Friday Thought : Show them they are real

Well, I didn't see this coming . . .

A few days ago, my buddy sent me a podcast entitled, "The Year of Taylor Swift." I was incredibly hesitant to listen, but because I trusted him, I decided to give it a listen. 

I am so thankful I did. 

Even if you are not a Swifty, her story of struggle, success, transparency, and brilliance is deeply intriguing. It is her ability to connect with millions of devoted fans, however, that is most impressive. If not convicting. 

Near the end of the episode, after the hosts walk us through her journey of success, betrayal, and redemption, they say this:

"Show somebody that they are real and you'll have them for life."

And I can't stop thinking about it. 

When sitting with my oldest daughter and she is expressing her frustrations and concerns about life, basketball, and our parenting, more often than not, my first inclination is NOT to be patient. Nor are my first words always helpful. Which is why she gets frustrated, quiet, and sometimes distant. 

Showing her that she and all of her middle school-sized emotions and fears are real is what brings her close, what opens her up to thoughts and input, because they are what make her feel loved, feel seen. It's what makes her feel real. 

When a parent calls and accuses me of "targeting {their} child" or "doing nothing" about the bullying their daughter is experiencing, often I want to defend, explain, and provide the bigger picture. Every time, it doesn't work. Not if it is my initial reaction, anyway, or my sole objective. Because it only validates what they already believe: that I don't see them. 

Allowing them to be frustrated, however, and affirming that what they are struggling with (even if I don't understand) provides them with what they need: an opportunity to be heard, to be real. And once that has been established, they are willing to accept a slightly different perspective of the situation. Because they trust us. 

And when they trust us, we have them for life. 

Dang. An episode about Taylor Swift . . . I did not see that coming. 

That's what I've been thinking about this week.

#doGREATthings!

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Friday Thought : Create Meaning in the Mundane

Meaning is in the Mundane.

My family loves road trips. And each summer, on our way to some far-off place, we have a stretch of time where very little is accomplished but racking up the miles. We start early and drive late, stop as little as possible, crank up the music, and talk. We spend time together. And after years of this routine, with a bucket full of memories and destinations reached, what we think about and miss the most on any given day is the time spent in the car.

Typically, the days between January through mid-March are considered the doldrums of education. There are very few major holidays to celebrate which in turn means very few days off, parties, and “things to look forward to.” There’s just time.

Which, if embraced, can make it the most productive and most memorable time of the year! But only if we are intentional, like a good road trip, and take advantage of those “drive-through states.”

Be intentional about building relationships with those one or two students who are always on the peripheral of your thoughts, who don't quite get the attention they deserve because they aren't a behavior kid . . . how can you spend time with them? See them? Get to know them?

Be intentional about BEING YOU! Over the next six-ish weeks, what can you bring to the classroom - our school - that is uniquely YOU? Most of the year we don't have time for silly moments or random FUN DAYS because we're too busy preparing for testing, concerts, or playing catchup . . . now, you have time, consistency, and a long road ahead . . . where can you inject something unexpected? Something new? Something YOU?

Be intentional about building memories. 

Road trips bring us to some pretty great and memorable destinations. But the pictures we love the most, the times we often remember and miss most often are NOT the final destinations, it's the journey - the what happens during the mundane. 

Take advantage of it and Create Meaning in the Mundane.

That’s what I’ve been thinking about this week.

#doGREATthings!

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Friday Thought : Why the sound of ripped-up carpet is more important than the carpet itself.

Yesterday, my son sent me this picture with the caption, "Wild {our dog} destroyed the downstairs carpet."

And I was pissed. So was my wife.

Wild is supposed to be an outside dog, but with the weather plunging into the negatives and me not completing her outdoor housing, she has spent time inside. Yesterday, as my wife needed to run out for the day, she put Wild in her kennel. When she returned home and discovered the mess our dog created, Wild was placed outside for the remainder of the evening. 

Later that night, as the temperatures began to drop, Wild was once again brought inside and placed in the entryway where she lay on her blanket. Shortly after, my wife joined her. From the living room couch, I heard her say, "I love you. I'm still mad at you, but I love you."

And two things came to mind.

One, love covers a multitude of mistakes. Even when someone's actions are destructive, hurtful, or upsetting, love allows us to still make the best decision for them, even when we are angry or frustrated at them. As educators, when our students, coworkers, or parents act in a destructive manner, we can still (metaphorically, of course) pet their ears, scratch their bellies, and bring them back inside. Because we love them, and we want what is best for them. (just to be clear, rubbing our students,  staff, or parents’ bellies is NOT an appropriate interaction . . . neither is petting their ears. Letting them inside because it is cold outside probably still holds up).

We don’t have to like someone to do what is best for them. We simply have to love them.

Two, behavior is communication. Wild is an extremely intelligent dog. She clearly and efficiently lets us know when she needs to go to the bathroom, when she's hungry or thirsty, and when there is a potential intruder nearby. However, she struggles to communicate what she is specifically afraid of or worried about. She can’t articulate if she is bored - especially when we are not around to hear - when we are not present.

Our students' or loved ones’ inappropriate behaviors are often frustrating because they are destructive. But oftentimes, they are a cry for help, for understanding, or simply to be seen. They are moments of communication. Even though they are old enough to clearly communicate that they are hungry or need to use the restroom, there are plenty of thoughts, emotions, and feelings that they cannot express. Even when they’re old enough to walk to school, watch rated-R movies, or carry a driver’s license.

When those around us act out or are behaving unlike their typical self, are they trying to communicate a need? A fear? Are they wrestling with something they can’t quite put into words?

And more importantly, are we listening? Are we present? Or, are we fixated on the ripped-up carpet?

Damaged carpets can be replaced or covered by a nearby rug. They are merely things. And things are never more important than the people that damage them. 

That’s what I’ve been thinking about this week.

#doGREATthings!

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Friday Thought : Resume vs Eulogy Virtues

In his book, The Road to Character, David Brooks writes about the difference between Resume virtues and Eulogy virtues.

“Eulogy virtues,” he writes, "are the virtues that get talked about at your funeral, the ones that exist at the core of your being – whether you are kind, brave, honest or faithful; what kind of relationships you formed.”

“Resume virtues,” on the other hand, are much shallower. “They are the skills that you bring to the job market and that contribute to external success."

When we pursue our resume virtues, we set out to conquer the world. When we hold tight to our eulogy virtues, we battle for opportunities to serve the world. 

And that got me thinking about educators and why we have chosen, and continue to choose, this beautiful profession.

Most educators came into this profession because, at some point, someone spoke into our lives. Because someone took time out of their day to spend time in ours, because they lived a life that inspired us to help, to serve, and to improve the lives of those around us. I bet you are here because someone chose to see beyond their resume virtues and chose to invest in their eulogy virtues.

People who, as David Brooks writes, “radiate a sort of moral joy.”

They answer softly when challenged harshly. They are silent when unfairly abused. They are dignified when others try to humiliate them, restrained when others try to provoke them. But they get things done. They perform acts of sacrificial service with the same modesty everyday spirit they would display if they were just getting the groceries. They are not thinking about what impressive work they are doing. They are not thinking about themselves at all. They just seem delighted by the flawed people around them. They just recognize what needs doing and they do it” (bolding and emphasis added).

Like many, I have ambition. I have dreams and ideas of how I would like my life and career to go, and I work hard to ensure that they will happen. I am constantly working on my resume.

This week, however, I was once again reminded that if I accomplish all that my little heart desires, if I gain all the accolades and can stand on a stage to great applause, it will mean nothing without a strong eulogy resume.

For in the end, that is what this profession - this life - is all about.

That’s what I’ve been thinking about this week.

#doGREATthings!

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Friday Thought : Look Beyond the Problem. See the People.

At times, life gifts us themes. Most often, they come at the appropriate time. Here is been my gifted theme this week. And yes, it has come at the appropriate time.

Monday:

In a conversation with a mentor from Texas (shout out to you, Mr Jeff Springer!), he referenced this scene from the movie Patch Adams:

"Look at me," the old man says. "If you focus on the problem, you can't see the solution. Never focus on the problem, look at me!" When dealing with struggling students or adults, we must choose to "see what everyone else chooses not to see." The person.

Tuesday:

This quote came across my Instagram feed: "If I wanted to ruin you, I would convince you, over a long time, through disappointment and empty promise, that something you think or something you do is more important than the people in your life" - Justin McRoberts

For whatever reason, the people in our lives are the people in our lives. And they are more important than any thing or opinion we might have. For as Justin McRoberts also says, "The person you are talking to is more important than the thing you are talking about. Every time.”

Wednesday:

In a Zoom conversation with an old teacher buddy of mine (lookin at you, Mr Kasey Schurtz!), he said, "Love should look like discipline. And discipline should look like love."

Holding ourselves and others accountable is often uncomfortable, but if done in love (holding their interest above our own), it is necessary, good, and true. For as my mother made me memorize as a child, "Love is patient, love is kind. It does not envy, it does not boast, it is not proud. It does not dishonor others, it is not self-seeking, it is not easily angered, and it keeps no record of wrongs. Love does not delight in evil but rejoices with the truth. It always protects, always trusts, always hopes, always perseveres.

Love never fails ."

And the same should be said about discipline.

As educators and parents, we are entering the thick and heavy season of academic and change. Our students and children will be growing and learning a TON these next few weeks and months. Which is GREAT! Amidst it all, however, may we never forget the PEOPLE who are around us - staff, students, family members - for they are the reason WHY we are here.

And I have needed that reminder.

This past week, when my schedule has been more full than the minutes allow, when I run from one dumpster fire to the next, from meeting to meeting with side conversations along the way, and as I try and keep a building full of hearts and minds safe and headed in the right direction - all while the needs of family and home are pulling and calling - it is so unbelievably embarrassing how quickly I fall into the trap of Get. Stuff. Done!

And in doing so, I can often forget the people around me.

The one struggling with the weight of a sick parent and hard decisions ahead.
The one wrestling with mountains upon mountains of change, and the struggles it creates.
The one who needs a quick check in and “how you doing? You okay?” but also the brief moment of sitting and actually listening and not anxiously checking the time or text messages.
The one who needs me to sit on the couch and hear her woes and fears of a new season because really, more than anything, she is scared and insecure and doesn’t know or understand her true strength.
And the list goes on and on.

This week, the theme of people has been strong and a bit heavy handed. Which probably means I need the reminder. And more importantly, that I should listen.

Choose to see what others choose not to: the people behind the problem.
Place people above what I think and what I do.
In all things - especially in discipline - choose to love the people who have been placed in my life.

Every time.

That’s what I’ve been thinking about this week.

#doGREATthings!

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Friday Thought : Dance Alone. Start a Movement.

It’s so easy to be discouraged because there are so many things that are discouraging.

Family and friends can discourage. So too can co-workers, bosses, and those we serve. Through false accusations, unmet expectations, or the myriad of other ways humans can let us down, we can easily and continuously be discouraged by those around us.

But we can also be inspired.

I’ve shared this video with students before, and when asked, “Why is the person filming this,” the response is something like, “To make fun of him.” And they’re right. Whoever is filming the Sasquatch Dancer doesn’t find him cool or awe inspiring.

But that is exactly what he becomes.

I don’t know how long the Sasquatch Man danced before the video started, but I speculate it was a decent while. Long enough, anyway, for the person with the phone to take notice and pull out their phone.

Whatever the time, after 16 seconds of video, he dances alone. Then finally, someone joins in.

And this is where it gets interesting.

Once the second dancer appears, a shift occurs. Suddenly, and ever so slightly, the audience - including you and me - connects with the two dancers. We are still laughing at them and are perhaps even a bit uncomfortable, but our hearts and minds move from judgement to a sort of strange support. Suddenly, Sasquatch Dancing Guy is no longer weird, he’s enduring. All because someone joined him.

Then, together, they dance. For almost another 20 seconds before someone else joins in. Then someone else . . . Then two more . . . Then a small crowed.

Then people begin to cheer.

After almost 90 seconds of dancing . . . the movement begins.

Then suddenly, like a mad rush of bison across a prairie, those who were once lounging and watching, recording and judging, are now running towards the Sasquatch Dancer, eager and excited to join in!

And they just keep coming . . . and coming . . . and coming!

I love this video and turn it on every so often, just to be inspired. My most recent watch, however, had me considering the impact of dancing and how our actions, both big and small, can start a movement. Three simple truths come to mind.

One: It’s Okay to Dance Alone.

When we dance with conviction, when we step out in faith and passion and do what we think is good and right and true, oftentimes, we might have to do it alone. Even worse, we might have to do it under watchful and judgmental eyes because stepping up and standing out draws the attention of others. Especially judgmental others. But if we hold true and stay steady to our beliefs and convictions - if we keep dancing amidst the snickers and side conversations - not only do we live a life of integrity, we open a door to the possibility of change. Because in order to start a movement we need people moving. And in order for people to move, someone needs to join.

Two: When You Join the Dance You Bring the Party.

The second dancer is crucial to the movement because he gives permission for others to join. He, more than Sasquatch Dancer, is similar to those sitting on the lawn because not so long ago he was one of them, sitting on the lawn, and not dancing! So when he joins, those nearby see themselves in him and begin to wonder . . . should we dance too? Can we?

And after a few more join, suddenly there is safety in numbers and the movement is underway. All because Sasquatch Dancer #2 was willing to join in..

This is the power of support. You don’t need to know exactly what to do or how to do it. You just need to show up and dance alongside the one who is leading the way. For although they may have started the movement, they need support. They need you to bring the party.

Three: Lose the Fame, Share the Frame.

Rather quickly, the Sasquatch Dancer is no longer visible because the crowd is just too big. And this moment, for me at least, is crucial because it is the manifestation of why we choose to dance: to inspire change.

In the end, maybe no one will remember our name, the things we did, or the fact that we were the first to dance. Maybe, when our time comes to an end, no one will applaud our work or pin a metal to our breast. Maybe no one will thank us for our service.

And if they don’t, does that mean we failed? Does that mean it was all a waste of time? Does that mean it wasn’t worth it?

I certainly hope not.

Do you think the Sasquatch Dancer is angered by this video and the fact that his name is never mentioned?

I doubt it.

For even though we all want to be acknowledge for the work we do and sacrifices we make, more importantly than that, we want our lives and actions to matter. We want to make a difference. And often times - and probably more times than not - in order to do so, we need to lose the fame and share the frame. Its about the party and the dance and those who run down the hill to join, not about who started it.

But first, someone needs to start it.

If you have an idea, a conviction, or an itch of a thought that you’ve been eager to get started, then brother or sister, put the phone away, get up off the lawn, and start dancing. People are eager to join movements that matter, they just need someone courageous enough to show them how.

Are you ready to start dancing?

For more on . . .

-N- Stuff  :  Humanity  :  Friday Thoughts

P.S. Malcolm Gladwell has a similar discussion on Mob Mentality. You can watch it here.

Friday Thought : The "Drive-Through School Days." A time to dig in and cover ground.

“This is my favorite time of year,” one of my teachers recently told me, “because it’s when you really begin to see the growth and development of students, and that is so rewarding!”

Typically, the days between January through mid March are considered the doldrums of education. There are very few major holidays to celebrate which in turn means very few days off, parties, and “things to look forward to.” There’s just time.

Which, if embraced, can make it the most productive and most memorable time of the year! But only if we are intentional, like a good road trip, and take advantage of those “drive-through states.”

My family loves road trips. And each summer, on our way to some far-off destination, we have a stretch of time where very little is accomplished but wracking up the miles. We start early and drive late, stop as little as possible, crank up the music, and talk. We spend time together. And after years of this routine, with a bucket full of memories and destinations reached, what we think about and miss the most on any given day is the time spent in the car.

Our schools and classrooms should be no different.

As our students look towards the next destination of spring, spring break, and the coming summer, take advantage of these “drive-through school days” by digging in and covering ground. Of your content for sure, but also of your students, your staff.

On Instruction:

When it comes to instruction, embrace the long road ahead. Consistency builds routines, and with it comes the opportunity to push a little harder and go a little further. Like those long stretches of road without stop lights, rest stops, or distractions, where we can set the cruise to 75, 80, and at times even 85 (because there is nothing to brake for), so too can our attention to instruction be.

Once we’ve reestablished the expectations of our classrooms, we can up our game a bit, push a little harder, and travel a little further. We can cover ground! And I don’t know about you, but when I arrive at my destination several minutes before the GPS’s “estimated time of arrival,” I feel like I’ve won the Daytona 500. My kids do too because arriving early means an opportunity to explore the campground or jump in the lake. It means time to play.

Cannot our schools and classrooms do the same? Can we not take advantage of routines, amp up our cruise control, and cover ground?

Then, when we arrive at our destination early, can we not provide opportunities for our students - and ourselves - to explore? To play?

On Relationships:

On our road trips, the “drive-through states” also provide us a unique opportunity to be with our kids. The seating arrangement becomes a musical chairs of sorts, allowing various combinations of conversations and activities. Sometimes, thought, we sit in silence. At other times we blare music, with each kiddo and parent taking their turn choosing a song. At all times, however, we are together. And often times, it is these days, with nothing going on and no adventure to explore that we love and miss the most.

For our schools, our classrooms, these days are no different.

There’s a podcast I listen to called, The Second Question and it’s host, Martin Silverman, is a principal in Texas. He ends each episode by asking his guest who their most inspirational teacher was. And almost systematically, the answer will sound something like this: “I don’t remember anything they taught me, but what I do remember . . .” And then they will speak - in detail - about a moment where the teacher invested in them, took notice of them, and spoke into their lives. These moments, as far as I can tell, never occur during a Christmas concert or holiday party. They occur during normal and unnoteworthy days, where “nothing is going on.” Nothing except teachers showing up, being intentional about their time, and investing in their students.

These coming “drive-through school days” are the days you will see your students and staff most consistently, with minimal interruptions. Are you taking advantage of it? Are you showing up with intentionality and purpose?

Because how we spend these days determines how we arrive at our final destination.

We take pictures of monumental occasions, post them on our Instagram, and hang them on our walls. But it the journey, the unique moments and unplanned events and conversations along the way that we end up talking about around campfires and remembering most in the years that follow. It is the routine of showing up and being present, day-after-day, that connects us with those around us, that inspires change, and impacts lives. It is the journey, not the destination, that matters most.

How are you spending your time with your drive-through days?

For more on . . .

-N- Stuff  :  Humanity  :  Friday Thoughts

Friday Thought : Who's Your Sleeper?

We are more than who we are. Sometimes, however, it takes another person - a friend, a teacher, colleague, or even stranger - to help us understand that.

While in High School, my senior year English teacher Mr. Huber told me I was a “good writer,” even though I was about to graduate with a 1.4 GPA. I was a terrible student, but he saw something in me, spoke into it, and instantly changed the course of my life.

One of the greatest gifts we can give people is telling them what we see in them and why they matter.

No matter who we are or who they are.

When was the last time you sat someone down and told them how important they are? What you appreciate about them? Or a vision you have for them?

When was the last time someone did it to you? I bet you can remember those times, and can probably draw a line from that conversation to who you are today. I know I can.

So why are we not doing it more often? With our colleagues? Our friends and family? Our students?

As a father I spend a great deal of time correcting my children’s behaviors and attitudes and not enough time pouring into their hearts the things they do well, where I’m proud of them, and how much they mean to our family. And I need to do better.

As a friend I send a great deal of stupid texts and TikToks, ask a variety of questions, and laugh. What I rarely do is tell them how much they mean to me, how they inspire and encourage me, and why I need them in my life. I need to be better at that, too.

As a boss, I try to encourage as much as possible, but it tends to be generic and all-inclusive. “You’re doing a great job,” I say. Or, “Thank you for all you do!” But how often do I sit down and intentionally tell the individuals what they SPECIFICALLY do well, where I am thankful for, and where I see them contributing to our school, our community? The answer is, not often enough.

All throughout our day we have people we can encourage, inspire, and wake up. We have the power and opportunity to speak directly into people’s lives, encouraging them and guiding them to GREAT things. We just need to speak up.

Who can you encourage today? What SPECIFICLY can you say to them that will let them know what they mean to you and to those around them?

What hidden gem or talent have you noticed in someone that they have not noticed in themselves? And how can you tell them?

What vision can you cast for someone? Be it a coworker, student, friend, or neighbor?

In whatever role we currently play, we have been gifted the opportunity of influencing our community. Who has been put directly in YOUR path so that you can help change, inspire, or encourage theirs?

Happy Friday!

#doGREATthings!

Sidenote: The term sleeper comes from the podcast, At the Table and the episode, “Who is Your Sleeper?”

For more on . . .

-N- Stuff  :  Humanity  :  Friday Thoughts

Friday Thought : The Least of These

A slide from the same presentation by Dr. Andy Jacks (@_AndyJacks)

This, roughly, is a quote from this past weekend. "Your school should be judged by the way it treats the least of these."

It is often said that great teachers - great schools - make their decisions based upon their best students, teachers. And I fully stand by that. When we create lesson plans, when we consider the future of our school, it is the best students, the best teachers, that dictate what we will and won’t do, can and can’t do. We make decisions based on the top students and teachers, not the least common denominator.

And this is where the above quote convicted and challenged me this past week, because I desperately want my school to be considered the best, to lead the state and the nation in academics and excellence! Yet, ultimately, that is not how we will be judged, how we should be judged. If we have the highest GPA’s and ACT score but graduate jerks and kids who are not considerate of others, we have failed. And everyone will know it.

How we treat those kids who are at the bottom of the social ladder (be it academic, financial, popularity, whatever) is what defines us as a person, and us as a school. Do we spend extra time on some kids, and less on others? Do we send some parents emails and neglect others? Are we kinder, more patient with some kids and not with others?

If we’re honest, or at least if I am, the answer is yes. At least sometimes, anyway, and not because I like one kid more than another or because I think one has more value than another. But because, largely, the kids who have better home lives, more supportive parents, or more stable living conditions (generally) work harder, are more polite, and are better students. They’re easier to work with. Easier to spend time with. But they're also the ones that need us and our resources more.

“Are you spending as much time being concerned about and brainstorming ways to help a child’s behavior as you are a child’s reading or math scores?” This was another question posed, and I thought it a perfect distinction, or manifestation rather, of how we can love each child equally, yet differently, and according to their needs.

Perhaps you’ve heard the phrase, “Maslow before Bloom.” If not, it is simply implying that before we can work a child through the increasing stages of Bloom’s Taxonomy, we must first consider Maslow and the basic needs that each child must have in order to live. 

Just today, I saw this play out with a particular student who bombed a test. And I mean he BOMBED it. When he and it were brought to my attention, the student spent a good deal of time explaining the morning he had had the day of the test and how that difficulty, that upheaval of a morning affected his day and ability to work. We then spent a little bit of time discussing his emotions, his normal morning life, and how he could have handled those frustrations in the near future.  We spent time working through his Maslow needs: safety and love and belonging. And it only took about 10ish minutes.

Then, he retook the test and it was RADICALLY different. 

As teachers, as educators, we must always be pushing our students to achieve great things. We must never settle for mediocrity or ordinary - we aim towards and teach towards the best! But we also equally love on and support those who, for one reason or another, cannot achieve such great heights because their foundation of life - their basic needs - are absent or threatened. We reach and teach those kids, too.

We didn’t come to be teachers to serve and teach to the best of the best, but to change lives, to inspire lives worth living, and to improve the world around. Sometimes that means pushing the extremes of Bloom’s higher levels of Taxonomy. Other times, it is working through Maslow before attacking Bloom because that is what that kid needs, and because that is what we can provide. That’s why they call us teachers!

Although it is hard work, exhausting work, and at times extremely frustrating, it is the best work. 

It is a great time to be an Educator.

Friday Thought : Be Intentional

I'm a big New Year's resolution kind of person. I know some of you are too, while others are not. I have a friend who is a bit of both. A few years ago, he challenged me to not make specific resolutions, but thematic. "Choose a word," he said, "and have that be the focus of your year. That way, your goals and habits can shift and change and never end." I really liked that and have adopted it ever since. (Although, I still make specific resolutions.)

This year's word (or words) is "Be intentional." I know it is a bit of a buzz phrase that people like to use because it sounds good and looks good, but as I reflected on the past year and spent time considering the coming one, intentionality kept presenting itself. Am i intentional with my conversations? My time with my family? My staff? My emails? Am intentional with my money? My time? My opportunities? Do I make things happen, or respond to the things that do? Am I intentional with my thoughts? My words? Or are they guided by the ideas and influences of others? 

If I'm honest, the quick and easy answer is no, not always. And probably not nearly as much as I would like to think or hope which bothers me because that means there is so much wasted time, energy, and opportunities to be better, to do great things, and to have greater impact on the lives of those around me. 

This is my recent conviction, and I would never want to impose it upon any of you, so I will simply ask this: are you being intentional with the time and resources and opportunities that have been gifted to you? I know I'm not, and I need to do better. 

Friday Thought : New Year

Happy first-Friday-back-from-break Friday!!!

I love my breaks. I love traveling, being with my kiddos, sipping coffee with my wife in mornings . . . and later morning . . . and afternoon . . . and later afternoon . . . and in the evening. But, I also love coming back to work. And standing outside this week, greeting our kiddos and high-fiving all of you, it felt great to be back. We are a great school, and I just love coming to work and getting after it with all of you. It's a great time to be a Longhorn!

Over the break, my brother in-law (an ex-military guy) recommended a book to me and I started it on the train ride home. It's entitled, "Turn the Ship Around: A True Story of Turning Followers into Leaders" and is written by a retired U.S. Navy Captain who helped turn the nuclear submarine Sante Fe into one of the best performing submarines in the Navy. The other day, he dedicated a chapter to a short phrase, "We learn (Everywhere, All the Time)," and it really resonated with met. It's so simple. So true. And a great reminder of how to live life, interpret failures, and hope for the future. 

Another quote that I connected with was, rather than "focusing on avoiding mistakes, to achieve something great." We tend to get so caught up in being perfect, at avoiding mistakes and embarrassing ourselves, which only limits our ability to grow and learn and accomplish great things. This quote reminded me - encouraged me - to get after trying to achieve great things. And when a mistake occurs, learn. Everywhere, all the time. Or, to refer back to our Tuesday morning meeting, make better ships!

As we head into the New Year, each with our own way of planning, resoluting, and evaluating life and the coming year, I hope we can all be encouraged by the idea that while we pursue greatness, while we strive to do awesome things, we must not be discouraged by the mistakes we make or fear we will for they are merely moments that allow us to learn, to continue on towards greater greatness and, consequently, more failure and therefore more learning! Because as teachers, as educators, as a person, that is what we do. We learn (Everywhere, All the Time). And that - hopefully - is an encouraging thought.