Flipping Over into 2013

Much of the writing in the area of the use of technology in academic leadership revolves around the method known as "flipping". Flipping the classroom and Flipping the Staffroom are terms that are synonymous with this movement. The methods, although varied, basically involve changing or flipping the order of information to produce greater interaction between students or staff members during common meeting times- classes, staff meetings. To my mind it places on the back burner the broadcast aspect (lectures, note taking, announcements, bulletin items) that have traditionally featured prominently in schools, replaced by more productive interchange between participants during common meeting times.

There are a variety of ways in which teachers and school leaders can us the flip method. Sending out information using power points, videos, notes, that contains the broadcast elements in advance allows recipients the opportunity to review and become familiar with material. Thus, the common meeting time can focus on planning, discussing, and examining matters of mutual interest.

While I have only a limited experience of working with this method I have vowed to use it to a greater extent in 2013. I have found that "front-end loading" the information allows recipients (students, staff) to examine the material at a time and pace that the individual is most comfortable with. Of course it presupposes that individuals will read or become familiar with the material and be ready to discuss the content productively. This takes time, but being conscious of time is perhaps the greatest strength of this method. Let's face it, using time productively is critical in today's learning environment for both students and staff alike- not to mention families. Respecting that no class or meeting should be designed with activity that can be described as "fillers" - non-productive and limited in engagement- is a key driver behind this initiative.

With the first week of school in 2013 just completed, I look forward to assessing the value of this program in both the classrooms and meetings that I am involved with. As the calendar turns over, so too does the imperative to flip.

Freedom Friday... Christmas Edition

One on the benefits of a school schedule that runs until a mere four days before Christmas is that it allows for a built-in excuse that is like the sound of music to the ears of a procrastinating shopper- why shop today for what you know can be bought tomorrow? That's what Christmas eve is for anyway. As I sit in my favorite coffee shop (shout out to Coffee Culture), avoiding the stores and malls, I found something else to do that doesn't involve the exchange of cash- blogging. A quick glance to the calendar tells me that there are three more days to get the few presents that my family allows me to be responsible for. Before you get the idea that I don't like Christmas, let me set the record straight- I love Christmas, just not the attendant shopping that comes with it. I said as much to my students on the last day of school before the holiday break. I told them that I love Christmas carols, the sweets and treats that come with the season, and of course the movie classics that run during this time of year. You can imagine their surprise when I told the class of grade eight boys and girls eagerly anticipating a holiday-themed penultimate class following a Christmas lunch that we would be having none of that stuff in our remaining period. Instead I promised them a portion of the greatest gift that a teacher can give- the gift of learning. Lest you think that I am some sort of classroom grinch, I told them that like all Friday afternoon classes (about once every two weeks in our schedule) they would have the freedom to work on whatever school-related project or assignment they chose. This is always a popular choice and usually a productive period. Throw in the statutory Red and Green day color, festive hats, some seasonal snacks and the students were relaxed and eager to show their stuff once they got over the initial shock that we wouldn't be watching Elf for the umpteenth time in the seasonal run-up to the 25th of December. We had been working on two very interesting units (honestly,ask the kids) focussing on the IB MYP units of study- How People Come Together to Form Nations (Humanities) and The Power of Words (Language A). Two boys who were awaiting their transportation to head back to China for the holidays eagerly shared their work on how Hong Kong was returned to the People's Republic of China. Another pair with a European background compared the origins of the formation of Italy with Canadian Confederation. Quite interesting. Others were keen to show how Instagram can be used to enhance descriptive writing. A few tackled a vocabulary lesson and then a really interesting event occurred. One student shared her personal work on a blog (and v.blog) that she is creating to bring awareness to the issue of teen depression and relatedly, bullying. Although only tangentially related to our units of study, the presentation sparked an excellent discussion about issues that all 13-14 year olds have an opinion on: self-esteem, fitting in, acceptable, exclusion, and mean kids. While it wasn't foremost in their minds, the discussion was very much related to the unit of study on the Power of Words, and even spoke to the kind of society (nation) that we wish to form as a people. They just had plenty to say about the hurtful nature of bullying, the pain of exclusion, and the challenge of fitting in that every adolescent faces. There wasn't a person in the room who didn't have something to say about the topics being presented, and before you knew it, time was up. To me the entire episode underscored the power of student choice, making work relevant (and rigorous), and having fun in the classroom. All on the eve of Christmas holidays. Lessons learned, and then it was time for eggnog and seasonal fun. Made me feel so good to be an educator that I might even splurge on some shopping... when I get around to it.

Bullying... Shifting the Balance

At a recent forum held at my school during Ontario's Anti-Bullying week (third week in November) I had the great pleasure of renewing my acquaintance with a professor at Brock University- Dr. Zoptito Marini- who is a leading researcher in the field of bullying. During our preliminary discussions, it was decided that we would emphasize the positive aspects that are required in school environments to address this problem. Specifically, the evening was framed within the context of community building. The focus was going to be on creating a school environment that shifts the balance in favour of those helping to build people up rather than bring them down. In his keynote address, Dr. Marini engaged an audience of students, teachers, staff, and parents on the root causes of bullying, how to identify it in its various forms, and most importantly, how to shift the balance away from rewarding bullies to empowering those who want to put a stop to bullying in schools. It was fitting that following the talk, a panel consisting of the head of student services (health center), a parent and counsellor, and two student leaders (male and female) weighed in on the discussion that was created. Each offered in her and his terms a message that was consistent with that of the keynote speaker. The discussion generated coalesced around the following three areas: 1. The need for a Community Values Statement. Possibilities for a school-wide campaign from grades JK-8 included: “Take a stand, lend a hand.” “Who can I turn to?” “Whose got my back?” “Don’t be a bystander, buy in.” “Talk, Walk, Squawk.” “Be an ally, be a friend.” 2. Identified (by students and staff) areas of concern around the school where bullying is most likely to occur: - change rooms - lunch room (need for an emphasis on politeness and good manners) - recess and playground - dorm (at our residential school) - cyberspace.

3. Finally a classroom Protocol on Bullying that can be understood in the everyday language of a student emerged: a. Is this a disagreement/conflict or bullying situation? b. Have I clearly expressed my feelings/opinion? (to the other person, to an adult, to a parent or family member) c. Who can I turn to for help? (teacher, advisor, coach, parent, health center) d. Has the problem stopped? e. Do I feel safe and happy about myself at school? To be sure, our school community is a positive one and the incidence of bullying is quite low. That doesn't mean that we can't improve, because there is always room for improvement. The important thing is that we are addressing the issue in a comprehensive manner and involving the entire school community in the process. That is how the balance gets shifted.

Nations...United

For the better part of the past two months I have been involved daily with the coaching of our school's senior boy's soccer team. It was a whirlwind of activity and a greatly enjoyable experience to be working with these students on a daily basis. Having facilities that would be the envy of many professional clubs and university programs, Ridley College is well-equipped to be a leading program in Canadian independent school high school soccer. As an international boarding school we are fortunate enough to attract students from countries all over the globe. While the majority of players are homegrown (the Niagara region of Canada), a good number of players come from other countries. For example, it is not a stretch to describe the following play: Canadian boarding student goalkeeper makes a terrific save and calmly distributes the ball to his centre-half from France. A driven pass to the wing arrives at the feet of a German midfielder. A neat passing sequence between his midfield partners- from Spain and the Bahamas respectively- opens up a scoring opportunity. A Canadian born day student of Polish descent races to goal and neatly squares it across to his trailing American teammate, who drives the ball into the net for the winning goal. The scenario above would be very common in our school team that is a veritable united nations. That does not take into account the variety of indirect nationalities that are no more than a generation removed from the origin of their parents' birth: South Africa, Egypt, Brazil, and Mexico. The team was coached by four men born in Scotland, England, Trinidad, and Canada respectively. That makes for thirteen countries represented in a total squad of 20 coaches and players. Pretty remarkable when you come to think of it. Nations united at a proudly, and uniquely Canadian school.

Honour and Remembrance

It was a great honour to have been invited by the family of student Andrew Robichaud to participate in his commendation ceremony by the Canadian Department of Veterans Affairs. While the ceremony took place in London, Ontario this summer, it is only fitting that this blog be posted now.

As a grade 8 student at my school (Ridley College), Andrew was asked to create a meaningful Heritage Fair project that had real-life applications. He decided to do his work on that of a family member- the late Hon. Daniel J. MacDonald- Canadian WWII veteran, Member of Parliament, and Cabinet minister for Veterans Affairs.

His work became more than just a school assignment with a personal connection. It became a journey that continues to the present day, and will undoubtedly continue well into the future. The professional quality of his work can be viewed at: http://www.steppingstone.ca/oh-danny-boy-on-the-life-of-hon-daniel-j-macdonald/.

More importantly, Andrew gained a deeper appreciation for the sacrifice made by his late-uncle and the sacrifices made by all veterans of conflict. His work took him back to his maritime roots and the video that he created for the project gained national, if not international recognition. Andrew took part in a school trip to Vimy, France and continues to present his work and the remarkable story of Daniel J. MacDonald to veterans groups all over.

He made his school proud, his family proud, and his country proud through his efforts. For that he was honored by the Hon. Steven Blaney with the Veterans Affairs Commendation for Ontario in 2012.

Time Flies

Tempus fugit- time flies. Sometimes the truisms that we come across in life are right on the money. I had been on a steady writing program with my blogs, aiming to keep up the (at least) monthly pace on writing about the things that most interest me. Then late summer hit, and it was hard to get motivated despite the time that I had, theoretically, to write. Some technical glitches occurred at the start of the school year- I find it very difficult to blog using an iPad- and before you know it, it is already mid-autumn and nary a word has been written for my blog.

One of the key things I wanted to share involved the work that I did with a good friend on the building of a fence. I even had the title picked out: "good neighbors make good fences." Calling my part in the proceeding work, is a bit misleading. I handed the nails, planks, screws, and other equipment to my friend Geoff and his son, Zack, and they did all of the work from there.

The Doppenberg family (http://ritadoppenberg.com/) is a unique one. As a family they moved their entire unit- mom, dad, three school-aged boys- to Guatemala for half of a year to interact with needy locals and to assist a group of nuns in the running of a hospital for infants. True to their family values, the work they do there is more practical than missionary, with a heavy emphasis on work. By all accounts they make this work enjoyable, collaborative, and meaningful. The testimony of those who have helped them in this journey says as much. For more information you can check it out for yourself.

My fence got built, and in return I supported their cause in Guatemala, helping them build bridges between those of us who have so much, and those less fortunate who have so little. I had hoped to shed light on their work earlier as they are embarking upon a return to Guatemala this month. They will be supported by many friends and acquaintances who seek to make a difference in the world around them.

I wish them all Godspeed and will miss their friendship and companionship in the coming months. I also know that time does indeed fly, and that it won't be long before they return to tell us all about the rewards and challenges of living and working in an international setting, far removed from the comforts of home.

Change... the Only Constant

It hardly seems like yesterday when I finished a p.d. course at the Canadian Accredited Independent Schools (CAIS) Leadership Institute. It was hosted at a fine Canadian boarding school (Trinity College School) whose origins in 1865 pre-date the birth of Canada as a nation (1867 for the trivia hounds). It was the first week of July and the air was heavy with humidity and the heat of an Ontario summer. Not even the proximity of Lake Ontario- one of the Great Lakes- could provide relief from the sweltering heat. Thank goodness for air conditioning and the pleasant company of colleagues who made the experience not only bearable, but entirely enjoyable.

As July marches on, I find myself again situated at another distinguished Canadian boarding school, this time in Nova Scotia at Canada's first independent boarding school on the beautiful grounds of King's-Edgehill School (founded 1788) in Windsor, Nova Scotia. The summer weather remains hot during the day, but without the stultifying humidity that is found in southern Ontario. I am relieved to be able to gather my thoughts and write in this setting. A cool evening breeze lightens the mood.

These two historical schools may seem odd to have prompted me to write about the topic of change. In reality, they are two schools that have adapted well to changes over time and have continued to provide a high-quality educational experience. That each school started out for boys only (TCS and at least the King's College School part of KES), and now are proudly co-educational is but one example of the many positive changes that have occurred on these fine campuses. However, my point is not to focus on the schools, but rather the concept of change.

A module at the CAIS LI was entitled Change Management. It was a thought-provoking and well-taught module that examined the notion that change is inevitable and that schools had better manage change or else be prepared to be managed by change. We can all think of the many changes that take place in our schools and places of work, from the minor (moving nutrition break ahead or behind 5 minutes) to the major (adopting the International Baccalaureate program). Indeed, change is always occurring in subtle and not-so-subtle ways. The key is to manage, regulate, and otherwise control the change process in order for it to be successful.

While not new, one of the articles studied as part of the reading material focussed on the steps necessary to affect successful change. John Kotter's, "Leading Change: Why Transformation Efforts Fail", Harvard Business Review, 1995, provided an eight-step process that he claimed must be followed in order for change to be successful in any organization. He claimed that his research in the field revealed that each of these steps must be followed in sequence in order for change to take hold.

Without going into great detail, and in an effort to summarize, the steps are as follows:

1. Establish a sense of urgency.
2. Form a powerful guiding coalition.
3. Create a vision.
4. Communicate the vision.
5. Empower others to act the vision.
6. Plan for and create short-term wins.
7. Consolidate improvements and produce still more change.
8. Institutionalize new approaches.

No doubt each person can mull over the individual circumstances of the changes that occur in their institutions and determine the veracity of this process, but from my experience there is wisdom to be gained from this article. It also points out that change is the only constant.