask them to stay after school or come in on weekends, we are asking them to take precious time from the rest of their lives, albeit for the good cause of advancing them professionally and improving teaching and learning.
I think the key to getting buy-in for any staff development is having an administration who requires it and backs up the requirement with some sort of consequence when people fail to show.
In addition, we need to become more creative as staff developers to reach teachers where and when they can be reached. Short spurts of information given during “lunch and learns” or team meetings/conference periods can invite people to want to learn more. And we should be leveraging online tools to provide synchronous and asynchronous professional development that educators can participate in when their schedule suits them. We are constantly reminded of the need/obligation to differentiate for our students’ diverse needs and learning styles. Teachers are learners too, and to the extent we are able, we should be providing many forms of and paths to professional development. To do otherwise is to fail in practicing what we preach.
Coming late to the discussion….Tim, I loved the poem, although it made me a little weepy. I have been on both ends of the discussion – both being frustrated at the “I don’t have time” answer, and being the person who just doesn’t have time. I am in the middle of an incredibly busy week, and really don’t have time to be reading/responding to blog posts, but….I’m here.
The “start where they are” comment really resonated with me, and I agree with those who suggest that we need to DI for teachers, just as we do for students. Yes, we would say to the student who didn’t have time – “what do we need to do, then?” – do you need to come to a recess practice session for music? do you need to use your time more wisely in class? why is your soccer practice/paper route/music lesson more important than your homework? – we offer options. I know we need to do this for teachers, too, and I think we’re starting to get that.
The end goal, I think, as it is in our classrooms, is to help teachers, like our students, become more self-directed learners. The difficulty is, as with our students, everyone is going to have a different hook to bring them in, and, as always, finding that hook takes….you guessed it… time (and energy, and love, and commitment) 🙂
This reminds everyone how important it is to make the time…