Category: Environment

“The essence of synergy is to value differences – to respect them, to build on strengths and to compensate for weaknesses.”

Stephen Covey

Recently the New York Times ran an op-ed piece titled “Five Ways to Fix America’s Schools.”   Some of the changes suggested were:

• Raise the compulsory age to 19.  The benefits of an extra year of school beyond high school would allow for at least one year of college, vocational training or apprenticeship.
• Get serious about truancy.  Truants quickly become dropouts.  In many cities as many as 30% of students are absent a month of school each year. 
• Produce more qualified college applicants.  Half of the freshmen in college have weak academic skills.  Graduation rates at most colleges are less than 60%.

There were many responses to the article from educators all over the country.  Some suggested recruiting better teachers, raising teacher salaries, and eliminating tenure.  Others suggested making learning relevant to students, just compelling students to stay in school longer is no guarantee of higher learning.  Several targeted literacy and pointed out the benefits of early interventions, like head start and reforming the system and starting age of school.  Those who favor charter schools and vouchers pointed out that one size fits all does not help all children.

There was a wealth of information and ideas from everyone.  Reading these I realized how critical is for all associated with education to value the differences and work together cooperatively. 

Synergy creates the third alternative.  The whole is greater than the sum of its parts.  Synergy takes place when two or more people produce more together than the sum of what they could have produced separately.

Synergy is:

• Results oriented
• Examining, exploring, seeking diverse perspective openly enough to alter or complete your paradigm
• Have a mutually agreed upon end in mind
• Worth the effort and effective
• A process

The essence of synergy is valuing the differences.  This does not imply that you approve of or agree with differences: rather it means that you respect the differences and see them as opportunities for learning.  These differences become valuable tools for finding solutions because they enable you to discover and produce outcomes together that you would not find separately. 

In order to change you must be willing to let go of something.  Educators and those who influence the policy must leave their egos and attachments to one  position behind and embrace the possibilities.

There is a wealth of ideas and innovations available.  Stephen Covey stated it most eloquently.

“People who are truly effective have the humility and reverence to recognize their own perceptual limitations and to appreciate the rich resources available through interaction with the hearts and minds of other human beings.” 

There is a Buddhist fable about a man’s son who captured a strong and beautiful horse.  The people in the village were very jealous of his great fortune and told him how lucky he was.  He replied, “we shall see.”  Soon after the horse threw his son and the young man broke his leg.  The people in the village told him how cursed he was and he patiently replied again, “we shall see.”  After the son broke his leg soldiers came and took all the able bodied young men but the man’s son was spared.  The people in the village reminded him of his good fortune.  His reply, “we shall see.”

The fable shows how quickly our fortunes can change.  As we all travel through life we all encounter many joys and many problems.  This was brought into high relief for me this week while I watched my son compete in the Michigan Open golf tournament.  And although the game of golf is really only a metaphor for real life problems it does demonstrate that for every up there is a down.  And it’s not so much counting on getting more ups but seeing the downs as opportunities.   My son had one spectacular round of 66 and the next day bombed with a 79.  He said the perfect round had not prepared him for the difficulties of the following day. 

The Dali Lama once said, “The universe is in a constant state of becoming an ongoing miraculous creation.  Every day we awaken to that miracle with gratitude, respect, and compassion for all who share the gift of being.”   When we learn to cultivate acceptance rather than anger or frustration for those times when things aren’t going well we can begin to see our problems in different way.  We can begin to see them as just another part of our creation that natural ebb and flow in this world of duality. 

Problems challenge us to get out of things, to fix them.  But sometimes we need to examine the idea of fixing, especially when it relates to fixing others.  We need to question our concepts about how we want things to be and what we want people to become.

If we can let go of some of our thinking we will see that some problems can be solved, some cannot and some are best left alone.   Watching my son struggle through this tournament I know that the best we can ever do is to support the people we love.  Each one of us faces our own individual journey through life alone but we can travel together bound by our loving support.

As teachers everywhere end their school year my wish is they embrace this journey and give each other this loving support.  

In his book the “Seven Habits of Highly Effective People” author Stephen Covey writes how our paradigms correct or incorrect are the source of our attitudes, behavior and ultimately our relationships.  He tells the story about a man riding the subway in New York on a Sunday morning.  The man is sitting quietly reading his newspaper when a father enters with three noisy children.  The children are talking loud, throwing things at each other, and bothering other passengers.  Their father seems indifferent to all the confusion.  Finally the man cannot bear another minute of their disturbance and asks their father to do something about his children.  The man lifts his gaze and says, “you’re right I should do something but I don’t know what, you see I just came from the hospital my wife just died.”

This information changed the thinking and behavior of subway traveler immediately.  He moved from anger to compassion to empathy.  What he experienced was a paradigm shift. This kind of quantum shift in thinking allows us to form new attitudes and behaviors.  It can change the way we see the world. 

Our picture of the world is basically our assumptions.  We all tend to make assumptions about everything.  We believe what we believe simply because we believe it.  This leaves little room for doubt and also creates the perfect mental environment for being offended and hurt.   This mental flaw is responsible for a lot of the chaos and misunderstanding that our minds create. 

The first time I heard the story about the subway rider I identified with him because I had done the same thing many times myself.  I had formed many opinions before asking questions, before knowing more.   It takes a disciplined mind to change the way you think.  In a classroom a disciplined mind is critical because the opinion and judgment of the teacher directly influences the success of the students. 

The more aware the teacher becomes of his or her basic paradigms, maps or assumptions the more he or she can take responsibility for them, examine them and test them against reality.  And in doing this gain a larger picture and a more objective view.   When you stop making assumptions you will communicate freely and clearly and become truly impeccable with your word.  This type of honesty will strengthen and nurture every single relationship you have.

There is no more powerful way to improve an organization than by creating an environment, which supports these principles.  Individuals will recognize that their contributions are part of the strength of that organization and will be motivated and inspired to continue to do more.   An organization that honors this thinking is committed to the principle of potential.  The idea that we are all embryonic and can grow and develop releasing more potential and more talents. 

Every school seeking new ways to improve must first look at the character of their shareholders and then tap into that potential.   We can all change our mind, change our thinking and to paraphrase Einstein, “when you change the way you look at things the things you look at change.” 

Charles Darwin the first true naturalist created one of the most impressive volumes in biology in his “Origins of the Species.  He observed, questioned, experimented and tested his ideas to arrive at the conclusion that natural selection is responsible for all creation.  Although he didn’t live to see how the human genome bears the stamp of natural selection he would not have been surprised. The framework for understanding the natural world and ourselves lies in accepting change.  We continue to  evolve so it’s a logical connection that our institutions must evolve too.  They must change when the conditions demand it.

How do we know when change is necessary?

Change is necessary when outcomes produce failure.  Unfortunately currently in education there is too much failure.  Education must decide what matters most.   Is it loyalty to the system or to the mission?

The mission of all schools must be to create the best environment for learning.  When a school nurtures the desire to learn everyone thrives.

I once read a sign that said, “All structures are unstable.”  It’s apropos for understanding the need for change.   Our institutions are human endeavors that eventually weaken and become unstable.  Instead of reacting to the weakness we must become  proactive and position our thinking to creating changes when necessary.

Right now we are at the threshold of this change.  There is an opportunity for fundamental shifts in perspective but these shifts also threaten our comfort levels and the status quo. Our attachments to the way things are is only a fear-based reaction.  Instead of defending this reaction we can transform it.

To accept and embrace change in schools it’s important to:

• Look at your motivation.  What is more important acknowledging your own personal weak areas or a willingness to step out of your comfort zone and see what’s possible?
• Cultivate emotional wisdom.  Be honest with how you feel, is it fear or logic that keeps you from accepting changes.
• Calm your mind.  Be proactive.  Listen for your own reactive thinking, language and actions. And be willing to adapt a better way.
• See clearly.  Reexamine your goals and your mission; this will connect you with the best path.
• Embrace generosity.  Be open to the ideas of others and encourage the collaboration.

Change is necessary, advantageous and possible but only when all the shareholders accept this. 

It is possible to ignore stereotypes.  It is possible to accept the unconventional over the traditional.

The part of the brain that feeds us information on stereotypes and biases is linked with memory and goal planning. We recruit stereotypes and ideas and use this information as a way to make plans that are consistent with our goals.  When people and ideas don’t fit in with our preconceived notions we tend to ignore the contradictions until they become too dramatic to overlook.  When an exceptional situation gets our attention  we are confronted with changing  our thinking. 

This was demonstrated very dramatically last week when a dowdy looking Scottish woman named Susan Boyle captured both the attention and admiration of the world when she surprised an audience with her beautiful singing voice.

Susan’s voice was a contradiction to her appearance. The audience was prepared to dislike her based on her unattractiveness. What happened instead was a surprise and a pleasure when they heard her sing.  She made them feel good. It’s possible that the surprise and pleasure of her voice resulted in a rush of dopamine.

That same rush happens anytime we experience a novelty.  The Alliance College Ready Public School in Los Angeles is also a novelty.  In one of the most challenged and depressed urban districts in the county they have a 90% graduation rate.  These disadvantaged students complete  college prep courses and go onto universities despite being surrounded by a culture of violence.  

The school was also in the news when philanthropist Eli Broad donated six million dollars to their 11 schools.  He said the reason for the donation was because it’s time to take notice of the emerging leadership and excellence of charter schools.

In major cities all over the US charter schools are competing with public schools for students because they are demonstrating they are not resistant to fundamental changes.   Instead of just compensating students with learning differences, emotional issues, and  language and cultural barriers they are seeking methods to strengthen weak areas in learning.

Exceptional schools are schools that refuse to accept horrible outcomes year after year.  These schools have adapted interventions and developed evidence based teaching practices that respect their student’s weaknesses while finding new ways to improve. 

The Alliance College-Ready School is one of the 70 international school chains profiled on the School Chain Showcase.  This non-profit organization  (www.schoolchains.org) hopes to raise awareness by profiling successful school chains from around the world and showing the different ways they educate their students. 

On the website schools in Africa, Europe, America, and Asia demonstrate how it is possible to embrace a paradigm shift and create institutional changes.  These schools have looked at problems in a new way and found new possibilities.  Instead of being dumped into the failure category often associated with disadvantage and poverty they are embracing a whatever it takes belief and making systematic changes.

Visit the website – www.schoolchains.org to find ways and partners to improve education

Teachers talk a lot about self-esteem, but do they really understand how it is the cornerstone of health and positive behaviors?

A simple definition of self-esteem is having respect and positive regard for yourself.  Children learn to feel right about themselves from the loving attention of their mothers.  If a child basks in the love of the mother the connection between the orbitorfrontal brain and the body is established.   This connection makes it easier for a child to go within itself to feel what is right and to know how to go after it.  This also establishes a connection for empathy.  Without empathy self-esteem becomes self-centeredness and narcissism.

The first way children experience self-esteem is by feeling confident in their body through physical strength, endurance, and flexibility.   Schools can become the primary place to promote this physical poweress.  Unfortunately schools often tap into competitive sports as the measure of physical fitness.  This template sets up a compete and compare mentality that can contribute to failure and low self-esteem.  There is a wide range of sports abilities among children and a wide variation in the rate of development of these skills.  If every child is expected to conform to the same standard then it’s inevitable that some of them will fail. 

Malcolm Gladwell the author of “Outliners” writes about the phenomenon of relative age.  What he and others found is that the cut-off birth dates for participation in all sports was the predictor of success. 

This effect was first observed in Canadian professional hockey players.  Overwhelmingly most have birthdates in January.  Now this has nothing to do with astrology it simply means that in Canada the cut-off for eligibility to play hockey is January 1.   There is an enormous difference in size and ability between boys born in December and one born January 2. 

What happens is that this skewered age distribution favors certain birthdates.  Larger more coordinated players receive more attention and instruction than smaller less coordinated players.  Becoming proficient in sports is a product of a sort of natural selection because who gets to the top is not just the hardest seed but  the one given the most sunlight. 

This phenomenon is also seen in European professional soccer and in American college players.  Schools are victim of this same birth date cutoff because students are not learning with others of the same age and maturity levels.   This selection favors older students in every aspect of learning but is most obvious in physical fitness. 

If a school’s physical fitness class is structured and limited to playing sports than a large number of students will never experience the power of their own body.  The school’s approach and attitude toward fitness must recognize the connection between the mind and the body. 

The best way to do this is make the school a “fit” environment.  Fitness becomes part of every day, not just during gym class.  Walking, stretching, moving are essential to create flexibility and strength and should be incorporated into all aspects of the school day.  As children work through their day they gain energy and appreciation of their own healthy bodies. 

Yoga, Pilates, aerobics, dance, or movement to music can help all students regardless of natural ability achieve fitness.  And this  is accomplished without competition and without fear of failure. 

Self-esteem is an inside job, but schools are a part of the proving ground to promote it.   If children are comfortable in their own skin developing social skills and self-discipline will be easier.

Physical fitness is the first requisite to happiness; the ability to feel strong and capable in your own body is an essential element for feeling safe and secure in the world.  Of all the lifetime factors that have been studied physical fitness is the  most accurate predictor of longevity and health. 

Many schools embrace some sort of character education in an effort to curtail discipline problems.   The hope is for students to stop and think how they would feel in difficult situations and use that feeling as a gauge for their own behavior.  The question is does it work?

The problem with most programs is they are limited in their desired influence.  The best program cannot change a school’s environment.  The best test of character lies in the attitudes of the teaching staff.  Do they embody the values and principles of empathy, kindness and respect?

This weekend I read an interesting article in the New York Times on teaching character.  It seems school districts across the country are spending enormous sums of money hoping to find a program that is comprehensive but does not crowd out the academic mission of their schools.

This sounded like a contradiction to me because what could be more important than helping to shape the character of every student.  The mission of any school need not be limited to academic achievement in fact it should be to nurture the desire to learn in collaboration and cooperation with each other.  If the mission focuses on the narrow goal of promoting individual achievement than it fosters the type of competing and comparing that often threaten acceptance, tolerance and synergy.  

For thirteen years I supervised a disciple program in a middle school.  The purpose of our program was to provide a quality environment and engage the student in a process of responsible decision-making.  The hope was in this process the student would accept responsibility for their actions and choose a better positive way to solve a problem.  The character component was critical.   It was successful in a limited way because it only engaged students with behavior problems.  It was not proactive because it did not reach the greater number of students who helped shape and influence the environment of the school.  Nor did it work to change the attitudes of the teaching staff.  Despite devoted time and energy there was no paradigm shift in the way we looked at solving problems.  What we needed was a critical examination of how each one of us hoped to embody the principles of character. 

As a staff we were an older version of our middle school population.  There was gossip, there were cliques, there was bullying, there was jealousy, there were petty grievances and wasted energy on small things.   I have no doubt that students were aware of these adult relationships and viewed them as a template for their own behavior. 

The best way to teach character is to show love and kindness.  The environment that has a high regard for individual differences, for forgiveness and acceptance is one that allows everything to flourish.  Think of it in terms of providing rich compost that needs little to protect it during times of stress.  The environment itself is the protection. 

This connected integrated view holds true for every system in the universe.  Our own bodies operate so smoothly that we can forget about them until some failure captures our attention. 

Schools can become the best place to be if the adults insist on nurturing an environment of love of kindness.  It will be apparent to every child that character is not just a buzzword, or an inspirational message, it is a practice built on the right foundation.

Leaving the theatre after watching the movie Slumdog Millionaire I was buoyed with a sense of hopefulness.  It is the story of Jamal an orphan boy forced to fight for survival in the slums of Mumbai India.  He travels the treacherous terrain between doing what’s right and doing what’s easy.   The heart of the story answers the question how does anyone come to know what’s right about life and love.

This journey of coming to know about what’s right is one all of us must travel and like the character of Jamal each one of us must decide what is most important.  The question I must ask is: how are our values determined?

There are powerful emotions and circumstances that will influence where we line up on the character continuum.  Will we use love as our guide or bitterness?  Will we seek to do what’s right over what’s advantageous? 

There is no certainty in answering this question but one thing must not be ignored.  The environment in which we live must reflect respect, love and justice. These principles are like rich compost nourishing our spirit and our values. 

Our children need to see daily examples of character in order for them to develop and embrace it.    Creative World Connections is dedicated to being part of that compost.  Below is a sample of one of our daily messages for your school announcements.  We invite you to share it with your school population and email us if you would like more material to share.   CWC will work with each school and tailor a program to meet your needs.  Subscription can be yearly, monthly or weekly. 

Success Tip/ Doing the Right Thing

In the Harry Potter book series there is a character named Hagrid.  Hagrid is a friendly giant with a soft heart.  He is one of Harry’s teachers who also becomes his friend.

Hagrid tells Harry, “ At some time you must choose between what’s easy and what’s right.”

Hagrid might only be a fictional giant but he understands what’s most important. 

So What’s Easy for you Today?

Not doing your homework is easy.

Spreading gossip is easy.

Watching someone being bullied is easy. 

The hard things in life require commitment.  Working hard, walking away from gossip and standing up to bullies are all hard but they will determine your character.   None of you needs a giant in a storybook to tell you to do the right thing, although it helps.

You all cheer for the hero of a story and hope for the downfall of the villain.  In your own story you can become the hero, so today cheer for yourself when you do what’s right.

And know this – No one can this do hard work but you!

Driving to yoga today I heard two news items that disturbed me.  The first was an interview with the president of a Wall Street investment company. He was commenting on the economic mess and particularly AIG.  He said its human nature to steal, to lie and to conceal.  In other words when no one is watching the rules don’t count.  The other story was about the increase in violent gangs in Mexico.  In the town of Juarez on the border drug gangs have taken over.  The gangs became powerful because the young males of this town had no opportunity so they turned to the testosterone fueled violence and brutality of gangs.  Without gangs these young men had no future.

It’s seems whether it’s Wall Street or the dirty streets of a poor Mexican town the rules don’t count.  Both found opportunity and exploited it.  So I have to wonder can we really be good?  Is it our truest nature to seek the honorable path and stick to it despite difficulties?

 Mahatma Gandhi said, “Nonviolence is not a garment to be put off and on at will. Its seat is in the heart and it must be an inseparable part of our being.”

Only the strongest and most disciplined person can hope to achieve the status of Gandhi’s teachings even so without the teaching there is no hope of walking this noble path.    Gandhi’s wisdom reminds us to recognize how connected we all are in this small tenuous world.  Unconditional love and compassion are stronger than ignorance and prejudice, stronger than even hatred.

In order for our children to discover this truth they must first witness it, they must be in an environment that seeks this way of respect and peace.  There is no peaceful oasis in our modern day world so it must be created.  Every classroom teacher can make a commitment to create this place in his or her classroom.  Every school can adopt a mission statement that seeks this more disciplined way. 

In order for children to learn to deal with anger, jealousy, or other negative emotions they must understand the possibility of a nonviolent spirit.  The first place to get a grip on this is to understand simple anger.  There are five steps to mindful anger management. 

The five R’s:

1. Recognizing – Noticing the familiar stimulus that pushes your hot buttons and triggers the harsh response.  By first noticing it means the ego has not yet seized on it and reacted to it.
2. Recollecting – Remember the downside of anger and also the upside of practicing patience.  The mantra is “this too shall pass.”
3. Refraining and Restraining – Hold back your habitual negative reaction and try to see the situation through another person’s eyes.  The most difficult person or situation can become your greatest teacher, your greatest opportunity.
4. Relinquishing – Give up you conditioned reactivity and let go of these impulsive urges and choose a more intelligent response.  Just accept that anger arises and instead of acting on these urges feel them without acting. 
5. Reconditioning and Responding - Let go of these unhealthy patterns and intentionally chose more desirable kind ways to respond. This is most difficult because sometimes it appears you are too passive doing nothing.  But it means you are responding with equanimity, becoming wiser and more compassionate.

This kind of holistic character education is possible but it requires a dedicated effort in order for it to be effective.   To paraphrase Gandhi when you begin to transform yourself you transform the world.

Every teacher can become this vehicle of transformation. 

Creative World Connection daily messages are one way to help you acquire this habit.  Any school interested in becoming a subscriber may contact me by email (see contact tab) and I will tailor a plan for your school population.  

Last night I woke up in the middle of night anxious from a rambling dream about economic woes.  My dream was a tangled mess of reruns from the news that kept repeating over and over like a broken record. I’m certain in bedrooms across the county other people were struggling with the same dream.

Despite feeling dread in the middle of the night I found a renewed optimism in my morning yoga class.  In yoga I was reminded to seek my equanimous mind, the mind that reacts the same to praise or criticism.   It’s the quality of same mind that restores peace and calm to the body and spirit.

I am grateful to have a practice that guides me through troubled waters but I have to wonder how our children are coping with all this uncertainty.  How can they be hopeful and calm?

Children take their cues from the adults that lead them, if their homes are turbulent and troubled they will carry that vibe and energy into their school day.  As teachers you could be faced with leading a classroom filled with anxiety and worry.   So how can you provide a nurturing environment for your students?

First you must take your own emotional temperature.  Access your state of mind every morning. Take ten minutes every day to find some balance.  Open the shades, turn off the noise and sit alone in your classroom.  Close your eyes and begin to breathe in and out through your nose.  As you do this notice the quality of your breath.  Focus on the narrow space between your nose and mouth.   In and out, as thoughts arise let them drift by like clouds in the sky.  Just observe them and let go.  Think of your breath as a bridge that connects your body to your thoughts.  When your thoughts become too scattered use your breath as the means to take hold of your mind again.

A short meditation helps you face life’s curve balls and also prepares you to guide your students.  You can use this same practice with your students.  Beginning each class with a short meditation is one simple way to help restore calm to your classroom.  Even though the earth is shifting beneath their feet your students can stay centered.

The practice of yoga is simply observing the breath.   Becoming connected to the breath connects us to the present moment instead of living in the never arriving future. 

None of us can predict the future but given the right tools we can find a path to a more peaceful existence.  And we can teach this to our children helping them pass through negative moods feeling more resilient and positive.

Recite this Metta Meditation with your class every day

May I be Happy and Joyful

May I be Peaceful and At Ease

May I be Free from Harm and Injury

May I be Free from Anger and Worry

May I be Well