Building Our Personal Capacity

“What you cannot see can be seen from a different part of the mountain”

Climbing down the mountain will reveal that the valley is your true mountain. It is not until we do uncomfortable and unplanned things that we can realize our purpose and true sense of fulfillment.

Our comfort zone has been carefully crafted and meticulously planned. To step outside that place is to journey into the darkness and experience the uncertain.

It takes time to understand what we think we need; it is not until we are forced to deal with an uneasy situation that we can appreciate what we actually needed.

Humans are selfish creatures. But, change is imminent and necessary to attest to our inner most desires and needs. We will learn to live with the change, and in time, it will become the thing that needs changing again.

The cycle begins and ends with you and your decision to live – instead of absolving yourself from life’s struggles and enjoying your comfort zone.

What change lies in front of you and how will you resolve it?

Hook, Pressure and Support: How to Help Teachers

The term "pressure and support" is seen as a leadership strategy and mantra for improving teaching practice and developing educational capacity. By applying pressure to teachers in a way that promotes change or development, there is a greater chance that this will take place. The support part of the process is to ensure that teachers feel like they are being helped on their pathway to 'betterment' and not simply thrown in the deep end to fend for themselves. I think, though, the "hook" is critical in beginning this process.

If teachers feel the pressure to change and develop, regardless of how much support they receive, they are experiencing the push from an external place (whether it be an administrator, coach, superintendent, board policy). Effective leaders need to find a way to 'hook' them into desiring the change. Teachers need to feel like they are driving the actions that will make them a more informed and effective educational influence.

Often, a carefully-crafted model or exemplar of something that is desirous and whose potential to transform pedagogy is evident is a good place to begin. It is typically when we experience something that we can envision ourselves performing it too. This is a stark contrast to an approach that begins with a memo and leads to expected participation.

If you want teachers to try new things - show them how great those new things can be. Don't expect them to take risks - if you, yourself, are unwilling to do so. Some of the greatest movements, indeed, begin with a simple idea, but it is through purposeful and powerful steps that these things drive action and inspire longevity.

We all want to be successful. If your comfort zone is exactly where you left it, eventually you will watch others find destinations that you have not dared to visit yourself. The process can be scary. The commitment can initially be daunting. The payoff, though, will be clear. Your students and colleagues will watch a transformation take place that breathes new life in your words and casts bold shadows on your movements. Your teaching will be born anew.

Whether it be incorporating more technology in your practice or co-teaching with a grade partner - change can be a wonderful thing to those who dare to try. Without it, we all become footnotes to our original dreams of educating others.

The Power of Caring - Book Review

Elmer Winner's "The Power of Caring for Elementary Schools," is a concise collection of approaches and experiences from a former-elementary administrator of more than twenty years. This book outlines very direct and clear approaches to implementing 'care' in our elementary schools using step-by-step guidelines and program ideas.

Elmer Winner's goal is to cultivate, "vibrant, nurturing organizations committed to ensuring students with a quality learning environment," which should be appreciated by any student, parent, teacher or administrator. His main plan of action is to keep telling them and showing them over and over again in as many ways as possible. In this way, Winner uses the precepts of behavioural psychology and reinforcement to deliver desirable outcomes and meaningful school climate change.

It should be noted that the American system of schooling considers 'elementary' to mean kindergarten to grade five - not K to 8 as is the case in Canada. This is an important point since many of Winner's approaches involve repetition of phrases, memorization of important "messages," and activities that reinforce these messages of caring and positivity. I would have reservations about implementing the "positive person messages" with a class full of thirteen-year-olds (as is the case in our Grade 8 classes), but they could certainly be successful dealing with younger age-groups. Winner's statement: "People don't care how much you know, until they know how much you care," is indicative of the kinds of leadership techniques and school vision that he professes about.

As a school leader, improvements in attitude and behaviour can only be made possible and achievable by individuals having a real desire to change and the commitment to make it so. This book focuses on the approaches to student change, but I believe that teachers, too, often need changes in attitude and behaviour; in order to further their practice and adopt new and effective methods of reaching students - thereby raising achievement (however you choose to measure it).

On the topic of discipline and teaching students about correct behaviour choices, Winner describes that students must experience the "natural and unpleasant consequences of their own misbehaviour," but must also hear that you care about them and are committed to helping them. The relationship between choices and consequences is a crucial first-step to improving student behaviour, especially by using the principles of reinforcement to diminish negative behaviours and encourage positive ones (as explained by psychologist B.F. Skinner).

I enjoyed Winner's reference to things that are, "built upon sand rather than rock." This focus on initiatives and 'fly-by-night' ideas that attempt to improve instructional programs hits close to home for any educator who has spent time working in the education system. Many of the 'next great fix' approaches to improving schools are not grounded in grassroots-kinds of discourse. For meaningful change to occur, all facets of the education sector should be involved and accountable. Top-down decision-making and implementation is perhaps the worst way to improve our schools. Treat teachers not just as professionals, but as shareholders of wisdom and classroom knowledge. Tap into their strengths, goals and desires - since they are the ones who will be instituting change measures and new methods.

Winner disagrees with B.F. Skinner's postulation that it is more productive to study observable behaviour than internal mental processes. It is through an examination and careful consideration for these internal mental processes that Winner believes caring can break through and be lasting. B.F. Skinner's findings that behaviour that is reinforced will be continued and strengthened, but those behaviours that are not reinforced with be extinguished or eventually die out is the cornerstone of this book's pathway to cultivating a caring school environment.

On this point, often in a classroom teachers can fall victim to the habit of giving reinforcement and attention to negative student behaviour. Loudly saying a student's name or repeating it can actually serve to reinforce the behaviour since they are attaining your interest and attention (regardless of the fact that it's in a negative way). It is the most effective approach in class management style to

• Address the behaviour - not the child. 
• Withdraw all attention and redirect using as little interaction and attention as possible. 
• Avoid correcting students solely by saying their name.

Quoting a line from Blanchard's book, The One-Minute Manager, Elmer echoes: "...children are not what they think they are. Children are not what we think they are. But children will usually become what they think we think they are." With these powerful words, teacher-readers are instantly slapped with the realization that it is often OUR body language, words, and interactions with students that facilitates their own sense of self-worth and willingness to explore their own academic potential. Teachers can make or break a student's desire to try - a phenomenon that each and every one of us can probably attest to at some point in our own school days experiences growing up. Positive mentors and role models are needed in a child's life, in order to build the wealth of positive feedback and reinforcement required to develop a well-rounded and strong person.

A criticism that I have about one section in this book is Winner's choice (in the chapter of "Self-Control Techniques") to use the phrase "I'm an American citizen. You don't have the right to hurt me." While reading this sentence I found myself asking which citizens in the world does someone have the right to hurt? By focusing on the nationality and not the collective aspects of an individual, there is a diminishing of the powerful idea that abuse and injury should not be tolerated. Substituting "I'm a positive person" or "I'm a global citizen or even "I'm a person" would more effectively appeal to the ideas contained within the "Universal Charter of Human Rights and Freedoms" - not just an Americanized ideal of what American citizens are entitled to.

With that being said, there are some encouraging anecdotes and inspiring examples within the pages of this book. "The Power of Caring for Elementary Schools: Success Secrets for Principals, Teachers, and Parents," is the result of Winner's personal thinking and beliefs about children having worked for them for nearly thirty years in a public school setting. If you want to know more about this book visit Elmer Winner's website "The Power of Caring."

Using Technology in the Classroom: Creating Glogs

"Glog" is a term that refers to "graphic blogs." In other words, these are a visually-based account of something. Think of a poster only with animations, sound, video, pictures AND text. "Glogster" is a free program that offers users the chance to visually display information on any particular topic of their choice.

In a classroom, glogs can be an effective way to synthesize or summarize information researched or even just to make fun posters on personally relevant topics. Glogster provides a rubric that can be used to evaluate a glog that I have altered to fit more with how I wanted to "mark" glogs made by my students. There is also a checklist found here as a "quick and easy" method of surveying how well a student has met certain basic requirements in completing a glog.

There are countless examples of finished glogs contained on the edu.glogster.com website and searchable on the internet. If you are looking for a way to introduce new technologies into your classroom practice, glogs can be an ideal (and powerful) first step on that journey. Give your students the opportunity to learn computer skills and exercise their creative powers using a safe and supported web 2.0 application.

Here is the first glog poster I have created for "Ignite. Incite. Inspire." (this blog).

This slideshow shows you step-by-step instructions on how to use the Glogster program.

Glog On!

View more presentations from Jan McGee

Creating the Goals for Learning

Setting the stage for learning is crucial if students are to buy in. Regardless of the grade or age you teach, purposely choosing those things that you want your students to get out of a lesson is the first of many steps on the path to effective instruction. Whether you write the "learning goals" on the board or brainstorm the "success criteria" with your class or even verbally discuss where you want them to be in one hour's time; all of these things frame the lesson into a meaningful use of time with explicit steps and stages.

Students benefit from purposeful planning and carefully considered lesson objectives. There are so many individual tasks that we assign on any given day that it can be a daunting task for students to mentally assimilate this new information in a way that promotes a lasting understanding. If we outline our goals with them (especially in collaboration with them) - they can focus and follow the boundaries of the teaching.

There is no requirement or points given for staying perfectly within these learning intentions, though, feel free to stray a bit and make concessions along the way. In fact, real teaching does this. Using tangents and forging connections between prior knowledge and current instruction is one of the most effective ways to consolidate an understanding. Students appreciate entertainment and they should know that they are experiencing a dynamic lesson; not witnessing a well-rehearsed lecture.

Make students a part of your teaching. Share with them the goals for learning and they will ensure the learning lasts. A journey without a destination in mind can be overwhelming. Let them know where they're going and they can enjoy the ride that much more.

Knowledge Speaks, but Wisdom Listens

This is a quote by Jimi Hendrix that I think speaks volumes to the plight of teachers and administrators in a time-ruled world. Taking the time to listen to others, whether they be students, parents, or teachers, can make or break the effect you can have on a conversation and in a relationship.

In a school day that is governed by lesson blocks, break times, supervision minutes and planning times, it can be difficult for a teacher to consistently find the time to actually listen to your class and their ideas. I don’t mean that teachers are ignoring their students and pushing ahead with verbally-delivered lectures, but I do mean that the core things that matter to students (unless they directly relate to the lesson or activity) can often be shuffled into the background and not given a forum for discussion.

Wisdom would tell us to sit back and listen. What we are told by students matters. It needs to drive instruction and forge lasting relationships through the cultivation of a strong rapport. Teachers have all kinds of knowledge, but it is through their commitment to listening and absorbing knowledge from others that they can truly develop a sense of strength and purpose. Taking the pulse in your room is one of the most significant ways to guide a group and develop rapport.

As a leader, wisdom can elude us. It is a challenge to exude control and yet show the strength to listen and observe. We often feel the urgency in the room when conversation slips or becomes “off track.” Yet, in my experience the most meaningful and relevant comments can come out of those digressions and interpersonal experiences. It takes a confident leader to recognize and address those digressions to get to the heart of the matter and encourage meaningful discussions. By ignoring or re-directing those interactions we are alienating people from their own ideas and motivations to communicate what is important and valid to them.

Listen intently and wisdom will find you - comments that fall on deaf ears can often be the ones most in need of volume and advocacy.

Cyberbullying - Putting a Face to the Anonymous

"Research reveals that children consider the death of someone close to be the only experience worse than being bullied. It is a deeply emotional experience for children of all ages." (From: Protect Your Child on the Internet by John Lenardon).

This is a powerful statement with profound implications. Bullying is not a new problem, but it is a problem that has taken on a different M.O. This has led to traditional approaches to educating students about the dangers and strategies we can use to combat bullying to be out-dated and inefficient.

The rise and prevalence of cyber bullying has lead to an outpouring of public discussion, school training and countless student presentations. We, as educators, have identified cyberbullying as a growing concern in our schools, but we need to do more to target the underlying causes and methods that are leading to its proliferation. Here are some links to my school board's information and tips concerning cyberbullying and internet safety for parents.

One of the ways to minimize (or even eradicate) the growing dangers online is to teach digital citizenship at its core principles as part of our instructional program. Through media, language, computers, health or other subjects, appropriate online actions and "netiquette" should be taught in a way that explicitly deals with the actions and consequences of online choices. Currently, we are improving on our ability to identify online incidents and deal with them in a more informed and efficient manner. But we need to begin from the grassroots level - from the ground up - and instead begin laying the foundation for positive and well-intentioned online actions in our earliest grades. Involving parents and the community of these tips and strategies help to instill in them the impetus to drive these digital citizenship core values community-wide - not just school or class-wide.

A article/video entitled, "Can anything be done to stop cyberbullying?" is found on CBC's "The National" webpage. It contains some tips and links to other websites that contain information you can use to help prevent internet harassment from happening to you.

At any rate, the problem of cyberbullying has been identified. Students (and parents) are being taught how to deal with it or prevent it within their household. It is time to take a more proactive approach towards the prevention of cyberbullying by educating our students on their roles and responsibilities, rather than a reactive approach to merely deals with specific incidents. Digital citizenship is paramount to incorporating 21st century technologies into our teaching practice. It cannot be done without front-loading the moral responsibilities of the students to act appropriately.

Global Teacher Networking

There are so many opportunities out there to connect with fellow educators online and collaborate all across the world. As a teacher, we are often surrounded by colleagues that are terrific team members and committed to supporting each other. But sometimes the answers we seek and the ideas we need don't come from within our school walls. Online social networking sites offer teachers a chance to make connections with like-minded professionals, in order to further teaching practice and share resources.

There are many platforms out there to link with other teachers, it is simply a matter of choosing one (or several) and investing the time to learn about that site's features and possibilities. I am currently a member of LinkedIn, Curriculum 21, Facebook, and Twitter as an educator and I have contacts and an online profile that allows other educators to connect with me.

For the online writing component that I am currently undertaking, there are countless ways to network with people and build your "brand." Improving your SEO (Search Engine Optimization) can be done with any number of strategies and tips including; keyword placement, subscribing blog directories, writing guest blogs and comments to the posts of others, and online discussion forums. As you can see from the badges down the sides of this blog site, I belong to a number of blog directories that have catalogued "Ignite. Incite. Inspire." as a blog that users can stumble across or have it suggested to them as 'like' another blog.

I am adding this "blogging" paragraph to this post, as I see huge potential in blogging with our students as class writing. Providing online feedback and increasing global readership from student-to-student is one of the current ways that we can hook reluctant writers and engage our classes in meaningful discussions with peers from around the globe. As soon as school districts are able to hammer down current, reflective and sound online privacy and digital citizenship policies, this forum for writing will explode on the scene as the next lined paper notes.

Overall, teachers are busy and time is always in demand. In order to facilitate discussions with global colleagues and seek out advice about pedagogy and teaching strategies, it will take time, and therefore, commitment. However, so far I have been able to connect with curriculum developers, private educational businesses, psychologists, former principals and superintendants, radio personalities, authors and of course, current teachers. This online networking experience has (and will continue to) allow me to seek out "cutting-edge" ideas and consider revolutionary practices that will help to further my own teaching or help to lead others in changing how we reach students and find that "carrot" that will drive their learning (a reference to one of my first blog posts "The Carrot."

Should Mobile Devices be Allowed in Class?

One of the findings from the survey I referred to yesterday (Speak Up 2010 Survey - "The 3 New E's of Education" - U.S.) states that:


53 percent of middle and high school students (United States) reported that the inability to use cell phones, smart phones or MP3 players was the largest obstacle when using technology in school.


There is certainly a disconnect between what many teachers/administrators think and conversely what many students/parents think on the issue of using technology in our schools and classrooms. Some of the issues that pose a risk in allowing these devices (e.g. smart phones, mp3 players, ipads) in the classroom center on liability, privacy, discipline policies and equity.


In the minds of many administrators and teachers, students will become more distracted, disruptive and difficult, if mobile devices are allowed to enter our teaching space. Phones that are cameras will take photos of students who haven't given their consent (or parent consent). Devices that have wireless internet will constantly check Facebook and use Twitter. MP3 devices will play inappropriate and offensive songs that have no place within school walls. There are many concerns that have implications both on teaching and running a school.


But what if we used all of these devices in a way that promotes and drives learning? What if students looked forward to our lessons as a time to collaborate wirelessly? What if our classes employed instant messaging to hold "silent" debates or share ideas? What if we had the students design their ideal learning path by proposing how their preferred wireless devices and online applications could be used to achieve curriculum goals and target key learning expectations? If they can dream it, we just might let them try it.


Teaching is one of the most versatile and flexible professions out there. We need to re-examine it and make the necessary changes. Aligning these changes with current technologies and student engagement strategies will serve to bring our educational model up to speed. In fact, we stand to lose nothing as teachers, if we take the risk and try something new. We will be modelling risk-taking by showing our vulnerability and commitment to our jobs.


For those of you that have already adopted these technological changes into your practice - your colleagues need your support and expertise. They might be weathering the storm at the moment, but don't allow them to fall behind and become overwhelmed when the system is re-written.

The Obstacles to Technology in our Schools

An article entitled, "What do Kids say is the Biggest Obstacle to Technology at School?" is the basis of my post today. Here is the comment I posted as a response to some of the ideas contained within it.

There has never been a more critical time in our educational institutions to discard what isn't working and take dramatic action in the days that lay ahead for education. Students are customers to our programming. If they don't enjoy what we offer; they will focus their attention on something else and avoid interacting with the material. We need to build a more engaged and loyal client base. Give them what they want. As professionals we should have all the tools to make it work somehow (both in timing and curriculum obligations).

Until we are willing to face the unknown and allow students the much needed access to setting their own learning goals (with teachers as facilitators - not experts), we are fighting a losing battle for their attention, ambition and engagement. Today's school programming needs to be the next Twitter. It needs to battle Facebook. It has to go head-to-head with online games and instant messaging. In short, we shouldn't just be including our schools on these social networking sites for publicity purposes - we should be developing the next big thing that will detract student efforts away from these things and direct them towards our own learning experiments and activities.

Think of the number of people within education in North America alone that have incredible ideas and technical strength. Surely we can mount an effort to revolutionize the system in a cohesive and comprehensive manner. Let's think big. Instead of fighting over the scraps of our student's attention after their preferred activities have finished for the day, let's compete head-on with the way they want to spend their day and somehow make it learning. Until we can do this, we are going to lose this battle.


Studies like the one that has fueled this article are desperately needed. In a time when data is everything to the education sector - we need to start using it to convince the right people of what is needed in our schools. Please post any comments that you have about the different views of technology between teacher and student occuring right now.

Promoting "Play" in the Classroom

ETFO (The Elementary Teacher's Federation of Ontario) has recently released a pamphlet entitled "Playing is Learning" that shows a refreshing approach to structuring (or 'unstructuring') the learning environment. The importance of incorporating opportunities for play in the classroom is not a new idea, but it is an exciting one. If you google "promoting play in the classroom" there are a number of studies and articles that have been written on the merits of giving students time to play. I will explore some of the benefits of providing play time at school.

"Play is the Work of Children"

Before life responsibilities and commitments enter our lives, we spend our time engaged in play. By undertaking unstructured activities, we create meaning about our environment and come to understand aspects of life - all the while having fun when we do it. Our students have many years to spend in a classroom. In fact, they spend the majority of their "childhood innocence" under our watch as teachers. Many of our classrooms have become so structured and regimented towards the accomplishment of curriculum obligations, that we are neglecting to tap into the rich resource of "play." During these times, the students emerge as individuals who have interests, ambitions and unique characteristics, and while solid programming will still reveal these things - play is the perfect stage for presenting them to you (as the teacher).

"Play is Training for the Unexpected"

Valuable learning takes place when children design and improvise an activity. Watching my son (aged 3) play cars or transformers or emergency rescue is intriguing. There are often no limits to the creative situations that those cars or characters find themselves in. "He fell into the ditch!" We'd better get the tow truck to get him out. "The building caught on fire!" We'd better call the fire department to save the day. "Megatron isn't being nice to the other Transformers!" Well, I guess Megatron needs to learn how to play nicer and use his manners. I mean, these are valuable and life-specific events, except he is learning about them through free time - not as a sit down lecture or conversation. Kids can learn about the world when they pretend things happen and then problem solve how to deal with it.

"Play is our Brain's Favourite Way of Learning"

When we give students choice of what they would like to do - they thrive. Free time, reward time, "golden time," whatever you want to call it - it works! Save for a few situations when it can become overwhelming or difficult to carry out, students are engaged and happy when they dictate what they do and know that it is simply for fun. Think about how many academic-type tasks a student in your class will carry out today. How many does that amount to in an entire academic year? Now consider how many of those were designed or chosen by the students. Finding a way to make work look like play is the key to success when motivating students. Just like the best career advice you can give...

"Find something that you love to do and turn it into a career that will pay you to do it"

If students are enjoying what they're doing, the learning will happen in a meaningful way. People don't want to feel that they are doing work - they want to play and yet still accomplish what needs to be done.

Keep playing in the classrooms. Board games, puzzles, computer games, cooperative games, charades, "house," block-building; whatever it is, students are enjoying themselves while learning. Of course, don't tell them that.