Stand Up and Upstand #BCSLearns

With May upon us, we focus at BCS on our next habit of empathy from Michelle Borba’s book Unselfie: Why Empathetic Kids Success in Our All-About-Me World.  This month’s focus is that empathetic people Stick their Necks Out.  In her book, Borba says that empathetic people have the “moral courage” to stick their necks out and become “active bystanders, better known as “upstanders”.  Bystanders stand by and passively observe or witness any acts of unkindness to others.  We need to teach our students, even ourselves, strategies to stand up actively.  In her book, Borba shares some strategies to positively S.T.A.N.D. U.P.:

  • S – seek support
  • T – tell a trusted adult
  • A – assist the victim
  • N – negate with positivity
  • D – detour
  • U – use a distraction
  • P – pause and rethink

In helping students nurture this habit of sticking their necks out, we need to explicitly teach what each of these strategies look like and sound like.  For many middle school and high school students telling an adult is taboo.  We have to help students realized they have a moral obligation to help create a safe environment for each of us who have the privilege to be part of the community in which we find ourselves.  Telling a trusted adult is not “ratting out” a classmate; rather, it is getting help to further support the safety and well-being of those in our community.  If a student just won’t report, there are still other strategies to demonstrate this moral courage.  A student can be an upstander with another strategy such as assisting the victim, detouring or simply using a distraction.  These do not require reporting; the taboo for many older students.

So what happens when we become upstanders?  Here are the research-based outcomes.  Upstanding…

  • reduces the audience that a bully craves
  • mobilizes the compassion of witnesses to step in and stop the bullying
  • supports the victim and reduces the trauma
  • is a positive influence in curbing a bullying episode
  • encourages other students to support a school climate of caring
  • encourages reporting a bullying incident since 85 percent of time bullying occurs an adult is not present. Students are usually the witnesses.

In short, “When bystanders intervene correctly, studies find they can cut bullying more than half the time and within 10 seconds (Pepler and Craig, 2005).

If that is not enough to demonstrate the benefits. “Sticking your neck out and nurturing this habit, as Borba contends, helps our students find their “inner hero.”  What can we do to help nurture the inner hero of our children?

  • Expect social responsibility
  • Set the example: model it.
  • Offer Heros: Harrry Potter, Huck Finn, Nelson Mandella, Little Engine that could.
  • Stop Rescuing : We do not build confidence when we rescue.
  • Try small scale courage.

Above all, always encourage, and help children live the mantra of Muhatma Ghandi, “be the change you want to see in the world.”

Be the Change – It is done everyday, let’s just make it larger scale!  Show this below video to your students and children to help them find their inner hero.  “Kindness begins with you!”

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Fill Every Class with Passionate Learning #BCSLearns

Elective and “special” classes adjacent to the core curriculum classes typically do not purposefully integrate core curriculum standards from the core subjects, though, often, they naturally become integrated through the project-based approach.  In the article To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars,” Leah Shaffer shares the compelling research of Jal Mehta and Sarah Fine.  “The most powerful core classes Mehta and Fine have seen take on the elements of extracurricular activities. For example, at High Tech High School in San Diego, one biology class is organized around the goal of students creating and eventually publishing field guides.”  We must build on student passions for authenticity within the real world all while driving the standards that need to be learned.  Not only can this project-based approach drive the standards, it will also drive student passion, motivation and engagement.  Another “example Fine has seen is in a project-based humanities classroom. Students started the class by reading about the anti-communist fervor of the 1950s and McCarthyism. Then for the latter half of the semester, students were tasked with using the same rhetoric from that time to create documentary films on a controversial subject of their choice. Essentially, the project allows students to understand propaganda by making their own propaganda film.  [Or] In social studies, for example, students learn local history and then study ethnography by interviewing residents in different neighborhoods and mapping those neighborhoods.

All that said, with the breadth of the many standards to be learning in many of our core curricula, often times teacher will feel pressed for time to get through the standards in lieu of authentic projects.  Thus, the structure of the day and the pace of learning is a critical component of the school day for students.  Artful integration of standards within the curriculum is essential; something that is much easier in a self-contained classroom at the elementary level vs. a 6-hour class period day at the secondary level.  “The day at Lodestar [Academy] is broken into two parts: time for expeditionary and project-based learning, and a section of the day for literacy and math lab, where students learn core subjects at a personalized pace.”

In the video below, project based learning, PBL, is explained in full detail with examples and instructions for implementation.

In the video below, the perfect problem connects content, student interest, and an authentic context.

We, at BCS, remember this from Edutopia about Building a Student Centered School.  In the video below, See how some very familiar teachers help very familiar students apply their literacy skills to explore science problems outside classroom walls.

Get Smarter by Seeking Difference #BCSLearns

In today’s world, some may say we’re more polarized than ever finding camps of commonalities and comfort within which to exist as individuals and communities.  I would like to challenge that notion as there are wonderful pockets of inclusive, integrated and socially diverse communities particularly found in two places in the United States:  our public schools and our most successful companies.  In the article How Diversity Makes Us Smart, Columbia Business School professor Katherine W. Phillips confirms that the scientific research on the importance of this level of social diversity is clearly evident.  She readily admits that “diversity of expertise confers benefits that are obvious – you would not think of building a new car without engineers, designers and quality-control experts.”  In this article she makes the case for social diversity by answering the question, “What good comes from diversity of race, ethnicity, gender and sexual orientation?” In short, Phillips shares research proving that “being around people who are different from us makes us more creative, more diligent and harder-working.”  What better place than a public school is there to enjoy this level of social diversity and nurture our creativity and effort?  In the article, Phillips details three key aspects of social diversity:

  1. Socially diverse groups are more innovative than homogeneous groups.
  2. A group of people with diverse individual expertise is more effective than a homogeneous group at solving complex, nonroutine problems.
  3. This is not only because people with different backgrounds bring new information. Simply interacting with individuals who are different forces group members to prepare better, to anticipate alternative viewpoints and to expect that reaching consensus will take effort.

That said, in explicitly building our teams to maximize this social diversity, Juliet Bourke, leader of the Australian Diversity and Inclusion practice, explains that we need to avoid the “Noah’s Ark” response to building diverse teams.  Let’s not put our faith in luck simply shuffling people into our teams two by two!  Bourke shares her experience, research and lessons in the area of diversity and inclusion to answer the key question within her book title, Which two heads are better than one? How diverse teams create breakthrough ideas and make smarter decisions. Note the three lessons below and have a look at her 13-minute talk that further highlights these lessons.

  1. Diverse groups make better decisions.
  2. There are six mindsets and behaviors exhibited by inclusive leaders (commitment, courage, cognizance, curiosity, cultural intelligence and collaboration).
  3. Vulnerability begets vulnerability.

Here’s to each of us getting smarter within our socially diverse settings and building upon them to maximize the social diversity!

Walk the Path of Empathy by Thinking Us, not Them #BCSLearns

With April upon us, we focus at BCS on our next habit of empathy, Think Us, Not Them, from Michelle Borba’s book Unselfie: Why Empathetic Kids Success in Our All-About-Me World.  In a Your Teen magazine interview, Borba shares, “The bottom line is empathy is lying dormant. Empathy can be cultivated, but we aren’t doing that intentionally enough as parents. Our definition of success has become IQ, grades, and SATs, with less focus on kindness. What we are doing is raising our kids to stay in the ‘me’ stage, and we need to start helping them think ‘we’ not ‘me.’” To do this, she suggests, we have to redirect kids away from all the negative media and Start showing them the good part of the world. They need to hear elevating experiences, like kids on the back page of a newspaper who are making a difference.”  We need to expose the world of kindness more broadly, intentially and intensely to our kids.

In an article from Medium entitled Think Us, not Them: A Useful Belief for First Time Managers, Narayan Kamath, this us vs. them mentality often times in naturally-formed in organizations.  Human beings naturally categorize, group, compare and separate.    Kamath writes, “Group identity is an innate part of being human and is indeed at the very foundation of people coming together as families, communities, societies and even nations. This shared sense of belonging is what makes organisations feasible and successful. However, group identity operates at several levels, and in organisations this can lead to several dysfunctional behaviours.”  These dysfunctions that move us away from thinking us, not them and my take on them include:

  • Blaming management – Other groups naturally will blame the management for the problems.  In a teacher’s case, students will blame the teacher for their problem be it a poor grade or missing work.  As leaders and teachers, we must ask for feedback and suggestions to those we serve so that we create an “us” mentality, we are in this together.  
  • Blaming other groups – like blaming management, naturally one group will blame another for the problems they are facing be it on an adult team or with a classroom. As leaders and teachers, we need to help students see their value as part of the community and empower them to be part of the solution influencing positive change.
  • Withholding information and resources – this creates a competitive culture rather than a collaborative one.  At BCS we ought to be enormously proud of the collaborative culture we have created where adults and students share information and resources for self improvement, team improvement and school improvement.

For Kamath, Think Us, Not Them is about “genuine collaboration across the organisation.” As one of our BCS belief statements reads, “people learn best in an atmosphere of curiosity, high expectations, collaboration and diversity.”  BCS is a great Place to Be!  

Finally, if you need more evidence on the importance of collaboration and thinking us , not them, check out the below video and remember these fiveLessons from Geese.” Check out how geese think us, not them / we, not me!

  • Lesson 1 – The Importance of Achieving Goals
    • As each goose flaps its wings it creates an UPLIFT for the birds that follow. By flying in a ‘V’ formation the whole flock adds 71 percent extra to the flying range. 
    • Outcome:  When we have a sense of community and focus, we create trust and can help each other to achieve our goals. 
  • Lesson 2 – The Importance of Team Work 
    • When a goose falls out of formation it suddenly feels the drag and resistance of flying alone. It quickly moves back to take advantage of the lifting power of the birds in front.
    • Outcome:  If we had as much sense as geese we would stay in formation with those headed where we want to go. We are willing to accept their help and give our help to others. 
  • Lesson 3 – The Importance of Sharing
    • When a goose tires of flying up front it drops back into formation and another goose flies to the point position. 
    • Outcome:  It pays to take turns doing the hard tasks. We should respect and protect each other’s unique arrangement of skills, capabilities, talents and resources. 
  • Lesson 4 – The Importance of Empathy and Understanding 
    • When a goose gets sick, two geese drop out of formation and follow it down to the ground to help and protect it. 
    • Outcome:  If we have as much sense as geese we will stand by each other in difficult times, as well as when we are strong. 
  • Lesson 5 – The Importance of Encouragement
    • Geese flying in formation ‘HONK’ to encourage those up front to keep up with their speed.
    • Outcome:  We need to make sure our honking is encouraging. In groups and teams where there is encouragement, production is much greater. ‘Individual empowerment results from quality honking’

Others-Focused Leadership #BCSLearns

An article in Edutopia by Robert Ward called Exploring the Benefit Mindset references the work of benefit mindset theorist Ash Buchanan.  According to Buchanan, the benefit mindset “describes societies everyday leaders who promote well-being on both an individual and a collective level. It builds on Carol Dweck’s pioneering research on how beliefs can profoundly shape the lives we lead and the actions we take.” 

Mindset has been a popular trend in education, business and leadership since Dweck’s research spurred its interest in her 2006 book.  Previous posts of mine include Empower a Positive Mindset and Growth Mindset – Fixin’ to See Its Implication for Adults & Kids Alike.  In this article from Edutopia, Ward details four ways educators can help nurture the benefits mindset in the students they serve shifting them from a “me” mindset to a “we” mindset.

  • Encouraging Inclusion – students include others, “no student eats alone”
  • Providing Peer Supports – this concept works perfectly with our BCS multiage looping approach where students become buddies or mentors for each other.
  • Empowering Change Makers: Students Acting Locally – service learning is an important component of our students’ learning experiences from raising salmon, to gardening (hydroponic and otherwise), to honeybees, to green efforts, to diversity and honoring individuality.  The list goes on, but supporting student learning that benefits others matters!
  • Emphasizing the Positive: Everyday Heroes Report – for this, Ward suggests students highlight “noble deeds” they observe around schools.  They could even write it up and report it out.

This benefit mindset is important to me and the core values I aspire to live into as a leader.  In my office posted on the wall behind me hangs these key leadership values:

  • Advocate on behalf of our students
  • Have an orientation toward continuous improvement
  • Being of service to other

The last one, being of service to others, for me, captures the essence of the benefit mindset.  This does not mean simply providing service; rather, at its core, service to others is about being others focused supporting others’ well-being on both an individual and collective level as is described by Buchanan’s work.  The short video below defined the three types of mindsets and why each of us should aspire to be an “everyday learner” and an “everyday leader.”  The video describes the fixed mindset as an “everyday expert,” the growth mindset as the “everyday learner,” and the benefit mindset as the “everyday leader”.  Check out the video!

The article in Edutopia closes by reminding us educators that “Acting with a benefit mindset is not something students put on one Saturday a month for two hours as a grudging act of service—it is a way of being, a way of well-being, that yields powerful results inside and outside of the classroom.”  Powerful results, in my mind, that nurture greater empathetic habits and a more profound service-mentality in each and every one of us.

These Trends Look Familiar? #BCSLearns

Following are the Most Popular Trends in Education from TeachThought. In reviewing these, I marveled at how many of these trends speak to and are deeply aligned with our BCS Vision, Mission, Values and Beliefs and how we approach learning at BCS.  In fact, noted after each, is a previous post referenced from my blog.  Which trends most resonate with you at a member of the BCS community?

  1. Growth Mindset (Growth Mindset – Fixin’ to See Its Implication for Adults & Kids Alike)
  2. Maker Learning (Can Our Students Change the World from Our Classrooms?)
  3. Bloom’s Taxonomy (Questioning: Powerful for Inquiry, Discovery & Curiosity-for learning!)
  4. Digital Citizenship/Literacy (Are You Future Proof?)
  5. Personalized Learning (Individualization, Differentiation & Personalized Learning – A comparison)
  6. Project-Based Learning (see links for #2)
  7. Team-Building for Learning (Give These Collaborative Team Roles a Try!)
  8. Blended Learning (Personalized Learning vs. Personal Learning)
  9. Genius Hour (see links for #5 and #8)
  10. Teaching Empathy (Now More than Ever! At BCS We Value Each Other through Empathy)
  11. Pushing Back on Education Technology (Is Your Technology Integration Rigorous and Relevant Enough?)
  12. Social/Emotional Learning (How You Feeling?)
  13. Alternatives to Traditional ‘School’ (see links for #2, #5, #6, #8 and #9)
  14. Robotics/Coding (The Hour of Code is coming)
  15. Alternatives to Letter Grades (Grading – How to Make it Less of a Herculean Effort)
  16. Brain-Based Learning (Empathy Equals?)
  17. Gamification (Can Gamers Make the World a Better Place?)
  18. Adaptive Learning Algorithms (see link for #5)
  19. Game-Based Learning (“Can Schools Have a Spirit of Entertainment & Play as Part of Their Learning?”)
  20. Mobile Learning (see link for #11)

I also came across this video of the “Top 20 Trends in 2017” where futurist and keynote speaker Jeremy Gutsche shares future trends for the year ahead in this 6-minutes.  Have a look at these business-related trends.  In thinking about them, maybe we ought to integrate more cuisine, travel, and wellness into our curriculum. 🙂

The Top 20 Trends are noted below the video for your review as well.
Which ones could be implemented in a school?

  1. Retail Kinship
  2. Big Data Concierge
  3. Quantified Self-Care
  4. Culinary Laboratory
  5. Extreme Wellness
  6. Prosumer Tourism
  7. Boomer Peer-to-Peer
  8. Detoxifying Libation
  9. Preferential Pop-up
  10. Condensed Broadcast
  11. Designer Customization
  12. Suspended Adulthood
  13. Shoppable Media
  14. Instagrammable Fitness
  15. Branded Education
  16. Sponsorship Gaming
  17. Communal Living
  18. Artisanal Education
  19. Analog Divergence
  20. Embedded Virtual Reality

Practice Kindness Relentlessly #BCSLearns

This year at BCS we have focused on our theme were lean in and lead with EMPATHY always embracing our BCS Moral Compass.  Each month we have embraced a different habit of empathy, and with March roaring in like a lion, we embrace another habit of empathy – the notion that empathetic people practice kindness.  In her book Unselfie: Why Empathetic Kids Succeed in Our All-About-Me World, author Michelle Borba proves from her research that “developing and exercising kindness and prosocial behaviors increases children’s concern about the welfare and feelings of others and enhances the likelihood that they will step in to help, support or comfort others.”  Borba purposefully names the habit as “practicing” kindness due to the fact that we, adults and children need to constantly work on this habit and “practice” our kindness.  Kindness is a habit and therefore can be strengthened like a muscle.  In fact, let’s view kindness, not as a noun, but as a verb.  It is an action, something we do and something upon which we act.  Additionally, let’s be sure we not only specifically praise our children and our students about their academics, but also for their acts of kindness as human beings.  Kindness is the way to Be!  As Dr. Martin Luther King, Jr. so eloquently states, “I have decided to stick with love. Hate is too great a burden to bear.” 

At the end of this post, I include a video called “27 Easy Ways To Practice Kindness” from Mind Movies.  As the video states,  “If we all choose to see the abundance that surrounds us and we all put a little bit of effort into making the world a better place, we could actually live much happier lives and be surrounded by much friendlier people. The good news is that kindness is an attribute that can be learned, and by practicing it [relentlessly] you’ll not only be improving your own life, but you’ll also be making a contribution to your community and to the world around you.”  Convincing enough! Let’s take care of each other and relentlessly practice kindness.  Take look at these 27 ways to practice kindness and give them a try.  Above all else, keep that POSITIVE ATTITUDE and spread it near and far!