Talking Story 2.0

The Baby and The Bathwater: Educating the Heart

Lisa Mireles — Sat, 11 Feb 2012 01:50:02 +0000

‎”My hope and wish is that one day, formal education will pay attention to what I call “education of the heart.”” – Dalai Lama

A few weeks ago, I facilitated a workshop of educational leaders. After viewing Sir Ken Robinson’s Animated RSA “Changing Educational Paradigms”, one participant remarked that we should be careful not to “throw the baby out with the bathwater” in our quest to improve schools. His comment was very thought provoking to me. I began to wonder about this “baby”. What parts of our educational system are worth preserving? I have to be honest. I’ve had a hard time coming up with anything.

It’s not that I am completely against the existing system. I just think that maybe we have never gotten the “baby” part right. The fundamental premise behind formal schooling as we know it today, is flawed. We are attempting to pass on knowledge from one generation to the next. We have organized this knowledge into disciplines and we have figured out what pieces of each discipline are most important. We have even decided when each piece should be learned and have developed highly complex systems to measure system effectiveness.

Although highly efficient in some respects, this standards based approach leaves out what the Dalai Lama and others refer to as “education of the heart”. Instead we have a “baby” who has evolved into a mature system manifesting competition, compliance, standardization and inevitable failure for large groups of people. Those who succeed perpetuate the system creating discord rooted in low self-worth and a have/have-not mentality. The results of this system are obvious. Just turn on the news and read about bullying, murder-suicides, war, and various other pathologies.

In order to create positive, large-scale, social change, we might consider viewing the baby as a pure, precious light, full of potential. We need the “baby” of education to become more focused on educating hearts. What would that look like in practice? In my world, schools would place continual and deep-rooted emphasis on fostering inner peace in students. Kindness, collaboration, authenticity, appreciation, dignity, openness, true inquiry and love would prevail.

A friend posted the following on Facebook today. It perfectly captures the essence of the missing piece or “baby” in education. Thanks to Lisa Seed and especially to Koko for visually expressing this essence!

Symptoms of Inner Peace

Be on the lookout for symptoms of inner peace. The hearts of a great many have already been exposed to inner peace and it is possible that people everywhere could come down with it in epidemic proportions. This could pose a serious threat to what has, up to now, been a fairly stable condition of conflict in the world

• A tendency to think and act spontaneously rather than on fears based on past experiences.
• An unmistakable ability to enjoy each moment.
• A loss of interest in judging other people.
• A loss of interest in interpreting the actions of others.
• A loss of interest in conflict.
• A loss of the ability to worry. (This is a very serious symptom).
• Frequent, overwhelming episodes of appreciation.
• Contented feelings of connectedness with others and nature.
• Frequent attacks of smiling.
• An increasing tendency to let things happen rather than make them happen.
• An increased susceptibility to the love extended by others as well as the uncontrollable urge to extend it.

Dreams Don’t Work Unless You Do: Lessons from Coach Chuck

Lisa Mireles — Sat, 28 Jan 2012 18:28:29 +0000

Came across this picture today in a facebook post by the Joyful Mother. It was particularly relevant as my husband and I have not been seeing eye to eye about the kids and chores lately. He feels he can bark out a chore anytime and the kids should just jump and do it. I feel we should have a schedule of chores for the week up on the refrigerator and everyone should sign up for an equal amount of chores for the week. We both feel chores are important – it’s just our approach is different. My husband is convinced that the girls are growing without a work ethic since they don’t jump at his command. At the same time, last night was our oldest daughter’s last basketball game of the season. The assistant coach told me after the game that our daughter had done a great job this season and that she always worked hard. She never missed a practice. So clearly we aren’t doing that terrible of a job. Or could it have been the coaching?

The head coach’s approach is amazing. He has high expectations but he is kind and responsive to the players. He is completely encouraging and during timeouts he spends as much time listening to the girls tell him what is happening on the court from their perspective as he does adjusting the offense and defense. Everyone plays. Everyone. He substitutes girls when they make an error but instead of yelling at them, he coaches them one on one and takes the time to explain and teach them what they should have done differently. Then he puts them back in to try again. The girls ended their JV season with only 2 losses – both heartbreaking one point loses near the buzzer. I am pretty sure every girl on that team understands that dreams don’t work unless they do. Lots of lessons for parents and teachers to be learned from Coach Chuck. Grateful for his willingness to contribute to the raising of girls in our community. Now about that chore chart……

Finding Common Ground for the Common Good of our Students

Lisa Mireles — Sun, 22 Jan 2012 20:57:22 +0000

Yesterday on Kaua’i, I was fortunate enough to be part of an inaugural gathering of school leaders from independent, religious, home school, public & charter schools across the island who came together to share ideas, better leverage resources & expertise, and break down barriers between schools. The gathering was initiated by Kaua’i Complex Area Superintendent, Bill Arakaki who envisions a flourishing, vibrant system where every child has the opportunity to participate in an ideal education setting aligned with their skills, personal values and family needs. This meeting was the first of what we hope will be many more to come. Participants engaged in team-building and brainstorming around what’s working and common needs across schools. The group also viewed Sir Ken Robinson’s Changing Education Paradigms RSA and spent time discussing what resonated and resulting implications for schools on Kaua’i. There was broad consensus that this network of school leaders could really make a difference for children and families, that we should include more school leaders and that we should meet again soon to further clarify purpose and direction. Special thanks to Mason Chock, from Kupu a’e for helping me facilitate the meeting, to Barbara Curl from the Kaua’i Aloha Foundation for her inspiration & presence and to Chris Jaeb from Common Ground for sharing a beautiful meeting room in a gorgeous setting for our gathering. The vision behind Common Ground was to find a space where people from different sectors could come together to find common ground for the common good. That was definitely accomplished!

Kaua'i's Educational Leaders Joining Forces

COMPARING INQUIRING, DESIGN THINKING AND CRITICAL PEDAGOGY

Lisa Mireles — Mon, 16 Jan 2012 07:46:01 +0000

In my work, I’m often asked to help educators learn different approaches to teaching and learning. To help teachers connect new ideas with ideas they have already integrated, I created this chart comparing some of the more common frameworks that can support project based learning approaches. There are three different inquiry frameworks, one design thinking framework and one framework outlining the critical pedagogy approach. The different approaches have many similarities and there is really no one “right” way to approach them. What is important is that there is a process that allows for accessing prior knowledge, connecting to the known, the development of deep questions and discovering answers utilizing a variety of different resources. Synthesizing and sorting out the new knowledge in order to integrate it with what is known are two more critical elements. Taking action and reflecting round out the process. Hope you find the chart useful!

Tuning In: An Inspiring Way to Reach Students

Lisa Mireles — Fri, 18 Nov 2011 17:43:39 +0000

I am fortunate enough to be a part of several education initiatives here on Kaua’i. I am probably most excited about the project developing at Common Ground this year. The face to face program blends a traditional online program with a more organic and environmentally based afternoon program. The focus of the morning program is to support students’ in the four core subject areas while establishing important study skills including time management, organization, effective communication, and independence. Students benefit from one on one interaction with the subject matter they are studying whether it be with the direct instruction of a teacher, through manipulatives, from books, or on-line. Homework may be assigned but can be completed without logging on to the K-12 on-line curriculum. The afternoon program is based on a common thread of the inter-relationship to all things. The students are being taught subject matters of The Earth, Community & Culture, Art & Physical Movement, The Self, Family, Purpose, Passion, and Direction. The focus is to individually attend to the child and work with them on awareness, self-understanding, acceptance, meaning and enjoyment of all things and peoples. There is a deep level of freedom in the flow of study, as well as a committed process to higher forms of education. This video highlights the afternoon program. Enjoy!

These Lazy Kids

Lisa Mireles — Wed, 26 Oct 2011 19:26:32 +0000

Yesterday as I was casually getting ready for an after school activity, a teacher approached me and muttered that she was “so tired of the lazy kids at this school”. So many thoughts and potential responses ran through my mind. What I wanted to say were things like,

“Whatever you believe will be.”
“Perception becomes truth.”
“The traits we despise in others are the traits we most fear finding in ourselves.”
“What does lazy mean to you? Are you confusing it with lack of relevance and boredom on the part of the students?”
“Have you ever asked your students what kind of work they would like to do?”
“What is it about “laziness” that really gets to you?”

Yet I remained silent. A coward. I wasn’t the thought leader I wanted to be. I didn’t stand up for the kids. I didn’t respond with compassion for the teacher. I know this problem is a complex onion with many layers and that this teacher (who is typically wonderful & caring) was probably just tried and frustrated. She’ll come into today with a smile on her face as she has for over 40 years to try again.

I guess I was doubly bothered by this comment because I had just heard from parents in a “coffee hour” that morning that their kids were complaining about teachers saying things like, “You guys are all behavior problems, immature and not ready for high school,” and “I can’t believe you haven’t learned this before,” and “We can’t do that because you aren’t responsible enough.”

I left the parent meeting with a pit in my stomach wondering how to best address teachers who use negative language with their students. I left the dance class with a pit in my stomach wondering how to best address teachers who use negative language with their colleagues. As a program coordinator/consultant (and former principal), I have learned to pick my battles and to have compassion and empathy for the challenges facing both teachers and students. I try to stay positive, catch people doing things right and to model the way as much as possible. However, yesterday I feel like I missed an opportunity to stand up for kids and to support a colleague.

What’s a girl to do but write about it and hope her really smart PLN has some great advice….

Ten Things I Know to Be True about Teachers

Lisa Mireles — Sat, 22 Oct 2011 17:56:51 +0000

I write this from the perspective gained through my 22 years of experiences as a classroom teacher, master teacher, program coordinator, principal and affiliate faculty in education in public, independent and international schools. I personally believe that in order to transform our schools, we MUST elevate the status of teachers. Here’s what I know to be true about teachers:

1. They care about kids and they want to make a difference BUT,
2. They can’t parent /mentor every student. They have too many students with too many different needs and honestly most of them they have their own families/kids to take care of too. STILL,
3. They want to do a better job of inspiring & reaching every student. YET,
4. They are confused by the sheer number of mandates and initiatives thrown at them each year by district, state and federal bureaucrats who somehow think they know how to fix our schools. This is frustrating to teachers SINCE,
5. They know more about how to improve schools than most anyone else (especially politicians). THEREFORE,
6. They should have more input in school and district level decisions. HOWEVER,
7, They are being thrown under the bus by union leaders & government officials. THUS,
8. They are underpaid & undervalued. This is a giant mistake BECAUSE,
9. They are professional, lifelong learners AND
10. They hold the keys to ensuring we have an educated populace that is ready to take on the global challenges of a.) stabilizing a deteriorating global economy & developing new forms that will better serve humanity; b.) protecting a fragile planet on the brink of complete degradation; and c.) elevating the human consciousness level so that connection & community trump competition and individualism.

News Flash: It’s the How, Not the What When it Comes to Transforming Schools

Lisa Mireles — Mon, 19 Sep 2011 06:36:47 +0000

A little over a year ago, I posted about starting my dissertation journey. I’m pleased to announce that on Friday, September 16th, 2011, I passed my final defense without any modifications! The defense was a great experience for me. I had a supportive committee and was excited about my topic and results. As I immersed myself in my research and in the study, I became fascinated by the literature. I delved into teacher versus student centered learning, 21st century teaching and learning, professional development, professional learning communities and networked learning communities. I got lost in the forest of research, found a clearing and LEARNED.

To be honest, what I learned surprised me. The purpose of my study was to explore the relationship between teacher participation in a networked learning community devoted to transforming schools in Hawaii and teaching innovation. And although I found that teachers who participated more often had higher levels of digital fluency and utilized more student centered practices, what I really learned was that relationships must be at the heart of any school transformation effort.

I know this isn’t exactly front page news but I think it’s something those of us on the front lines of school improvement efforts often overlook. We spend far too much time on strategic plans, project charters, standards, curriculum and data analysis. I propose we move the conversation from the “what” to the “how”. How are the relationships at our school? What kind of relationships are fostered between teachers, between teachers and students, between teachers and parents, between teachers and leadership, between teachers and the community?

Strong relationships allow us to focus on a whole host of other questions: How are teachers teaching? How are teachers reaching students? How are teachers being supported? How are we fostering environments that promote deep, collaborative discussion of the “how” or the heart of our practice? How well are we listening to what teachers need? How are we tapping the expertise of our teachers? How are we balancing that with what we know from the research? How are we ensuring that our teachers are focused on what matters and not overwhelmed with too many initiatives?

So although the final defense was an ending of sorts, I find myself thinking that it’s also actually a new beginning for me. Besides some really great new opportunities coming my way, I am inspired and reenergized to start focusing more on leveraging relationships to better focus on the HOW of our work. Can’t wait to get started tomorrow!

Art of Racing in the Rain

Lisa Mireles — Sun, 06 Mar 2011 22:52:17 +0000

Several straight days of rain on our glorious Garden Isle. More time to ponder. More time to get a head start on my spring cleaning. Rummaging through my stack of notebooks, I stumbled across notes I took after reading Racing in the Rain last summer while housesitting for a friend in Hanalei. Rain. Rain. Some sort of serendipitous connection must exist here. Life lessons that the universe has decided I must relearn. Recently, I have developed heightened awareness of turning points hovering on the periphery. Fuzzy but persistent. Transformation is on the horizon. Some lessons worth considering:

1. The car goes where the eyes go. Keep your eyes on the prize. – Do you have a clear vision of what the prize is?

2. You need a great pit crew for when things don’t go well. They should be really familiar with you and be able to help get you fixed up quickly for the next round. – Who’s on your dream team? How are your relationships?

3. When you hit the unexpected, it’s best to accelerate into it a bit instead of resisting it. Although it might seem scarier, ultimately it’s safer. – Isn’t it true that whatever we resist persists? How flexible are you?

4. Everyone has demons – some have just learned to recognize and tame them better than others. – What are your demons? Try facing and demystifying them with authenticity instead of letting them burrow into your soul.

Vision, Relationships, Flexibility, Authenticity. Key ingredients for transformation on any level. What matters? Who matters? Key questions for those of us working to transform schools.

Catching Up

Lisa Mireles — Fri, 10 Dec 2010 21:37:44 +0000

So it’s been a while! Sorry! Between trying to pass my preliminary oral exams (done!), taking on a new part time job and supporting my kids with their multitude of extracurricular activities, it has been BUSY! I’m especially excited about the new job as the Smaller Learning Communities coordinator at Kapa’a High School. After several years working primarily at the elementary level in independent schools, it’s GREAT to be back working at the high school level in a public setting. I have spent the first two months learning everything I can about best practices related to Smaller Learning Communities and trying to understand what wonderful things are already going on at the school so that we can identify what can be expanded and/or refined to better fit the SLC model.

So far we have decided to divide our 9th and 10th graders into 2 Hui (teams) of about 120 students each with interdisciplinary teams of teachers servicing each group. We will shift to grade level rather than alpha counselors and the counselor will stay with the class all the way until they graduate. A vice-principal will also be assigned to each team. For 11th and 12th grade, we already have several CTE pathways and fine arts programs in place and we hope to expand them to become what we will call mini-magnets. Students will take 4-8 required courses in the mini-mag during 11th and 12th and perhaps one or two prerequisites in 9th and 10th. We are hoping to start school later in the day to accomodate common planning time before school starts each day in addition to common preps for Hui and Magnet teaching teams. Our core values will be personalization, rigor & relevance and equity.

We will also be implementing AVID and Project Based Learning practices embedded within the Rigor and Relevance framework across the entire school.

So tell me, what works in terms of Smaller Learning Communities? What excellent programs are you familiar with that you might be willing to share? What pitfalls should we watch out for? What should we make sure to address as we move forward? Are we on the right track? What else should we consider?