Lessons From the Run

On January 1st, 2012 I took on a challenge to run at least one mile every day for a whole year. On January 9th, 2012 I ended my streak due to an injury. I took two days off and started back up on January 12th, 2012 and have not missed a day since. My run streak has covered over 6,000 miles, 38 US states, and countless hours of meditation and snot rockets. :) During that time I have reflected on a great many things which I wanted to put down in writing. 

Goals are Essential

Yes, we all have heard about the importance of goals. For me, my first goal was to make it 365 days of running each day. It turned out that was the easiest goal I’ve set thus far. Every year I make a new goal. In 2018, I am currently working towards my goal of running a 50 miler. Stay tuned because I am signed up for one in April. Every year of the #runstreak I have set goals that ranged from a 1,000-mile year or running a half marathon every month to run a sub 20-minute 5k and run 4-hour marathon. The goals keep me focused and motivated. 

I think about my work with students and how important it is to have goals. However, I fear far too often our students’ goals are created by the adults. We create reading goals or behavioral goals for kids and track their progress. Kids typically don’t buy-in because they don’t care about those goals. Kids care about doing things they are interested in and creating goals around those areas. I am currently working with students whose goal is to create a customized arcade machine using a Raspberry Pi and various components bought off the internet. They are all in because it is their goal, not mine. 

Kids need to make goals for themselves, not for us. 

I Hate Running

While this is not entirely true, there are days where I want to give the 4am alarm an inappropriate hand gesture or a violent reaction. Some days I am running and counting down the steps until I am done. This is especially true when the wind chills are 30 below zero and body parts start freezing. Yet, even in those moments of disgust and general disdain for running, I’ve yet to finish a run and regret it. Although, there was that one run in Huntsville, Alabama. If you ever get me in person, I will tell you the story. :)

I see so many connections with this to school work and what we ask kids and teachers to do. Some of the stuff we ask kids to do is not fun and they will hate it. This goes the same for teachers. However, some things we ask kids and teachers to do may be less than desirable but we know it will help them in the long run. While I am an advocate of joy and fun, the reality is somethings are hard and boring but need to be done. Period.

Moral of the story, something you hate from time to time can be good for you in the long run.


The greatest aspect of running for me is the time to unplug and reflect on life. I almost view my time as a form of meditation. Many hours on the trails have provided me time to reflect on all aspects of my life from parenting and teaching to my marriage and gardening. It is both amazing and scary where the mind can wander when out running for up to 6 hours at a time. Some of my best teaching ideas have come while out pushing through some early morning miles. 

For me, this is likely the best lesson I have learned from my running. Too much of our lives are dominated by a hyper-connected state through devices. Adults and kids alike are glued to their screens and constantly bombarded with media in a firehose of information. As parents and teachers, we have to be fine with and even encourage kids taking time off away from the screens. Let them run around outside, play, get dirty and heaven forbid; be bored. 

I have run many miles and hopefully, I have much more on the horizon. Running has pushed me to limits I didn’t know I had and reflect on my life in ways I couldn’t have imagined. While I don’t think everyone needs to go out and run daily, I think everyone needs something to keep them focused, motivated and moving forward.  

Lessons from the Library Makerspace

As I continue to evolve in my role as a Junior High Librarian and Learning Commons Director, I want to constantly reflect on my practice. One thing I get a lot of feedback on is the work we are doing in our Maker Lab. In some cases, I have received criticism about some of the work we are doing and some of the activities we have done. For example, I have been asked why a library needs Makey Makey kits or a 3D printer. To be clear, it doesn’t. I also get questioned how a CNC desktop router or robots help support the core curriculum. To be honest, often, they do not. On top of it all, I get questioned how a library can be a center of reading and support literacy growth while having the distractions of all the so-called toys and gadgets. Every single one of those questions and criticisms are fair and in some cases accurate. 

Do we need 3D printers?

We can easily replace 3D printers with drones, robots, Legos, Makey Makey, or a host of things we often see in library Makerspaces. The simple answer to the question is, no, you do not need any of these things in your library. On top of that, the presence of these tools won’t guarantee an innovative space or creativity among students. 

However, they certainly can bring about a type of learning and thinking far too often missing from our overly standardized classrooms. I have seen students use the Makey Makey to create controllers to play video games. While this may not seem like a big deal, it has lit a spark of creativity in two particular students who now spend their lunch in the library every single day to tinker and see what else they can create. 

The 3D printer, coupled with Tinkercad, has opened up a whole new world of design and creation for our students. Students are able to create something in the Tinkercad space and then see their design in a tangible product. The process students go through to create something in a 3 dimension format is a level of thinking most kids have little or no experience in. For most it is a struggle and takes constant revision and reworking. One of my 7th grade students had to redo a particular design numerous times before finally getting it right. The fact that students are willing to fail at something and keep going until they get it “right” is empowering for me to watch.

Do Makerspaces support the core curriculum?

The mostwell-stockedd library or Makerspace will not always support the core curriculum. For me there are two ways of looking at that. For one, I am completely fine with learning that is outside the core curriculum. In fact, some of the most engaged learning activities I have seen in my career have been outside the curriculum. Students designing “Battle Armor” for their Spheros is certainly not on a curriculum map but I can promise a high level of learning was happening. Students were creating prototypes, testing, retooling and constantly improving their designs. In addition, the social and emotional learning that takes place in this type of competitive environment is crucial to a student’s development. Many kids who are not athletes or musicians rarely have a competitive outlet and things like this help teach those skills. I had to work with numerous kids on how to win and lose in a socially appropriate manner.

The other way of looking at these activities is finding ways in which they can support the core curriculum in a meaningful and engaging way. For example, we use our Sphero robots for math students to write programs. They can then run the programs and use the sensor data to create linear equations which ties directly to their content. Another resource in our library is the Google Expeditions Virtual Reality kit that allows our students to “see” locations and content in a whole new light. Talking to health students about the respiratory system is one thing, but taking them inside the lungs themselves is a whole other level of learning.

How can you focus on reading and literature in a library full of toys and gadgets?

I get this question often. People assume with all of the Makerspace activities going on, I can’t possibly have a focus on literature or reading. That could not be further from the truth. In the past two years as we have made a push to increase Maker activities the overall circulation in the library has gone up. Kids are actually in the library checking out books more than ever before. The answer is really simple. Kids want to be in the library. The Makerspace activities has helped me create an environment so appealing to kids it is now being used as a reward on student behavior charts. :) Simply bringing kids into the library has allowed me to engage them in conversations about everything, including reading. Just as a teacher who builds a positive relationship with a kid can get them to do their work, a librarian who builds those positive relationships can get a kid to read anything.  

Stop Teaching Kids to Read

For 13 years I taught Language Arts to junior high students. I had a list of reading standards that I needed to teach on a yearly basis. I had to make sure kids knew the theme, perspective, conflict, author’s purpose, create beautiful plots lines, and many other standards. During that time we read lots of short stories, novels, articles, and a wide variety of other reading materials. Nearly every time kids were reading, they were doing something with the text. They had to annotate, fill in an organizer, do notes and many other things. However, after this last year teaching in the library, I am beginning to wonder if teaching reading is something we really should be doing. Or at the very least, we need to look at it differently.

Let me be clear that yes, we need to teach kids how to read. They need to know the vocabulary and be able to comprehend what they are reading. Reading is a foundational skill that all kids, and adults for that matter, need to master. However, at some point much of the reading standards we ask kids to learn don’t serve any purpose beyond filling in a bubble or checking off a list of standards. I wonder if there might be another way to go about it.

This past year as I spent my time working with students in the library I had a much different perspective on reading. I talked to kids every single day about what they were reading. Frankly, I talked more about reading this past year as the librarian than any other year as a Language Arts teacher. When talking to kids, I wasn’t asking them to interpret the text or seeking out right answers about what they were reading. Instead, we just talked about the books. Period. We talked about what made them laugh, cry or think about their world. Those conversations were not only enjoyable to me but it appeared as though lots of kids were just excited to talk about what they were reading.

With that in mind, I wonder if we can shift how we approach reading in our classes. I fear we have become obsessed with over teaching and seeking “right” answers, we are missing the bigger picture which is creating kids who love reading. I firmly believe literature can be used as a gateway into learning far beyond the learning standards teachers are asked to teach.

Reading can create empathy within our students when they are exposed to ways of life different than their own. Check out I Will Always Write Back for a fantastic example of looking at life through another lens. I had a great conversation with my own children about homelessness after we read Crenshaw together as a family. Empathy is so critical in our world and many books help kids put on someone else's shoes.

A great book can help students connect with characters who may be struggling with the same personal challenges the reader is. Gracefully Grayson and El Deafo are two solid examples of characters dealing with their identities and the discomforts they encounter. Kids often don’t know how to talk to people about their struggles and a character in a book can often give insights and guide them through troublesome times. Or at the very least give them hope they are not alone.

As we see evidence of a lack of perspective and understanding of others in this often unjust world, literature can be a way to start difficult conversations we need to be having. For me, The Hate U Give and Full Cicada Moon are solid stories to help start a critical conversation. It is too easy to brush these conversations off because as adults we are uncomfortable but literature can be the jumpstart we need.

I think it’s time to lay down the rubrics or reader’s workshop checklists and just talk to kids about the books they love and even those they hate. If we approach teaching reading with the mindset there are right answers, we are doing it wrong. The beauty of reading is there are no right or wrong answers. There are just perspectives and every reader has one of their own. There are lots of kids that love reading until we teach the love out of them. It’s time to shift to helping kids use reading as an avenue to learning about themselves and the world around them.

What Effective Admin Do

Administrators are the leaders in schools and in some buildings have been rebranded as lead learners, program directors, chief storytellers or some other trendy term. Now, some of these leaders are leading in title only but not through their actions. They wield their authority in a dictatorial manner which does little to help the teachers or students. However, some truly are leaders through the way in which they perform the duties of their job, regardless of their title. Interestingly, I have started to notice administrators who are effective and good at their job just simply act like good teachers.

Good teachers know the importance of building a classroom culture. In fact, they know this is the most important aspect of their job. They work to make sure every child feels valued and an important part of their classroom. An effective administrator does the same thing. When an administrator creates a positive culture, people want to work for them. Teachers are willing to go through some of the tough work because they know their administrator cares about them and has their back. Culture trumps all in the classroom as well as the building.

Good teachers don’t punish a class for the actions of one child. They know the ineffectiveness of this method and deal with problems on a case by case basis. This too is seen with effective administrators. If one teacher or a small group of teachers are not following a school mandate or expectation, an effective administrator works with them personally. They know an all staff email is as pointless as a teacher yelling at the whole class for the actions of one student.

Good teachers know that not every student learns in the same way or on the same time frame. These teachers differentiate and provide individual instruction as well as support where and when needed. They have an intimate knowledge of their student’s strengths and weaknesses.This too is a hallmark of good administrators. They do not subscribe to the one size fits all or sit and get model of professional development. In fact, it is hypocritical for an administrator to expect their teachers to differentiate for students when they won’t for their own staff. Good administrators create professional development opportunities geared toward to individual needs of their teachers built upon individual need, interest, and choice.

The administrator often dictates the learning, culture and overall success of a building. This one person can have more impact in a building than any other single person. Personally, I have seen both sides of this as I have worked for administrators that have torn the staff down and those who built us up and empowered us in our work. In the case of those great administrators, the simple truth is they modeled their work after good teachers. :)

Increasing Test Scores

Anyone who works in education knows the institution's obsession with data. What I mean is school districts are always worried about their data. Are the test scores high enough? Are the students making adequate growth? How many kids do we have in the exceeds category or in the needs improvement category? What do these numbers mean for our teachers and their evaluations? Bottom line schools are obsessed with data and that data is often how we determine “success”. As I have said many times before, I think we look at the wrong data. However, the reality is math and reading scores are often used to paint a picture of the success or failure of a school or of an individual teacher. Whenever you see a teacher or a school with high marks on these scores, people want to know what they're doing. Conversely, if there are low scores people want to know why that is happening is well.

I have spent many years looking at this data both in my own school and many others I work with. Based on these experiences, I have a handful of things I often hear. Some people will say making kids aware of their data and tracking progress helps increase their scores. The argument is kids are buying into the idea of their own progress and can see it on their charts and their goal sheets. I think there may be some truth to this and this practice may help students on these tests. Another thing I hear often enough is the shameful activity of bribery. I have seen schools that have bribed kids to increase their standardized test scores. They have offered rewards from donuts and extra credit points to parties and prizes. These bribes are tied to their progress or a point value. In some cases the results do work but something about this practice has never set right with me.

The one thing I don't think we talked about enough is the emotional well-being of the child and that's impact on this “sacred” data. As I have looked at teachers who regularly produce solid test scores, there is a common denominator. Yes, they are good teachers but more importantly, they are great people. They are the teachers who kids want to be in their room. They are the teachers who care and love every single child in their classroom. Even if they don’t love them, the kids don’t know it. :) They care more about the social emotional well-being than the data point on a nationally normed test.

It should be no secret that if you like your teacher and enjoy the environment in class, you are likely going to absorb and learn more of the content. So, while bribery and goal-setting may help test scores, I firmly believe if we focused on the way we treat kids it would have a far greater impact. In addition, we would be increasing the overall social and emotional well-being of the child. If we ensure that all teachers are treating kids with dignity, respect and genuinely caring for their well-being, the test scores will take care of themselves. Even if the test scores don’t, then we may just have created better people which this world can certainly use more of.