Hey, Let’s work this out…

Conflict Resolution

As a dean I have many conversations with students related to conflict. I always make sure they understand that conflict is a normal part of life and then coach them through it. So, here is what that looks like.

Conflict exist when one person has a need of another and that need is not being met.

Being able to manage conflict is probably the most valuable skill anyone can develop. This is true because most people just don’t like feeling like someone is “against” them. One key aspect of conflict is the unsaid thoughts that keep us worried. Our lives can be less worried about what others are doing and thinking if we have confidence in our skills to resolve or manage conflict.

So what do we need to consider to grow in our ability to handle conflict? First, we really need to decide how we already feel about it. Can you identify any conflicts with other people right now? How does it feel to you? Some people are wired to walk into conflict while others do everything they can to avoid it. What are your tendencies?

The good news is that anyone can face conflict whether they are comfortable or not. The most important place to start with conflict is seeing our individual responsibility in the problem. What did you do that contributed? Now be careful, while you might think you did absolutely nothing to create the conflict you might be surprised that you actually could have done something to minimize it. For example, do you often pay attention to how people around you are experiencing a situation or life in general? Do you exercise empathy paying attention to how people feel? When this becomes natural behavior you will be able to identify a conflict before it starts and engage the person or team in a positive way.

The single most effective strategy for managing conflicts with people is to simply listen to others frustration or perception of the conflict and accept that they feel that way. Our job is not to decide whether people are “crazy” or just exaggerating the conflict. No one wants to be told how to feel! For this reason, the best way to INCREASE conflict is to ignore the true feelings of other and tell them that they are being silly or ridiculous.

Now here are the general steps to addressing conflict.

1. Listen to the other person. Pay attention to things they say taking note of possible reasons for the conflict. The best way to listen is to ask. Just say, “Hey, I know things seem a little bit off, can you tell me about what you think is creating this?”…
2. Name the emotion or feeling that is identified by the person by saying, “So you are feeling frustrated that some people in the team are not listening to your ideas.”

This moment is when conflict starts to be resolved because the other person finally feels like they are heard and understood. This makes them more willing to work it out.

1. Follow with the obvious solution by saying, “so what you would like is to have people really listen to your ideas and consider what you are suggesting.”
2. Offer your possible contribution to the conflict. If you have done your job in thinking the conflict through you should have identified the triggers or factors that led to it. Being able to say, “I have been think about how I could have done a better job with this and wondered how you felt about that” can really diffuse the tension. This is because the other party can see that you are taking responsibility and not defending or attacking anyone.

Key concept: Humility brings people together because humility is not threatening.

 

Take care,

@Caleb_G_Lee

Leadership in Images

Leadership In Images

Just a funny observation. I was preparing a presentation recently and was looking for an image that could capture the essence of leadership. When you finish reading this go search the term leadership in “images”… The following image is probably one of the more awkward representations and the majority were like this.

Image link

Do people really see this as what a leader is supposed to be? While we are thinking about it, consider this idea of leadership.

“Who determines whether someone is a leader? I would like to suggest that it is the ‘follower’ who determines whether someone is a leader. So, if we like the influence that someone has on us, then we have, in essence, determined they are a leader. If, for some reason, we do not wish to be influenced by an individual—even if it is a manager who has been given a mandate to ‘lead’ us—they are not a leader in our eyes so will not have their desired effect upon us. Thus, leaders earn the privilege to lead.”

-David Cory, M.A., Leading with Emotional Intelligence @DavidRCory

When I consider what Mr. Cory suggest I cannot help but envision images that portray a leader a little less egocentric or set apart.

Does this image capture leadership a little better?

Image link

Makes me wonder…Why did the followers get on the bike?

Take care,

@Caleb_G_Lee

Data Analysis Tool

This protocol assumes that a PLC allows for common data to be generated. Better yet, the assessments have been aligned and leveled to essential learnings.

Step 1 Choose a common Data Set
………..Based on essential learning(s) concern or focus.
Step 2 Look for trends.
………..What is the data telling you about student learning (avoid conclusions here).
Step 3 Interpret. What clues help explain why students performed a certain way?
………..-Identify Assumptions
………..-Strategies that were used
………..-What jumps out
Step 4 Develop a clearly written summary of Analysis with conclusion.
………..These are the key insights from the data and why we see them.
Step 5 Response: develop intervention/strategy or expand successful strategy.

Don’t Carry A Bucket

Pass it and then reach for another!

For too long, as educators, we have been carrying our own bucket to the fire. We dump it and then walk all they way back to the pond to scoop up another load. It feels good, we are in control and no one gets in the way with silly ideas of how to do things differently. While this system can work the world today is challenging us to rethink this approach.

Funny thing, early firefighters knew that there would be more consistency and efficiency with a passing line. No one trips on the way and spills water. There were no ebbs and flows with how many buckets were being dumped on the fire or at the pond scooping water. It is pretty clear, by working together there is support, it is more efficient with multiple hands on each bucket all the time. More importantly, the goal of quenching the flames with a continuous stream of water was achievable. You techies can check out how this Data Management Company uses this ancient concept to move data more efficiently across networks.

The era of collaboration and teamwork is moving at us whether we like it or not. A culture of sharing is setting in and requires us to plug in and share our ideas and skills to get the best that is out there. We want the best because we love what we do and care about our students enough to find the best. How do we embrace continuous improvement as a virtue and see it less as an obstacle?

Reflection

In what ways do you carry your own bucket in your practice?

What is one thing in your school that could use more teamwork and how could you initiate it?

What Teacher Reflection Can Look Like

Should we fix what’s not broken?

Recently a teacher shared with me the process of how he had developed an effective math activity. In the beginning he had the students involved in the creation process believing that it would contribute to their learning of the concept. While this was true, and the activity was working well, the teacher asked a very “honest” and reflective question.

Is there a better way to spend the time we are using in class creating the activity resource?

The teacher began to wonder what would have more value: the lesser connected creation process on the front end or a more connected extension of the activity on the back end?

This can be a difficult question when you are all for giving students creative experiences but yet want to maximize learning. How often do we truly ask the hard questions about our classroom activities. The kids are having fun , it will help them feel invested, they are learning through the creative process.

In this conversation the teacher revealed that they chose to streamline the activity by creating the resource beforehand which opened up the time for extending the essential learning. He was still using the activity for it’s hook and application to the learning focus but he found a way to take it to the next level allowing students to exceed the goal.

In this circumstance he felt that the extension of the essential learning out weighed the value offered by having the students to construct the activity resource. I believe either option would be acceptable if the standard is being met. What stands out to me is the efficacy of the teacher to reflect on an activity that was working well and ask questions about its value, purpose and effect.

What things could we take a second look at and ask a few honest questions like this?

@Caleb_G_Lee

The 3 Stages of the Twitter Experience

In my experience there are three distinct stages of how one engages Twitter: the overwhelmed, the stabilized and the safe & connected. If you are just getting into Twitter or wanting to bring colleagues along, maybe sharing the three stages of Twitter or your own version will make it more appealing or less overwhelming.

I will start by confirming what our connected colleagues have shared about the usefulness and joy of Twitter. The ability for educators to connect, encourage, share, and simply relate with one another is truly unlike any option we have ever known. I know that is a strong statement but when you consider the simplicity of the tool and the instantaneous global contact I just cannot think of anything like it. Now, I will slow down and admit that we Twitter folks must acknowledge that Twitter is just one of many ways for educators to learn, share and grow. There is no silver bullet for professional growth but an observation of the three stages may show how the Twitter concept might come close.

Stage 1  It’s a big scary world!

When I first joined twitter I was excited and very cautious. I knew that everything was public and anything I tweeted would float out onto the digital universe forever. Twitter was a big scary world yet I was intrigued with the potential that I had heard and read about. My initial conclusion was “Wow, this is like an ocean and I am in the middle with only a surfboard!(or tablet)” What kept me going though were the connections I began to make with other educators. I was sold on Twitter when resources that I had found in tweets started to pop up in my conversations and in my teaching.

Stage 2  Now this is pretty fun!

Once I started to see some familiar faces in my home tweet feed and notifications I began to stabilize and feel more comfortable even though there still seemed to be a vast expanse of tweets and tweeters. It became even more stable when my connections tab began to hold more and more notifications from others who had Favorited or Retweeted something I had sent out. Now it is just fun to have someone from Australia Favorite, Retweet and Reply to a thought I tweeted about student engagement just minutes before. They even included a link to an article that expanded further on the concept I tweeted. So then, I looked at their profile saw their interest in education and decided, I am going to follow that person. This same process has led me to follow over a 700 people(which is not that many) as of this writing and it continues to grow.

Stage 3  OK, I feel safe and I am really plugged in.

Yes, I was worried at first about the volume of tweets, follows and followers that would accumulate over time; not to mention all the links and resources that I would save into Evernote or Drive. I was also concerned about the time it would require. However, as I entered stage three it all began to make sense for me and would change they way I used and viewed Twitter as a personal growth tool. You see, I began to focus on Twitter colleagues that I truly had a connection with. It is the same in our personal life, we usually have a small number of friends we really connect with at an authentic level. I have invested my time checking in with people that I have found help me grow. The good news is that this approach does not really require a large investment of time. I would bet that once you get familiar with that little “notifications” feed you will find it hard not to appreciate what Twitter has to offer educators who use it to connect and grow. I believe the notifications are the key ingredient that makes Twitter “social” because it allows the conversation to be two way.

What it looks like for me.

I must mention that most of the people I have connected with has happened through chats that occur at designated times each week. These chats have a variety of topics that allow people to share their thoughts, learnings and resources. Folks like @ak2mn and @wilsandrea at #mnedchat are two colleagues that are guaranteed to give you valuable honest conversation and encouragement no matter what the topic. I cannot say enough about how impressed I am with @wadestanford! He has made a commitment to improving education by consistently connecting with educators across the country offering much appreciated wisdom. You cannot go wrong with @mlament, of #mnlead, as she will consistently impress you with very well worded and spot on tweets. Then there is @SKwikkel who, much like Wade, invest his time with young leaders. Within a week of meeting Steve through Twitter we were in a GHO talking about my aspirations of school leadership. What is even better is that not only was he connecting with me for the first time but he had also pulled in Sally who was new to GHO’s, he was doubling up his impact as a leader. We had a very meaningful conversation. Oh yeah, if you want to talk about data and research or to just somebody who is really smart go here @shalock. There are many other great folks out there I could mention.

When it is all said and done, whether it is Twitter or something else, just be somebody who is always plugged in to people who encourage, motivate and challenge you to be the best you can be. Twitter just happens to be open 24/7 and is pretty much guaranteed not to leave you hanging, at least not in my experience.

You can find me @Caleb_G_Lee and at the chat I help moderate  #aspiringadmin with HQI @kristinellis121 , (High Quality Individual)

…… What is EdCamp?……

What is EdCamp? and Why would I want to attend a conference that has no Keynote or agenda?

These are two of the most common questions that challenge an invitation to an EdCamp. If there is anything that teachers are careful with it is time. So asking a teacher to give up a few hours for a get together that has no recognizable speaker or pre-planned agenda can be a stretch. Even so, EdCamps are popping up all over the US. Why is this, and how are they delivering on a promise of professional learning?

The best way I can explain this EdCamp phenomenon is to describe my evolution as a classroom teacher that continually integrates new technologies in to my lessons. I remember way back in the old days of Word documents as I struggled to manage the technical difficulties related to helping students with creating, naming and saving their products. I will not go into the related struggle with creating and naming new folders on the proper storage drive. As I would rush to the aid of one student and teach them the steps another student would raise their hand with the same issues. Now you are probably asking yourself, “well, didn’t you demonstrate the procedure on the screen for all to follow along?” Of course the answer is yes. The solution in this situation lies not in the presentation but in the available support, in the form of my students, all along the way. Once I realized this my life became much easier in my use of technology as a learning tool.

I was giving my students the fish when I should have taught them to fish for themselves.

Sri Lankan stilt fishing  by Steve McCurry

I gave my students permission to help each other and that was the light bulb moment for me at that time. I recognized that there were several experts among my students who could help manage many of the issues that came up. What was even more exciting is the level of satisfaction that my students shared when they were able to exercise their expertise helping me and serving their classmates. Likewise, other students began to naturally turn to other students to problem solve.

This is the beauty of EdCamps plain and simple. You get together with a group of people who all have expertise in a variety of areas. Then you create a plan on how you will share that expertise.

The basic rule is that you come ready to learn or teach on a topic. If you are really experienced with student engagement you can offer to facilitate a 1 hour class on how to enhance student engagement. If you want to learn more about IPads in the classroom you show up ready to learn about IPads. EdCamp is truly an unique atmosphere of sharing and learning in a safe environment, by educators and for educators.

You can trust that the agenda is relevant, dynamic and fits the crowd because it is created by the crowd. EdCamp is participant driven and does not depend on a speaker or limited menu of learning options as EdCamp is FREE and usually includes about 35+ different topics for learning. As someone with a young family and a busy school calendar I can say my participation in EdCamps are worth the time and effort as I get to learn about things that interest me at that time and ultimately impact my teaching in a positive way.

Here is what a typical agenda looks like after it is created on the spot. Notice there is a wide variety of topics to choose from. Ask yourself, what could I have offered to teach and what class would I have liked to sit in on.

There are two great opportunities coming  up in the Twin Cities area:

EdcampTC –  April 26th  in Burnesville   @EdCampTC

EdCamp Tonka – June 27th  at  Minnetonka High School  @EdCampTonka

Choice Map

When have you seen yourself on each path?