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Posted by on in Education Leadership

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Most people in leadership positions I encounter are not leaders. They are managers. This is not to say they are bad at their job. Some are in fact quite good. Problem is that while they help sh*t run well, they don’t grow. They don’t grow themselves and they don’t grow their organization.

I’ve experienced this a lot as a public school teacher. Many principals, assistant principals, and school district level administrators focus on efficiency and productivity while talking about improvement. They fail to recognize that as leaders, their main focus should always be on constant improvement. Don’t get me wrong; they all talk about it. Few however, actually live the principle of growing themselves, the people they are meant to lead, and their organization.

So how do you become a leader? How do you ensure you grow as a result of your interactions with those you lead and how do you in turn help those around you grow?

welcome disagreement

This one’s hard, because it’s in our nature to get defensive when our views or decisions are challenged. Remember fight or flight? Defensiveness is one of the side effects.

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Posted by on in Teaching Strategies

Happy Friday!

Or Saturday, depending on when you read this.

As school draws closer (or maybe already back to the grind?), teachers and administrators experience a renewed sense of purpose. We reflect on how to start the year off right and how we can do things better.

I have an ironic, but very true answer for doing things better. It involves making mistakes. Lots of mistakes!

I took a screenshot of something I found on Pinterest a while ago and decided to make it into a poster you, I, and the rest of the Universe can print and use in their classroom, office, or spaceship.

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Posted by on in Teens and Tweens

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… but learning isn’t.

I wrote my first book, Crush School: Every Student’s Guide To Killing It In The Classroom after realizing that most interesting education books are written for adults, and the ones students are forced to use in class mostly suck.

They’re not just uninteresting. They are dull and written in some weird code no one can, or wants to understand. And, they make your backpack look like you’re about to set off on a two week long hike in the wilderness, which would be cool if you’re into that sort of thing, except for the fact that you’re surrounded by concrete, glass, and steel. You’re not a horse either, so what’s the deal? I mean really…

And here’s one more unpopular opinion coming from this teacher. Most of the stuff in those books is useless. Most of the so-called knowledge can be googled. Some of this information will be outdated before you hit work. A lot of it is irrelevant right now.

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Posted by on in Teaching Strategies

I have a confession to make. I've become obsessed with Design Thinking. It's gotten to the point where I "Design Thinking" everything. How do I Design Thinking my lunch? How do I Design Thinking my classroom phone policy? How do I Design Thinking teaching?

Teaching? Yep. Let's do that.

What I love about Design Thinking is that it's flexible. There are teaching approaches out there that tell us what to do, but it makes more sense for every teacher to teach differently every year, because we each get different students.

Think about it. We don't treat all our friends and family the same. Our interactions with them are largely based on our experience of who they are and what makes them tick. Teaching is the same way. One size fits all approaches do not work.

The challenge is that, in the grand scheme of things, we only know our students for a short time. However, personalization of education is not a fad; it's a thing. So. let's use the Design Thinking Cycle (Empathy, Definition, Ideation, Prototyping, Testing) to improve Teaching, shall we?

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Posted by on in Project-Based Learning

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When you dance, your purpose is not to get to a certain place on the floor. It’s to enjoy each step along the way. — Wayne Dyer

I think we got it all wrong in education.

Consider this. We always talk about connecting the classroom (the instruction, the subject area, the concepts etc.) to the real world. But, doesn't it make more sense to take what's happening in the real world and just teach that? The whole idea of having to connect school to the real world came from the fact that most subjects are taught in isolation from it.

Why can't we change that?

Take Dakota Access Pipeline (DAPL). You can use this very relevant and controversial issue and teach about it from multiple perspectives.

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