'Why?' Questions to Reform Education

I just finished reading A More Beautiful Question by Warren Berger, and it really made me think about how I use questions with our school community to solicit feedback about how we can do things better. Berger's "Why? What Now? How?" process makes sense and validates what Simon Sinek explains in "The Golden Circle" that knowing why we do something give us purpose to do what we do. Both Berger and Sinek provide examples of people or companies that started with why? to provide products or services that may not have existed a few years ago. Coincidentally, I visited with Ian Kitajima at Oceanit last week, and their innovation company lives this idea of asking why?questions and seeking solutions to problems.

Today, I read an article about Finland's educational success. It was written in 2011, but the "lessons" shared by Pasi Dahlberg are still applicable today in 2017. In fact, perhaps they are even more relevant.

I was hoping that the Berger book would include a chapter on "Questioning for Education" but it only included a chapter on "Questioning for Business" and "Questioning for Life." So as I reflected on the present or upcoming transitions at the national and state level and the changes I have seen in my nearly 44 years as an educator, I want to pose these why? questions for education. I don't have the answers, but I believe that these are questions we might explore if we want to make the kinds of changes that are necessary to prepare our children to inherit a world where they can make a difference. Here are some of my why? questions:

• Why are schools so "traditional" and why is it so hard to change?
• Why aren't we looking at different models to build and/or upgrade our schools to the 21st century (e.g. business or university partnerships)? 
• Why can't developers build schools for the areas they are developing?
• Why do we need standardized report cards to tell us how a student is doing in school? What do grades really tell us about a student? 
• Why do we need standardized tests? What do these tests really tell us that we didn't already know about a student?
• Why do we have grade level standards? What would be a better way of collecting evidences of student progress - where they started and where they are now - as opposed to where we say they need to be by the end of a grade level?
• If we value innovation and diversity, why are we so intent on standardizing education?
• Why do we keep talking about school reform? When will we stop talking and do something amazing that will keep our teachers excited about teaching and our kids excited about learning?
• Why aren't educators valued in the United States as they are in other countries?

And my most important why? question is:  If we say that the 'children are our future,' why aren't we willing to invest in that future?

It's More than a Place to Borrow Books 2017

About 4 years ago, I wrote a blog after attending the annual conference for the Hawaii Association of School Librarians. At that time, we were in the process of planning for a $33.2 million construction project, courtesy of the Department of Defense and the State of Hawaii which included building a new library media resource center. Throughout the project, I wrote a blog to document what was happening. In October 2016, our project was completed; the last phase to be done was the library media resource and student center.

I just read the blog by John Spencer, "We Need Libraries More than Ever" and decided it was time to update this blog post.

As schools explore ways to save money, many are choosing to eliminate the librarian position and to focus on technology rather than purchasing books.  A prevailing thought is that libraries are outdated and that purchasing books is a waste of money when it is so easy to get information via the Internet.  I disagree; schools need libraries and librarians.

Our library is a vibrant place, filled with eager students who love to choose a "just right" book to borrow.  But our library is more than just a place to listen to stories and learn how to find a book.  Our library is a media resource center where students learn to access information about topics of interest, to use different technology and Web 2.0 tools to collaborate with their classmates, to communicate and share information not just within our school but globally as well, and to nurture a love of books and literacy.

I have had discussions about how school librarians need to change the way they provide services to teachers and students if they want to survive.  This can be a challenging process.  When we hired our librarian twelve years ago, she and I had lengthy discussions about our vision for the library.  We wanted teachers to be present for the lesson so they could follow-up in their classroom. The librarian needed to be a collaborator with the grade level teachers as they planned instruction based on big ideas and essential questions.  We needed a vast collection of books - both fiction and non-fiction - and we wanted the books to be borrowed, not sitting on the shelf.  Rather than having a set library time each week, we wanted classes to sign up depending on the purpose for the visit. Because researching requires more time, classes could sign up more than once a week if necessary. As technology and Web 2.0 tools became more available, the librarian would model the use of these tools in instruction so students and teachers could access and share information virtually as well as through traditional projects.  It was challenging to change the mindset of teachers regarding the role of the library and the librarian, but today, our librarian is seen as an essential resource at our school.

There are those who claim that students can get whatever information they want electronically so libraries and print material are no longer necessary. I disagree. Just because information is readily available electronically does not mean that students know how to choose the right resource, how to determine what is real and what is fake, how to skim and scan to find answers, how to take notes and organize them in a meaningful way, and how to summarize and share that information with others. That is something a librarian can help with.

Our librarian plans school-wide activities and invites our families and the community to get involved. Book Fairs are fun, family events; she coordinates activities like the Cardboard Challenge, Hour of Code, Global Read Aloud, Nene discussions, Lunch Time Pop-Ups where students teach other students, and most recently, video game design. Check out our library website to see all that she offers to our school community.

Much discussion and thought went into planning and designing our library media resource center, and our goal was to create a place that can grow and change to meet the literacy and information needs of our students and teachers now and in the future. Our students love our new library! We have flexible furniture that can accommodate several classes doing different things. There are construction toys and a paper roller coaster that students continue to add to. The other day, a high school principal said the physics students at his school are required to construct something similar. When we designed the library, the State added a teacher workroom; our librarian turned it into an Exploratopia; it's a favorite place for students to go to during recess, lunchtime, and after school. Classes have used the area to design and build simple machines or to create habitats as part of their social studies research. Many schools have added a Makerspace; our Exploratopia empowers learners to explore, discover, create, and share. 

Finally, I believe that every child needs to experience sharing a book with a special adult.  I remember those moments with my own sons or grandsons, reading some of our favorite books together, laughing, crying, or just sharing that special time together.  As a teacher, that was one of my students' favorite time of the day -- story time.  I believe that being exposed to all kinds of books -- fiction and nonfiction -- nurtures a love for reading which translates to greater success in school and in life. That's another reason why we need school libraries.

It would be a shame if school librarians suffered the same fate as businesses like Borders or Blockbuster which did not realize the need to change to meet the challenges of a changing world until it was too late. Let's work to make sure that does not happen with school librarians.

Our library has high ceilings, vibrant colors, flexible furniture, and lots of space for students as well as faculty meetings and professional development.

Students love adding on to the paper roller coaster. What a wonderful way to learn physics concepts such as gravity, friction, kinetic energy, and acceleration!

Third graders used the design process to create simple machines in the Exploratopia. It was great to hear the discussion and to observe the students collaborating on their projects.

Third graders helped kindergarten buddies to complete coding activities. These library shelves double as benches. 

Second grade classes studied different habitats. Students used the Exploratopia to work on their individual dioramas. This class researched animals in the Arctic habitat, and they were able to share what they learned with the other second grade classes. 

Why Don't I Blog More?

I read George Couros' blog, "Why aren't you blogging more?" and again, I felt a bit guilty about not blogging more regularly. The truth is that even if I have an idea, unless I get started on the blog, chances are that it won't get done. I do feel guilty when days and weeks go by without me blogging, but it's not easy.

This blog will be very random based on recent thoughts and reflections that I was thinking about blogging but never did. Here goes!

• We have been exploring and discovering about project-based learning since last school year. Yet teachers still have questions. I've pondered why the same questions keep popping up like "What is PBL?" or "How can we fit PBL into our schedule when we have the standards to teach?" or "How can PBL work with younger students?" or "How can I, as a teacher, keep track if students are all doing different projects?" As I thought about how our PBL team has rolled things out, primarily during Wednesday extended day meetings, I think I realize the problem. Spreading out the PD has meant that we are always reviewing or answering the same questions especially when we have new teachers who have not received PBL training. Teachers have not bought into the driving question, "Why PBL?" We have lots of work to do. As one of our teachers shared last week, "Is PBL a mindshift or a process?" I think it's a mindshift." I agree, but making that shift isn't easy. That is our challenge.
• It is important for our staff to stay fit and healthy so we are presently in our second annual Wellness and Fitness Challenge. After last year's Challenge, we made some changes this year. Last year, participation was optional; this year, everyone is on a team. Last year, the challenge was for 4 weeks; this year, our challenge is for the entire third quarter. We've encouraged team members to write down their goals and to encourage each other to achieve their daily and weekly goals. This year, I'm keeping a daily journal, and it's helped tremendously to keep me on-track. Teachers keep data on their students, but I think it would be more powerful for students to keep their own data on their progress towards their goals 
• Funding for education will never be adequate. I am presently serving on the Committee on Weights (COW) to determine the formula to fund schools under Weighted Student Formula. Although everyone says they support public education, no one wants to raise taxes or find other sources of revenue such as a lottery. Unless we can increase the pot, the members of the COW will do our best to ensure that funding for schools is based on a fair formula. It frustrates me that the public says they support education, but no one has an idea on how to provide our Department with adequate funding. If the public wants our students to have a well-rounded education, we need to provide art, music, physical education, drama, and STEM teachers. Our students deserve it, but we can't provide that without adequate funding.
• I am concerned about the state of our nation. Our State depends on federal funding; without those funds, we will struggle to provide services for students who need it the most - our disadvantaged and those with special needs. 

Okay, that's it for now!

#randomthoughts

It's About Respect

After the Women's March on Saturday, I read a post on Facebook about someone's frightening experience. It appears that a group of high school students went on a trip to the nation's capital to witness the inauguration. The next day as they tried to get to a museum, the students were taunted by some of the participants in the march. Apparently, some of the kids were wearing caps or hats they had purchased at the inauguration, and some of the adults in the crowd heckled them. The adult chaperone shared that they were frightened and had to hold hands tightly so they would not lose each other in the crowd.

I empathize with the kids; no adults should have treated them in that way. What could have been a turning point in their lives is now a frightful memory.

At the same time, however, I wondered how this could have happened. As an educator, a principal, and a parent, safety is always our major concern. We make sure that our students are safe, and when they go on field trips, we ensure there is adequate supervision. What were the adults thinking? Why did they allow those students to wear their souvenir caps? Surely the adults should have known that doing so would cause the students to be targets. How would their experience be different if they didn't have their souvenir caps on? How could their viewpoint of that weekend be influenced if they had experienced the event through the eyes of the marchers?

Something special happened on Saturday in Washington D.C. and cities and countries around the world. What started as a simple idea quickly grew into a major event where women and men - millions of them - marched for their rights and the rights of others. The Women's March could have been a great learning experience for these high school students. They would have witnessed "civil disobedience" first-hand, and they could have interviewed those in attendance about why they marched or why they traveled to Washington D.C. from all over the country to be part of this event.

I think it all can be traced back to respect . . . or more accurately, a lack of respect. As parents, we teach our children to be respectful, and in school, mutual respect is expected. "Treat others the way you would like to be treated."  As school leaders, we have a responsibility to lead with respect. We know that a positive school culture is essential for student learning. We want our staff, our parents, and our students to feel that they can make suggestions or share their ideas. We know that listening to different viewpoints can only make the discussion richer and ideas to flow more readily. We value diversity of opinions, and we want students to ask tough questions because that can lead to deeper learning. Listening and respecting other viewpoints, elements in a positive school culture,  are essential if we want our students to learn and grow as informed and contributing citizens of this world.

That is why I am having difficulty understanding how someone who showed so little respect for women and other minority or marginalized groups could now be leading our great nation. I can only hope that he comes to realize his past indiscretions and changes the way he treats others. Until then, I am optimistic that the women and men of our nation will continue to make our voices heard. Our children are counting on us.

Staff Bulletin Blog - I Love Writing It!

When I began blogging several years ago, I struggled because I was not confident about sharing my ideas out in public. I've sort of gotten over that fear and now, I blog when I have something on my mind. Sometimes, I follow through and actually write and publish something, and other times, I start a blog and never finish it. I realize that's how writers are, and not everything is meant to be published.

At one time,  I had 3 blogs - one for our construction project which is now completed, this personal blog, and a staff blog which is private. The construction blog was pretty easy to do; I'd take photos and update our followers- usually weekly - about what was going on with the project and what they could expect in the next week or so. This was a great way to communicate with our school community, and I believe it helped to alleviate some of the complaints about the inconveniences (noise, dust, barricades, etc.) that we endured throughout the construction. I would highly recommend this for anyone going through a project like ours especially since most of the families who were at our school for the groundbreaking were not able to see the completion of the buildings due to their military reassignment.

Right now, my blogging focus has been on our weekly staff bulletin. We had always used our Lotus Notes for that purpose, but it was limited and frankly, quite dull reading. When we proposed doing a blog instead, we asked the staff for their input. Some were concerned about privacy issues, and to alleviate their fears, we did agree to make the blog private. That's actually been a positive thing as we can share concerns and problems and get feedback and input from our staff that would not be possible if the bulletin were public.

Our staff bulletin has evolved as we've added more weekly features. Presently, we include a Principal's Message, News (about our school, Department, or about education in general), Shout-Outs!, Reminders,  Meeting this Week, Student Work (photos or student samples), Resources (with links and reflection questions), and Photos from the Past Week. Our bulletin is a great way to let others know what is going on in other classrooms or grade levels, to keep our staff informed about happenings at the school, state, or national level that impact educators, and to provide opportunities to continue to grow professionally through meaningful conversations and reflections.

Someone asked me how long it takes for me to write a weekly staff bulletin blog, and I replied that it is a work-in-progress throughout the week, but overall, it takes about 2-3 hours. I have my phone with me whenever I walk around campus so I can take photos whenever I notice something that I'd like to share with our staff. I am constantly reading blogs and articles and when I find one that seems appropriate for our staff, I'll save the link until the time is "right" to share it. More recently, I've added reflection questions that go with the blog or article so our staff can think about how this applies to them or what they might change or try out as a result of their reading.

The benefit to me as a result of writing this staff bulletin blog has been immeasurable. I am more thoughtful about how I craft my Principal's Message to the staff, and being able to share photos as well as resources has allowed me to reflect on the impact of the principalship in truly communicating with our staff and sharing our vision for the school. It helps to have everything in one place, and our blog is a tool that captures and communicates a weekly history of our school year.  The real beauty, though, is that each of our staff only needs to sign up with an email address, and they will receive the bulletin whenever it is published. Now there's no excuse to not know what is happening at our school!

I encourage schools to try it!

This is an example of one of a Principal's Message for our staff bulletin.

Continuing the #Hour of Code

Last week, our students coded as part of code.org's Hour of Code Week.  In 2013 during its inaugural year, our school was one of a handful in Hawaii who committed to have every student participate, and we kicked off the week with a bang. (Read my op-ed piece here: "Hour of Code a timely wake-up call for schools")

For the past three years, our students are really engaged during Hour of Code Week. Older students help their younger buddies with programs such as Kodable. It's wonderful to see the teaching that goes on when the big kids guide and support their buddies rather than telling them what to do. An hour goes by quickly when students are coding. We see students helping each other, discussing a challenge, and persevering when they need to start over. We know that some students go home and continue their coding activities because they want to get to the next level.

But how do we get from "Hour of Code" to actually teaching coding and programming in our schools? We hear about the shortage of programmers, and we see the dismal statistics about the lack of schools that offer coding or programming, We hear about other countries that require schools to teach coding/programming to all students. (Read "The countries introducing coding into the curriculum") Here in Hawaii, coding/programming is not something that is being discussed yet. Perhaps it is the lack of information or the lack of training by our teachers. Perhaps we need to look at the private sector to provide the initial training in schools.

Recently, I was able to attend a workshop that introduced me to programming using an Altino car. I struggled, and thankfully, there were people around to provide support. Now, I think I'm intelligent enough to learn new skills. I think I should be able to learn a new language . . . and coding/programming is like a language with specific terminology as well as instructions. One mistake, and the program doesn't work. It was frustrating and humbling, but it was also gratifying when the programming worked and the car did what it was supposed to!

I watched yesterday as a fourth grader coded a Wonder robot to go around different sized rectangles. I asked him to show me what he'd done. He had used drag and drop to code the robot, and I am confident that this is something I could do although I am sure it will take trial and error with more challenging tasks. I've done mazes on code.org, and those are doable as well; the progression from simple to harder gives me a sense of accomplishment and encourages me to keep going. But coding and programming are a little different, I think. Perhaps being good at coding in engaging activities (look at all the possible choices at code.org) leads to programming more challenging tasks that will prepare our students for their futures.

The bottom line is that students should be exposed to coding, and there should be a progression from drag and drop to actual programming where students learn to use the language of computers to collaborate and problem-solve, communicate their thinking, create something, and then share it. There are so many opportunities on-line for anyone to learn, but unless we make time during the school day, most students won't know why it's important to learn. When I attended the Altino workshop, the presenter shared that in Korea, when students started learning to code, parents noticed that their children were communicating more clearly. That was unexpected, but it makes sense. Coding is a language that requires a logical progression from beginning to end. Communication is an essential component of coding.

As for me, the Altino car is sitting in its box. (10 hours of training wasn't sufficient for me to really feel confident.) I am waiting for my sons and grandsons to come home and maybe together, we'll figure it out. Until then, I'll continue to do the activities that are recommended by code.org. They look fun and less intimidating, and hopefully, I'll progress from drag and drop to actually creating something. It may take me awhile, but I am determined to get better!

3rd graders helped their kinder-buddies code using Kodable on the iPad.

This student was in the library during recess, checking out to see whether his instructions were accurate. He was having his Wonder robot go around the perimeter of different sized rectangles.

Proud Grandma

My son and his family moved away from Hawaii when the boys were 3 years and 1 year old. I was crushed that the grandkids were moving away, but the cost of living was too high here in Hawaii. In our state, `ohana (family) is so important, and I couldn't bear thinking of how it would be to not be able to see our grandsons every week. Thank goodness for cell phones, social media, email, and Hangouts; at least we can keep in touch with how the boys are doing.

Last week, my husband and I took a short trip to visit the boys and to watch them play their last soccer game of the season. My son didn't tell them; it was a surprise, and the boys were delighted that we were there. Being in the same place and being able to talk story with them, hug them, and catch up on how they're doing was so wonderful.

My grandsons alternate between their mom and their dad's homes (they are now divorced). My second son decided to move in with his brother to help take care of his nephews. Observing the boys on this trip, I couldn't help but feel proud that my grandsons are kind, respectful, curious, and alert to things going on around them. It shows that their parents are raising them right. I saw so many evidences that made me proud:

• Both boys played hard in their soccer games; they were focused and worked well with their teammates. My sons coach both boys' teams, and not once did I hear Jace or Jayden whine or question the coaching or the refereeing or their teammates or opponents.
• When Jace had assists or scored a goal, he didn't showboat or celebrate. He just turned around, ran back to the their half of the field, and got ready for the next kickoff.
• Jayden cheered for Jace when he scored a goal; he was genuinely happy for his brother!
• We went out to eat and the boys participated in the conversation. Often, they wanted me to give them math problems to solve mentally, a request I was happy to accommodate. 
• The boys did not use technology at mealtime; so often we see kids not even engaged in the conversation or the meal.  Our grandsons don't bring their tablets to the table.
• We went shopping, and the boys were appreciative to be able to choose what they wanted to buy. They loved that they could buy shirts from Nike and shoes that were not all black, something they're required to wear as part of their school uniform. They didn't whine or act spoiled. I appreciate that.
• "Grandma, Dad said that we need to respect the office of President. We may not like who won, but he is the President." My son shared that the boys went to sleep on election night, knowing that their candidate did not win. He told them that the sun would still come up the next day, they would still go to school, he would go to work, and life would go on. Obviously, he also told them that the office is to be respected, and that advice stuck with them. I hope they remember that advice throughout their lives.
• I was especially proud that the boys are interested in what's going on in the world and that they have opinions. When we ask critical-thinking questions, they are able to respond and give reasons for their answers. 
• Both grandsons are doing well in school. When we picked them up, they got their homework out right away and got working. If they didn't understand what to do, they asked for clarification. Yes, their handwriting wasn't very neat, but they both said their teachers don't require "quality" work. I chose not to go there.

I wish our grandsons could have remained in Hawaii. Our weekends would have been filled with watching their games or having them spend the night with us or going to the beach or to special events. We would be buying them golf clubs or tennis racquets and taking them out to practice. But that is not the case; they have a different life in a different state, and they have other opportunities that we would not be able to provide in Hawaii like being able to drive to a World Cup Qualifying game, or experiencing a Major League baseball game, or getting in the car for a day trip somewhere. Of course, the cost of living is much lower where they are living so we certainly cannot blame them for not coming back home to live.

Being a grandparent is so different from being a parent. People say that, but until I became a grandma, I wasn't sure what they meant. Now I do.  I am more relaxed and can truly enjoy the time we spend with the grandsons. Knowing that they are being raised to be respectful and appreciative for what they have is a bonus.

Yep, I am a proud grandma.

I love these little guys and can't wait to see them again!