Talk Less, Listen & Facilitate Thinking More

Educational Leadership  TALKING & LISTENING—November 2014

If given the opportunity I would jump at the chance to work with Kim Marshall. Every week he reads and summarizes key publications submitted by those well respected in the educational community. He publishes a summary known as Marshall Memos. They are an invaluable resource to busy educators who want to learn and do more to facilitate teaching and learning effectively. They are quick and easy reads with meaningful takeaways.

I will try and mirror his style with my summary of the November 2014 issue of Educational Leadership, Talking & Listening. In this latest issue the Editor in Chief, Margaret M. Scherer opens the conversation to the reader by asking an important question, “How can we make sure that we realize all the benefits of effective talking and listening?” (pg. 7). Here are some of my favorite responses from featured articles.

In Talking to Learn, Elizabeth A. City states, “I want schools to be place of rich learning, and therefore I want them to be places of rich talk” (pg. 13). Practiced group protocols will enrich the discussion and bring everyone into the conversation.  Varied text can support new thinking, but can also include other median such as art, music, and cartoons, to enrich the conversation. “Some of my happiest, most rewarding moments as an educator have been hearing what comes out of learn mouths when I get out of the way” (pg. 14).

Fisher and Frey in Speaking Volumes help educators move from good to great. “When there’s a balance in the classroom between student and teacher discourse, good things happen. When students assume increased responsibility for discussion, when they interact with a wide range of peers on diverse topics, and supply evidence for their thinking great things happen” (pg. 19). My personal ah-ha came from their thoughts on, “Talking to facilitate reading and writing development” (pg. 21). They quoted James Britton who in 1970 stated “Reading and writing float on a sea of talk” (Britton, 1970, p. 164). His research aligns with current thinking today. If we focused on our student’s language development, it supports their ability to read and write—well.

Now Presenting by Erik Palmer helps us to remember to value communication and increase what we expect of our students. “We assign speaking, but we don’t teach speaking” (pg. 27). Model and teach what you expect and, “Let students know that you value oral communication every time they speak” (pg. 27).

From Mindless to Meaningful Laura Billings and Terry Roberts show us how whole group discussions can be meaningful activities for students to share their thinking. This requires the teacher to be cognitively prepared with planned questions at the beginning, middle, and end of the discussion. “Teachers set the stage for a meaningful discussion when they select and use a tangible human artifact—or text—that represents key values and ideas” (pg. 62). Not only do these planned session provide students opportunities to talk, but ultimately they are skills needed for the workplace and life.

Finally in All the Time They Need, by Ellin Oliver Keene I learned the most important concept. “If we want students to think at high levels, we’re going to have to give them a little time. And we’re going to have to get comfortable with silence (pg. 67).  Keene provides the reader with tips on how to hold your tongue and key points to remember when holding out for students to decide what their brain wants to say (pg. 69).

Two & Six

Polly Patrick, Chapter Two & Chris Weber, Chapter Six NAVIGATING ACHIEVEMENT FOR STRUGGING STUDENTS WITH THE COMMON CORE STATE STANDARDS—Getting Ready for the Common Core 

This book is one in a series with multiple authors. I was asked to read it, but with the recommendation to focus on chapters two and six. In chapter two Polly Patrick revisits the importance of HOW we give feedback to our students. She refers to it in the title of her chapter as “Feedback: Fuel for Learning.”

In order for our students to learn and grow, so they can become and be, they have to keep going and not give up. Patrick quotes Douglas Reeves (2011) who said it well. “If we expect students to improve, then they must take risk, make mistakes, and receive formative feedback than lead to improved performance….If we expect teachers and leaders to improve then we must provide monitoring and feedback that meet the same criteria” (pg. 12).

So when students get stuck, and they will, we just need to reaffirm they just haven’t learned it “yet.”  We are helping students move away from the fixed mindset “I can’t do it” to a growth mindset of “I can’t do it, yet!”

In chapter six, Chris Weber reviews the research of the key elements of effective research based instruction to support all of our learners. What is refreshing and encouraging is all of the researchers agree on this one (Hattie, Fisher and Frey Hunter, Marzano, Joyce, Weil, and Calhoun, Hollingsworth and Ybarra). Weber summarizes their findings and describes “seven common-sense elements of effective instruction”.

• What are we learning? (Learning Targets)
• Why are we learning it? (Rationale)
• I do it. (Teacher Modeling)
• We do it together. (Guided Instruction)
• You do it together. (Cooperative Learning)
• You do it alone. (Independent Practice)
• How do we do? (Assessment)

This gradual release of responsibility model is classic, and when I see it in action its pure pleasure. The teachers are in their element, the students are thriving and it’s better than magic. It’s teaching and learning at its finest. 

We get to do this, we are just not there yet!

Creating A Culture of Achievement

Douglas Fisher & Nancy Frey HOW TO CREATE A CULTURE OF ACHIEVEMENT--in your school and in your classroom

I thought for this review I would post my personal copy of the book I just devoured. You can see I am in love with office supplies as well as writing anecdotal note to myself for future reference. This read was a gem. Maybe it was the timing. I am in the biggest challenge of my career to date and in the mist of high stake change. I am absolutely thrilled for the opportunity, but finding a starting point required strategic thinking. 

Fisher and Frey provided the initial framework to start my thought process. They refer to this staring point as pillars, and the first pillar is defined the minute you walk into the building. What does that feel like for all stakeholders? What messages are we sending? Does each person feel a part of the change and valued for their insights and perspective?

The second pillar requires a shift in process and procedures that provides tools for teaching students to support them to become the person we know them to be. Holding students accountable for their actions and helping them understand how their behavior affects others. These restorative practices try to foster understanding of the impact of their behavior, and how they can repair that harm. 

The choice word pillar is the third pillar and built on the foundation of Carol Dweck's (2006) work with Mindset. A growth mindset "is based on the belief that your basic qualities are things you can cultivate through your efforts" (p 7). To establish trust and create a culture of change requires us to listen, replace the word but with if or yet, and do the next right thing to help students identity their mindset of possibilities.

The fourth pillar is about learning and critical for the structure of equitable student achievement. We each need to get really good at teaching with research based practices and to get to know our students and their lives well. Understanding who they are and where they come from is the foundation for developing strong trusting relationships that establishes in each of us it is never too late to learn.

Finally the last pillar supports creating a system where each and every staff member, students, parents, and families knows without a doubt we are the best school in the world. We get to begin today with a passion and rigor that creates not only a sense of urgency, but one of pride and celebration. We get to do this, we are just not there yet!

How do we create a Culture of Achievement? Together. We create an environment that is conducive to learning with time and effort. Working every day in a forward movement and a positive mindset. Fisher and Frey provided a host of ideas to get the reader started. Here is my list which I have scribbled in the inside of the cover of my book. 

The Rider, The Elephant, and The Path

Chip Heath & Dan Health  SWITCH--How to Change Things When Change is Hard

It interesting when you learn about something new, you see if everywhere. For me it's the emotional elephant. He's large and in charge and sitting right in the middle of the Path. I could ignore him and hope he will get out of the way or at least get the hint. Although that is highly unlikely. 

For those that know me best I am the rational Rider, I am directing the elephant but often can't see the path around the elephants girth, and let's face it the elephant is much bigger than I am. If the six ton beast wants to go off the path, theb that is where we are going. It can be an arduous journey.

An Elephant, a Rider, and a Path--what does this all mean? It's a simple metaphor for "How to Change Things When Change is Hard". In order to facilitate change you must:

Direct the Rider:  Find the Bright Spots, Make the Most of Strengths, Small Purposeful Steps, and Celebrate Each and Every Victory.

Motivate the Elephant: See-Feel-the Change, Shrink It,  Sequence It, Fuel it With Hope and let it Grow

Shape the Path: Tweak the Environment, Reward Wins and Near Wins, Change your Own Behavior, Rally the Herd to Join, and Look to System Changes rather than People Changes.

I am really not the Rider, I am sometimes the Elephant too, but it's my ability to get into the head of both to shape the Ride. Leadership is hard, but with  transformational growth mindset its invigorating.

How To Communicate Best When It Matters Most

Kerry Patterson, Joseph Grenny, Ron McMillian, & Al Switzler crucial conversations —Tool for talking when stakes are high.

The author’s define a crucial conversation as: “A discussion between two or more people where (1) stakes are high, (2) opinions vary, and (3) emotions run strong” (pg.3). How do we handle them? Typically we do one of three things; run from them, trip over them, or stop and “handle them well” (pg.3). The latter being the most difficult to master. When we fail, we miss the opportunities that can strengthen relationships and build connections in both our personal and business lives.

The author’s findings are based over several decades of research with thousands of people. Put simply they recommend the following steps:

          1)    Start with the heart. 
          a.    What is it that you really want and clarify want you don’t want?

          2)    Learn to Look.

          a.      Are others moving to silence or violence and what content and conditions lead them there? 

          3)    If they are, step out and--Make it safe.

          a.      Apologize, contrast to fix misunderstanding, and find mutual purpose.

          4)    Master Your Story
          a.      Analyze the emotions they bring

          5)    State Your Path.

          a. Share your facts and tell your story.

          6)  Explore Other’s Path.

            a. Express interest, acknowledge, restate, and prime their thinking.

          7. Move to Action.

          a. Turn your crucial conversations into great discussions.

Oh if it was only that easy! It’s not. The author recognize it takes years of practice to do this well. Their recommendations is to pick a relationship, an ongoing conversation, and let others know you are trying to improve the quality of your dialogs. Have them practice with you and run through one element at a time until you become more familiar with the process.

Artful Leadership

Max De Pree, Leadership Is An Art—New Forward by the Author

I was given this book to read as a book study for our administrative leadership team. When I discovered Max De Pree wrote Leadership is an Art in 1987 I admit I was a bit skeptical. Current research has propelled us forward to a more systemic way of what we should know and be able to do as leaders of learning. 

While reading I learned De Pree revisited his original work in 2003. He added a new preface which helped me reframe my thinking. Specifically he stated, "Knowing who we intend to be always determines what we will do with our lives" (p xii).  Putting the "we" into the context of leaders, and "lives" as our school systems, his wisdom becomes timeless. De Pree defines artful leadership as integrity, building and nurturing relationships, and community building to "fit the unique structure of your life as a leader" (pg. xii).

But how? How do continue to work together as teachers and leaders and deal with change and conflict and reach our potential?  De Pree addresses this enduring question with, "We do not grow by knowing all of the answers, but rather living with the questions" (pg. 58) by searching for knowledge, wisdom, and justice collaboratively together.  

The Principal

Michael Fullan THE PRINCIPAL —Three Keys to Maximizing Impact

It is interesting when you learn something new to deepen your practice. For me it’s about recognition and awareness of how it fits into the other existing systems. Rather than one more thing, it has the potential to enrich what is already in place. Asking me to do one more thing, just might put me over the edge. Helping me to do what I am already doing with greater clarity and purpose—well that’s doable.

Michael Fullan's newest book, The Principal, clarifies what specific actions are needed by the principal, to be the change agent to for all students to reach their goals. Although not as an instructional leader, as was my previous practice, but leading change with team learning. Creating the system where we collaboratively work together towards a common goal by learning alongside one another collectively.

Effective principals know the importance of spending time with teachers in and out of the classroom. Those rich engaging conversations are actually one of the most fulfilling aspects of being a principal. Providing support, specific feedback, and recognizing and celebrating success is an amazing opportunity for the principal to share their passion for teaching and learning.

My “ah-ha” moment occurred when I learned the "more powerful way" to becoming a change agent is developing "Professional Capital." Fullan explains "school leadership as the driver for change," focusing on three intentional practices:

Human Capital:  Inspire individuals and help develop them as new leaders but "use the group to change the group."  

Social Capital:  Collective thinking occurs when "peers learn from each other in purposeful, specific ways to improve learning in the school."

Decision Capital: The lead learner (principal) then seeks the collective knowledge of those around them "to make expert decisions that dramatically improve learning for all students.”

Fullan states, "The principal as the direct instruction leader is not the solution!” Nor do they lead all the instructional learning. The principal invests in time for collaboration to ensure intense instructional focus and continuous learning are the core work of the school, and does this by being a talent scout and social engineer, building a culture for learning, tapping others to co-lead, and being a learning leader for all.