How Do YOU Define Success?

Listening to several people talk recently about the successes and failures that they had been experiencing caused me to stop and assess the concept for a moment.  In these conversations, the concept of success was relatively definable based on some objective form.  The concept of money, wins, happiness, possessions, and/or fame are all somewhat tangible concepts that people often use to measure success.  Typically it comes in a comparison with someone else such as "more money" or "more famous" than another person.  What eluded all of these people in the conversations was the fact that each one had their own "bar" set for what is success.  The possessions of one person may seem like a failure, while the next may feel exceedingly successful in amassing the same or similar assets.  That in itself may be the reason that so many of us never seem to "achieve" or reach any level of satisfaction.  When we reach one plateau and feel rewarded or content, we either focus on another area or increase the level of our success in the same area.  For example, one that wants to become a millionaire will find a new status symbol (such as owning a business, finding a spouse, or helping disadvantaged kids) or will increase the definition of success in amassing wealth (such as having 10 Million Dollars). 

It is good to have goals, and I'm not saying we shouldn't, but since our goals don't really satisfy our desire for "more" of everything, maybe it is the path or the methodology that is actually the reward we seek.  Maybe, the meeting of the goal has less significance to our life than the effort, dedication, ethics, and passion put into reaching that goal.  The amassing of money, things, power, etc. may be a way to keep score in our lives, as many do, but is the real victory in the game of life the game itself.  OK, for those that are struggling with my concept here, let me elaborate with an example.

If you know me, you know one of my loves in life is, and always has been, basketball.  I enjoy the game - the strategy, the skill, the finesse, the contact, the force, the speed and power combined, and all that goes with this amazing game that began with a peach basket on a wall.  Another thing that you may know about me is that I'm very competitive - I don't like to lose, I don't like to make mistakes, I don't like to look bad to others or even more to myself.  I like to be "successful" every step of the way, and I'll work hard to make that happen.  So in this basketball analogy - missing a shot, being out of position, or letting someone drive by me to the basket simply frustrates me.  Each of those is a "loss" or a "failure" to me.  As I get older and slower, have less stamina, and can jump only inches for a rebound or to challenge a shot, these "failures" become more frequent.  I have to adjust my play to cover for my lack of athleticism (my mind sees what I should/could do, but my body isn't able to make it happen).  Now all of these are the realities of who I currently am, but none of them are an excuse or reason for not doing my best - sometimes by accommodating in less athletic manner, such as reading a rebound better than I did 15 years ago.  Learning about myself from each play is part of the joy of the game (I see another post coming on a spin-off of the topic here).

Although my prime for playing the game has long since departed, I still very much enjoy getting out on the court.  Not many years ago, I played among a combination of young high school athletes, a few college guys, and some of us that still thought we had "it" for some reason.  Almost everyone who played had greater skill than me, and some were quite passionate, so it was a very competitive venue for me to challenge myself.  I loved it!  Sometimes the four on the court with me won, and sometimes we lost the game to 15.  As we shot freethrows for teams, there were times, I didn't get a chance to fill the team because I missed.  The hardest part of missing that freethrow or losing the previous game was not the fact that I had failed (but I obviously did - the goal was to make the shot or win the game).  The most depressing part was that I didn't have the opportunity to play.  The ultimate goal was to keep ME on the court to enjoy playing the game.  The win was a step in that direction.  Making the freethrow to become a part of the next team was a piece of that puzzle.  Doing things right on the court contributed to the likeliness of keeping me on the court. 

With that analogy, it is easier to see (at least for me) that the ultimate goal of my few hours of open gym basketball wasn't to make a freethrow, win the game, block a shot, make 3 good passes, or any other tangible goal that we would typically set for ourselves.  The goal was to be a part of as much basketball as I could.  In doing so, I also unlocked another key piece of understanding for myself.  I could better appreciate the good play of others and recognize that they too were doing what it took to keep their playing time alive.  Although competitive, it was in a different way.  If I left it all on the court and my team lost, I could live with that much easier than I could deal with losing my opportunity to play because I fell short of doing the things that could help our team.  In other words, the means were more important than the end.

When we define success, maybe it is in those terms that we all have a little bit more to learn.  It's not the money, wins, things, fame, etc. that are the successes in life (or the failures).  True success comes from playing the game and being a contributing player in the life we lead.  Our goals in the process may change by those objective measures, but our approach to meeting those goals can be consistent.  Then, win or lose, we can determine our satisfaction with ourselves based on our own effort.

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Does This Matter?

This morning I just did a little review of my blogging stats.  The final conclusion is this:  It really doesn't matter what I do.

I'm serious about that.  It appears that occasionally people happen across my blog and take a peek.  The statistics say that happens about 10 times a day or so.  The reason I believe this to be the phenomenon is that I haven't blogged since January 24th, and the numbers aren't really changing.  At one point I thought maybe a few people were interested in some of the topics and conversations that were being held here.  Some of that may be true, but it doesn't seem like that is the overwhelming majority.

Now, that being said, I did have almost 800 hits in one month (compared to the 300 or so recently), so there may still be some interest in at least something.  There were a few good articles and events happening that were the reference, so my interest has again been stimulated.  I'm wondering if this month (April) will show any more activity if I post a couple of items.  We'll give it a shot and find out.

With about 50 posts so far on this site, some have received a few comments and some none.  Hopefully a few people have even gotten an insight, been informed on a topic, or caught a phrase that made them think about something for a moment.  That is what I hope.  I have generally tried to post things that were somewhat thought provoking and had some level of importance.  Not always, but generally.  It is my intent to keep with that concept, but I also believe it may just be flat out fun to toss in some other items along the way.

So with no guarantees, no expectations, and at least some level of genuine determination...let's see what April brings.

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Snow Day!

Everyone loves a snow day!  At least it is my hope that you enjoyed the day doing something you like while Belmond-Klemme took a day of unplanned vacation due to winter weather.  Although it took some time to get here, North Iowa felt the snowy effect with a decisive Friday morning of the white stuff.  This time it looks like it will stay for a while, which means that roadways and travel become more unpredictable.  Keep your vehicle prepared and be wary of the wind, which can cause whiteouts and drifting even with no snow in the forecast.  This being the first day that BK has cancelled, we are on the third planned make-up day of the year.  February 20 will be used in order to keep the annual days of learning at 180.  This is Presidents' Day as well, and if needed (but we hope not) there are two other days during the school year that could be used as well - March 26th and April 9.  If we don't lose any more days, those will be days of vacation.

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Good Bye to the Old Horse

After spending the last however long blogging on Bronco Bits, it is now time to close the door on my original blog:  Beating the Dead Horse.  Although the time I spent on that blog was equally enjoyable, and there were a few good discussions/arguments, it is just something that I have not kept current.  So, to that one reader somewhere in France that has checked in a couple of times in the last month, including today:  Farewell.  All of the articles that were written there have been uploaded (or is it downloaded in this case?) to Bronco Bits, so there is still a bit of the "Old Horse" in the "New Bronco" I guess.  If you are extremely bored and just are wondering how to spend those last few minutes of precious time this evening, feel free to look back at the 2010 and before posts that you may not have caught on Bronco Bits.  If it doesn't get your head thinking, maybe it will cause you to drift off into a dream-filled slumber.  Good Night, Readers.  Good Night, John boy.  Good Night, Horse.

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Public Speaking 101

For the first time in my career, I stood and asked a question in a room of that size.  Due to the layout of the room and my location, I was overlooked by the facilitator for quite some time, which both allowed me to jot a few notes and become more nervous as I looked out over the number of individuals in the room.  Believe it or not, given my long-windedness, public speaking is not something that I'm comfortable with at all.  So, of course I started by thanking Dr. Glass for being visible around the state and for asking the questions to those in the field of education...and then remembered that I forgot to follow protocol and introduce myself.  So from a darkened corner of the room (ok, maybe that's overly dramatic) came my unidentified voice with a compliment, a reference to a previous speaker and a question that probably sounded like a dare.  Although not a direct quote, this would be close:  "So the first goal of the Blueprint is to put a great teacher in every classroom and a great principal in every building.  Why do you believe that we can't do that now?  Is it due to poor preparation, lack of training, lack of capacity, lack of direction, lack of support, incapable individuals, or unmotivated people?"  Yes, I had the list scrawled on a sheet in front of me.  The moderator asked me to repeat the options, referencing the fact that I must have had a list.  Instead, I responded, "What I'm saying is that we have thrown money at teachers thinking that will make a difference.  We've added rules and regulations to hold all accountable.  Yet we are here again.  Why will this be any different?  What quality in our people are we trying to address?"  A little bit of almost conversation allowed me to invite anyone on the stage to Belmond-Klemme (Yes! I at least remembered to say the name of the school!) to view hard working teachers and educators.  Why do we think that we don't have these people around (note that I'm not saying that every teacher in every classroom across the state is great) our students?  Essentially the answer was that we have good people, we need a good structure, and none of us involved in the blueprint would ever say otherwise.  Good, political answer that didn't really answer the question.  Not that I expected differently, but I was hoping.  It did allow me, however, to awkwardly face a fear I have and somewhat address it.  A few individuals found me to follow up with a question of their own or a comment that caused a conversation to ensue.  Most of these were actually based on the topic and caused me to again refine my thoughts...although forgetting to introduce myself did bring a few of my colleagues around primarily to remind me of my memory loss. 

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Bus Safety Is NOT an Optional Activity

In a very timely manner, the Iowa Department of Education released the August issue of School Leader Update, including some great information about how we ignore school busses.  This is directly from that publication (less the fancy layout), and my great thanks to Max Christian, who ok'd the use of this information as he continues to do a fabulous job of leading the school transportation of our state.

The actual survey was backed by NASDPTS – National Association of State Directors of Pupil Transportation Services - and we thank them for their efforts.

School bus stop arm violation survey Earlier this spring, Iowa school districts were urged to be part of a
nationwide school bus stop arm violation survey. A school bus stop arm violation occurs when another motorist passes a stopped school bus while the bus is either loading or unloading students. This is illegal in all states, including Iowa, and is a very serious trend.
With that in mind, Iowa joined with 27 other states, and on May 11
conducted a statewide stop arm violation survey. The nationwide results were released recently by the National Association of State Directors of Pupil Transportation Services (NASDPTS), organizers of the nationwide survey. NASDPTS will be working with the National Highway Traffic Safety Administration (NHTSA) and the American Automobile Association (AAA) to strengthen the pass-by laws across the nation and to bring some much-needed attention to this alarming issue.
Go to http://www.nasdpts.org/StopArm2011/index.html to view the nationwide survey results. For more information, contact Max Christensen at 515-281-4749 or max.christensen@iowa.gov. Survey results in Iowa: Number of buses participating: 2,295 (about 46% of the buses in Iowa) Number of violation incidents: 327 (the number of times a vehicle passed the stop sign of a stopped school bus) Number of violating vehicles: 393 (the number of vehicles that passed those stopped school buses – some incidents in-volved more than one violating vehicle) Percentage that occurred during a.m. routes: 46.2% Percentage that occurred during mid-day routes: 3.6% Percentage that occurred during p.m. routes: 50.3% Percentage that passed from the front of the bus: 63.9% Percentage that passed from the rear of the bus: 36.1% Percentage that passed on the left: 97% (the road side of the bus) Percentage that passed on the right: 3% (the side where the door is located)

Here is link to the NASDPTS website where you can find more info on the stop arm violation survey.

http://www.nasdpts.org/StopArm2011/index.html

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What WE Do Affects Our KIDS

Moving forward isn't as easy as it may seem at times.  Especially when mired in the routines and expectations that we have grown up with, the status quo is a comfort zone that we can find in a quickly moving world.  The question is what that means for our kids.  After I am gone, what is the environment that my kids will find to be their comfort zone?  How about grandkids and generations after that?  Although I still love the concept of Iowa values of hard work and caring for others, there is clearly a global impact that has penetrated our corn fields.  We can either fight it or embrace it.  I fear the results of a fight.  This is the 5th video in a series that has explained some of the direction that technology has enabled us to access.  It is worth the look if you haven't seen it.  If you have, it's worth a second or third look. 

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I LIKE STRESS

Much like that famous quote from the movie Wallstreet, "Greed, for lack of a better word, is good,"  I think I like stress.  Taken alone and out of context, it really appears to be one of the worst concepts imaginable, like greed being good.  I have to admit, though, that when I'm stressed, I do better.  When lots of things are happening, I get focused.  When pandamonium erupts, I become effective.  When things look the most bleak, I personally find some hope and energy.  That must mean that, "stress, for lack of a better word, is a motivator".  I think you can/should quote me on that.  So, should I go looking for more stress in my life?  Do I need to sit down and create a list of wants that I don't really need so that my greed can increase?  Can I find ways to worry about how to get what I need to provide what I want?  That seems like the ultimate compilation of stress and greed, so it must be perfect!  Of course that sounds ludicrous, but it also seems like there has got to be a thread of truth in there too.  Somehow, somewhere stress is serving a function, and I think I LIKE IT.

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It's All About the Benjamins

I'm sure that many people out there would agree that we really work hard in education to provide the best possible education for our students. I have believed this for a long time and still do. With the current status of economy across the nation, however, it is my observation that what I have long believed to be a staple belief is being eroded by another key belief...survival.
Survival is one of the initial instincts that we all have. It spans across the personal barriers of eating, reproduction, learning, loyalty, interdependence, and so many other concepts. As institutions or businesses, survival is key to being able to do anything positive for society. Look at mission statements and visions that promote the "grander thinking" of humanity in terms of what a company or organization can provide. Think about it...no survival, no anything. It suddenly becomes "all about the Benjamins" in order to finance our efforts.
So when the economy takes a dive, schools and educational supports are hard hit - not without an understanding of the long-term effects this will produce, but in a survival mode. Our government needs to survive too...keep that in mind...and without the government's survival, where do we all land? So education takes a 10% rap on the proverbial head, which is handed out at the district level. Seeing about 75-85% of all current funds for each district are tied to salaries, what is the natural response? Survive! Cut staff! Trim the fat! In order to "make it" the belt will again be tightened around the concept of doing more with less.
Now that we take a huge whack (again) at the individuals responsible for learning, what happens? Some leave the field, some become unemployed, some move to another position. Whatever they do, the hard part about reductions is that it is unlikely that the only individuals removed from their current positions will be those that are less effective with students. Due to contract language, we WILL be losing some of the most excellent educators across the nation. At the same time, there will be individuals that maintain their positions with less than stellar performances. That's the system, and there is a contract involved. For those that have the option to retain the correct people in the correct places, my hope is that they have the intestinal fortitude to make the calls on behalf of students. That can be a lonely place when it may involve a lot of battles, but it is necessary to place the students first if that is truly the cause in which we believe.
Now that we have eliminated a large part of our expenses and reduced the number of people working for the schools to do so, we face the next step of the spiral. With less local individuals making a salary, the tax base shrinks. Do the math, and yep, less money again. Less tax means less government ability to support anything, and I'm sure we'll look for another cut in the future. More spiraling.
There isn't an easy answer, but as a nation, we need to look at our most valuable resource - our kids - and think about them in our quest to survive financially. When we talk about the Benjamins, my hope is that our decisions reflect that it truly is "all about the Benjamins." But I hope that these Benjamins have a face and a last name and that they represent every child we touch, even those not named Benjamin.

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Ready for 1 to 1?

In the geographic area of Iowa there has been a lot of conversation over the past few years about 1 to 1 technology in schools.  Apple has done a nice job of getting their foot in the door and creating opportunities for several school districts to make the move to having a computer in the hands of each student that enters their door.  Now that the PC revolution has followed suit with making notebooks inexpensive enough to be considered, the race is on.  Moving to 1 to 1 status is more than a financial outlay and setting up simple policies for care of the computer and access to the internet both at school and at home, however.  It is about a new way of thinking in the classroom and teaching and learning at an incredible pace.  It is about letting down the guard to some level and yet protecting students.  It is about finding the balance of safety and learning.  It is about being comfortable with something that may be foreign.  It is about students being more familiar and expert at the tools than those charged with leading the learning.  It is about finding a wealth of tools available and at our disposal that weren't there before.  It is about collaboration.  It is about stretch learning.  It is about 21st Century learning.  It is about shared learning.  It is about learning...for all.

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What Really is Important?

Currently there is a lot of good discussion about assessment of learning in our schools, and I would think it is with very good cause.  One part of this discussion is based on determining what information is truly valuable to assess - that educators should assess what is critical for long term retention and not worry about assessing that information that is more supportive and/or readily available.  It's a conversation that I've had many times and in many different ways, but copied below is one of the most recent I've had regarding the concept of whether a teacher should assess students on remembering the parts of a neuron as was originally posted on Dangerously Irrelevant.  The time and date are noted from Skype, and this is posted with the permission of my colleague.

[1/16/2010 3:30:48 PM] Marshall: I've been thinking on that Neurons one too. I have long said that we attend school through HS for the purpose of learning how we learn much more than the exact information.


[1/16/2010 3:33:29 PM] Colleague: I agree and disagree. I have lots of useless information that I can retain but for some reason labeling neurons and remembering exact dates and stuff were not my thing, but I do get the big picture most of the time and think that is the most important thing. But I do remember a discussion you had with me about calculators versus retained knowledge and see that side also.


[1/16/2010 3:35:36 PM] Marshall: We obviously do learn some things, and that is important. We'll keep what we use and the facts will fade when not used. Once leaving HS, though, the training becomes more geared toward what you will be doing every day and therefore re-enforcing in your own mind. That information will be necessary and applicable over time, unlike neurons will be to the majority of us.
 
The calculator discussion that was referenced above is basically an application of knowledge vs. technology supported application.  Essentially the question asked is:  Given a set of directions and outcomes necessary, would the individual with much knowledge retention be more or less effective and efficient (better employee, producer, worker, etc.) than a counterpart with less retention but strong technology skills?  I've not personally tried it, but I wonder what the outcome could be...hmmm...but I have digressed from the key questions which are being asked.

So ultimately are we able to say today (as we have said in the past) that knowledge is power?  Does that phrase need to be modified to reflect the fact that so much of what we consider knowledge is available with relative ease and speed?  Does having that knowledge (whether in memory or accessible through a computer) provide "power" for us?  Is knowledge now something that is simply expected to be provided to us for use in whatever manner we see fit?  Is there a minimum level of knowledge needed for all of us to know?  For some of us to know?  Does it depend on our specific culture, our political society, and/or our employment?

So, once again:  What really is important?

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