In these concluding chapters George and his team impress with their presentation, George gets his car back from the repair shop, and he gifts a new "10 Rules" sign to Joy so that future passengers can see the rules better.
As stated in prior posts, I believe that I am a better person for having read this book and taking its message to heart. I think that applying these rules to how we deal with our students, their families, and each other can help make SHS a better place to learn, to teach, and to achieve. I thank you all for reading the book. Thanks to those of you have also taken the time to read these blog posts. And big thank-you to those of you who have been brave enough to share your thoughts by posting comments for the rest of the staff to read.
Steve
Saturday, November 30, 2013
Chapter 31
Rule #10:
Have Fun and Enjoy the Ride
Through the character Eddy, we learn this motto: The goal in life is to live young, have fun, and arrive at your final destination as late as possible, with a smile on your face.
A friend of mine uses the phrase "It's simple, but not easy." I think much of the message of this book, and especially Eddy's motto, matches that saying. What a simple concept it is to be happy, grateful, and full of joy. But it can be oh-so-difficult at times to live that way. I will say that I personally have made a shift in my view on life's inconveniences. But often times it is after I have already had a minor blow-up or melt down that I remember "that shouldn't bother me so much". For me the true victory will come when the blow-ups and meltdowns disappear, and a calmer and wiser persona rules my actions.
Are any of you finding that you, too, are viewing life a little differently as you have read this book?
Have Fun and Enjoy the Ride
Through the character Eddy, we learn this motto: The goal in life is to live young, have fun, and arrive at your final destination as late as possible, with a smile on your face.
A friend of mine uses the phrase "It's simple, but not easy." I think much of the message of this book, and especially Eddy's motto, matches that saying. What a simple concept it is to be happy, grateful, and full of joy. But it can be oh-so-difficult at times to live that way. I will say that I personally have made a shift in my view on life's inconveniences. But often times it is after I have already had a minor blow-up or melt down that I remember "that shouldn't bother me so much". For me the true victory will come when the blow-ups and meltdowns disappear, and a calmer and wiser persona rules my actions.
Are any of you finding that you, too, are viewing life a little differently as you have read this book?
Chapter 29-30
Rule #9:
Drive with Purpose
For George, this was a message that he shouldn't be content to just be energized at work when he is working on a big project. It's at these times when we are naturally "dialed in" in at work, but driving with a purpose keeps the energy level high even during more mundane times at work.
During my time at SMS, I felt my purpose the most when we were prepping students for the ACT EXPLORE test. It was great to watch staff buy into the process and to the value of this test to our students. It was validating to start to watch the students look at their scores and use them as a benchmark for where they would hope their ACT scores would be. As we get closer to the spring this year, I am anxious to have our whole building (minus the Seniors) working on an age-appropriate ACT style test. I am excited to help present scores to students and to staff, to show individual and building level growth. Call me a geek, but these are the types of things that drive me.
For me, it is tougher to keep my purpose in mind when dealing with some of the less appealing aspects of the job. Don't get me wrong, I love my job and I am blessed to have it. But any principal who tells you they get energized for locker searches and disciplinary hearings probably needs to find a job as a prison warden. What I try to do is see how these parts of my job contribute to the bigger picture of student achievement. Obviously, a more structured and safe school environment creates a better learning environment. Working on student discipline, by extension, is work that fosters academic achievement. But it can be difficult to keep this in mind at times!
I've rambled a bit here, so I'll turn it over to you: what "purpose" do you feel at school? When do you feel it most, and when do you struggle to be focused on your purpose?
Drive with Purpose
For George, this was a message that he shouldn't be content to just be energized at work when he is working on a big project. It's at these times when we are naturally "dialed in" in at work, but driving with a purpose keeps the energy level high even during more mundane times at work.
During my time at SMS, I felt my purpose the most when we were prepping students for the ACT EXPLORE test. It was great to watch staff buy into the process and to the value of this test to our students. It was validating to start to watch the students look at their scores and use them as a benchmark for where they would hope their ACT scores would be. As we get closer to the spring this year, I am anxious to have our whole building (minus the Seniors) working on an age-appropriate ACT style test. I am excited to help present scores to students and to staff, to show individual and building level growth. Call me a geek, but these are the types of things that drive me.
For me, it is tougher to keep my purpose in mind when dealing with some of the less appealing aspects of the job. Don't get me wrong, I love my job and I am blessed to have it. But any principal who tells you they get energized for locker searches and disciplinary hearings probably needs to find a job as a prison warden. What I try to do is see how these parts of my job contribute to the bigger picture of student achievement. Obviously, a more structured and safe school environment creates a better learning environment. Working on student discipline, by extension, is work that fosters academic achievement. But it can be difficult to keep this in mind at times!
I've rambled a bit here, so I'll turn it over to you: what "purpose" do you feel at school? When do you feel it most, and when do you struggle to be focused on your purpose?
Sunday, November 17, 2013
Chapter 28
Michael got a second chance from George.
I used to not believe very strongly in second chances. If someone messed up once badly enough, it made it difficult for me to trust them in the future. Experience in education has certainly changed my perspective (not to mention all the second chances others have given me over the years).
What's the best second chance you ever got from somebody?
I used to not believe very strongly in second chances. If someone messed up once badly enough, it made it difficult for me to trust them in the future. Experience in education has certainly changed my perspective (not to mention all the second chances others have given me over the years).
What's the best second chance you ever got from somebody?
Chapter 26-27
George learns Rule #8:
Love Your Passengers
Throughout the book, and this blog, we've read and discussed that enthusiasm and positive energy is important for relationships and, ultimately, success. But more important than a great, positive outlook is the simple concept of loving your passengers. This is what keeps them on the bus for the long haul.
Jack gave George a list of Five Ways to Love Your Passengers, which George read before heading into the office.
1. Make time for them.
2. Listen to them.
3. Recognize them.
4. Serve them.
5. Bring out the best in them.
Which of these do you feel you do the best with? Which of these is toughest for you? When pondering these questions, you can consider your students and/or your coworkers.
Love Your Passengers
Throughout the book, and this blog, we've read and discussed that enthusiasm and positive energy is important for relationships and, ultimately, success. But more important than a great, positive outlook is the simple concept of loving your passengers. This is what keeps them on the bus for the long haul.
Jack gave George a list of Five Ways to Love Your Passengers, which George read before heading into the office.
1. Make time for them.
2. Listen to them.
3. Recognize them.
4. Serve them.
5. Bring out the best in them.
Which of these do you feel you do the best with? Which of these is toughest for you? When pondering these questions, you can consider your students and/or your coworkers.
Sunday, November 10, 2013
Chapter 24-25
These chapters introduce a couple of key concepts. Chapter 24 speaks of "leading with heart". And Chapter 25 contains Rule #7:
Enthusiasm Attracts More Passengers and Energizes them During the Ride
Also interesting in chapter 25 is the story Jack tells about becoming the CEO (Chief Energy Officer). Once he learned to lead with his heart, to encourage his staff, and to be positive his career was revived and his company went to new heights.
I attempt to "lead with heart", though it is admittedly not always easy. I am quite introverted by nature. But I notice the difference when I have a personal connection with a student, parent, or staff member compared with the ones I don't. I also try to be enthusiastic, both to motivate those around me and motivate myself. As some of you will probably attest, I do better at this some days than others.
Think about your classrooms. Are you leading with heart? Are you enthusiastic about your subject matter? Do students have a purpose when they enter your classroom, or do they simply arrive every day because their schedule directs them to do so? If you are brave, maybe you want to share your thoughts here. If not, that is fine, but I want all those who read this to consider these questions internally.
Enthusiasm Attracts More Passengers and Energizes them During the Ride
Also interesting in chapter 25 is the story Jack tells about becoming the CEO (Chief Energy Officer). Once he learned to lead with his heart, to encourage his staff, and to be positive his career was revived and his company went to new heights.
I attempt to "lead with heart", though it is admittedly not always easy. I am quite introverted by nature. But I notice the difference when I have a personal connection with a student, parent, or staff member compared with the ones I don't. I also try to be enthusiastic, both to motivate those around me and motivate myself. As some of you will probably attest, I do better at this some days than others.
Think about your classrooms. Are you leading with heart? Are you enthusiastic about your subject matter? Do students have a purpose when they enter your classroom, or do they simply arrive every day because their schedule directs them to do so? If you are brave, maybe you want to share your thoughts here. If not, that is fine, but I want all those who read this to consider these questions internally.
Chapter 23
George hears the chanting and cheering on Joy's bus as he walks to the bus stop, and is naturally curious. When Joy explains the rationale (letting positive energy overtake the negative) George is somewhat skeptical. He thinks the practice of chanting and cheering makes sense, but it is "corny". Joy agrees, but poses a question to George: Would you rather be corny and happy, or cool and unhappy (paraphrasing)?
I went a long time trying to be the coolest kid in school. Occaisonally I will see a student exhibiting similar behavior, and it pains me...not just for the ramifications for the student in front of me, but also because I remember some traits and behaviors from my youth of which I'm not proud. The Energy Bus would have been great material for me to read between the ages of 16-25...but I would have been too cool to read it. I would definitely have seen this book as corny and I waste of my time, either as a student or a young teacher.
As I have matured I have learned the benefit of letting my guard down a little and not focusing on the cool factor as much. And I have to say that I am a happier person now than I have ever been. I've learned that it is indeed OK to be happy, even when much of life is giving me reasons to be unhappy. I've allowed myself to read a book like this and realize that, though some will scoff, I will benefit from focusing on its message.
What about you? Do any of you feel like you've had to make a similar transition as you've matured?
I went a long time trying to be the coolest kid in school. Occaisonally I will see a student exhibiting similar behavior, and it pains me...not just for the ramifications for the student in front of me, but also because I remember some traits and behaviors from my youth of which I'm not proud. The Energy Bus would have been great material for me to read between the ages of 16-25...but I would have been too cool to read it. I would definitely have seen this book as corny and I waste of my time, either as a student or a young teacher.
As I have matured I have learned the benefit of letting my guard down a little and not focusing on the cool factor as much. And I have to say that I am a happier person now than I have ever been. I've learned that it is indeed OK to be happy, even when much of life is giving me reasons to be unhappy. I've allowed myself to read a book like this and realize that, though some will scoff, I will benefit from focusing on its message.
What about you? Do any of you feel like you've had to make a similar transition as you've matured?
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