This past October I decided to shadow a student at Governor Mifflin HS. I started thinking about shadowing a student after reading the #Innovator'sMindset by @GeorgeCouros. In his book Mr. Couros describes "empathy" as a key component to innovation, and that innovation in education starts by asking 'What is best for students?" I couldn't imagine a better way to build empathy for both students and teachers than to attempt to switch my lens and see the school through a student's eyes- even if for only a day!
A few weeks later one of the Assistant Superintendents tossed out this exact challenge to the entire cabinet during one of our monthly meetings. He came across some literature and thought that this would be a great experience for our administrative team. I was so excited and immediately started thinking about how it might work.
I knew I wanted to create a partnership with my student, and that the experience should be an opportunity for the student as well as myself. The participating student needed to be able to openly share their perspective on the school, and be comfortable in providing me a deeper understanding of the interactions among students and between students and teachers. I also wanted to gain greater clarity about our instructional practices, and walk away with some ideas for school improvement.
I wanted my experience to be random. This decision was probably the toughest decision that I had to make because there were some questions associated with picking my student. Did I want to have a "minority" experience, the experience of a student in "poverty," or a "highflier" experience? How about a "special education experience?" Although each would be intriguing, I felt uncomfortable picking because picking one would force me to miss out on the other. For me, it had to be random. No particular experience was more important than the other, and if I had chosen one over the other(s), I would have likely had to do the entire process more than once.
So, through a fairly arbitrary process I was awarded the good fortune of meeting Tommy, and on October 23rd I shadowed Tommy throughout his day at Governor Mifflin HS. Governor Mifflin HS has approximately 1400 students who are engaged in many extracurricular activities. School spirit is high in Mustang Nation, and the Mifflin Maniacs go wild at just about every extracurricular event. 39% of the students at Governor Mifflin HS get free or reduced lunch, we offer 17 AP courses, and our students average 1083 on their SAT's. 11% of our students attend the Berks Career Technical Center, and our special education population is approximately 17%. Check out the HS performance profile by clicking the link.
Tommy is a white male, a Senior, and a solid academic student. He is also the leader of the school's PROUD Team, a student group that coordinates our school-wide positive behavior support program. He played football, but no longer plays because of an injury. One of the things I found to be unique about Tommy is that he has a very limited digital footprint. He has no FB, Instagram, or Twitter account, and he doesn't Snap Chat. He pretty much uses his cell phone to make calls and text. If you ever were fortunate enough to speak with Tommy, it would take only a few minutes to discover his passion. Tommy wants to serve his country. Tommy wants to be a Marine - Oohrah!
I met Tommy at his house at 6:30 AM (I got dropped off by my building Principal). I briefly spoke to his mother who reminded Tommy to text her when he got halfway to school. We took a selfie together that I posted on Twitter, and off we went. As we were walking to school, Tommy reminded me that we have PE first period. I immediately panic... I did not have any PE clothes. I was wearing a pair of jeans and boots. The only thing I could think of was to call my daughter who happens to be a freshman at the HS. If she didn't already leave, she could bring me some sweatpants!!!
As soon as we entered the building, I got to meet several of Tommy's friends. I got the sense that he told them about me shadowing because no one seemed surprised by my presence. In fact, everyone was very gracious, allowing me to participate in the conversation. The first bell rang at 7:25 AM, but there was no rush to class. Homeroom doesn't start until 7:35 AM (10 minutes)- plenty of time.
Homeroom was pretty typical. There were about 16 students in the class. Everyone stood for the pledge to the flag. It was a calm environment, but I did get the sense that everyone was just warming up. I asked Tommy if we could stop by the main office so that I could pick up my PE clothing. He laughed a little bit but was agreeable. Thank goodness my daughter was still home when I called.
We have to run??? Yep, we have to run. That is how PE starts. Tommy was letting me know what to expect. The class was playing football, and there is an "A" team that is more competitive, and there is the "B" team (for everyone else). When Mr. C, the PE teacher, called out my name for attendance I said "Here, and I'm playing on the B team." Everyone laughed! Two ACL repairs and a few extra pounds have put me in my place on the football field, and I am okay with that. It's like my Dad use to tell me..."It's better to be a has been, than a never was."
Tommy was chosen as a captain, and I was his first pick! I did catch a couple of passes; one was just in front of the goal line (it would have been pretty cool to score). PE was over pretty quick. It was just enough time to get my heart rate up. Almost as quickly as it started, it ended, and I found myself back in the locker room changing into my regular clothes.
When I looked at Tommy's schedule, there were only two classes that I worried about: Physics and Statistics. Math was never a favorite for me, and I was pretty sure the teachers were going to insist that I participate. Despite the dread, there we were...in physics- the study of natural science! To be truthful about my feelings, I would have to say that the content is intriguing, it's the math that freaks me out. We got to class on time, I sat down, and sweat started pouring down my face. My
body temperature and heart rate had not quite slowed down yet.
This experience was one of my first learning's of the day.
Switching gears from PE to Physics was hard! I enjoyed the
lab that we were assigned, but I found myself asking "Why do I
need to know this?" I wanted to know the relevance and
having the advantage of being 43; I had a sense that I would never use
this learning. I recorded my experience, learning, and thinking on my
cell phone. I have a Galaxy S with a stylus and notepad. I don't think Mr. G like
this because he made sure to tell me to put my phone away.
Engineering Materials & Design with Mr. P was next! This class is one of Tommy's favorite classes. The class is working on a "sign" project, and it was cool to see this because the project developed out of a conversation that I had with the classroom teacher. Tommy showed me how to use several machines, and I got to buff the metal that he was using for his sign.
This period seemed much more relaxed than Physics. I think it was because we were working at our own pace. Tommy and I got to chat while we worked and I was able to take some pics and record the experience using my phone (without a word from the teacher).
"Are you hungry?" "No!" Period 4 lunch starts at 10:16 AM, and although I did get lunch I wasn't hungry. The food was so-so, and the seating was tight. The best part about lunch was the fact that we got to talk. I met more of Tommy's friends and offered them the opportunity to share their thoughts about the HS. It isn't every day that you have access to an administrator, so I told them to let me have it. What are we doing well, where can we do better, etc.? They told me that they thought HR was a waste of time and that they would prefer TV announcements if we had to have a HR. I was surprised by their comments. I was expecting more.
Sometime during period 5/6, Statistics, I noted that Tommy hadn't used his Chromebook in any significant way. At Governor Mifflin we have a 1:1 initiative, and we view technology as a tool to enhance instruction. We do not make teachers use technology, but I was still surprised that he hadn't needed to use it and we were already halfway through the day. In Statistics, we worked on a modified boxplot, and again I found myself asking "Why am I doing this?" I knew there had to be a reason. I knew there was some application somewhere, but I didn't know what it was. I decided to ask Tommy. He told me... I can't recall what he said, but I remember that he knew (and I guess that was what was important).
Period 7/8 was English class. Tommy told me before we entered the room that if I pulled out my cell phone, it would be confiscated immediately. He was right! I do not believe that the bell had rung yet, and I was trying to write some notes/record my experience, and Ms. D approached me about my phone. She let me know that she would confiscate it if it weren't put away, and all I could think was how unnecessary that was. First of all, since the bell didn't ring yet and the class had not started, I felt that it was still my time. Second, had I been a new student, this would have been a terrible way to meet me and build a relationship. Then, she wanted me to use my Chromebook, but I use my phone to access my Google Drive or G Suites (can't do that, apparently). I was uncomfortable, so as soon as Tommy raised his hand and asked to go the library to continue working on his research project, I got up and went with him. Several students left the class while I was there too. I think they went to the bathroom, but my guess is they really wanted to check their phones because that was the first thing they did when they entered the hallway. I kept thinking, do we really believe that students aren't checking their cell phones throughout the day and in class...if they want to check their phones or send a message, they will find a way.
This experience got me thinking about our consistency with how we approach cell phone use. I also started thinking about how we could/should teach students to use cell phones as learning tools. I am in countless meetings with high-level administrators who check their cellphone messages, send messages, look things up, etc. as the meeting is going on. Sometimes they will even step outside to take or make a phone call. I wanted to ask my teachers... have you ever checked a message or sent a message during a faculty meeting? Did an Administrator take your phone? What would you have thought if he did? We say we are preparing our students for the "real world," but I am not convinced that we know what that means (myself included). Further, I am not sure it is a good idea to tell students to put away one of the most powerful learning tools they have just before the learning starts. UHH! I think I have to do some more reflection on the use of cell phones in our school. I wonder how Colleges handle cell phone use during class? Is that the real world that we keep referring to?
We were in the home stretch and going to one of Tommy's favorite classes (mine too)- Military History. This class was hands down the best class of the day, and this was likely for several reasons. The first is that I like history, and I had a natural interest in the content presented. The second was because the teacher, Mr. K, had planned an authentic experience.
I am sure that he does not do this every day, but today he and a former student were holding a discussion while completely garbed in Civil War clothing. There was a lot of information shared in this class as well as laughter, and the best part was when they shot their guns (we went outside for this part). BANG!
Period 11 was with Mrs. S, Criminal Justice! This class is another class that I knew I would like simply because of the subject matter. This class was also the last class of the day because Tommy has Study Hall period 12. We worked in small groups trying to determine if the scenario presented to us required the police to read the person in question their Miranda rights. I found myself confused at points, but I wasn't sure if it was just the long day that I had, the topic itself, or a combination of things.
Finally, in study hall, Tommy and I got to regroup and talk about the day. What we noted was that we didn't have a lot of time to talk/reflect during the day (just lunch and when we were walking in the halls to class). Before this experience, I would have thought there were a number of opportunities for students to socialize, but at least in this case that was not true. I suspect that is why students consistently ask to go to the bathroom (to get a break or to socialize).
I also noticed that there was no time to talk to the teacher before or after class. We always tell students to talk to the teacher, but when exactly are they supposed to do that. If they stay after class, they will surely be late to the next class, and not every teacher is available just before or after class. I also found it difficult to determine the relevancy of some of the content taught. Again, I am not saying the content was irrelevant. I am saying that "I" had trouble determining the relevancy. It wasn't apparent to me (and the teacher didn't state it).
One of my biggest take away's was that we need to be consistent with how we deal with cell phone use. It got me thinking about what we believe about technology and how students will be using their technology in the future (in their jobs). Also, isn't learning social? I think a lot of places are still trying to figure this out. I know some places make their employees leave their cell phones in their lockers, but I bet Google doesn't do that. I also ran out of stamina. By period 11 I was ready to go home. I couldn't imagine having to go to something after school, like football practice or work and then go home to do school work.
Shadowing a student for a day was a great experience! Much of what I learned affirmed my basic understanding of student's motivations to learn. The first relates to meeting learners at their readiness level. This is the number one determiner of learning. In the classes where I was weaker it was uncomfortable, maybe even difficult to "jump right in." I was only there for a day, so I didn't expect to be "where the other students were" with the material, but I couldn't help to think what it must be like if you are a new student or even a student that missed a few days of instruction due to illness. The second is about accommodating personal learning styles. There are many ways to learn, and when a teacher uses one mode of teaching, it is working for "some" students and not for others. Technology should allow us to personalize learning better, and we should take advantage of that. The last was most apparent for me in Mr. K's class: Learning through content that is personally interesting matters! It sounds so obvious, but I learned more in the classes that I already had an interest in (before walking in).
I would encourage every administrator to embrace the challenge and shadow a student for a day. I have already discussed with my administrative team the possibility of allowing some of our teaching staff to do this as well. Innovation requires empathy. It starts by asking "What is best for this learner?" I can't think of many ways to better understand this question than to become the learner.
A few weeks later one of the Assistant Superintendents tossed out this exact challenge to the entire cabinet during one of our monthly meetings. He came across some literature and thought that this would be a great experience for our administrative team. I was so excited and immediately started thinking about how it might work.
I knew I wanted to create a partnership with my student, and that the experience should be an opportunity for the student as well as myself. The participating student needed to be able to openly share their perspective on the school, and be comfortable in providing me a deeper understanding of the interactions among students and between students and teachers. I also wanted to gain greater clarity about our instructional practices, and walk away with some ideas for school improvement.
I wanted my experience to be random. This decision was probably the toughest decision that I had to make because there were some questions associated with picking my student. Did I want to have a "minority" experience, the experience of a student in "poverty," or a "highflier" experience? How about a "special education experience?" Although each would be intriguing, I felt uncomfortable picking because picking one would force me to miss out on the other. For me, it had to be random. No particular experience was more important than the other, and if I had chosen one over the other(s), I would have likely had to do the entire process more than once.
So, through a fairly arbitrary process I was awarded the good fortune of meeting Tommy, and on October 23rd I shadowed Tommy throughout his day at Governor Mifflin HS. Governor Mifflin HS has approximately 1400 students who are engaged in many extracurricular activities. School spirit is high in Mustang Nation, and the Mifflin Maniacs go wild at just about every extracurricular event. 39% of the students at Governor Mifflin HS get free or reduced lunch, we offer 17 AP courses, and our students average 1083 on their SAT's. 11% of our students attend the Berks Career Technical Center, and our special education population is approximately 17%. Check out the HS performance profile by clicking the link.
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| "It's a great day to learn about our S's school day!" |
Tommy is a white male, a Senior, and a solid academic student. He is also the leader of the school's PROUD Team, a student group that coordinates our school-wide positive behavior support program. He played football, but no longer plays because of an injury. One of the things I found to be unique about Tommy is that he has a very limited digital footprint. He has no FB, Instagram, or Twitter account, and he doesn't Snap Chat. He pretty much uses his cell phone to make calls and text. If you ever were fortunate enough to speak with Tommy, it would take only a few minutes to discover his passion. Tommy wants to serve his country. Tommy wants to be a Marine - Oohrah!
I met Tommy at his house at 6:30 AM (I got dropped off by my building Principal). I briefly spoke to his mother who reminded Tommy to text her when he got halfway to school. We took a selfie together that I posted on Twitter, and off we went. As we were walking to school, Tommy reminded me that we have PE first period. I immediately panic... I did not have any PE clothes. I was wearing a pair of jeans and boots. The only thing I could think of was to call my daughter who happens to be a freshman at the HS. If she didn't already leave, she could bring me some sweatpants!!!
As soon as we entered the building, I got to meet several of Tommy's friends. I got the sense that he told them about me shadowing because no one seemed surprised by my presence. In fact, everyone was very gracious, allowing me to participate in the conversation. The first bell rang at 7:25 AM, but there was no rush to class. Homeroom doesn't start until 7:35 AM (10 minutes)- plenty of time.
Homeroom was pretty typical. There were about 16 students in the class. Everyone stood for the pledge to the flag. It was a calm environment, but I did get the sense that everyone was just warming up. I asked Tommy if we could stop by the main office so that I could pick up my PE clothing. He laughed a little bit but was agreeable. Thank goodness my daughter was still home when I called.
We have to run??? Yep, we have to run. That is how PE starts. Tommy was letting me know what to expect. The class was playing football, and there is an "A" team that is more competitive, and there is the "B" team (for everyone else). When Mr. C, the PE teacher, called out my name for attendance I said "Here, and I'm playing on the B team." Everyone laughed! Two ACL repairs and a few extra pounds have put me in my place on the football field, and I am okay with that. It's like my Dad use to tell me..."It's better to be a has been, than a never was."
Tommy was chosen as a captain, and I was his first pick! I did catch a couple of passes; one was just in front of the goal line (it would have been pretty cool to score). PE was over pretty quick. It was just enough time to get my heart rate up. Almost as quickly as it started, it ended, and I found myself back in the locker room changing into my regular clothes.
When I looked at Tommy's schedule, there were only two classes that I worried about: Physics and Statistics. Math was never a favorite for me, and I was pretty sure the teachers were going to insist that I participate. Despite the dread, there we were...in physics- the study of natural science! To be truthful about my feelings, I would have to say that the content is intriguing, it's the math that freaks me out. We got to class on time, I sat down, and sweat started pouring down my face. My
Engineering Materials & Design with Mr. P was next! This class is one of Tommy's favorite classes. The class is working on a "sign" project, and it was cool to see this because the project developed out of a conversation that I had with the classroom teacher. Tommy showed me how to use several machines, and I got to buff the metal that he was using for his sign.
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"4 minutes to get Materials & Desing class.
I think I can, I think I can..."
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This period seemed much more relaxed than Physics. I think it was because we were working at our own pace. Tommy and I got to chat while we worked and I was able to take some pics and record the experience using my phone (without a word from the teacher).
"Are you hungry?" "No!" Period 4 lunch starts at 10:16 AM, and although I did get lunch I wasn't hungry. The food was so-so, and the seating was tight. The best part about lunch was the fact that we got to talk. I met more of Tommy's friends and offered them the opportunity to share their thoughts about the HS. It isn't every day that you have access to an administrator, so I told them to let me have it. What are we doing well, where can we do better, etc.? They told me that they thought HR was a waste of time and that they would prefer TV announcements if we had to have a HR. I was surprised by their comments. I was expecting more.
Sometime during period 5/6, Statistics, I noted that Tommy hadn't used his Chromebook in any significant way. At Governor Mifflin we have a 1:1 initiative, and we view technology as a tool to enhance instruction. We do not make teachers use technology, but I was still surprised that he hadn't needed to use it and we were already halfway through the day. In Statistics, we worked on a modified boxplot, and again I found myself asking "Why am I doing this?" I knew there had to be a reason. I knew there was some application somewhere, but I didn't know what it was. I decided to ask Tommy. He told me... I can't recall what he said, but I remember that he knew (and I guess that was what was important).
Period 7/8 was English class. Tommy told me before we entered the room that if I pulled out my cell phone, it would be confiscated immediately. He was right! I do not believe that the bell had rung yet, and I was trying to write some notes/record my experience, and Ms. D approached me about my phone. She let me know that she would confiscate it if it weren't put away, and all I could think was how unnecessary that was. First of all, since the bell didn't ring yet and the class had not started, I felt that it was still my time. Second, had I been a new student, this would have been a terrible way to meet me and build a relationship. Then, she wanted me to use my Chromebook, but I use my phone to access my Google Drive or G Suites (can't do that, apparently). I was uncomfortable, so as soon as Tommy raised his hand and asked to go the library to continue working on his research project, I got up and went with him. Several students left the class while I was there too. I think they went to the bathroom, but my guess is they really wanted to check their phones because that was the first thing they did when they entered the hallway. I kept thinking, do we really believe that students aren't checking their cell phones throughout the day and in class...if they want to check their phones or send a message, they will find a way.
This experience got me thinking about our consistency with how we approach cell phone use. I also started thinking about how we could/should teach students to use cell phones as learning tools. I am in countless meetings with high-level administrators who check their cellphone messages, send messages, look things up, etc. as the meeting is going on. Sometimes they will even step outside to take or make a phone call. I wanted to ask my teachers... have you ever checked a message or sent a message during a faculty meeting? Did an Administrator take your phone? What would you have thought if he did? We say we are preparing our students for the "real world," but I am not convinced that we know what that means (myself included). Further, I am not sure it is a good idea to tell students to put away one of the most powerful learning tools they have just before the learning starts. UHH! I think I have to do some more reflection on the use of cell phones in our school. I wonder how Colleges handle cell phone use during class? Is that the real world that we keep referring to?
We were in the home stretch and going to one of Tommy's favorite classes (mine too)- Military History. This class was hands down the best class of the day, and this was likely for several reasons. The first is that I like history, and I had a natural interest in the content presented. The second was because the teacher, Mr. K, had planned an authentic experience.
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| Check out the Video! https://t.co/lIP2DkcBOa |
Period 11 was with Mrs. S, Criminal Justice! This class is another class that I knew I would like simply because of the subject matter. This class was also the last class of the day because Tommy has Study Hall period 12. We worked in small groups trying to determine if the scenario presented to us required the police to read the person in question their Miranda rights. I found myself confused at points, but I wasn't sure if it was just the long day that I had, the topic itself, or a combination of things.
Finally, in study hall, Tommy and I got to regroup and talk about the day. What we noted was that we didn't have a lot of time to talk/reflect during the day (just lunch and when we were walking in the halls to class). Before this experience, I would have thought there were a number of opportunities for students to socialize, but at least in this case that was not true. I suspect that is why students consistently ask to go to the bathroom (to get a break or to socialize).
I also noticed that there was no time to talk to the teacher before or after class. We always tell students to talk to the teacher, but when exactly are they supposed to do that. If they stay after class, they will surely be late to the next class, and not every teacher is available just before or after class. I also found it difficult to determine the relevancy of some of the content taught. Again, I am not saying the content was irrelevant. I am saying that "I" had trouble determining the relevancy. It wasn't apparent to me (and the teacher didn't state it).
One of my biggest take away's was that we need to be consistent with how we deal with cell phone use. It got me thinking about what we believe about technology and how students will be using their technology in the future (in their jobs). Also, isn't learning social? I think a lot of places are still trying to figure this out. I know some places make their employees leave their cell phones in their lockers, but I bet Google doesn't do that. I also ran out of stamina. By period 11 I was ready to go home. I couldn't imagine having to go to something after school, like football practice or work and then go home to do school work.
Shadowing a student for a day was a great experience! Much of what I learned affirmed my basic understanding of student's motivations to learn. The first relates to meeting learners at their readiness level. This is the number one determiner of learning. In the classes where I was weaker it was uncomfortable, maybe even difficult to "jump right in." I was only there for a day, so I didn't expect to be "where the other students were" with the material, but I couldn't help to think what it must be like if you are a new student or even a student that missed a few days of instruction due to illness. The second is about accommodating personal learning styles. There are many ways to learn, and when a teacher uses one mode of teaching, it is working for "some" students and not for others. Technology should allow us to personalize learning better, and we should take advantage of that. The last was most apparent for me in Mr. K's class: Learning through content that is personally interesting matters! It sounds so obvious, but I learned more in the classes that I already had an interest in (before walking in).
I would encourage every administrator to embrace the challenge and shadow a student for a day. I have already discussed with my administrative team the possibility of allowing some of our teaching staff to do this as well. Innovation requires empathy. It starts by asking "What is best for this learner?" I can't think of many ways to better understand this question than to become the learner.
What a great experience and great reflection Tony. I will challenge you from your lunch comment of "It isn't every day that you have access to an administrator" to make this possible. Find time to be with the kids, eat lunch with them, spend a period in the library. Maybe even offer student office hours in a location other than your office! Create that culture of Ss/Admin sharing.
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