Increasing our Personal "IQs"

Summer is fast approaching and what an opportunity to increase our IQs!

For those curious, I'm not talking about that test that tells us nothing about the true potential and internal fire of the individual taking it! (Don't get me started...) 

In the quick and powerful read by Mark Sanborn entitled the Fred Factor, he addresses our implementation quotient (IQ). Which can be expressed as:

IQ = Implemented ideas 

       # of ideas

As summer approaches we quickly accumulate a list of ideas we are going to implement for the next year that will take our teaching and learning to the next level. Unfortunately, the number of ideas that make it past the dream stage tends to be way lower than we would like to admit. (I'm way guilty of this!) From personal experience, my lower than desired IQ is the result of a lack in prioritization and discipline of followthrough. The challenge I'm accepting is to focus on three ideas that will result in greatest student impact for the coming year.

Thankfully this is not a task for me alone! I'm blessed by being in a learning community who willingly provides input, accountability, and feedback for this process. Thank you to my Blue Valley family for helping me increase my IQ for the coming year!

How will you increase implementation of the ideas that desperately need to come alive?

Everyone Needs Windshield Time

I love driving. I love travel. As I reflect about why this is the case, the shutting out of the stresses of the day is a huge part of the appeal. The singular focus on the process of driving is relaxing and eases my mind. This time of reflection and focus is called windshield time. Each of us need our own windshield time each day, but rarely carve out time too. This was one of the many unforeseen blessings of becoming a full-time bus route driver...I am forced to take windshield time. The concept of singular focus seems to be lost on our broader society. Singular focus is wasteful, inefficient, and impractical. We need to keep up the multi-tasking and break-neck speed up 24/7.

When the CompelledTribe choose to tackle the topic of ways/techniques that we use in renewing, recharging, or rejuvenating relationships with students and/or staff during the last quarter of the school year. I could not help, but be drawn to my attempts at singular focus. For me, singular focus has been an intentional practice I have tried (and still have lots of growth) to adopt in my relationships over the past year.

It has looked like pausing at the copier machine in the morning buzz and asking the track coach how his players did the day before at the meet. (Not shuffling or stapling papers, looking him in the eyes and demonstrating singular focus even for two minutes.) It has looked like writing an unexpected note of thanks for a student about the contributions they are making in class. (The singular focus of writing a note with real meaning.) These may not seem like huge sweeping, relationship rocking incidents, but that is not the goal. The goal is the daily, personal disciplining of our minds that this world is so much bigger than us.

Each person has a life as deep, rich, and complex as our own. Each person has a story. This realization is called SONDER. Learning each others' stories requires our singular focus (windshield time) and will renew, recharge, and rejuvenate the relationships with all those around us!   

Below is a beautiful video that details the word sonder:
https://www.youtube.com/watch?v=AkoML0_FiV4     

Take care and finish strong,
Anthony

What is a WIN?

Last week Tuesday we had one of our largest contest days of the year. We had students competing in Vet Science, Food Science, Ag Sales, Livestock Judging, and Prepared Public Speaking. Performance wise our students competed well bringing home plenty of awards and medals, yet it didn't feel like a win.

Maybe because it was the disappointment I felt when the students rushed off the bus without offering Megan or I assistance in carrying any of the judging materials. Potentially, it was the loud, obnoxious noises they made in the stands while other contests were being held. Or it was the final straw when I saw how no one opened their eyes enough to see that a teammate of theirs was needing their comfort and no one helped them. These may not in the whole scheme be huge issues, but I'm a strong believer in that everything speaks. Small actions to the big ones. 

It would not have been a conversation reflective of my heart if I would have had it immediately that afternoon with our students, it would have only been raw hurt and I wanted to remove my personal emotions from the situation.

During the next day's leadership team meeting, we had a powerful conversation about what constitutes a win. Having a day to reflect and not be reactive was critical and allowed the space for the students to reflect on the day and how our actions reflected back to who we are and what we want to represent. I was able to explain my disappointment in a healthy manner, staying true to my heart, but ensuring that 'I' was removed to allow room for their growth.

We all came to agreement, about what constituted a win. It should not be measured by the awards we hang on the walls, but by how much we seek to build each other up, respect each other, and above all serve each other. Below was a summary of our desired WIN:

W- We stand for something bigger than ourselves.

I- I will honor myself and others by the actions I choose.

N-  Never settle for good enough...seek growth. 

What does your WIN look like?             

Profiles in Learning ~ An Introduction

Learning is everywhere.

We learn new skills for a job.
We learn the names of new friends.
We learn the lyrics to our favorite song.
We learn the rules of a game.
We learn a new hobby.

Nobody really ever taught us to learn, it came naturally, right? Not so fast. Learning is taught through modeling. We pick up this skill of learning from those around us. Learning to learn, which allows us to research and think, to create new ideas, and to continue growing is not a haphazard task. Yet, in our society today we treat it as such. We expect students to know how to learn and think...even though in many cases they have never been taught how. And I do not mean memorization skills or other various study skills for performance on an exam...I mean that our students are equipped with the mindset and attitude for lifelong learning.

My efforts in this monthly blog series seek to dive into the life of a person. Someone who lived a life of learning. By investigating the mindset and attitude of learning from these individuals along with highlighting how they went about living it out, this series will hopefully strengthen our own path of lifelong learning. In our digital age, we are obsessed with finding the next great tool to enhance learning, when the greatest tools may lie inside all of us. 

The Greatest Teacher

Plenty of education studies and books have approached answering the question: What makes a great teacher?

Jennifer Hogan has a wonderful blog on this specific topic found here:
http://www.thecompellededucator.com/2018/02/the-1-key-for-being-good-teacher.html

As we approach the day before Easter, I'd like to reflect on the greatest teacher who's been in our midst. Jesus Christ throughout the Bible made each moment an opportunity of teaching for those who followed him. Even up to his death on the cross, his actions teach us. There are three qualities in particular that highlight the heart and mindset of Jesus in his teaching:

1. No judgement against those he taught:

--> Throughout the gospels we see that Jesus resides with and teaches those that the religious elites despised. Tax collectors, prostitutes, and gentiles; they were all welcomed by Jesus and never sent away. He taught them and invested in them. What is even more incredible, were the 12 disciples that Jesus called. They were not highly trained religious teachers, they were fishermen, accounts from the period said that several of them couldn't even read when they initially became disciples.

--> Our application? - Every child in our midst is worthy of our time and investment without judgement, but with grace. Many students had little control over the lives that were built for them when they enter the classroom. Our role is to equip them and prepare them for the world and life they will build for themselves.           

2. His teaching and actions are aligned: 

--> Jesus was not inconsistent. His actions were a direct reflection of what he taught. In Matthew 5, Jesus teaches the Beatitudes. This beautiful sermon summarizes the spiritual attitude that Jesus encapsulated with his life. We are not perfect and nor can we be perfect, but can we discipline our hearts and spirit to be more consistent in our lives?

--> Our application? - We tell our students to be eager learners. Are we as hungry and does it show up? We tell our students to have a growth mindset. When was the last time we broke the mold and tried something that stretched us? We tell our students not to procrastinate. Yet, I've got a pile of papers that haven't been graded for two weeks... Our actions speak much louder than words. Jesus knew this and is why he died on the cross for the forgiveness of our sins. 

3. Jesus taught for application and living:

--> Jesus' primary method of instruction besides direct modeling, was through parables. Throughout his short ministry on earth, he taught 39 parables that are directly captured in the gospels. It would be fair to say there were probably more that were shared by him beyond these. These parables many times left his disciples and followers confused. Yet, it forced them to continue to reflect and wrestle with what Jesus was teaching. In many cases, these parables were speaking about direct application to how we need to approach our spiritual and daily walk.

--> Our application? - I'm not suggesting we stop teaching content or even necessarily changing the way we teach. Yet, we need to have awareness in being responsive teachers. We should be prepared to utilize teachable moments that may carry weight beyond the content and into our students' lives. I love the Habitudes series and if a teachable moment allows me to integrate it into a lesson, I will do so. I'm not only responsible for preparing the next generation of agriculturists, but I'm also preparing the next generation of leaders in our community and parents for our future students.

Thank you Lord for taking up the cross. May we seek to love as you loved and give our hearts to your service on this earth. To you be all the glory.

Everyone have a blessed Easter! ~Anthony           

Confessions of a Yes Addict -- A Case of Failed Balance

Will you serve on the calendar committee? Yes, absolutely!

Will you help with the upcoming community fundraiser? Yes, no problem!

Will you serve on the Extension Board? Yes, I can fit that in!

Yes. Yes. Yes. Yes. Yes. Yes.

When our blogging group #CompelledTribe for the month of March had the theme on the topic of work and life balance. I knew this was the opportunity to reflect on my own struggling approach to this part of my life. I'm trying to get better...I swear, but it has been hard.

I've always told myself I thrive under pressure...that my best work comes from being under pressure. This attitude has often left me eating off more than I can chew. Even more so, I know this mindset is false because as a student in college I made the intentional choice to not be involved in no more than two activities beyond my academic studies.

That decision allowed me to work a full-time job while attending school and pay for college with no debt. It also allowed me to save money so that my first gift to my spouse, Annelle, was a newly purchased car. It has been helpful to think back to that part of my life as an example of when I did it right.

Then I became a full-time teacher. Working in a small school everyone steps up (especially when the staff has 13 teachers total). That was my excuse. Then living in a small community, I've fallen in love with, there again is a lot of work to go around to an active few. Again, that was my excuse. As I have thought and reflected on this, I've quickly realized the pace I've set for myself and my family is not only unsustainable, but deeply unhealthy.

Saying yes to every opportunity means more than just another responsibility on my plate. It also means I'm saying no to something else. It's saying no to the deeply rewarding pursuit of blogging. It's saying no to spending time with family. It's saying no to other opportunities that will mean more than the frivolous yeses I hand out each time I'm asked.

A strategic reset is the season I'm about to enter. Annelle is in the midst of a career change that will greatly alter our lifestyle. It's both exciting and scary at the same time. As Spring slogs on, I'm adopting three actionable steps to help in this reset (and moving forward):

1. I will not say 'Yes' as a knee jerk reaction- I will go back and wait at least 24 hours to look at how the opportunity aligns with our family's trajectory before I agree to a new responsibility. During this 24 hour period, I will also pray and visit intentionally with my spouse about whether to accept the opportunity as well.

2. Create a full (honest) inventory of all my current responsibilities and projects- I will sort these into four categories: purpose filling, get done and move on, as time allows, and required for life/work (the essentials).   
     
3. Taking back my mornings- there is a sweet spot time where my deep work and day setting occur. It is between 4am and 5:30am. This is when I typically delve into my devotional, drink coffee, blog/write/journal, and take time to think and reflect. These times since Spring began have been absorbed by other "pressing" items. I must remind myself daily that no work is greater than sharpening the saw of my faith, my strength, and my mind.

Thank you #CompelledTribe for selecting this as a Spring Theme! I'm so encouraged by the blogs in the group! 

The Underdogs

This March Madness will go down as a record-breaking, exhilarating ride. The year of the underdogs is a fitting name for what has happened during this post-season. Everyone loves the underdog...they cheer them on to victory and relish it when they win. Even if it's against your own team, we seem to still accept a begrudging respect for them as an opponent. The key here is to never discount anyone. 

In the classroom, we have plenty of underdogs. The students coming to school from broken homes. The students we welcome on Monday morning who have not had a filling meal since Friday lunch. The students who have been told all their lives that they are worthless and will never amount to much. The students experiencing deep emotional pain and social exclusion. Do we cheer them on? 

Often, these are the students who we struggle to connect with, further disparage in the privacy of the faculty lounge as lazy and not going to make much with thier lives. Sometimes, we just write them off...how guilt washes over me when I think to those times where I was not the teacher and mentor the student was inviting me to be for them in that passage of life. 

What will the underdogs on our watch say of our efforts later in their lives? I pray they will say, "Mr. Meals never lowered his high, unbending expectations of me, he was filled with grace towards my choices, and he never, ever gave up on his belief in me." What will your underdogs say of you?