I have really been focused on the importance of relationships in my life. It seems the older I get, the more value and emphasis I put on this aspect of my life. This goes for my family, my brothers and sisters I worship with weekly, fellow educators, friends, and anybody else that I come in contact with on a regular basis. Nurturing and maintaining healthy relationships are critical for balance in my life. At the core of these relationships is communication. As an educator, it is critical that what I say and what I am trying to convey is received the right way by those that I am communicating with. One thing that I learned early in my career from a seasoned educator is the practice of "crafting the message" to any and all stakeholders when communicating. Sometimes even our verbal or written responses to others may require a degree of separation from the matter before saying or sending our replies. If not careful about how the message is crafted, it can lead to some contentious interactions at that given time and in the future that are not conducive for a solid relationship with that other person.
Stay tuned, the next several blog posts will consist of concrete examples of "When Blunt Goes Wrong." Many situations require careful crafting of the message!
Thursday, July 26, 2018
Wednesday, July 25, 2018
Classroom Expectations
First, this post was encouraged as a result of conversations in the 4 o'clock faculty voxer group revolving around classroom behavior and management.
So much has been written and researched in the area of classroom management from K-12 throughout the years. My last year teaching 8th grade math was in 2014, but the one thing that remains constant from then until now are classroom expectations that lead to student success. First and foremost, I strongly despise the word "RULES." That word immediately brings a negative connotation inside the minds of kids. In addition, I dislike consequences being posted in a room attached to the rules. If I am a student, that would show me that this particular room with these posted might consist of yelling, punishment, do's and do not's.
When I became connected and started forward thinking, my posted "classroom rules" changed to "classroom expectations." Those classroom expectations were derived from my first and second day of school conversations with the 5 classes I taught. At the secondary level, most kids are aware of their strengths and weaknesses in reference to what classrooms they've been successful with in the past. This was the first step on the first days of school that set the tone for student voice and empowerment for the remainder of the year. After all the suggested expectations were devised, all the classes picked the top 5 that they felt embodied every component of the classroom that will help them be successful. When the 5 classroom expectations went up in poster form, ZERO apprehension was encountered because a top down approach was not utilized to set the tone of the classroom environment.
So much has been written and researched in the area of classroom management from K-12 throughout the years. My last year teaching 8th grade math was in 2014, but the one thing that remains constant from then until now are classroom expectations that lead to student success. First and foremost, I strongly despise the word "RULES." That word immediately brings a negative connotation inside the minds of kids. In addition, I dislike consequences being posted in a room attached to the rules. If I am a student, that would show me that this particular room with these posted might consist of yelling, punishment, do's and do not's.
When I became connected and started forward thinking, my posted "classroom rules" changed to "classroom expectations." Those classroom expectations were derived from my first and second day of school conversations with the 5 classes I taught. At the secondary level, most kids are aware of their strengths and weaknesses in reference to what classrooms they've been successful with in the past. This was the first step on the first days of school that set the tone for student voice and empowerment for the remainder of the year. After all the suggested expectations were devised, all the classes picked the top 5 that they felt embodied every component of the classroom that will help them be successful. When the 5 classroom expectations went up in poster form, ZERO apprehension was encountered because a top down approach was not utilized to set the tone of the classroom environment.
Tuesday, July 24, 2018
Impact
Everyday we should try to replay the "game film" of our day in our minds. I am increasingly working to improve upon this. Sometimes that my lead us to putting pen to paper or just getting lost (a good lost) in our thoughts. One of my former teachers reached out to me that let me know that one of the ESY students, who I'll refer to as John (a pseudonym) for the sake of this post. John is a 7th grade student with severe disabilities, and is basically nonverbal, with the exception of the words, yes, no, and PHILLIPS. I had to say bye to him on my last day with the district. However, due to his disability, he wasn't able to comprehend my transition.
John is a student that my family is very much aware and know about due to me talking about him all the time. My daughters always ask me about him. I made it a priority to visit John and all the other students in special programs on a daily basis. My oldest daughter had to come to school with me one morning before her doctor's appointment, and she got a chance to meet John. She witnessed my interactions with him and his one-on-one when he came knocking on my office door and yelling in his normal tone, "PHILLIPS."
On our way to the doctor's appointment, my daughter talked in length about my positive interactions with John and how he only knows how to say my name, or chooses, throughout the whole building of educators. She expressed that she wished the adults in her elementary school treated ALL students like I had shown John. We discussed in detail about how all kids deserve that type of treatment, regardless of anything that may make them different. She agreed that differences make kids the unique individuals that they are.
All students need to feel a sense of community in a school, no matter what. This call from the teacher made my day because it proved at least some evidence of making an impact. Everyday, we must strive to make an impact that makes students want to see us, be around us, learn from us, and enjoy us.
John is a student that my family is very much aware and know about due to me talking about him all the time. My daughters always ask me about him. I made it a priority to visit John and all the other students in special programs on a daily basis. My oldest daughter had to come to school with me one morning before her doctor's appointment, and she got a chance to meet John. She witnessed my interactions with him and his one-on-one when he came knocking on my office door and yelling in his normal tone, "PHILLIPS."
On our way to the doctor's appointment, my daughter talked in length about my positive interactions with John and how he only knows how to say my name, or chooses, throughout the whole building of educators. She expressed that she wished the adults in her elementary school treated ALL students like I had shown John. We discussed in detail about how all kids deserve that type of treatment, regardless of anything that may make them different. She agreed that differences make kids the unique individuals that they are.
All students need to feel a sense of community in a school, no matter what. This call from the teacher made my day because it proved at least some evidence of making an impact. Everyday, we must strive to make an impact that makes students want to see us, be around us, learn from us, and enjoy us.
Monday, July 23, 2018
Transition
The more I reflect on the concept of "leaders are readers and writers," I have came to the blunt realization that outside of my doctoral work, I don't write enough. I have personally embarked on a new journey that starts today, and that is to blog every day for a year. My blog will just be an outlet and reflection piece for myself, regardless of the length or content (it all won't be about education). Here goes!
Transition can be hard as an educator. So much comes to your mind during transition time in the form of questions. Is this the right move? Will my replacement look after the kids like I have? Am I letting the staff that I serve down by leaving? All of these are valid questions. In my latest transition from an AP at a middle school south of where I reside to an AP at an elementary school north of where I reside, I have found that all transition is good for at least one party involved. I loved my former role, primarily the students, families, staff, and community. I never want to be known as a "job hopper," but in that same token, I don't want to be my own worst enemy either with not seeking opportunities for growth and advancement. Contrary to what some want us to believe, lateral moves aren't always bad or neutral. I have just experienced a lateral move that shows tremendous professional growth opportunities behind the scenes that don't necessarily equate to growth opportunities for position advancement.
I just completed my first week in my new position that involved a "lateral move." Not taking anything away from my previous role in my previous district, but in just my first week alone, I've grown in aspects like never before. Below is a detailed description of 2 activities the first week that stuck out to me.
1. My Principal brought me into a meeting with a district office administrator along with her other AP. The meeting focused on staffing needs and concerns for next year and requests. In my prior role, I would have never been afforded this opportunity due to only Principals primarily meeting with district office administrators. My Principal's perspective is that these are the meetings that her AP's need to experience to benefit them from a learning and preparation for the future principalship standpoint.
2. I was able to jump right into 2 district admin book studies that meet once a week. The books are Culturize by Jimmy Casas and the Leadership Gap by Lolly Daskal. Even though the 2 book study groups are already several meetings in, I was able to obtain the books a day prior to the weekly meeting. It was an awesome experience to be able to discuss topics and concepts from the books with other AP's and Principals of the district AND the Superintendent.
These 2 things stood out to me because they embody my belief system in how collaboration among educators should happen in order to push our thinking and boundaries of education. I was allowed to "learn." As educators, we stress everyday learning to our students. This "lateral" move has allowed me to learn everyday that I have been in this new role.
I look forward to what week 2 will bring.
Transition can be hard as an educator. So much comes to your mind during transition time in the form of questions. Is this the right move? Will my replacement look after the kids like I have? Am I letting the staff that I serve down by leaving? All of these are valid questions. In my latest transition from an AP at a middle school south of where I reside to an AP at an elementary school north of where I reside, I have found that all transition is good for at least one party involved. I loved my former role, primarily the students, families, staff, and community. I never want to be known as a "job hopper," but in that same token, I don't want to be my own worst enemy either with not seeking opportunities for growth and advancement. Contrary to what some want us to believe, lateral moves aren't always bad or neutral. I have just experienced a lateral move that shows tremendous professional growth opportunities behind the scenes that don't necessarily equate to growth opportunities for position advancement.
I just completed my first week in my new position that involved a "lateral move." Not taking anything away from my previous role in my previous district, but in just my first week alone, I've grown in aspects like never before. Below is a detailed description of 2 activities the first week that stuck out to me.
1. My Principal brought me into a meeting with a district office administrator along with her other AP. The meeting focused on staffing needs and concerns for next year and requests. In my prior role, I would have never been afforded this opportunity due to only Principals primarily meeting with district office administrators. My Principal's perspective is that these are the meetings that her AP's need to experience to benefit them from a learning and preparation for the future principalship standpoint.
2. I was able to jump right into 2 district admin book studies that meet once a week. The books are Culturize by Jimmy Casas and the Leadership Gap by Lolly Daskal. Even though the 2 book study groups are already several meetings in, I was able to obtain the books a day prior to the weekly meeting. It was an awesome experience to be able to discuss topics and concepts from the books with other AP's and Principals of the district AND the Superintendent.
These 2 things stood out to me because they embody my belief system in how collaboration among educators should happen in order to push our thinking and boundaries of education. I was allowed to "learn." As educators, we stress everyday learning to our students. This "lateral" move has allowed me to learn everyday that I have been in this new role.
I look forward to what week 2 will bring.
Saturday, March 24, 2018
Educators as First Responders for Kids Anywhere
I have truly come to love and appreciate Saturday mornings. As my kids get older, they have become mornings filled with barbershop visits, church activities, field hockey, TOT basketball, and some professional learning via Twitter (#satchat & #hackingleadership for example) and Voxer (mostly catching up on the Restorative Justice League and Edumatch groups). Saturdays allow me a chance to reflect and get recharged.
This morning was the beginning of my 5 year old son's second session of TOT basketball at our local rec. center. It is definitely an experience seeing so many 3-5 year olds running around trying to learn basketball. I watched my son and the other kids warm-up, go with their assigned coaches to their designated spots, and start working on dribbling with one hand. One group had a young coach (17 years old at most) and the little ones seemed to just be standing around not doing much, but playing among themselves. The interaction between the young coach and the kids seemed minimal. Several parents approached the head coach about their concerns with the kids in that one particular group not learning like the other groups. Even though my son was not in that group, I was curious to find out what was going on because all kids have a right to learn. This is my educator mindset kicking in now. They were short several coaches for this opening session so the young man had volunteered on the spot to help. I commend this young man for attempting this because it would probably be the case if in schools we pulled a financial analyst off of the street to teach math. He may have the knowledge, but not the skills and pedagogy to engage young people. As I was in educator and then coach mode, the words, "I will go coach those kids," came out of my mouth towards the head coach and 2 moms that were standing there. That response came from nowhere, but I guess it is ingrained in me since I am constantly responding to any situation that arises at the school I serve in.
By the time I made it to the 7 kids in the group, another mom made it over to help out as well. We quickly found out that the young man knew the game of basketball, but never had to teach it, especially to 3-5 year olds. I have always said that I couldn't not teach or lead students below the middle school level. Today proved that this has been a myth in my mind that is now gone. I gained so much joy from working with the little ones. They were eager to learn, respectful, enjoyed high fives, and did their best in every drill. Once my son's group took a water break, he was looking for me and as him and I made contact, he smiled so hard and gave me a hug when he noticed what I was doing. I was shocked that he didn't try to get into my group, but once I noticed him having a ball with new friends he made in his group, he wasn't moving over to where I was.
By responding to the challenge to help kids regardless of the fact that I was primarily there to watch and support my son, 7 young kids were not bored out of their minds, which could of lead to them giving their parents resistance next Saturday morning about coming back. Just like in our schools, we must do whatever it takes to ensure that students want to get up in the morning and come to school. If we can take this day by day to respond to any situation involving kids that leave them with a feeling of accomplishment, we can start to work on attendance and tardy issues that can plague our schools.
Jerod Phillips Jr. (PJ) - Age 5
This morning was the beginning of my 5 year old son's second session of TOT basketball at our local rec. center. It is definitely an experience seeing so many 3-5 year olds running around trying to learn basketball. I watched my son and the other kids warm-up, go with their assigned coaches to their designated spots, and start working on dribbling with one hand. One group had a young coach (17 years old at most) and the little ones seemed to just be standing around not doing much, but playing among themselves. The interaction between the young coach and the kids seemed minimal. Several parents approached the head coach about their concerns with the kids in that one particular group not learning like the other groups. Even though my son was not in that group, I was curious to find out what was going on because all kids have a right to learn. This is my educator mindset kicking in now. They were short several coaches for this opening session so the young man had volunteered on the spot to help. I commend this young man for attempting this because it would probably be the case if in schools we pulled a financial analyst off of the street to teach math. He may have the knowledge, but not the skills and pedagogy to engage young people. As I was in educator and then coach mode, the words, "I will go coach those kids," came out of my mouth towards the head coach and 2 moms that were standing there. That response came from nowhere, but I guess it is ingrained in me since I am constantly responding to any situation that arises at the school I serve in.
By the time I made it to the 7 kids in the group, another mom made it over to help out as well. We quickly found out that the young man knew the game of basketball, but never had to teach it, especially to 3-5 year olds. I have always said that I couldn't not teach or lead students below the middle school level. Today proved that this has been a myth in my mind that is now gone. I gained so much joy from working with the little ones. They were eager to learn, respectful, enjoyed high fives, and did their best in every drill. Once my son's group took a water break, he was looking for me and as him and I made contact, he smiled so hard and gave me a hug when he noticed what I was doing. I was shocked that he didn't try to get into my group, but once I noticed him having a ball with new friends he made in his group, he wasn't moving over to where I was.
By responding to the challenge to help kids regardless of the fact that I was primarily there to watch and support my son, 7 young kids were not bored out of their minds, which could of lead to them giving their parents resistance next Saturday morning about coming back. Just like in our schools, we must do whatever it takes to ensure that students want to get up in the morning and come to school. If we can take this day by day to respond to any situation involving kids that leave them with a feeling of accomplishment, we can start to work on attendance and tardy issues that can plague our schools.
Wednesday, March 21, 2018
The Cafeteria - My Personal Classroom Sometimes
What is a dollar worth? Let me rephrase that. What value can be gained from a dollar? For an educator, something small as a dollar can provide more insight than we can imagine.
Student: Mr. Phillips, here is your 50 cents.
Me: I was just kidding with you. Keep that for another snack or something.
Student: Really? Well, can I go back up to go through the line?
Me (After laughing): Just save it for tomorrow.
Student: Okay. True, true. Thanks.
Adult standing near me: Did you give him money?
Me: Yes
Adult standing near me: Did he do something good, or did you reward him for something?
Me: No. Are you telling me that you've never had a student ask you for 50 cents or a dollar while in your classroom before lunch or while you are in the cafeteria?
Adult standing near me: NO RESPONSE TO MY QUESTION
Me: I've been this way my entire career when it comes to kids and little things like this.
As an Associate Principal, I can only hope that the above interaction provided a learning experience for the student and the adult. I will start with the student. The student is one that briefly spent time with us last year, moved, and then returned to us this year after Christmas. The student never really opened up or tried to allow the adults in our school to build a relationship with him, as evidenced by the student's discipline record from last year and immediately after he returned. What the adult standing near me didn't know was that after meeting with this student's parent before he returned to our school, I gained more insight into the student. The student lives in a multi-family household with a single mother, not true male figures in his life, and he has trust issues. Ever since that meeting, I have been trying different tactics to build a relationship every time I see him at arrival time, hallway transitions, and in the cafeteria. Considering the student's living situation as explained by his mother, "extra food" at home is probably not the norm so I didn't hesitate giving the student a dollar for extra food or snacks. The fact that the student asked me and attempted to return my change as I jokingly asked him was huge for me. It showed me that I was getting somewhere with him. As educators, we have to take any and all opportunities to break down the walls that students have up. Then, and only then, can we begin to reach and teach them.
Student: Mr. Phillips, here is your 50 cents.
Me: I was just kidding with you. Keep that for another snack or something.
Student: Really? Well, can I go back up to go through the line?
Me (After laughing): Just save it for tomorrow.
Student: Okay. True, true. Thanks.
Adult standing near me: Did you give him money?
Me: Yes
Adult standing near me: Did he do something good, or did you reward him for something?
Me: No. Are you telling me that you've never had a student ask you for 50 cents or a dollar while in your classroom before lunch or while you are in the cafeteria?
Adult standing near me: NO RESPONSE TO MY QUESTION
Me: I've been this way my entire career when it comes to kids and little things like this.
As an Associate Principal, I can only hope that the above interaction provided a learning experience for the student and the adult. I will start with the student. The student is one that briefly spent time with us last year, moved, and then returned to us this year after Christmas. The student never really opened up or tried to allow the adults in our school to build a relationship with him, as evidenced by the student's discipline record from last year and immediately after he returned. What the adult standing near me didn't know was that after meeting with this student's parent before he returned to our school, I gained more insight into the student. The student lives in a multi-family household with a single mother, not true male figures in his life, and he has trust issues. Ever since that meeting, I have been trying different tactics to build a relationship every time I see him at arrival time, hallway transitions, and in the cafeteria. Considering the student's living situation as explained by his mother, "extra food" at home is probably not the norm so I didn't hesitate giving the student a dollar for extra food or snacks. The fact that the student asked me and attempted to return my change as I jokingly asked him was huge for me. It showed me that I was getting somewhere with him. As educators, we have to take any and all opportunities to break down the walls that students have up. Then, and only then, can we begin to reach and teach them.
As for the adult standing near me for the second part of my exchange with the student, I hope this opened his or her eyes up to the fact that he or she must realize and truly learn the population we are serving. Any and all interactions must be meaningful in some way. Things we do for kids or don't do for kids shouldn't always hinge upon a token or reward system that centers on our thinking, ideologies, and biases. We must set those expectations and model them for the kids. I was intentional about modeling for this student the behavior, attitude, and care that needs to be exhibited to kids, and in turn, when possible, the student could in turn display those same traits in his home and school communities. I know that there are instances where we must be mindful of what kids are asking us for, but for things that deal with anything falling within that base of Maslow's hierarchy of needs, educators must do what they can to either help if possible or direct them towards help. We must not let ANY teachable moment pass us by, even in the cafeteria.
Tuesday, July 19, 2016
The Power of Voxer Book Studies
The Power of Voxer Book Studies
The summer of 2016 has been a blessed one for me. First and foremost, my wife and I are celebrating our 10 year wedding anniversary. I have been able to spend a lot of time with the my bride and the kids. Professionally, I have entered into the dissertation phase of my doctoral program in addition to participating in countless hours of learning through Voxer, which is one of my addictions. One particular Voxer book study that has taken my learning to a whole new level has been on the book Kids Deserve It. The authors, Todd Nesloney and Adam Welcome, reach all educators where they are with this extraordinary piece of work. It will reignite your fire for education if feel as though you have “hit a brick wall” in your career.
There was a lot of dialogue in this group concerning Chapter 5, Make That Phone Call. The following quote stuck with me:
Because there’s power in a single phone call. We have the ability to brighten a day or fill a heart with hope simply by picking up the phone. The power of a phone call is real, profound, and important because voice connects people in a way email does not.
As a teacher and then Dean of Students, I have made tons of phone calls to parents for a long list of positive and negative reasons. This book study made me reflect on my approach with the phone calls that need to be made. This is integral to the school-family and school-community connection and bond. Even though it’s summer, school is not in session, and I am transitioning into a different role this upcoming year (future blog post coming about this role), I couldn’t get my mind off of making an “out of the blue phone call” in order to put something to use immediately after reading portions of this book.
For the past week, my mind has periodically thought about the summer progress of a particular student that I have had at school for the past 2 years. I have built a strong and productive relationship with the student’s parents. The student has had a rough time in middle school, as has many kids during the middle school years. I decided that I would call the parents during the summer just to encourage the parents and student and focusing on the positives that I have witnessed from the student. I was not expecting the response that I received from the parents. When I called, they informed me that it was ironic that I called on this particular day to check up on the student. The student had experienced some significant issues several hours before my call, and they were in the middle of working through those issues. They were impressed, happy, and emotional about the call, stating that a teacher had never called during the summer to check on their student, especially not to encourage them and their child during a rough patch. By the end of the conversation, the parents asked me to have my wife and I meet them out for dinner in the near future.
One Simple, Amazing Phone Call is the section heading from where the above quote is located in the book. That sums up this phone call. It is truly amazing that a book study on Voxer can lead to the following sequence:
- Educators from across the country are pushing each other’s thinking about chapters in a book; not to mention that the authors of the book are involved in the chat.
- Educators use reflections from the dialogue to implement or reinvigorate one small thing to their practice.
- Something powerful happens as a result of implementation
This is exactly what I experienced.
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