Teaching In a New Perspective: Do Hard Things

This past summer, I was asked once again to mentor first-year teachers in the Beaver Dam School District. It would have been easy to say “no,” but I found myself thinking back to my early years in the workplace—both in business and in education—when I often wished there were someone available to answer questions, challenge my thinking, and raise the bar for my own performance. So instead of taking the easy way out, I said “yes,” and was soon assigned four middle-school teachers. BDUSD’s mentoring model has real merit, offering meaningful opportunities for professional growth. More districts should consider adopting similar approaches, as the ripple effects could be significant across the field of education.

Being a mentor requires patience, thoughtful insight, and honest feedback. My role isn’t to grab the steering wheel but to observe their driving and suggest ways to improve. For first-year teachers, that kind of scrutiny—on top of everything else thrown their way—can be daunting. Administrators, students, parents, and colleagues all add layers of pressure. Although these new teachers chose the profession to make a difference, they quickly find themselves navigating challenges that test their logic, their sanity, and sometimes even their health. It’s no surprise that roughly 10% of new teachers leave after their first year, and about 44% exit within the first five.

Once a month we meet online to celebrate wins from the past 30 days, identify obstacles, and develop action steps for the month ahead. Some new teachers thrive, others struggle to stay afloat, and a few risk slipping into mediocrity simply out of exhaustion.

By chance, I recently came across the book "Do Hard Things" by Alex and Brett Harris—a remarkable read written by millennials who argue that society has lowered expectations for today’s learners. They outline “Five Kinds of Hard,” describing each as a “God-given opportunity powered by God-given principles that work for everybody”:

Things Outside Your Comfort Zone: Stepping into unfamiliar territory even when it feels uncomfortable.

Things Beyond What Is Required: Going above and beyond what is expected in school, work, or relationships.

Things Too Big to Accomplish Alone: Tackling ambitious projects that require collaboration and leadership.

Things That Don’t Pay Off Immediately: Investing in long-term goals like education, skill development, and personal growth.

Things That Challenge the Crowd: Standing up for your beliefs, even when it’s unpopular.

Each of these “hard things” applies directly to first-year teaching, but perhaps the most important is the first: stepping outside your comfort zone. That initial move into the unknown is unsettling, yet essential if we hope to attempt any of the others. If we expect our students to stretch themselves and rise to new challenges, shouldn’t we be willing to do the same? Why remain seated on the sidelines when we want our students—and our fellow adults—to excel in life?

Fear is the fence that keeps us confined. We sit…and sit…and sit, letting opportunities pass us by. If we wait for fear or the possibility of failure to disappear, we’ll never leave our comfort zones. If we want our students to grow and learn throughout their lives, we must help them confront fear—not by eliminating it, but by understanding that something far worse exists: remaining so comfortable that we never try at all.

Out of Retirement for 8-Weeks

Occasionally, I feel the urge to come out of retirement and revisit my time as a Social Studies teacher. That feeling led me to an eight-week long-term substitute position at Wautoma High School, where I quickly noticed some concerning trends in education.

I taught Civics, Modern American History, and Global Studies—subjects I was already familiar with from my time in Beaver Dam. The transition should have been smooth, but I soon realized the pre-planned lessons lacked student interaction. Navigating between Google Drive, Google Classroom, and Infinite Campus felt cumbersome, and I had to familiarize myself with the district’s Target-Based Grading scale of 1-2-3.

The typical assignments followed a predictable pattern: students were given two or three online readings, then asked to answer questions directly in a document using an app called Kami. Because assignments were categorized as either formative or summative, I quickly discovered that students were disregarding formative work altogether, saying, “It doesn’t count toward our grade.” Due dates were largely ignored, and I documented that less than 15% of students were submitting their work.

Frustrated, I explained that formative assignments are designed to build foundational knowledge, preparing them for summative assessments. However, the message didn’t resonate. Realizing I needed a new approach, I reclassified all assignments as summative. Suddenly, I had their attention. From that day on, over 90% of students completed their work on time.

Another concern was reading comprehension. I encountered students reading far below expected levels. If young people don’t understand the benefits of reading, they won’t explore new information, ideas, or concepts that challenge their thinking. Drawing from my experience in business, I emphasized the essential components of literacy: reading, writing, speaking, and comprehension. Many students fail to realize how vital literacy skills are—whether applying to college, writing a scholarship essay, preparing for a job interview, following technical instructions, submitting reports, or even requesting a promotion. More than once, I left school wondering if we, as educators, had neglected the importance of literacy and the impact it could have on society.

One of my first instructional changes was working through assigned readings as a class. I projected passages onto the board, breaking them down by paragraph and sentence structure for better understanding. Once students grasped the content, we focused on crafting well-written responses. I was alarmed at how many struggled with basic capitalization, punctuation, and sentence structure. But with practice, they started to improve, and I could see progress.

Another issue I couldn’t ignore was the pervasive use of phones. Despite a clear school policy requiring students to leave their devices in lockers, it was widely disregarded. I repeatedly had to enforce the rule, instructing students to keep their phones out of sight. Earbuds were another problem—many believed they could multitask by listening to music while absorbing classroom instruction, a myth that research strongly debunks.

The demands of the job extended far beyond the school day. I spent countless evenings and weekends preparing lessons, grading, and providing student feedback—all without additional compensation. It was, in every sense, a full-time commitment. While the district certainly got a great deal, the students benefited even more.

Respect was never an issue in my classroom. On the first day, I introduced myself by sharing my professional journey. “Don’t think of me as old—think of me as seasoned and experienced,” I told them. When they heard about my successes, failures, and lessons learned, I had their full attention. I knew I was making a difference.

Throughout those eight weeks, students showed their appreciation in ways that touched me deeply. One day, I received a small bouquet of flowers; another day, an 8-inch chocolate cake. Some shared cookies and cupcakes, while a student with a renewed sense of purpose started showing up on time, prepared for class. A group of English Language Learner (ELL) students gifted me an Amazon card, fresh sushi, and a handwritten note thanking me for raising awareness about second-language learners.

When my final day arrived, I felt both relief and sadness. I had built meaningful connections with the students, and I knew I had impacted them in a positive way. The experience brought back fond memories of my 10-year career at BDHS, a school that will always hold a special place in my heart.

Retirement certainly has its perks, but stepping back into the classroom reminded me of the joy that comes from teaching.

Back in the Classroom Again

Returning to the classroom on a full time basis was not on my list of priorities this winter, but a request to do so came forward around Thanksgiving when I was asked to act as a long-term sub in the local elementary school. During the months of January and February the Special Ed teacher in the school’s Intervention Room would be on maternity leave, so I decided to accept the invitation to step into that role. Reflecting on my time as a new college student at UW-Madison in the fall of 1971, it was originally my intent to earn credentials as a 6th grade teacher. As that early journey in college fell short of that goal, my focus changed and took me into the world of business for the next 40 years. Spending two months in this role has provided a new perspective and sparked thought of what might have happened if I had continued in my original quest.

Nonetheless, I feel blessed to be working alongside two special teacher’s aides as we interact daily with sixteen different children from ages 5-11 with needs in the area of math, reading, writing, phonemic awareness, and social skills. During those years teaching high school students, my colleagues and I would often question why learning skills lagged in some individuals. I now sense it begins in those early grades when some fall behind others in specific areas of learning, much of it related to reading and an inability to sound out letters and words.

In this specific setting I find there are renewed efforts to focus on phonics, something which was put on the back-burner of decision-makers in education many years ago. Whether working with a K5 student or someone in 5th grade, I see tremendous benefits in teaching letter sounds, then blending and segmenting syllables in daily interactions. Surprisingly, some teachers have come to me, asking for help with finding available resources which they can then use in their classroom.

The Unversity of Florida Literacy Institute (a/k/a/ UFLI) has an commendable toolbox of teaching resources available for both parents and educators alike. Their efforts over the past 25+ years are commendable, attempting to improve literacy outcomes for struggling students by addressing two key areas which should not be ignored: reader development and teacher development.

Although I still have two weeks remaining in this role, it’s been an enjoyable experience in every way and I’ll miss the kids once I’m back in ‘retirement mode’ once again. The learning never ceases regardless of how old we are….

 It was fifty years ago this week when I made the life-changing decision to drop out of college and move to Wild Rose. Although it was intended to simply be a one year break from the routine of sitting in a boring classroom, it altered my life in so many ways. The change of course led me into the world of business for the next 36 years, providing me with a wealth of experience I would draw from once the dream of teaching was ultimately fulfilled. 

At twenty years of age, I was strong-willed and self-centered on doing what I wanted to do and no one was going to change my mind. I went from wanting to live in a city the size of New York or Chicago to loving the simple lifestyle of country living which was readily available around Wild Rose. I often ponder how life might look today had I chosen to stay in college, likely graduating with my teaching degree in the spring of 1975, then heading off to New York City to teach middle school somewhere.

Without Wild Rose, the Little Fox experience with Disco would never happen, including the transition of the Red Fox from supper club to 'Disco extraordinaire'. In all likelihood the Silver Lakers would never take to the softball field, leaving all those young guys to play with other teams in the area. Events like the Fox Cup and Memorial Day Tournament may never have taken place, must less been imagined. Our log home in the woods which sits on the edge of Natures Pond would never be built. A Saturday night encounter with Linda, my future wife, would never take place, hence Jacob would never be born. Likewise our experience with Vicente, a young exchange student from Cabo, Mexico, wouldn't have the opportunity come to fruition, a loss in cultural understanding for all.

Without Wild Rose, I would never experience a 31+ year career at Mid-State Supply, learning so many facets of creative selling, management and leadership, and associated skill-sets of writing, listening, and speaking. I would never rediscover my thirst for history, whether it was ancient, colonial, or modern-day. The ability to connect the topic of economics with real-world happenings would never occur in my classroom. And the relationships I built with students, staff, administration and community would be but a pipedream.

At this point in my life, I know my date of expiration could result in a recall at anytime, any day. I might have 24 hours to live...or another 30 years of new revelations. I’ve never been one to second-guess my decisions, so all I can do is ponder ‘what could have happened’ had I not become restless in where I was headed in life. When my life encountered a crossroad fifty years ago, I made a turn for which I will never ever regret.

A New Chapter in Life

As a recently retired educator, I wasn’t planning to sit on my hands and watch the world go by. Interacting with young people was still important to me, and choosing to sub three days/week in our local school has allowed me to engage in a new way. Transitioning from a high school with almost 1200 students to one with 140+ students is much like a step back in time. Smaller class sizes, 3 minute passing times versus six from the larger school, and lack of hallway congestion offers a unique perspective of small-town America.

My first assignments have been working with students identified with emotional or behavior disorders (a/k/a EBD).  In past years with my traditional classroom, I was usually provided with one or two of these individuals, but suddenly I found myself in a room with eleven EBD students along with three other professionals. Unfortunately, from my experience, EBD students tend to have had a lot of negative experiences in school, consequently they tend to lack much desire or motivation to try to succeed. Since all of these students are graded on a pass-fail basis, teaching involves the KISS method and finding ways for these individuals to stay positive. Some of my responsibilities involve accompanying 1-2 students into traditional classrooms throughout the day as well as sitting down one-to-one to work on phonics, 

So far my experience has been rewarding in every way and it’s a joy to still be part of a learning environment!

My Last Day of School

NOTE: Originally compiled on June 1, 2022, but forgot to post on this blog

I recall how special I felt back in August 2012 when I walked into my first classroom at BDHS, pictured below on left side. It was a moment of celebration to arrive in a setting I had longed to find myself for 40+ years. That room held so many special memories of interactions with students from diverse backgrounds. Five years later I moved into my second classroom, pictured below on the right, this one in a totally renovated BDHS. It was my 'dream setting' if one ever existed: brighter room, multi-levels of seating, more wall space, additional storage, and new whiteboard. I never could have asked for a better setting!

       

Within my surroundings I shared insight to freshmen on cultures within the Eastern Hemisphere using geography, history and current events. I introduced National History Day and watched students explore historical events they chose to examine in detail. Some of them took their projects and participated in regional, state and national competitions. I was asked to assemble and teach our school's first AP Economics course, providing students with the opportunity to earn college credits in both Micro and Macroeconomics. On numerous occasions I had students earn Double-5's on their AP Exams. I put my best effort forward in making the subject of Economics an interesting subject for BDHS students, bringing real world insight from my 30+ years in private business.

This same classroom was the setting for Prom Planning every spring over the course of 8 years. Key Club became our school's #1 service group, and I watched students rise to the occasion to attain positions of leadership at the district and division level, in addition to becoming state leaders in the Thirst Project movement. As Class Advisor to the Class of 2017, 2020, and 2024, it was my pleasure to serve as their go-between with school administrators. 

I will forever cherish the memories and friendships made over these past ten years. For the record let it be known that I did not run away from the classroom nor from teaching itself. At 69 years of age, I felt it was time to move on to that next stage of my life. It is truly one of the hardest decisions I ever needed to make, but it was a glorious journey second only to marriage and the birth of our son. I am forever grateful for the opportunity that was provided to me!

The Start of Year Ten

Tomorrow marks the beginning of a new school year, one which has raised the bar of expectations to new levels. After being negatively impacted by covid over the past eighteen months, school administrators are determined to get their students back to a regular routine of hands-on classroom learning. Teachers are fully aware that a considerable segment of our student population is lacking skill-sets associated with English, Math, Science, and other subject areas- not without mentioning the social-emotional scars, often hidden and unseen. Regardless, there is a feeling of optimism and hope throughout the hallways of school and I am excited to be begin another new chapter of teaching.

My room is also the home for another student-teacher this fall. Bryden is a non-traditional student from UW-Oshkosh who spent almost ten years in business and marketing before realizing his true desire to teach. Standing 6'7", I feel like I'm in the presence of my son, Jacob, who stands in similar height. I look forward to him sharing new experiences with my students.  Ironically, for the first time in my career, I am not teaching any freshman classes this fall. Instead my assigned responsibilities are with grades 11-12 and the subject of Economics...a timely topic when our economy is being pushed and pulled in ways not known in recent history.

End of School Year Reflection

My ninth year of professional teaching has come to an end, and as much as I’d prefer to totally forget it altogether, there are some important implications that historians will explore further in fine detail. I would be an outright liar if I made the statement that I wasn’t challenged this past year. Circumstances beyond my control tested my resolve when dealing with students, parents, and sometimes even my cohorts at school. I know it wasn’t the best situation for everyone, and each handled it differently. 

Some students hid from school by hunkering down at home. Although they were considered virtual in nature, they were far removed from any learning activity. As a result they made no progress whatsoever and their social skills suffered in ways we’ll likely never know. My fear is that many of these individuals will be lost in life altogether, creating a void which will never be filled. When they return to the classroom next fall, these students will require personal attention, for their emotional sake as well as bringing them up to speed with learning. Many of these individuals lack the necessary supports needed from home, much less identifying one or two adults who they value as a positive role model. When school resumes in early September, it will be interesting to see first-hand the development gap between those students who chose to learn remotely versus those who elected to be in the classroom every day.

Some students handled masking and covid protocols in an admirable manner. Their resolve is to be complimented and admired, for they have demonstrated an ability to adapt to their environment. Whether they know it or not, I sense they have likely acquired new skills which will strengthen their character for many years to come. Their railroad cars never derailed and they will continue to prosper once normalcy returns to everyday life.

In reading that “final essay question” I always pose to my freshmen students in Global Studies, I discovered that many of them made the connection to how well off they have it compared to others who live in the Eastern Hemisphere. The overwhelming percentage of them were able to comply with the required 3-4 solid paragraphs, each consisting of 4-5 well-written sentences. Inside each reflection was a story of genuine realization that they “got it” just as I hoped and more. Their insight came from various lesson segments taught earlier in the school year, and each composition delivered a sense of satisfaction which teachers live to experience.

I still value my time and efforts in the classroom. My energy level remains high and I love integrating new technologies with real-life experiences. And best of all, I still learn from my students!

The Year to Forget

 I recall the announcement to school staff with instructions to "pack up everything you'll need from school for the next 2-3 weeks" all too well. For the past few weeks we watched nightly news reports detailing the spread of covid19 across the United States, much less the rest of the world. Initial forecasts created the impression that it would be just a short period of time until school returned to normal, and students seemed thrilled with their newfound freedom from the daily grind of having to do schoolwork. As the virus took an ever-increasing number of victims with preexisting health conditions, many families isolated themselves. 

Suddenly church congregations no longer worshiped as one, movie theaters closed, and small businesses shut their doors. Meanwhile large retailers such as Walmart and Menards achieved record sales. In April 2020 our school attempted to instigate remote learning, but lack of public wifi and connectivity frustrated student and parents alike. It was about this time when I sensed upperclassmen taking on full-time jobs, replacing older workers who quit for fear of getting covid19. Why go to school when you could pull down $500+/week? Grades and plans for secondary educations became second-thought.

I might only imagine the concerns which were likely voiced by administrators in off-the-record closed door meetings. The state of public education was quickly falling into disarray without a time-proven plan to navigate to safety. Teachers, many of who never pondered the concept of online learning, were now instructed to pick up from where they left off from in-person learning, a next to impossible task in itself under normal circumstances, Covid19 was anything but normal.

For myself, the transition was easier than most...having completed my Masters Degree in Online Learning four years earlier. I was able to apply many of the methods I learned, but Marian University never mentioned the topic of lack of engagement and social disconnect on the part of students. To this day the issue has yet to be addressed by any school district, and that day of reckoning will need to take place before we regain any sense of "normalcy" once again. For the time being I have doubts as to whether a viable solution can really address all those students who truly need it. And for the sake of clarity, I'm referring to students of all ages throughout our entire country. Unfortunately, in this case, the cure was worse than the disease

2020* - The Year with the Asterisk

The day was Tuesday, March 17 when I said goodbye to my classroom and fellow teachers. What followed was 100 days of lock-down learning at home for students, a challenging task for families and teachers alike.  It was a hell of a way to end my eighth year of "traditional" teaching in an all-to-nontraditional way. Students were offered the option of grade-as-is or pass-fail, many of who chose the latter, and who would blame them? Just do the minimum required and you pass to the next level without any consequences. Apparently it worked as graduation rates hit an all-time high, but from my personal point of view a new knowledge gap was created which will impact this generation for many years to come. Too many of our young people sat on their duff, although it was in the safe environment that so many felt was necessary.

When the first day of a new school year rolled around on September 1, it marked a period of 168 days when students went without being in a traditional classroom with direct instruction. Unfortunately there is a segment averaging approximately 20% which has chosen to remain virtual, some fearing for their personal health and others fearing the accountability of having to attend school, much less wanting to complete any assignments. Those who do attend are restricted to a well-intended plan called the "hybrid system" of two days in class, three away. This provides teachers (myself included) with only one class period per student each week, diminishing most chances to build relationships which are so valuable today in education.

My greatest fear is the learning gap that will scar American society (and notably so many young people) for many years into the future and diminish our standing in the world. Be it soft skills or hard skills, look at the damage covid19 is inflicting on us all. What are the chances that we will be able to pick up the pieces to a shattered economy and societal norms in the immediate future? As much of an optimist I see myself being, the logical answer is "no much".....or at least it feels that way more and more each day. 

A Turning Point in History

Watching the world unfold over the past several weeks with the growing threat of covid19 has been uncomfortable to say the least. At this point in time our economy on a local, state, and national level, along with the economies of so many other countries has been trashed. As businesses shut down unemployment claims skyrocketed to record numbers. Watching grocery shoppers panic-buy their everyday needs was unsettling to say the least. I never expected to see local supermarket shelves cleared of everyday items such as toilet paper, canned soup, and frozen foods. Two weeks ago I was unable to even find a whole chicken, be it fresh or frozen, among the half-dozen stores I walked into. People suddenly resorted to the practice of hoarding as they feared the worse, much like they were acting out a real-life zombie apocalypse. Here within the United States, a country with countless riches in human and physical resources, the supply channels are awash with chaos as people have reacted by purchasing ten times their everyday needs. Food stores, regardless of size, don't have the ability, either with people or logistics, to adequately respond in typical fashion, and it's disheartening to see societal norms break down so quickly. Has civility been lost altogether?

Throughout this process, I am saddened when I see how dependent people have let themselves be on government for basic needs of survival. While I firmly believe it's important to care for those in need, I sense we're moving closer than ever to nanny state mentality among the masses. At one point in time most citizens embraced the concept of rugged individualism and being able to overcome great odds. Now, in a matter of a few weeks, newscasts show lines of cars waiting for boxes of food. I question not the need of people to eat, but ways which leaders within our government and the media have trashed individual rights in quest of absolute power. Everything that generations of patriotic Americans have worked so hard to protect is in harm of being overwritten and accepted by the public-at-large. It's not that I distrust science, only that I strongly sense it being misused at this time and place in history.

For now life has been altered in ways that we may never fully understand, accelerating trends in technology and biology which will also change life as we know it. But something else is at work here, and I feel it appears to have the making of something very sinister. Only time will tell.

The Autumn of My Life

I always enjoy the days of fall as a time of reflection, looking back on the past six months of our growing season to ponder possible changes for next spring. While the air is crisp and cold, there's also a sense of finality knowing that winter is fast approaching. Trees shed their leaves, birds begin to flock, animals hibernate, and I spend time putting away outdoor furniture, dumping the compost tumbler, and moving the woodpile closer to the house. Although retirement is still 4-1/2 years away, at 66 years of age I find myself contemplating how many autumn seasons I have left on this earth. Without sounding morbid and pessimistic in my approach to life, I have a sense of realism of what life holds for me in those golden years to come.

The cycle of life is genuine and relentless in the way it demonstrates consistency and fortitude. Whether I live to 100 years of age or die tomorrow, I have a sense of fulfillment in all that I experience. I often think of those ancestors 400+ years ago who rarely traveled more than a few miles from home. No doubt there will come a time in the near future when my descendants journey into the far reaches of the solar system without giving any thought of my rather simple lifestyle. However, we all have an imagination to build our realities on.

The end of the day and the accompanying sounds of wildlife are treasured more than ever. My senses of sight, smell, taste and hearing are amplified in ways I never imagined. While those sands in my hourglass slip away, they represent unique memories of people I've met and interacted with. I'm excited about the journey ahead as never before.

Saying Goodbye to an Old Friend

One of the realities of life is that death is inevitable. It's the ultimate statistic that proves 100% of all individuals will at some point die. How we deal with it is another matter altogether. Some have a difficult time accepting it for what it is, others face it head-on. While others might consider 66 years of age "old", I often feel more invigorated than the time I was at 26. Life today is good!

I met Lewy when he was a 16-year old kid busing tables at the supper club I worked at back in 1974. He was scrappy, quiet, and always got the job done. As we came to know each other better, we'd joke around and make the most of working together. When additional help was needed due to someone being sick or shorthanded, he was the first to step in. He never complained. Over the next four years Lewy matured and took on important roles with tending bar and spring cleanups at the resort. As manager I could not have grown our resort business without his grit and determination. It was fun working with someone who always put forth 100% effort. He also played an important role as one of the initial members of the Silver Lakers, a softball team put together in 1976. When Linda and I married in 1978, we were proud to include Lewy in our wedding party. It was nonstop fun from start to finish.

Lewy and me

After those days of softball camaraderie, our friendship never waned...despite not seeing each other on a regular basis. When our paths crossed, we always spent a few minutes reminiscing about earlier times in our life. Only recently did I learn of Lewy's struggle with various cancers that had invaded his body. When I returned home for the summer, we finally connected with one another again. We recalled playing ball, winning championships, celebrating afterward, and how we lived life in the fast lane. He shared the fact that he knew his time was limited. He chose to ignore the early warning signs of failing health and doctor pleas to get treatment underway before it was too late. Rather than finding fault with his ailments, he accepted guilt as few as able to to do.

Upon receiving word from his family that Lewy's body was shutting down, I knew that it was important for me to see him one more time. Today was the day I needed to go. I realize this is not something that everyone is capable of doing with strength and fortitude; for me it was about respect for our longtime friendship. Sitting by someone's dying bedside and holding their hand might seem morbid and dark to some, but it is anything but that for me. I was there for Lewy, providing assurance that his pain and suffering would soon pass. Despite bring unable to speak and falling in and out of semi-conscious-state sleep, I felt him squeezing my hand when I recalled happier times at the ballpark. After awhile it was not a moment for saying 'goodbye'....only "until we see each other again one day." I am thankful to have called him my friend.

The Student Teaching Experience

It was a time just seven years ago when I had the unique opportunity to be a student teacher at Weyauwega High School under the supervision of Mr. Pat Fee. It was a 4-1/2 month experience which I will forever relish and reflect back on in a positive way. I discovered much about the classroom environment, and it served as a springboard for my eventual landing at BDHS in the fall of 2012. I made a personal commitment to one-day open my classroom for future teachers so that I could serve as their role-model and mentor.

At the end of January I welcomed what I hope will be the first in a series of student teachers into Mr. D's classroom, and after six weeks it stirs my passion for good teaching- not only in providing a laboratory for a prospective teacher, but to invigorate my desire to seek excellence in my teaching skills. Almost two months into the process it has proved to be everything I sought and more, especially when it comes to demonstrating good classroom management, but the entire process is not as easy as one might think. It's more than just allowing a college student to observe and teach a few lessons, rather identifying what will be a series of transitions which impacts learning and classroom chemistry.

The first stage required me to model assorted teaching styles and communicate expectations to students in ways that were easily understood by the ST (student teacher). I've always felt consistency in my message, lesson planning, and approach with classroom management were key ingredients for being successful with students, They are the first to recognize inconsistency, and will call you out either publicly or in private if they sense wrong doing. They will make or break you!

ST is quickly learning the ropes, sometimes discovering this insight on his own, sometimes pointed out by yours truly, and occasionally revealed when students see indifference. Together we've tried some new things, which is what classrooms should be for. Every once in awhile we discover something wonderful....be it knowledge, technical in nature, or new insight on managing the classroom. This is just one reason as to WHY I love teaching!

I should also note that sometimes it's not easy stepping away from something I love to do. When I "teach" I discover that I also learn in the process. I consider it a win-win-win situation. This is a great time to explore and update my lesson plans, reflecting on what works and what could be improved (win for ME). It provides my students with a fresh perspective on our curriculum by inserting a new voice (win for STUDENTS). And it gives a future teacher the opportunity to discover what 21st century teaching is all about (win for ST). Life is good.

Where Did They Go?

When I graduated from Stevens Point in May 2012, I found myself nestled within a group of younger educators who I felt confident would impact classrooms for many years to come.  For five semesters I interacted with many of them as we journeyed through the class offerings of UW-SP's School of Education. It was my pleasure to have gotten to know them personally, learning their reasons for wanting to teach. At that specific time in my life I would have given my right toe find a way to bring the entire group into a school setting, if only to see their strengths for collaboration and rigor come to fruition in a place where we, as educators, would thrive off one another. Of course it was just a dream and represented a false reality of life.

One by one fellow classmates found placements throughout the state, and I was excited for their prospects of making a true difference in education. Due to my circumstances with age and the area of the state where I resided, I was likely one of the final placements within the group of my comrades. In fact, I recall that time in July 2012 when I voiced my impatience with the process within a blog post which stirred an inner fire in my attempt to one-day reach the classroom. When the opportunity presented itself, I became a kid again, knowing that a life-long dream would become reality at last.

Despite the physical distance between each of us, I made a concerted effort to track the whereabouts of many of my Pointer alumni, anticipating news of ways they were impacting the younger generation. But rather than learning about excitement, I discovered just the opposite occurring. One by one they stepped away from the classroom, moving in other professional directions altogether. One into insurance, another to factory work, one to law enforcement, and others scattering into the traditional workplace. It's a trend I've  witnessed personally of late too many times at BDHS as good, young teachers choose to leave their classroom in lieu of better opportunities. These are well-grounded individuals who I considered to be excellent educators, suddenly doing an about-face in their young careers.

What is happening to our stock of young adults who are leaving classrooms? At the same time, what is driving so many good, experienced teachers to an early retirement? No doubt there is a unique set of circumstances which drive the decision making of teachers as both individuals and a collective. Some problems are unique, while others have a common theme.I recognize that everyone isn't cut for the demands put on today's teachers. There are issues of classroom management and student drama, social media, paperwork, standards testing, communicating with parents, in addition to lack of direction and poor support provided by administrators. In many ways education is truly at a crossroad right now, a quagmire at best, whereby the talent pool is being depleted at an alarming rate.

I have opinionated thoughts about ways to improve the system so a new generation of teachers feel valued in what they do, but these actions take time to institute. In the meantime I cherish the time I spend with my students, watching them grow with both curiosity and intellect.

Halftime at the 50 Yard Line

Six years ago I paused to reflect on life, poised to fulfill a long-awaited dream to teach high school. Although I was still three months away from beginning this new career with my placement at Beaver Dam High School, I was eager to be part of a profession in which many of my colleagues seemed to be running from. While I hoped to secure a teaching position in Wild Rose where I live, destiny and fate took me seventy miles to the southeast where I have enjoyed six years of teaching Economics to juniors and seniors and Global Studies- Eastern Hemisphere to fun-loving freshmen. I've yet to experience a day when I questioned my decision to return to the classroom.

My best days as a teacher are ones when I grapple with new ideas to my class, knowing students will ponder on once they leave my classroom...perhaps even discussing what they learned with one of their parents. Sometimes the realization is quickly absorbed, while other times it takes days to sink in. Regardless, I leave school every day feeling energized knowing I was living my purpose. "Purpose" is a key component of feeling relevant in my teaching and making a connection that I'm doing what I was born to do.

Within my initial tenure at BDHS I've attempted to make my classroom a warm and inviting place for students as I consider atmosphere key to forming a community of trust and learning. Based on my experience in the business world, much of the dysfunction in the workplace can be traced to a lack of trust; hence my focus on allocating time and effort to discuss character and competence. I sense that many of us, whether young or old, fail to genuinely talk and listen to one another. If I practice this on a regular basis, students come to know that I'm willing to go the extra mile.

Just this past week I received an email from a former student who left the district at the end of his freshman year as a result of his father being transferred to another city almost two hours away.
"Hey Mr.D. I just wanted to let you know how this move to Wausau has been for me since you helped me towards the end of the year with my whole football situation and motivating me in general. So far it’s been pretty well and my coach really appreciated/was impressed with that email that I sent him which was overall your idea which I thank you for. It really helped with my introduction into the new school. I unfortunately have fractured my right thumb and tore a ligament in it during practice which has resulted in me being put into a cast. However I’m still able to practice and play as long as I have it fully padded. Not the best circumstance to be in right now but I have to make it into something better than what it is. I just wanted to thank you for helping me out enter the football program in a much more positive way and influencing that email. Hope you’re doing well Mr.D!"
These are the moments that make teaching all so rewarding...seeing how a former student creates intention in order to take advantage of an opportunity to better themselves in new surroundings. It involves being optimistic (yet also very realistic) about life and the importance of learning, the key ingredient in my specific style of teaching.

With six years of teaching now behind me, it's time to look ahead to the final six. I see myself at the 50 yard line contemplating changes that will take place in the community, state, country as well as the rest of the world. It's pretty exciting, yet still challenging. I remain the oldest teacher in the school, but also one who teaches with a young heart. My passion for teaching (and learning) burns stronger than ever. While some might choose to coast to the finish line, I have every intention to push myself with new and creative ways to enhance education in my classroom. I remain confident that my best days as still to come and tomorrow will be pretty special for Mr. D!

Bringing Michael Jordan to Life

All too often I want students in my classroom to see an issue in a 360 degree perspective. The present generation never knew Michael Jordan for who he really was...probably the most amazing basketball player ever. Not just for his fabulous moves to the basket, talent to transform defeat to victory or leadership on the basketball court, but for his ability to understand the difference between success and failure.

One of my insightful lessons centers on the concept of "failing your way to success." By a show of hands, I ask if anyone wants to have a successful business...perhaps become a successful athlete or singer? Then they need to get ready to fail. As humans we learn through failure, that’s something wired into our brains. Think about how do we learn to walk. We start by crawling, then we learn to stand up, then we make few steps and we keep falling on the ground, then one day we are suddenly running. Learn from your failures and you begin moving in the right direction. Remember...the key word here is LEARN.

“I’ve missed more than 9000 shots in my career. I’ve lost almost 300 games. 26 times, I’ve been trusted to take the game winning shot and missed. I’ve failed over and over and over again in my life. And that is why I succeed.” – Michael Jordan

Very cool indeed!

One of those Special Days

Every now and then teaching provides an opportunity for genuine relationships to perk like a pot of fresh brew.  While so much focus is placed on curriculum, I contend that relationship-building is often overlooked as a most important component.

This became a quick realization to me two months ago when the second semester in the current school year began. One specific class, Block 1 Global Studies, contained a larger than normal amount of freshmen students with attitude issues. Specifically, five young teens could be viewed as "punks" in the eyes of many teachers. They put up a front of distrusting authority figures and general dislike for school. I sensed they would be a hard group to deal with, but rather than responding with an iron fist I elected to shift my teaching style in order to better understand their logic of thinking.

Delving into their academic history, I discovered a pattern of ongoing failure over the past 3-4 years. Unfortunately previous administrations chose to kick the can down the road with meaningful interventions rather than sitting down to discover why these teens think the way they did, passing the problem down the system for someone else to address over time. As a teacher this involves ongoing patience and tolerance for an assortment of personalities, especially when I begin the day in front of these young people. But in order to understand, one has to face the perceived problem head-on. Although the semester is only halfway completed, it has been a rewarding experience. It's also consumed much of my time and physical energies, but I firmly believe this is what true-teaching is all about.

Tapping into a resource of one past BDHS graduate now majoring in social work at a state university, I invited a handful of my most challenging students to an after-school round-table discussion. In return for their input they would receive not only a hearty meal of their favorite pizza, but a reduction of assigned detentions for past deviant behaviors. From the very start it became a meaningful exchange of information which lasted for more than 90 minutes. While I doubt it will solve every problem associated with their conduct in school, it provided great insight into erroneous perceptions by staff and student alike. Best of all, these students want to keep the conversation going with future meetings between themselves and administration.

Before closing, I'd mention that their collective performance in my classroom has improved considerable since their first day back in January. Not only did they pass my class, a notable accomplishment in itself, but they have impacted students in a positive manner. This group of rabblerousers has the opportunity to turn their lives around, provided they are truly serious about identifying personal goals and making decisions in an adult manner. Time will tell, but at least I was able to nudge a stone previously unturned.

Freshman Insight As Only Freshmen Would See It

During the last day of regularly scheduled classes I always ask those freshmen in Global Studies to share insight on ways to make improvements to my class. This last semester I asked another rather simple question in hopes of scratching the surface of better understanding how young minds look at their first year of high school. The question was as follows: “In one sentence, what is the hardest thing about high school?” Their responses were both refreshing and honest in nature. I did not make changes to grammar, spelling, or punctuation as they provoke added intrigue on my part. Enjoy…...

• The hardest thing about school is test. I’m not a well studier and that really effects my grade.
• To me there is nothing to hard about school.
• Navigating all the construction. Not being shy around other people. Participating.
• Waking up to going to school.
• Hardest thing about school is not being in control and waking up for it.
• Getting things done on time and getting up early because I procrasente and have insomia
• Getting up and learning things you feel will be no importance in your life/career
• Amount of homework w/being involved & sports to you’re well rounded for college
• The hardest thing to me are the tests because I can’t remember sertin things about classes.
• The hardest thing is making sure I maintain the 4.0 GPA like I want. Sometimes the work can be so overwhelming that I can’t do the work but I push through it and try my hardest.
• The hardest thing about school is learning different ways in each class like listening in English, reading in Global Studies & watching/doing in Geometry
• The hardest thing about school is dealing with the stresses it brings.
• Proboly, waking up and being here and getting homework done on time.
• The hardest thing about school is how there is always alot of homework.
• Hardest Thing: over-commit myself. Say I can do too much and end up very stressed because I’m not the best in something.
• The hardest part is waking up and having to memorize things fast.
• The hardest thing about school is the pressure put on you to do your very best.
• The hardest thing about school is the homework.
• The work
• The hardest thing about school is homework, tests, and getting good grades.
• The hardest thing about school is dealing with the people in it.
• The hardest thing about school for me is procrastination and dealing with people.
• 8th hour regardless of the class it’s always boring
• The homework piling up and sometime the teachers don’t explain it well.
• Hardest thing about school is turning work in on time especially with other classes to do work for. Also, I don’t have many friends anymore.
• The hardest part about school is being comitted and motivated.
• Hardest thing is not having fun or interesting classes.
• Hardest thing about school would be that im not the greatest at it. No one really is.but something with me not being able to focus as much as others but ive been told i can change it or its an excuse but people don’t understand.That my learning is different.
• The hardest thing for me is the teachers I hate getting told what to do and when I have to do it.
• I think the hardest part about school is homework and not talking.
• I think the hardest thing about school is when you do really well on all the assignments in a class but then do bad on the test.
• The homework and not being able to see your friens too much.
• I think the hardest thing about high school is, tests. They take a huge part of your grade.
• I think one of the hardest parts of high school is how little Middle School prepares you for it. In middle school you don’t really need to study for tests, yet in high school, it’s a completely different picture.
• The hardest thing about school is maintaining a 4.0
• The hardest thing about school is the tests and showing up
• I think the hardest thing is just jaming My brain with infromata Also, the tests, are usually hard and cause alot of stress on me to get an A.
• The hardest thing is how others see you. They look at you and already decide what person you are.
• The hardest thing about school is the stupid children. I learned not to try too hard.
• I think the hardest thing in school is trying to stay focused in my class
• The hardest thing for me is trying not to talk to my friends during class.

It truly amazes me how open and forthright freshmen can be when you ask them to share their opinions. Within 10 minutes of completing their 3x5 feedback cards I asked them to write another note, only this one would be addressed to next semester’s class, offering their brutally open insight on this class so fellow freshmen are provided a ‘warning sign’ with regards to classroom conduct and expectations. Although these departing students think their letters will go unnoticed by myself, I spend 45-60 minutes reviewing each one to make sure there were no hidden references to drugs, alcohol, or inappropriate language. 100% were sincere and to the point.

Their completed letters often mirrored some of the many petty annoyances happening in the personal life of today’s teenager, but also provided a glimpse of what I was doing right and perhaps wrong in their eyes. There was a consistent message from the group for the way they obtained a new understanding for today’s world and that learning could indeed be fun. The “hardest things” mentioned on those 3x5 cards were noticeably absent from their classmate letters, so my impression is that some of their other teachers could be somewhat detached from their world. This is not a slam against my fellow teachers, but still cause for some concern on my part as an adult who values student relationships. Many years ago I was reminded that perception is often another’s reality.  :)

Letter to the Editor

For the first time in my short career of teaching I have the urge to respond to one citizen's complaint about teachers. A "Letter to the Editor" went as follows:

On Dec 12, the Daily Citizen ran a front-page article that talked about a number of teachers who are unhappy with their pay and also feel unappreciated. Pardon me, but I just don't get it. 
I challenge anyone to name a profession that has a better benefit package with 16 weeks of vacation from day one. Incredible job security. Early retirement option. A lavish pension and fantastic health insurance. As far as pay? I requested and received a copy of every teaching position in the district. More than half of our teachers make more than $53,000 per year. Divide that by 180 days and divide that by eight hours and that comes to $36.80 per hour. There are 85 teachers making more than $60,000. That comes to $41.66 per hour. Unhappy with their pay?
I am not anti-teacher. I have relatives in the profession and more than a few good friends that are great teachers. I am anti-public union and anti-public pension, simply because the taxpayers are left with the bill. When is this 7-year pity party going to end?

This past year my base pay of $45,852 did not change as was previously determined by a combination of steps & lane compensation. Being in a year where a massive construction project is taking place in our building, I understand the need to be sensitive to the mood of local voters, but as a "young teacher" I have an outstanding loan associated with a decision to complete my college education. In addition, I also invested in a 2-year program to obtain my Masters Degree for which an expense was incurred. In my opinion the so-called freeze is a dangerous precedent, as good young teachers will seek greener pastures where they feel more appreciated. But at the same time I recall times in the business world when stagnant sales or excessive customer debt resulted in no raises or even employee cutbacks. Raises in any job, be it the public or private sector, truly need to be earned, and how those raises are earned should involve regular conversations with members of management/administration. (more on that later)

When it comes to the argument of receiving 16 weeks of vacation from day one, it's anything but that in my life. So many of those days are spent cleaning up loose ends of every-changing lesson plans, learning new curriculum and guidelines, then focusing on PDP and SLO objectives. While I cannot vouch that 100% of my peers are actively involved in similar routines, I'm sure there is a sizable number who remain committed to their profession.

My normal school day is longer than the eight hours mentioned by the writer; often lasting twelve or more due to lesson preparation and grading. I set high-expectations for not only my students, by for myself as well. In addition to my teaching responsibilities, I also donate time (uncompensated) as adviser for our school's very active Key Club, serving on our school's PBIS Committee as well as spearheading National History Day for Regional and State competition.  All told, if I was to really crunch numbers to best reflect the time I spend on teaching each and every day, it could approach a wage slightly above minimum wage. 

I've not been one to whine, but as someone who is relatively new at this profession I contend that pay is not based on a system of merit, but one of tenure. When Act 10 was signed into Wisconsin law by Gov Walker in 2011, I felt school districts across the state were provided with a big carrot which might instigate some positive changes in accountability on all sides of the debate. I understand the purpose of tenure and how it can protect valuable educators, but it can also prohibit much needed change from taking place. Again I stress this is not a vindication of all teachers nor administrators across the country, just voicing my opinion that a good segment of administrators are not taught how to be leaders in their schools.

During my career in business management I discovered the culture of "Absolute Honesty", an idea put forth by Larry Johnson and Bob Phillips back in 2003. I loved the concept and asked my three branch managers as well as the owners to read the book while thinking about how it could impact our company. Quickly we developed into a strong team with ongoing open dialogue between 120+ employees throughout the company.  From that day forward I never feared an opportunity to sit with any employee, regardless of their position in the company, to discuss performance by either party. It was a special experience that I will long reflect on in a positive way. It's unfortunate that this same form of conversation can't be found in many of our schools.