Magic of Acknowledgement

Growing up in Far East, I don't recall any specific memories of being praised in school or at home.  Whether if you raise your hand or or were quiet, they are plain and simple ordinary expectations that you must demonstrate without any excuses. You may not pass your teachers without a bow in the hallway even if you are in hurry.  So, I used to wonder why the U.S. teachers, almost without exception, thank students so easily for raising their hand and being quiet.  Soon I realized that I was experiencing a type of culture shock.

Mr. Lucky Sun was my third grade teacher.  There is a saying of typical fearful items in Japan, "Earthquake, Thunder, Fire, and Old Man".  When you say aloud in the original language phrase, ending two rhyming lines make a whole picture extremely unique in sound. You might not resist to repeat it again although all words are symbolized of disasters.  The old man, in this case, was Mr. Lucky Sun.  I was not afraid of earthquake, thunder, or fire, but Mr. Lucky Sun.  His commanding voice, especially in P.E., would instantly chill everyone's blood.  Contradictory, I liked him a lot because of the 2' by 3' sized certificates for the signature of a good job.  A little tiny sized certificate reminded me almost of a train ticket, but it was 100 times worth than a train ticket.  While no teacher or any adults ever had applauded my accomplishments, this tiny recognition of my achievement motivated me in the active participation, the number of hand raising, and research presentation.  It was not a pizza party or a prize box.  It was just a hand written construction piece of paper.  Mr. Lucky Sun never thanked me for raising my hand, but acknowledged me for what I was doing.

An interesting connection of this arose several decades later in the western soil.  One of the techniques in "Teaching Love and Logic"is to walk by a student and whisper what he/she does.  For instance, "You are writing carefully in your notebook."  It should be a simple description without any judgmental opinion of good or bad.  Students are empowered by their own teacher's acknowledgement.  "Somebody is always and truly caring about me," the young one would consider.  The positive rapport make these youngsters want to do good for this teacher.  Even teachers, like the scarey teacher Mr. Lucky Sun, must remember they have their own magic of acknowledgement in the tool box.   Pick up this wand and swing it!  It will magically shorten the distance between your students and you'll be like a tide that tries to reach to the land.

Cafeteria Menu

About two years ago, I confessed to one of the experienced colleagues, "I am so disappointed.  I study, prepare, and deliver the best lessons (I believe) everyday.  Kids look so engaged.  But look at this score!  I feel hopeless and powerless.  What am I doing wrong?"  She put her gentle hand on my shoulder and comforted me, "I know."  Then she shared the analogy that her husband (happened to be a teacher) gave her.  Think about the cafeteria.  All the food items are the things we provide.  We think about all students with the best care, select the best possible food, and provide them on the counter.  We believe all food (lessons, guidance, and other educational interaction) highly benefit on students' academic progress without a doubt.  Sadly, though, it's true that kids don't necessarily pick everything.  Some kids pick one while other pick three or more.  Perhaps, all.  In summary, although we do our part (teaching) with maximum effort, the level of comprehension vary depending on the students and other factors, such as family involvement.  "So, don't feel bad.  We all experience your frustrating feelings." Narrowing the academic gap is challenging.  But we have to do something about it, I thought.

Then, just recently, this same analogy popped up again, in my brain.  This time, it is about the teaching gap.   In the international comparison, Japanese math score is higher than the U.S.  Let's say, hypothetically, it is because of teachers' quality.  I implemented the cafeteria analogy when I think of it.  The U.S. technology and research quality are extraordinary.  There are outstanding number of educational professionals and resources are available for 24 hours a day.  Teachers are to access to these remarkable tools that are all research based.  Teachers are provided new ideas and instruction strategies in weekly bases.  What is the problem?  Well, teachers are like students.  They don't necessarily take everything that is provided.  While some teachers implement every resource, other teachers would make a pile of papers at the corner of their rooms.  They pick up all the food, but end up throwing some away because it is too much.  Some teachers try to eat all, however, those teachers have digestive problems.  You have seen overwhelming and exhausted teachers in many occasions. 

Now look at the lunch in Japanese schools.   Everyday menu is designed by the professional nutritionist.  Each menu is selected based on the product that grow during that season.  Also, the traditional festival food menu is considered to learn about their community and its history.  It sounds like the simple lunch is very involved in education beyond just a simple nutrition lesson.  All calories are calculated for the age appropriate amount.  Students have no option to say, "No, thank you," to the server.  (Side note; all servers are student's helpers!)  You must eat all in the menu.  If you are a slow eater, chances are, you would be still eating until you are done during recess.  Not having option is not so fun, but it is evident that everybody is putting what they are supposed to eat into their mouths.   When all food items are eventually digested, everybody becomes content.  Eventually, it is absorbed all over the body organs for millions of different functions.  No food is wasted.

Teachers' Professional Development in Japan is a reflection of their school lunch.  There are not as many choices as the U.S., however, they have to complete (digest) everything that is provided.  There is no opt out option.  Whether if you like or not, you have to eat all and digest until it becomes nutritious.  Teachers celebrate when their time and hard work are finally paid off, even though some teachers might have started reluctantly.  Student's academic achievement is an apparent evidence from the Lesson Study that Japanese teachers have been practicing in their professional development.  This cohesive approach maintains their teaching at high level as their common understanding. 

It is absolutely fine with the idea of "pick and choose", but why don't we do it "together"?  What should we pick?  How should we use?  How can we support each other?  Discussion will be endless.  A powerfully united professional development team will bring the academic proficiency in all students that we are looking for. 

What Would You Do?

The first day of school is around the corner.  In fact, it's coming up less than a week. I start visualizing what kind of kids are coming into my classroom.  What kind of behavior am I going to deal with?  Although obviously I am very optimistic and hopeful in the beginning of the year, every year, I hit the first obstacle as early as the second week.  Then, I got depressed.  Why?  Because I was not prepared.  I think I need some virtual exercises prior to the  first day.  Here are some of lines I might hear;

1. "I'm done.  What do I do next."
2. "I don't want to."
3. "I don't like it."
4. "I can't think."
5. "I don't care."
6. "I don't know."

I am thinking how I would respond to these innocent (hopefully!) comments.  Thanks to Love and Logic, I learned these words are the valuable opportunities for kiddos to raise their responsibilities.  So my line would be, "What are you going to do?" with empathy.  If their own solution works for them, great.  If not, let them keep thinking.  If I raise responsible students by allowing them affordable mistakes in the learning community, I should be happily teaching.  So at the end of today, I feel still hopeful.

Like a Champion

Just like millions of other people around the world, I have been positively influenced by the 2012 London Olympics.  The accomplishments at any levels, winning the medals or not, are evident on the TV screen throughout these exclamatory seventeen days.  The athletes' sportsmanship (except during some of the badminton matches) are easily transformed into motivation and encouragement for the children who are about to go back to school.  I too, am looking forward to sharing some of the glorious moments of the team U.S.A. in my classroom.  At the same time, I would like to discuss with young stars, what a true champion is.

Think Like a Champion.  What would a champion think in a terrible situation?  For instance, the America's favorite gymnast, Jordyn Wieber's disappointment was beyond most people's belief and we all knew how devastated she was when she learned that she was not going to the individual final.  What did Jordyn think?  Redemption.  She flipped her situation from the unsatisfactory result to a positive attitude towards the team final.  True champions have been trained to motivate themselves by themselves.  Their mental training must be as extraordinary as their physical training.  It is absolutely difficult for a 16 years old girl to manage the whole nation's disappointment.  You can define if this is a true champion or not when this person is in trouble. 

Talk Like a Champion.  Again, Jordyn Wieber's quote: "I am disappointed, but I am also happy for my best friends Gabby and Aly.  I want them to do their best."  After so many days of intense workouts for this big event, some athletes act sour to the interviewer for their unexpected results.  A true champion always focuses on the positive side, even if it seems so small.  There is no time for pitying themselves because the true champions always must move forward.  They have to reach higher each time. 

Act Like a Champion.  Celebrating the victory seems so appropriate at the medal ceremony.  The best part of this process is shaking hands before the podium.  Congratulating each other shows a beautiful act of sportsmanship and respect.  Even outside of the podium, the athletes' gratitude spreads towards all staff, coaches, team mates, judges, etc, who are involved in the game.  It is seldom to see whining (forever) athletes. The Japanese women's soccer coach commented after the final match, in which someone claimed the referee made a wrong call at the P.K., "I respect the referee's decision."   Their silver medal is beyond worth to be called the true champions.

I am fantasizing if these Champion traits happens in my classroom and school.  What I should think when I hear, "I am not playing with him because he is cheating!"  How should I talk to a student who tattles, "Such and such called me a name!"  How should I act during the boring staff meeting?  It all realistically comes to me.  I will think like a champion.  I will talk like a champion.  I will act like a champion.  So I will be a champion.

Blend Lesson Study

 From What is a Research Lesson?  by Catherine Lewis

Above is the powerful visual support for how teachers in the U.S. and Japan differently improve their instruction.  The grey color represents Choose curriculum, write curriculum, align curriculum, write local standard.  Red follows and states Plan lesson individually.  The next color, purple, stands for Plan lesson collaboratively.  The last color green says Watch and discuss each others' classroom lessons.  

Isn't it so true, how many, many teachers burn out by dealing with curriculum?  I have heard of several retired teachers lamenting, "I can't do it anymore."  The fortunate advantage in Japan is the high quality and consistent national common curriculum.  Like these triangles show, Japanese teachers don't have to spend so much time on developing the curriculum itself.  That is one enormous relief off from their plate.  Although there are different stress points here and there in Japan, the fact is that evidently whatever stress they have is not from curriculum development.  This fact allows teachers more time to develop and strengthen for the hands-on part in the classroom.  The rest of the colors (red, purple, and green) implicate directly what and how to deliver quality of lessons to students.  If you want to demonstrate the best practices in your classroom, you have to spend energy and time in your own classroom instead of spending endless time on writing standards.  

Next, it seems like both countries spend a similar amount of time on the lesson planning (red and purple). The U.S instruction triangle represents more red than purple, versus another country, it is the opposite.  During the busy schedule, plus a large amount of extra time on organizing curriculum, it is almost impossible for teachers to find collaborative planning time.  It is obvious that the quality of lessons vary depending on teachers' skill levels. Yes, the teaching gap is existing, however, it is an elephant in the room.   

In my collaborative lesson planning experiences a few years back, the atmosphere throughout all staff training sessions were negative and draining.  When grade level teachers gathered and began working, it was extremely difficult to even start collaborating.  I moaned and grouched during every planning session, although I knew it was important to work together.  I wondered what the reasons why my energy drained so badly.  Maybe because we were just not used to constructing lessons together.  But the Achilles’ heel was that the teaching knowledge (content, pedagogy, instruction, etc) differences were too large to compromise each other.  We clearly failed on this project that was intended to be positive. 

Another fatal failure was that this project didn't involve any activities, interactions, and conversations about what is really happening in the real classroom.  Its process and my inner voices are:  

1. Construct the lesson together...."A good way to start, I think." 

2. Do that lesson in your classroom by yourself...... "I don't know if I am doing this right..."

3. Bring the evidence of effectiveness of the lesson....."Does this paper really tell the whole picture?"

Finally, the U.S. teachers are not used to and they don't feel comfortable by being observed, according to several researches and my own experiences. However, that is the way teachers improve their instructional skills.  Listening to and sharing with the colleagues' professional observation is significantly valuable in order for the professional growth. Teachers must improve their instruction by observing each other, not for the purpose of evaluation, but learning.  The team of teachers, later,  would discuss about how the lesson went and reflect on the lesson plan they constructed.  That is the "collaboration" that we are looking for.  If we plant the "observation" during the study cycle, the teaching gap will be narrowed. The Common Core State Standard will reduce selecting curriculum time.  I have a tremendous hope on the instructional improvement by conducting the "lesson study". Now we know what's good.  The time has come.  Start looking for the funding source for substitute teachers while teachers are away for the observation in the different classroom.  Blend what's good into the instructional team! 

An Additional Gift

I just got a bonus gift today. (If you have not read my last entry Everyday is a Gift, I urge you to do so.  Now.  Then come back here right away.)

Recently, I have been hyped up by learning about the "Lesson Study" that I would like to share with our staff in school.  Spending several hours, I collected numerous resources such as written articles, videos, photos, names of schools, and contact information for some college professors and other professionals. I believed that my hard work will be paid off when I present the friendly and easy-to-understand format.  I woke my computer up this morning.  The document was nowhere. 

Here is a conversation between my middle school son and me.

Claire: "Oh, man, I lost my document in which I typed all important notes and phrases from several articles!  I don't know what I should do?" (Pulling my hair)
Son: (with very calm voice, surprisingly.  Note:  His regular nature is very noisy, chatty, somewhat argumentative.) "How long did it take you to complete your task?"
C: "One hour." (Thinking, why do you have to as such an idiotic question?)
S: "Then you just have to spend another hour to re-do it as long as you saved the original resources.  One hour is not forever.  You will be done before you know it."
C: "Clever!  I have originals that are marked 'Done'."
S: "It's even better!  In this time around, you can scratch off 'done' as you are done."

Who did I expect demonstrate to understand of impeccable "Flip Psychology"?  I am so proud of my very own son showing appreciation for his gift.  His effort of being positive sounded so natural. Life is short.  Everyday is a gift. On my lucky day, I got an extra gift thanks to my son's wisdom.  I have to go back to my box to dig my papers to restart my document.  I have no time to whine.

Everyday is a Gift

"Life is short..."  We often hear this phrase, however, how many people really comprehend it in depth?   If you have attended somebody's memorial, you might realize how realistic it means to your own life.  Sharing tears and fond memories among families and friends comfort your feeling.  At the same time, bitterness and sweetness gradually transform inside of you.  How do you reflect his bitter sweet experiences into your still going life?  In other words, what phrases would you continue after, "Life is too short, ..." ? 

The National Teacher of the Year, Rebecca Mieliwock's story is covered in the August 2012 edition of Costco magazine.  She promotes positive thinking among her students, just like many other teachers.  She quotes, "Life is very, very short.  Every day is a gift." She teaches her students their classroom as their own lives.  It is a wise transformation that young children actually visualize their own self-respect and responsibilities.  If your time is limited, you would like to be happy.  There is no time to whine.  They have to do something about it.

This wise advise reminds me of the "Flip Psychology" lectured by Mary Lee Tracy, the U.S. Olympic Gymnastics Coach.  "Have you felt fear at a gymnastics meet?" she asks a roomful of young gymnasts including two Junior Olympic Champions who accompany their coach.  Most hands are up, but surprisingly, the two junior champions' hands are too.  "What are you afraid of?"  the coach continues.  One of the champions replies, "If I would fall (from the high bar)."  The last word in this sentence is "fall".  Mary Lee explains, if "fall" is the last word right before your performance, your focus becomes "fall".  "To conquer your fear, you have to 'flip' your thought.  How do you think you can prevent falling?"  The champion says, "Grips."   Her inner voice coaches her brain.  She is conditioning her brain as she does to her physical muscles during her daily workout.  Just like flipping a coin, you maintain control to your own circumstances in positive way.  Coaches and teachers are there for their students to provide guidance for when and how to "flip" some situations. 

Nobody would purposely ruin a gift which is given just for you.  You will take care of it and appreciate it.  Every day is a gift.  My job is to model how I implement staying in positive by using a magic word, "FLIP" during busy school days.  So students will understand why I expect and teach them to work hard and accomplish it.  I cannot wait to celebrate successful self-coaching skills among my students.  Each celebration is the evidence of independence.

Life is short.  Every day is a gift.  I love my gift and enjoy it every day.