Climb to New Heights in Spite of Fear by Accepting New Challenges

This blog was influenced by the relatively recent actions and words of one of my sons.  So while it has a slight personal tone, I find it to be very relevant for what we all face each day we lead.  Remember, we all have an opportunity to lead at some point.  The question is…do we accept it?

“It’s not about being afraid. It’s about what you do when you are.”  That is the phrase I first said to one of my sons (the 6 year old) as he contemplated climbing through a cargo net tunnel that was approximately 50’ off the ground.  You see he is afraid of heights and the prospect of climbing at this height where all that was between him and the pavement were big ropes that he could easily see through was well…a little off-putting.  So, as I kneeled in front of him and said; “What do you want to do?” I never expected his eyes to widen as he stared back at me and said; “I want to get to the top, so I can do this dad!”  I smiled at him and replied; “I know you can.  I’m right here.  Let’s get started.” as he turned and began his long crawl through the tunnel.

Why does this little recollection matter to anyone besides me?

All too often we run into the phrase “change is difficult for everybody” in the field of education.  While it is true, it unfortunately becomes an excuse to not try something new and difficult; accept substandard results as “good enough” given the circumstances; or expect less from those most needed to make the change a success. 

In reality, how many of us as consumers are comfortable when the provider says, “I know I haven’t provided a perfect service to you, but I thought it was good enough.”  So why would we ever condone our use of that excuse?  Unfortunately, some aspects of our society/educational system reward mediocre efforts in the hope that it will convince the individual that they have accomplished the best they can.  On the contrary, this type of reward slowly convinces individuals to not “dare greatly” because they may fail.  Therefore, they remain stagnant and never reach their full potential.  The writings or Carol Dweck address this concept in great detail as it pertains to academics as well as life.  Change is uncomfortable…even scary because we are not always ensured of success even if we do work hard.  What we can be assured of though is growth in our experience, ability, and character; and as William Moore explains in his book, mental toughness.

Think of educational change that needs to take place.  In a nutshell, numerous schools operate on a 20^th Century schedule, with a 20^th Century curriculum; in an effort to produce successful 21^st Century individuals.  That alone should scare us more than the idea of change.  What we need to do is face that fear.  There are many roadblocks, but as Patton said, “If everyone is thinking alike, then somebody isn’t thinking.”  We only grow by taking chances.  How many initiatives (not just the passing fads) have been abandoned because the goal was too lofty?  We wanted to get there, but the path was too arduous.  Think about it.  Where could we be if we not only realized that most people are afraid of taking chances and change, but internalized the fact that fear is a natural reaction.  Our response is what makes the difference…

So, what is your response going to be next time you are concerned or afraid?

How will help those who may not be ready to act yet?

How will you lead?

Build your character; sustain it with mental toughness; continue to move forward in improving both you and your surroundings; and positively affect those around you.

Oh yeah, that six year old is now seven and has had a couple firsts that required him to change and as he put it, “conquer his fear!”  I think I have some things I can learn from him…

Climbing in the nets…

Breaking his first board…

Mr. Censabella and Mr. Hoogerzeil Participate in International Research

The teachers I wanted to highlight this week are Mr. Robert Censabella and Mr. Peter Hoogerzeil.  While a brief glimpse of either class will tell you that students are engaged through exercises such as Socratic Seminars, Harkness Discussions, group work, problem solving, and analysis of primary resources, you would need to spend much more time to see the amount of work both of these individuals put into improving their craft.

Mr. Censabella, traditionally known for his ability to impersonate Daniel Shays, instructs two Advanced Placement History classes as well as United States History I (covering the early years of our nation until the period after the American Civil War known as Reconstruction).  Students in Mr. Censabella’s classes are exposed to primary resources, issues in America’s past, and sound academic skills as they gain a greater understanding of the subject by meeting a high set of expectations through hard work, higher level thinking, and support.

Mr. Hoogerzeil also teaches United States History I (mainly the honors level), but also instructs the Contemporary Issues and History of Rock Classes.  Mr. Hoogerzeil is also an instructor in the Ontrack Program.  This is an alternative program that helps students who, for multiple reasons, struggle with the traditional model of school.  Mr. Hoogerzeil is also the advisor for Jam Club and the Audio Visual Club here at Seekonk High School.  He works to instill a strong sense of responsibility and work ethic in all students at all levels in an effort to increase their ability to succeed not just as they move through high school, but once they graduate as well.

Both Mr. Censabella and Mr. Hoogerzeil are now participating in an international study comprised of three nations (Spain, Columbia, and the United States) that will explore how history texts represent critical moments of collective violence (Westward Expansion and Conflicts with Native Populations (1812-1860), the Civil War Period (1861-1865), and the War on Terrorism (2001-Present Day) in their respective nations and how teachers in different cultural settings understand and teach about these narratives in their own classrooms.  Specifically, Mr. Censabella and Mr. Hoogerzeil will be interviewed, take part in a focus group, and possibly participate in an international symposium to discuss the findings from this research and its implications for the teaching and learning of history.

Research in the United States will be led by Dr. Alan Stoskopf, a Visiting Scholar at the Harvard Graduate School of Education.  In his summary, he explains that the research aims to provide a more authentic representation of what occurs with real teachers in real classrooms when they teach about difficult topics in diverse cultural contexts.  This in turn will contribute to both international scholarship and wise practices in the field of history education.

Both Mr. Censabella and Mr. Hoogerzeil should be commended for their efforts to continually improve their craft by participating in opportunities such as this so that their field becomes better understood by both those who teach and wish to learn.

Do Something...

A little while back when I was still taking courses for my Doctorate I remember a book one of the professors had us read.  The title was, “Don't Just Do Something, Stand There!: Ten Principles for Leading Meetings That Matter” While this was a good book, the title has brought me to some moments of reflection that at times have been uncomfortable.  While there are many sayings that tell us to actively make change that is needed; it was the catching up with an old, good friend that drove it home and gave me a little more perspective.  We spoke about everything from character to education to family to dreams for our children.  I had more than a few takeaways (as I always do) from our 3.5 hour discussion (that seemed like 5 minutes), but the one I want to share at this point is this:

We are all able to point to something in our lives and realize that it can be better.  We may even have some good strategies for achieving improvement.  The problem lies in the courage and character to implement them.

There are always reasons (excuses) why we cannot begin to affect the changes we know are needed.  I’m not prepared enough; I don’t hold enough power in my current position; the political climate isn’t right for it now; I’m unsure of my solution; and I don’t have specific, right answers are some that lead the pack.  Unfortunately, the acceptance of these excuses leaves us at the default position of saying that what is currently occurring is good enough.  Even when we do not verbalize it, we are quietly making concessions on our personal standards.  Why do we accept that?  Why not:

·         Make that phone call

·         Send that email

·         Have that tough discussion

·         Take challenges rather than easy paths

·         Speak out

·         Set goals and act to achieve them

·         Ask yourself why not here? Why not now? Why not me?

In a world where many people want the best for the least…

Who among us negotiates during: the purchase of a car, house, or contract?  I personally negotiated for a bus stop because when I was told that the current placement was acceptable and “good enough” I disagreed.  How many of us settle for “good enough” in those negotiations without pushing back?  Why then, would we ever settle for “good enough” when it involves education and therefore, the future composition of our society?

Just in case I’m rambling, let’s focus.  Some examples of “good enough” in education:

·         Students will not act respectful because that is who they are growing up based on the current culture and society.

·         Some students just cannot learn the same content and/or skills, but must be pushed forward with scarcely supported interventions in an effort to help them feel better about what they have achieved.

·         We must do better with less rather than get drawn into an ugly political fight for more funding for programs to assist students.

·         There are issues with Common Core (depending on which state you live in) and the new teacher evaluation system in Massachusetts, but we are too busy and do not have a big enough voice to effectively seek meaningful change that is actually about improving public education rather than politics.

I realize that some of these issues are catch all and some are much more complicated than the simple sentence they are presented with.  However, they illustrate a point if we stop and reflect.  There are those of us who are doing everything they can to manifest positive change and there are those of us who are not…for whatever reason.  In a perfect world, who are you.  Who are you in reality?  Don’t waste time pointing fingers, assigning blame, denying, or feeling guilty.  Moving toward perfection is tough, time consuming work.  I know I have a long journey.  I owe it to too many people to not stop the excuses and start doing something.

What about you?