Winding down or up?

Staying engaged was tough the week after school got out with the students, parents and majority of staff gone and with having the rug, literally (no carpet) and figuratively (layoff notices), ripped out from under our feet. Fortunately, I had a wonderful
opportunity to recharge my batteries during the first half of this week while attending the kickoff of the Stanford Principal Fellows program that I will continue over the next the next two years. For two and a half days a small, but mighty, group of
middle and high school principals from all around the Bay Area were given time to dialog with each other and with various professors from the university around the challenges that we face as school leaders and begin to shape a culture of shared vision
and values that will allow us to support each other as we work towards our common goal of equity. By consensus, the theme for the work at all of our schools will be building capacity for leadership among teachers and administrators. We will, of course,
address this more explicitly, when we meet as a team in August. I feel so fortunate to have this experience and very much want our teaching staff to benefit from professional collaboration at this level.

Following the high intensity, I did take a couple of days to try to relax and enjoy some time on the beach. I managed to get a pink nose but my mind is still churning and I don't think will really stop with all the possibilities we have in front of us.

It's like riding a bike?

Back when the lava was still cooling and I was going to school for my teaching credential, one instructor gave us an interesting writing assignment and I still remember it today. She asked us to think about a time when we learned something new and
enjoyed doing it and to describe the conditions. Over the spring break, I'm learning something new and having a great time; I'm learning to ride a scooter! This is something I really want to learn how to do-the rewards are obvious. Someday it'll be just
me and my scoot out on the open road, not a care in the world, and using hardly any gas in the process. Before I could even get in the seat, I needed to get over my fear of failure. Failing on a scooter could be really painful. I needed to see models of
people who are being successful on two wheels and talk to them about how they do it. I also needed to get the proper safety equipment so, if I do have problem, I'll have plenty of cushioning. I did a little reading and saw some video so I'd have a better
idea of what I was getting in to and so I could compare how scooting is like and unlike riding a bike or driving a car-things I already know how to do. Right now, I'm making growth in small steps; I'm driving slowly around the neighborhood I'm familiar
with and practicing discreet skills like starting, turning, going over a speed bump and, most importantly, stopping. I've got someone I trust who is an expert in these things and who is happy to answer even the most basic questions. He is happy to share
his love of the two wheel world. Learning to scoot takes a lot of concentration and this turns out to be physically tiring as well so I need to take frequent breaks and get myself fresh before attempting another practice session. Now that I've
described my experience, I can identify key elements for learning something new and enjoying the process that we can apply to our students. There needs to motivation. Students need to see that what they are learning will be worthwhile for them.
Otherwise, why go through the trouble? They need to see models of success. These can be professional and peer models. What will it look like when I have the skill and the knowledge I'm seeking? They need to feel safe. They need to know that someone will
be there to pick them up and dust them off when they struggle and not laugh or criticize. They need help in making connections to the background knowledge they already hold so they can see that the new knowledge is really just an extension. Students need
to have the learning divided up into bite size pieces so they don't get overloaded. They need lots of meaningful practice time where they can experience small successes and gain confidence to stretch just a little further. They need good relationships
with teachers who love their content area. They need to be able to ask all kinds of questions and get honest feedback on their performance. They need time to rest and rejuvenate. These are the ideal conditions for learning that teachers and parents must
work to furnish for our students. Happy trails to you!

Growing Up Gay

During the week of January 26 our entire school viewed a film called "Ryan's Story" which was about a young teen who was subjected to constant bullying by classmates and eventually ended his own life. Part of the bullying was students spreading a rumor
that Ryan was gay. Last week I had several conversations with teachers, students and parents regarding their responses to the film. Overall, there was a feeling that the movie was an effective way to address the issue of bullying as a school community.
During the film, Ryan's father tells what happened to Ryan from his perspective. After the rumor is spread, Ryan develops an online relationship with one of the more popular girls at his school. Some viewers felt that the subtext from the father was that
it was a relief to him that this happened as it might have helped to dispel the rumors about Ryan. I don't know what the truth was about Ryan or how his dad would have felt one way or another but I think it's important to address this issue especially
since several adults expressed discomfort in talking with student about homosexuality. Estimates are that 1 in 10 teens are gay. According to the American Academy of Child and Adolescent Psychiatry "sexual orientation is not a matter of choice"; one's
sexual orientation is just like eye color, skin color or gender. It is what it is. Some adults don't want to talk about homosexuality with teens at all. If we don't talk about it, where will they get that information and what will the information be?
Will they get a message of acceptance or will they get a message of intolerance that will be internalized? My suggestion is that we make ourselves open, as responsible and caring adults, as a safe place for children to come to and talk about whatever is
concerning them and give them the message that we can work through anything together. We need to help children believe in themselves and their ability to find peace and success whether they be boys or girls, Black or White, straight or gay, left-handed
or right-handed, etc. What's at stake if we don't? Gay and lesbian teen are much more likely to experience depression and, consequently, engage in high risk behavior than their straight counterparts. This can lead to a host of personal, family, academic,
and legal problems. Giving ALL of our children the opportunity for open and honest discussion can help prevent a lot of heartache. If you need help finding resources, please give me a call.

Making the Most of 2009

Another New Year's Eve has arrived and many people are making resolutions that will lose their fizzle faster than sparkling cider. Making and keeping goals is an essential skill that needs be taught and learned. As educators we often have conversations
with students who appear to have no training on goal setting. Children talk about wanting things in life like good grades and exciting jobs but they have no idea how to get them. Many seem to feel that these things will eventually fall in their laps if
they are just patient enough. These students often don't see that connection between their actions and the connected outcomes. Some simply lack the life experience to be able to make good predictions about what will happen next if I do this, that or the
other thing. Teens need to start with simple, short-term goals so that they can see that their actions, when carefully planned, can have positive outcomes. Goals need to be specific and measurable. "I will be a good student" is much too broad. A better
alternative would be, "I will earn at least 80% on every history test during the second semester". Making the goal is a good first step but there needs to be an action plan also. Maybe the student isn't really sure how to get an 80% on a history test.
She then needs to CONSULT with someone who does know. This could be another student who always gets at least 80% or the the teacher. A plan could then be devised such as complete the reading the day it is assigned and jot down the key ideas, translate
the key ideas and vocabulary to note cards and review them with a partner for twenty minutes each evening. In this case, the student will need some RESOURCES and SUPPORT. I have talked with students who were perfectly capable of constructing such a plan
but were afraid to tell anyone that their textbook has been lost for a month. Without the appropriate resources and support, the plan fails and the goal cannot be accomplished. Some goals aren't accomplished because they aren't realistic. Let's say a
student has a 57% in math right now. It may be impossible for him to earn an 90% as the final grade this semester no matter how much effort he makes. Earning an A- in the class is an unrealistic goal and shouldn't be set. A better goal would be
completing all homework with 80% accuracy for the remainder of the semester. This would help establish better habits and background knowledge so that the student will be prepared to earn a higher grade in the second semester. Goals need to be something
that you are able to accomplish and really want to accomplish. There will be struggles along the way and there needs to be a genuine desire to succeed in order to get through those tough times. Trying to force yourself or your child to accomplish
something that is difficult but not highly motivating just leads to frustration. Finally, it's important to plan for CELEBRATION! Small celebrations at check points along the way and big celebrations when goals are accomplished are fun and help reinforce
the practice of goal setting. When young people accomplish a series of simple goals they quickly gain confidence to take on more extensive projects and eventually see that, really, they can do or be just about anything. I wish you and your family the
very best in 2009!

Saying Goodbye

Today the Castillero family mourns the loss of one of our teachers, Mrs. Katherine O'Malley. Mrs. O'Malley and I both came to Castillero thirteen years ago; Kathy was an experienced and skilled teacher and I was, to put it mildly, pretty green (forest
green, of course). We both taught seventh grade language arts and social studies and we were neighbors out in "P-town" (otherwise known as the portables). Kathy's youngest daughter was in my class. I made some mistakes that year, big and small, as I
struggled through my first year at a comprehensive middle school and dealt with some serious family issues. Kathy could have been critical and even anxious, given that her own daughter's seventh grade experience was at stake, but, instead, she was a true
mentor during that year and the next. Sometimes she asked just the right question to help me problem solve on my own and, at others, she was very straightforward in letting me know exactly what I needed to do. Eventually, Kathy and I partnered as
instructional coaches at the school and began to branch out to other grade levels and departments to work on professional development. The time we spent together was very enriching for me and led to a change in the course of my career but Kathy was very
happy to remain a classroom teacher. This is the work she most wanted to do. She was passionate about the subjects that she taught and cared very much for the children in her classes. She was very dedicated to the idea of every child having a book they
could read and spent countless unpaid hours building the school's accelerated reader program. Kathy truly loved the performing arts whether it be professional or student presentations and was terrifically supportive of our program at Castillero. The only
thing more important to Kathy than school was her family. She and her husband have three beautiful daughters who have clearly benefitted from living in a loving, nurturing home. Kathy always spoke of her family with pride and excitement about what the
future would hold for her girls. Kathy's life has been a learning experience for many as is her death. Personally, I am am learning, again, to be grateful for everything that I have- a home in one of the most beautiful places on the planet, the ability
to read books and enjoy music, the gift of being surrounded by wonderful children and teachers all day and coming home to a loving family at night. I hope our entire school community will honor Mrs. O'Malley by taking some time out to give thanks for the
time she had on this earth and for every precious moment we continue to experience.

Searching for Self

Adolescence is characterized by a a search for self-identity and a need for acceptance from others. Younger children are content with their identities as members of a family unit. While this continues to be important for pre and early teens, they begin
to comprehend the notion of affiliation by choice and peer groups become a major focus. The middle school mind spends a lot of energy comparing and contrasting and sorting and categorizing. As physiological changes are occurring rapidly at this time,
physical differences that may have received little attention before, such as height, weight, skin color, and nose size, now become glaringly apparent. Differences are far easier to spot than similarities for young people, especially in the absence of a
search below the surface, and peer groups often form on the basis of exclusion. This, along with the need for acceptance, can create the false notion for many teens that in order to have "in" groups someone has to be out. It's not unusual for a group of
kids who were close buddies in elementary school to suddenly cast off one member in middle school based on some difference indiscernible to the adult eye. This is painful to the individual who is dismissed and creates quiet dread in the remaining members
as they wonder who will be next. Some members will become incredibly loyal to the person or persons in the group who seem to be making the decisions on who's in and who's out and will do almost anything to maintain position. This dynamic is often the
basis for bullying behavior and, taken further, gang mentality. Increasingly, cyberspace is being used in exclusionary tactics. How do we help young teens get their needs met, make good decisions about affiliation and consider the feelings of others? We
need to continue to pull teenagers into the family unit by spending time with them doing things they enjoy and making the home a place where they can be themselves with acceptance. The idea that teens must put a distance between themselves and their
parents in order for normal development is incorrect and dangerous. The relationship will need to change along with young person but not weaken or disappear. We need to be aware of ourselves as models. Young people pay attention to the words and actions
of the adults who are important to them. They need to see us embracing diversity as an opportunity for growth and treating others with respect even when we have differences. We need to help them see that there is much more to a person than physical
appearance. They need to be responsible for making healthy choices and staying well-groomed, not critiquing others. We need to assist them in choosing peer groups based on what they want to do and be rather than seeking popularity or avoiding exclusion.
Encouraging kids to participate in sports, arts, community service, church youth groups, scouts, etc. provides them with a sense of belonging and purpose. Finally, we need to help them develop a sense of empathy and demand that they think about how their
words and actions might impact others.

Lions, and Tigers, and Grades

The first third of the semester has ended, grades are arriving in mailboxes and the Castillero phones are ringing! Grading and grades are among the stickiest of issues for teachers, administrators, parents and students. In a perfect world (or a least my
version of a perfect world), grades would be a purely objective reporting of how the work a student produces measures up to the standards being taught. Even with this goal it mind, it becomes difficult to condense this report into a single letter.
Teachers struggle with a number of ethical and philosophical questions. Where does effort enter into the picture? What considerations should be made for students with special needs? Families also wrestle with tough questions. What do I do when my child
works very hard but still doesn't seem to "get it"? What kinds of rewards or consequences are appropriate, if any, for grades? There aren't any easy answers to these questions, but I can share a few things that I've learned about assisting students who
are not getting the grades they would like to see on report cards. First, make sure the student understands what is expected. Students have a much easier time hitting the targets if they know what they are and if they hold still long enough. Often when
we ask students why they have a low grade, the reply is, "I don't know". Middle school students are old enough to be taught to advocate for themselves. If they truly don't understand why they are getting a low grade in a particular class they need to
speak with the teacher. This is not a sign of disrespect. Parents can practice for these discussions with children at home. Good questions are, "How did I get the grade I have now?", "What specific things can I do to bring it up?" and "What can you and
my parents do to help me?". Parents can certainly be there for support at these meetings. Often times students are not completing work outside of class. You can help your child by having a predictable routine for homework. Carve out a regular time in
your student's schedule and provide an environment that is free of clutter and distraction. In our home this has been the kitchen table while mom or dad was nearby doing some other quiet activity such as cooking dinner, reading or doing household
paperwork. If your schedule doesn't allow for this, arrange for your student to attend Homework Club before and/or after school. Help your student get and stay organized in a way that makes sense for him or her. Make use of the Binder Reminder, Homework
Live and PIV. Help your child formulate specific, obtainable goals. If you have taken these steps and see no improvement, contact your student's grade level advisor for further assistance. Finally, keep grades in perspective. They are letters intended to
help you have a general understanding of your student's academic progress.