And the Stories Continue...Because of a Teacher

 Written & Curated By George Couros Because of a Teacher Stories of the Past to Inspire the Future of Education 

I finished Because of a Teacher, written and curated by George Couros the day before students returned to school this year. Each chapter in the first two sections of the book framed a compelling story from an educator’s point of view on the lasting impact a teacher or administrator had on them. In the book’s final section, the reader read the wisdom of “What advice would you give to your first-year teacher self.”  All of the individual author’s stories in each part made you either laugh, brought back memories, or helped you remember to pursue what is truly important in whatever role you follow as an educator.

Finishing Couros’s books was a monumental moment for me as a principal for so many reasons. The following day would be the first time all of our students would return to campus, and digital distance learning would be a verifiable experience recorded in future history books yet written. Our staff included first-year teachers, veteran teachers, and everything in between. What we would do together would be new stories told for years to come.

During the past year and a half, as we navigated a pandemic, educators learned lessons not even previously imagined through steadfast perseverance, ongoing commitment, and emotional exhaustion. One element that came out loud and clear was a new respect and, yes, even admiration for teachers. Parents and families experienced firsthand the energy and knowledge it took to teach our kids as they now had front-row seats in the performance. 

There were a lot of thank you’s, and I couldn’t do what you do in multiple conversations with those responsible for connecting students with their teachers remotely. It was a challenge and a gift. We learned more about ourselves as educators and more about what our kids genuinely needed before academic instruction even got started.

We had so many of our own ‘because of a teacher’ stories that inspired us as a school community and propelled us to connect with our kids through a complicated reality..These stories included teachers showing vulnerability as they learned where and how the mute button worked. More stories had hesitant teachers taking the leap and diving into creating content videos with technology tools previously housed in cupboards and closets. We laughed as teachers developed new norms and routines to decrease the background noises and visuals as students displayed and shared their pets, toys, and unmentionables. 

Our specialized teachers had their own ‘because of a teacher’ stories that left us wanting more. Our toes and hands continued to tap as music teachers became a one-person choir and symphonic band extraordinaire in their home basements that left us wanting more. Our physical education teachers created antics that would elevate our heart rates and keep us laughing as we pulled out items from our pantry for aerobic routines and dances. Our instructional coaches also became our resourceful cheerleaders as they shared and learned alongside us. 

It is also important to mention the educators in the front office who also quickly became Jedi Masters in the art of navigating the use of an iPad or Chromebook with parents who were at the end of their rope. The phone calls were steady and sometimes abundant as new crises arose, disrupting the day. Their tones were kind, the actions generous, and their intent was to listen with an empathetic mindset to the stories of parents now taking on the ‘because of a teacher’ role.

As the principal leading the ‘charge or change’ depending on the day and watching it all unfold was more than awe-inspiring. Admittedly I, too, was frazzled beyond what was even believable.  As I leaned in and listened to the multiple ‘because of teacher’ stories, I was humbled and proud of the community we are creating one student-centered story at a time. Fear wasn’t an option. It became our fuel to do and be better in our new normal.

Moving Forward with Disruptive Thinking

 Eric Sheninger DISRUPTIVE THINKING—In Our Classrooms Preparing Learners for Their Future

Leading during a pandemic has brought nearly unimaginable ongoing challenges for school leaders. The disruption to our familiar teaching and learning routines is extensive and genuinely exhausting. However, an unexpected opportunity has arisen that can challenge us to become something different, disrupt our standard path, and blaze a new and better way for each of the students and staff we serve.

Sheniger published Disruptive Thinking at the height of this interruption. His new book has the recommendations and mindset needed for getting back to what is most important as we move forward with the necessary changes for our kids. Here are of few of my favorite takeaways that I will continue to revisit and share.

It’s A Bold New World

“By employing disruptive strategies, we can begin the process of creating a more relevant learn culture for our students” (p. 9). 

“There is always a starting point for development. It begins with understanding that all kids can learn” (p. 13). 

Challenging The Status Quo

“You are only limited by the barriers you develop for yourself. If we want kids to think disruptively, then we must do the same” (p. 23).

“Achieving success is rarely easy. The same goes for learning. If it is easy, then it probably isn’t learning” (p. 29). 

Instruction That Works

“Rigorous learning is for all students” (p. 54).

“By evaluation our practice we can determine where we are, but more importantly, where we actually want and need to be for our students” (p. 73).

Sticky Learning

“It’s time to shift our focus and energy to developing and assessing core and innovative competencies that will serve students their whole lives” (p. 78).

“Curiosity and passion reside in all learners. Inquiry can be used to tap into both of these elements and, in the process, students will be empowered to own their own learning” (p. 88). 

Adding A Personal Touch

“Schools need to work for our students, not the other way around” (p. 116).

“Disruptive thinking requires us to disrupt our practice in the classroom for more equitable and enhanced student outcomes” (p. 136).

Environments That Cultivate Thinking

“We need to move away from classroom design that is ‘Pinterest pretty’ and use research, design thinking, and innovative pedagogy to guide the work” (p. 149).

“Now is the time to embrace the upside of this moment. Let go of some of the old baggage and self-imposed limitations around what we think school really is, and expand our idea of what teaching and learning can become” (p. 159). 

Outlier Practices 

“Feedback should be a dialog, not a monologue” (p. 177).

“A conversation that incorporates the art of listening will go a long way to creating a classroom and school culture in which feedback is not only sought and invited but acted upon” (p. 177)

Sustaining a Culture of Disruptive Thinking

“Without trust, there is no relationship. If there is no relationship, no real learning or change will occur” (p. 187).

“Disruptive thinking in the classroom will only become a reality, however, when priceless relationships are in place. With these in place, your impact will be felt for generations as the learners you influence today disrupt the bold new world in what that change it—and us—for the better” (p. 194).