Tag: Leadership

Envisioning a True Leader

Kristie Da-Ngoc Nguyen, a friend and former colleague at the American School of Brasilia, published her deeply profound and moving personal story in the most recent edition of The International Educator (TIE) newspaper.  Kristie’s article is shared below, with permission.

Envisioning a True Leader

By Kristie Da-Ngoc Nguyen
01/13/2016

“Together we inspire a love of learning, empowering all students with the courage, confidence, creativity, and compassion to make their unique contribution in a diverse and dynamic world.”

 On our welcome back to school day,  our head of school, Mr. Andrew Hoover and our school board chairperson, Ms. Gayathri Sriram, asked us to reflect on how we can use the 4 Cs of our school’s mission—Courage, Confidence, Creativity, and Compassion—to inspire our students. Ms. Sriram also shared with us a story about India’s beloved former president, APJ Abdul Kalam, who had passed away in the previous week.

Twenty years ago, Ms. Sriram had the opportunity to be in the audience at one of the Former President’s talks. He asked all those in the audience to close their eyes and envision a great leader. Our school board chairperson repeated this challenge, asking all of us to do the same,  calling up the image of someone who had inspired us. A vision of my father, Binh Van Nguyen, in his crisp white shirt and tie appeared in my mind. A man who embodied courage, confidence, creativity, and compassion. A man who has been a force throughout my life. A man who made me who I am today. Here is the story of my father.

In 1975, after the Fall of Saigon, my father was arrested and put in a re-education camp. His crime was working for the former government’s telecommunication office. Fortunately for us, my maternal grandfather had some connections from his resistance days fighting against the French regime. With what money he could gather, he paid a bribe to free my father from his incarceration. With a mark on his file, my father was unable to find a job. My grandfather gave my dad a job on his fishing boat. Though he had never done a day of hard labor in his life, my father happily accepted it.

Without any complaints, he embraced his new life as a fisherman. He learned as much as he could about the work and always found joy in everything. Every time he came home from a fishing trip, he taught my siblings and me the names of all the new sea creatures he had harvested. We learned which ones to stay away from and which tasted good. He made it so fun that we always looked forward to his return home.

By 1978, life had become unstable in Vietnam and my parents did not know what kind of future we would have there. They ultimately decided our family should flee the country. For their children’s future, my parents would say goodbye to everything and everyone in Vietnam and bring us to a new land of hope.

The plan to escape was simple: my father would go on one of his fishing trips and pass the checkpoint, then wait for us on shore. We would take a smaller boat through the jungle to get out to the coast without going through the checkpoint. A few mementos were packed and hidden on the boat. Everyone was set and ready to leave the country.

As dusk arrived, we boarded the small boat to head through the winding, narrow river in the dense jungle. We prayed that we wouldn’t get caught. Our hearts were thumping in our chests as we paddled further and further away from our home. We met with a few mishaps—the boat got stuck in the mud, and we met a few people that wanted to know where we were going—but we managed to reach the coast. The sea breeze blew away some of our worries as our destination came into view. A light flashed from afar, a signal from the boat that would carry us away. Unfortunately, the wind blew harder and harder, and the rain began to pour down on us.

Then suddenly, a dreadful storm came up and capsized our boat. We were thrown into the water, fighting for our lives. After what seemed like an eternity struggling against the relentless storm and the merciless waves, we were rescued by another fishing boat. Soon, we discovered that my mother, my five-year–old sister, and about seven other members were missing. A few people jumped in the water to search for them, but found no one. We were urged by the kind fisherman that rescued us to go, because they didn’t want to get caught.

When we arrived at my father’s boat he was informed of the news. My father broke down and cried. He wanted to go back and find my mother and sister, but time wasn’t on our side. Other members of the group pleaded that we had to leave immediately, before the authorities discovered our escape. They begged him to think about his other children: if we were caught, our future would forever be sealed. For his four other children’s future, my father sadly steered the boat to freedom. It must have been one of the hardest decisions he had to make in his life.

We arrived in Malaysia and were taken to a refugee camp in Kota Bharu. Life was hard, but it was not too bad. We were given sardines, eggs, and rice to eat. We didn’t have much, but we had each other. After five months in the refugee camp, we were sent to Des Moines, Iowa with some second-hand clothes and an album of valuable pictures in a rice sack. After a few months on welfare, and a few English lessons, my father went out to look for a job. He found a work as a custodian in a hospital. A man with a college degree, used to wearing a tie to work, now had to clean the floor and toilets. But he proudly went to work every day, and continued to go to school at night.

Wonderful dad that he was, he didn’t grumble when he came home at the end of a hard day. He always brought little treats from the hospital for us: discarded magazines and uneaten packages of jam or Jell-o were presents we always looked forward to. After eating a quick dinner, he would load the four of us and some of his classmates into his used station wagon to go to his night school. While he was in class, my siblings and I entertained each other by running down the hallways and peeking into other classrooms. It sure beat doing homework at night. After a few years of working and going to school, my dad earned an Associate degree from the community college. He quit his job as a custodian and found a better one working in the printing department of a newspaper. He died a few years later of a brain tumor, but not before seeing all of his children as college graduates working happily in their chosen fields.

This is a story about my father, a man who embodied courage, confidence, compassion, and creativity. A man who, despite starting his life in America with nothing but an empty hand, was able to bring up four wonderful children all by himself.

My wish for all us as educators is that many years from now, when kids close their eyes and think of who inspired them as a leader,  that each of our images will come to the mind of at least one child.

Kristie Da-Ngoc Nguyen is a third-grade teacher at the American International School Chennai.

Bold in Vision

“Use your unique gifts and talents to make a difference in the world.” Lailah Gifty Akita.

After a yearlong review process, involving regular feedback and contributions from parents, students, and teachers through surveys, retreats, and focus group meetings, the American School of Brasilia’s new mission statement was officially introduced at the start of this school year:

 Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

As part of an ongoing analysis of EAB’s new mission statement, this week’s post looks at the fourth and final element of the mission: Bold in Vision.

Bold in Vision highlights the aspiration that our students and community members will make a positive difference in our community and the greater world around them. In one sense, Bold in Vision is the outcome that brings the other elements of the mission together towards a higher aim. While it is imperative to support and empower a community of learners to inspire each other and foster a lifelong love for learning (Inquisitive in Life), knowledge and learning can be further enhanced in the context of values systems (Principled in Character). Taking this progression a step further, it seems to be a loss if all of this learning and character development are not applied in some manner to improve, not only ourselves, but our communities and the lives of others.

To further the goal of making a positive difference, the Bold in Vision aspect of the mission also focuses on the strategic approaches to implementing effective change. These strategic changes and the ability to effectively address many of our current challenges will require creative and innovative approaches. To that end, our schools must assume the fundamental responsibility towards ensuring learning environments that support creativity, innovation, empowerment, and engaged learning.

In his book, From Master Teacher to Master Learner, Will Richardson highlights this responsibility of schools, with a particular focus on the role of teachers:

“Our job as educators is to understand deeply what it means to be a modern learner more so than a modern teacher. Our goal should not be to learn new technologies in order to become better teachers in the traditional sense. Our goal is to develop expertise in powerful new technologies to become better learners for ourselves and for our students, who may lack other learning models.”

It is hoped that EAB’s new mission statement embodies the ideals associated with Richardson’s words.

As with any focus on a Bold in Vision statement, technology will play a key role in the future of education. The Organization for Economic Co-operation and Development (OECD) published a report in 2015 entitled, Students, Computers, and Learning: Making the Connection, which frames the role that technology will play in education. Specifically, the report stresses that, “information and communication technology (ICT) has revolutionized virtually every aspect of our life and work. Students unable to navigate through a complex digital landscape will no longer be able to participate fully in the economic, social, and cultural life around them.”

The work of teachers is key to leveraging the opportunities associated with ICT. However, the report cautions that, “technology can amplify great teaching but great technology cannot replace poor teaching.” This is an important quote in that it clarifies that technology is not driving our work nor replacing poor teaching but rather providing teachers with an additional, important, and ubiquitous resource to support the learning process.

Finally, when considering our commitment to the Bold in Vision aspect of our mission statement, the OECD report emphasis the role of schools and educators on the future of learning:

“We need to get this right in order to provide educators with learning environments that support 21st century pedagogies and provide children with the 21st-century skills they need to succeed in tomorrow’s world. Technology is the only way to dramatically expand access to knowledge. Why should students be limited to a textbook that was printed two years ago, and maybe designed ten years ago, when they could have access to the world’s best and most up-to-date textbook? Equally important, technology allows teachers and students to access specialized materials well beyond textbooks, in multiple formats, with little time and space constraints.”

Returning to EAB’s new mission statement, the last element of the mission – Bold in Vision – was purposely designed to be less prescriptive and focused as compared to the other elements of the mission. The reason for this design is to frame the American School of Brasilia’s future work in the context of dynamic and changing environments. Bold in Vision is an open-ended premise that challenges us to use our collective learning and development to make a positive difference in the world through personalized, innovative, and creative approaches.

Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

Previous Posts about Mission Statement:

Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Chase Elliott Clark (Binoculars V) https://www.flickr.com/photos/chasblackman/8502151556/

More Than Words

Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

A little over a year ago, our community embarked on a journey of reflection and self-examination as we conducted a review of our school’s mission statement and associated core documents. As with most meaningful endeavors, it was recognized at the start that the learning from this process was arguably as important, if not more important, than the final product. To that end, the yearlong review included the involvement of parents, students, and teachers through surveys, focus group discussions, retreats, review committees, and a school improvement team. At the end of this process, the American School of Brasilia’s (EAB) Board of Directors, who were also active participants, were presented with a proposed new mission statement, which was approved. As we look to the current year and years ahead, there is excitement surrounding the opportunity and challenge to make the new mission statement come alive.

Process

To avoid lengthy discussions and potential misunderstands regarding terminology, our School Improvement Team (SIT) agreed to not let the strict definitions and debates associated with the words mission and vision take way from the review process. SIT agreed on a basic definition of mission as “who we are” and vision, with an emphasis on the future, as “where we are going” and, more subtly, “how we will get there”. While not perfect, this was enough to move us forward.

As part of the reflection process, we literally reviewed hundreds of mission statements from schools around the world, fortune 500 companies, and internationally recognized not-for-profit organizations, with the goal of establishing criteria associated with an ideal mission statement structure. This process was helpful and led us to the following criteria:

  1. Accurately reflect our community and school
  2. Be short and concise, such that it could be easily memorized
  3. Avoid lofty language that sounds impressive but has little practicality
  4. Avoid a statement that encompasses everything but says very little
  5. Provide a framework to clarify who we are and what we value
  6. A blend of realism and optimism
  7. Strive for language that is accessible to all student ages in addition to community members whose first language is not English.

It was also agreed that the descriptor statement about the school would be removed from the mission and listed as a separate statement called “Our School”.

Our School: We are a diverse community that provides an English-language based pre-K through Grade 12 education. We are an International Baccalaureate World School with U.S. and Brazilian accreditation.

The remainder of the process focused on identifying and articulating the key components associated with our school’s identity. As those who have participated in similar processes, this is not an easy task but is at the very heart of establishing a new mission statement.

Looking back on the process, a key moment in the discussions occurred during the review of mission statements from other organizations, when someone highlighted the Ritz-Carlton motto: 

We are ladies and gentlemen serving ladies and gentlemen.

This statement is not only elegant in its simplicity and content and easy to remember, but also acts as an effective and inspiring guide for everyone who works at the Ritz-Carlton.

New Mission Statement

There is no doubt that the Ritz-Carlton motto influenced the key aspect of EAB’s new mission statement, which articulates that we are a community of learners, adults and students alike, working together on an educational journey. It is EAB’s conviction that student learning is only maximized when all members of our community are also engaged in the learning process. It is this focus which led to the first words in EAB’s new mission and also serves as the new motto:

Learners inspiring learners

Education has fundamentally changed and continues to change, specifically in terms of who controls the flow of information. It is, therefore, of fundamental importance that schools be designed in an adaptable manner, such that they are positioned to take advantage of the current and future changes associated with learning. It was hoped that the concept of “learners inspiring learners” would capture these concepts in terms of how everyone in our community is always learning, adapting, and growing. Given that the control of information has shifted from teachers to students, we must then expect that parents, teachers, and school communities must also be continuous learners or we risk becoming irrelevant in the learning process.

With the first three words of the new mission statement established, the remaining parts of the mission emerged quickly, with the following result:

PREVIOUS Mission Statement:

The American School of Brasilia serves the International and Brazilian communities by providing a U.S. and Brazilian accredited pre-K through 12th grade program and International Baccalaureate Diploma in a culturally diverse atmosphere. Our English- language school develops and supports the whole child in achieving his or her own potential. Through a differentiated, innovative learning experience, we cultivate responsible and contributing citizens, leaders, and environmental stewards with a strong foundation of academic excellence.

NEW Mission Statement:

Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

As stated, “Learners Inspiring Learners” highlights that we are all life long learners, learning together. “Inquisitive in Life” is about a focus on academic learning. However, learning should always take pace within the framework of character, ethics, and acceptable values. It is this belief in a whole child approach to learning that resulted in an emphasis on character: “Principled in Character” is about being a good person and making good decisions. Yet, it can then be argued that we have a moral imperative to use our learning and character to make a positive difference: “Bold in Vision” is focused on channeling our creative and innovative energies towards making a positive difference in the world.

In summary, after a yearlong review process, it is believed that the new mission meets the criteria set at the start of the process. The statement accurately reflects our community’s beliefs, is sufficiently short and concise such that it can be memorized, and avoids lofty language and jargon. It is also believed that the statement further articulates our values within the context of a blend of realism and optimism for the future.

We are excited to officially introduce EAB’s new mission statement. The next step is to ensure that the mission guides everything we do in addition to finding ways to make the mission come alive at our school.

Mais do que palavras

Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

Há pouco mais de um ano, a nossa comunidade embarcou em uma jornada de reflexão e autoexame ao conduzirmos uma revisão da missão da nossa escola e documentos associados. Como na maioria dos empreendimentos, concluímos desde o início que o aprendizado, resultado desse processo, seria sem dúvida, tão importante ou mais que o produto final. Sendo assim, a revisão ao longo do ano contou com o envolvimento dos pais, alunos e professores, através de pesquisa, discussões em grupo, retiros, comitês e uma equipe de melhoria da escola. Ao final desse processo, os membros do conselho da Escola Americana de Brasília (EAB), que também participaram ativamente do processo, receberam uma proposta para a nova missão, a qual foi aprovada. A olharmos para o ano em curso e os anos à frente, sentimos um enorme entusiasmo em torno da oportunidade e desafio de transformarmos a nova missão em realidade.

Processo

Para evitar longas discussões e potenciais equívocos sobre a terminologia, a nossa equipe de melhoria da escola concordou em não permitir que definições rigorosas e debates relacionados com a palavra missão e visão participassem do processo de revisão. Concordou-se com uma definição básica da missão, “quem somos”, e da visão com ênfase no futuro, “pra onde vamos”, e de forma subjetiva, “como chegaremos lá”.

Como parte do processo de reflexão nós, literalmente, revisamos centenas de missões de escolas ao redor do mundo, de 500 empresas bem sucedidas e organizações sem fins lucrativos, reconhecidas internacionalmente, com objetivo de estabelecer um critério associado a uma estrutura de missão ideal. Esse processo foi muito útil e nos levou aos seguintes critérios:

  • Refletir com precisão a nossa comunidade e escola;
  • Ser breve e concisa, de modo que possa ser memorizada facilmente;
  • Evitar uma linguagem rebuscada e pouco prática;
  • Evitar uma declaração que engloba tudo, mas que diz pouco;
  • Fornecer uma estrutura que diga quem somos e quais são os nossos valores;
  • Uma mistura de realismo e otimismo;
  • Usar uma linguagem que seja acessível para todas as idades, tanto dos alunos como dos membros da comunidade, cuja língua materna não é o Inglês.

Além disso, nós também concordamos que a declaração descritora sobre a escola seria removida da nossa missão e usada como uma declaração a parte, chamada: “Our School”:

Our School:    We are a diverse community that provides an English-language based pre-K through Grade 12 education. We are an International Baccalaureate World School with U.S. and Brazilian accreditation.

O restante do processo teve como foco identificar e articular os principais componentes associados com a identidade da nossa escola. Para os que participaram em processos similares, esta não é uma tarefa fácil, mas é o cerne da criação de uma nova missão.

Voltando ao processo de criação, um dos momentos chave nas discussões ocorridas durante a revisão da missão de outras empresas, foi quando alguém destacou o lema do Ritz-Carlton (http://www.ritzcarlton.com/en/Corporate/GoldStandards/Default.htm):

Nós somos senhores e senhoras servindo senhores e senhoras.

Esta afirmação, além de ser elegante em sua simplicidade e conteúdo, também é fácil de ser lembrada e atua como um guia eficaz e inspirador para todos que trabalham no Ritz-Carlton.

Nova Declaração de Missão

Não há dúvidas de que o lema do Ritz-Carlton influenciou o aspecto fundamental da nova missão da EAB, que expressa que somos uma comunidade de aprendizes, alunos e adultos, trabalhando em conjunto durante essa jornada educacional. A EAB está convicta que o aprendizado do aluno só é maximizado quando todos os membros da nossa comunidade estão envolvidos no processo de aprendizagem. Esse é o foco que levou as primeiras palavras da nova missão da EAB, e também serve como novo lema:

Learners inspiring learners

A educação mudou fundamentalmente e, continua a mudar, especialmente em termos de quem controla o fluxo de informações. Portanto, é fundamental que as escolas sejam projetadas de forma flexível, de modo que estejam posicionadas para tirar vantagens das mudanças ligadas a aprendizagem, atuais e futuras. Criou-se uma expectativa de que o conceito de “learners inspiring learners” iria capturar essas idéias, já que todos na nossa comunidade estão em constante aprendizado, adaptação e crescimento. Tendo em vista de que o controle das informações passou dos professores para os alunos, nós devemos esperar que os pais, professores e a comunidade da escola sejam aprendizes contínuos, ou corremos o risco de nos tornarmos irrelevantes no processo de aprendizagem.

Com as três primeiras palavras da nova missão estabelecidas, o restante da missão saiu rapidamente com o seguinte resultado:

Missão Antiga:

The American School of Brasilia serves the International and Brazilian communities by providing a U.S. and Brazilian accredited pre-K through 12th grade program and International Baccalaureate Diploma in a culturally diverse atmosphere. Our English- language school develops and supports the whole child in achieving his or her own potential. Through a differentiated, innovative learning experience, we cultivate responsible and contributing citizens, leaders, and environmental stewards with a strong foundation of academic excellence.

 Nova Missão:

Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

 Conforme declarado, “Learners inspiring learners”, destaca que nós somos aprendizes ao longo da vida, aprendendo juntos. “Inquisitive in life” está relacionado ao foco no aprendizado acadêmico. No entanto, a aprendizagem deve sempre ter lugar no âmbito do caráter, ética e valores aceitáveis. É através da crença na abordagem do aprendizado da criança como um todo, que resultou em ênfase ao caráter. “Principled in Character” trata-se sobre ser uma boa pessoa e em tomar boas decisões. Além disso, podemos argumentar que temos uma moral imperativa para usarmos o nosso aprendizado e caráter com o intuito de fazermos uma diferença positiva: “Bold in Vision” foca em canalizar a nossa criatividade e a nossa energia inovadora para fazer uma diferença positiva no mundo.

Resumindo, após um longo ano em um processo de revisão, acredita-se que a nova missão atende ao critério estabelecido no início do processo. A declaração reflete com precisão as crenças da nossa comunidade, é curta e concisa, tanto que pode ser memorizada e evita uma linguagem rebuscada ou gírias. Acredita-se também, que a declaração articula ainda mais os nossos valores dentro do contexto de uma mistura de realismo e otimismo para o futuro.

Estamos muito animados para apresentar oficialmente a nova missão da EAB. O próximo passo é garantir que a missão irá guiar tudo o que fizermos além de encontrar formas para trazermos a missão à vida na nossa escola.

Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Muha... https://www.flickr.com/photos/alpstedt/13339786034

Innovation and Creativity

I am writing this week’s article from 44G, my assigned seat on the plane returning me to Brasilia. It has been nearly two weeks since I departed from Brazil to attend a series of international teacher recruitment fairs, planning meetings, conferences, professional development workshops, and school visits. As with any professional trip of this nature, the challenge with the follow-up is to determine how best to consolidate and apply the essential outcomes within the context of our school’s ongoing growth and development strategies. To that end, the concepts of creativity and innovation, among several other resulting focus areas, emerged as one of the dominant themes of this trip.

During a retreat hosted by the Academy for International School Heads, the school directors in attendance agreed to the American School of Bombay’s (ASB) proposed working definition for the word innovation:

Innovation: an idea, practice, or object perceived as new by an individual, team, organization, or community.

Equipped with this definition, the directors were then asked by Craig Johnson, ASB’s Director, to rank the following industries from the most innovative and relevant to the least:

Agriculture, Communications, Education, Entertainment, Medicine, and Military.

While a debate about the ranking order ensued, there was a general consensus that education was the least innovative among this list of industries. While the reasons for this are varied and complex, it is clear that inhibitors to innovation in education can be attributed to two key areas: (i) the challenge of teaching in a manner that is different from how teachers were taught; (ii) overcoming the adult expectation for children to learn in a manner that is similar to how these same adults learned as students.

David Burkus’ book, The Myths of Creativity, presents the metaphor of a mousetrap, which may be used to better understand the challenge of innovation in schools. While the catchphrase, “If you build a better mousetrap, the world will beat a path to your door,” may be widely believed as a fact, is not necessarily true. Our initial reaction to an innovative idea is usually to reject or ignore the idea. Burkus emphasizes, “Creative ideas, by their very nature, invite judgment. People need to know if the value promised by the new idea is worth the abandonment of the old.”
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Since the original and current version of the spring-loaded mousetrap was patented in 1899, over forty-four hundred new versions of a mousetrap have been patented, with several identified as more effective than the original. Yet, it is the original model that continues to be the most popular. Why? Burkus highlights several other examples of resistance to key innovative ideas, such as Kodak’s rejection of their own digital camera invention in 1975, as Kodak did not believe people would prefer digital to film pictures. Sony, in contrast, is now a digital photography industry leader, and has been a key benefactor of Kodak’s inability to embrace its own innovation.

According to Burkus, our natural tendency is to inherently reject innovation, resist change, and act with bias against new ideas, the later of which has been established through validated psychological research. Based on these arguments and the deep, personal nature of education, it is easy to see why education is ranked as one of the least innovative industries. So, how do we move forward in the face of these challenges? Burkus again provides us with helpful advice:

“It’s not enough to merely generate great ideas. Though we live in a world of complex challenges and our organizations need innovative solutions, we also live in a world biased against creative ideas. It’s not enough for an organization to have creative people; it has to develop a culture that doesn’t reject great ideas. It’s not enough for people to learn how to be more creative; they also need to be persistent through the rejection they might face.”

I am not alone in my belief that education is currently undergoing a transformative change process representative of an inflection point in the history of educational reform. While we can speculate, no one can be certain about where this change process will eventually lead us. Only time will determine which of the current innovations in the world of education will prove to be highly effective and become standard practice. EAB is no exception to facing this challenge. However, there are innovative approaches, such as EAB’s new assessment policy, the focus on collaborative learning and associated learning spaces, like the iCommons, that educational research has established and validated as best practices.

Like other industries, education will continue to face challenges associated with establishing and embracing an effective culture of creativity and innovation. Based on Burkus’ work, it is probable that several key innovations, which would likely lead to significant improvements in education, may not come to fruition in the near future. However, we also know that some innovative ideas will be accepted and will soon be recognized as standard practice. By way of example, it is predicted that, in the near future, the pervasive use of technology in learning environments will be second nature, rather than new and innovative.

As I submit this note for publication from seat 44G, I can’t help but reflect on Burkus’ theories about our inherent nature to reject innovation in the context of my current travels. How outlandish it must have seemed when someone first proposed the idea of passengers sending email messages from their airplane seats while jetting across the sky.

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Reference: Burkus, D. (2013). The Myths of Creativity: The Truth About How Innovative Companies and People Generate Great Ideas. John Wiley & Sons.

Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Morten F
Flying from Copenhagen to Oslo https://www.flickr.com/photos/glimt1916/15506061634

Serendipitous Connections

We all experience those days when our schedules seem to demand more of our time than hours are available in the day. It is often these same days when we feel most focused, effective, and efficient, especially in terms of completing our “to do” lists. It is also common during these times to engage in seemingly countless brief conversations with friends, families, colleagues, and strangers. While these ephemeral conversations may be lost and forgotten in the shuffle of a frenetic day, it is these same conversations that may represent, for example, a critically important moment for an individual, the idea for a transformative project, or a fundamental change in personal circumstances. While it is easy to dismiss these brief conversations while in the process of fulfilling a busy agenda, these same conversations may result in being the most important outcome of our day.

In his book, Triumph of the City, Zappos’ CEO Tony Hsieh refers to the brief meetings with others that lead to significant outcomes as “serendipitous encounters.” Hsieh extends this idea with the statement:

“Research has shown that most innovation actually happens from something outside your industry being applied to your own. And those are the results of random conversations at …coffee shops or just when you have collisions with other people.”

Hsieh’s thoughts were not on my mind during a typical busy day when I was quickly introduced to the conductor of the National Theater Symphonic Orchestra. While this chance encounter lasted no more than forty-five seconds, it would lead to one of the most memorable evenings in our community’s recent history. Through the work of our leadership team, it was only a few weeks later when one of Brazil’s top orchestras spent a full day at our school educating and rehearsing with students. The evening performance took place in our auditorium in front of a capacity audience that was fully representative of our diverse community. The performance was moving and inspirational. Brazil’s Rede Globo network covered the performance and shared the following video clip during the station’s news broadcast.

On another occasion, a member of the Parent-Teacher Organization (PTO) briefly shared, in passing, the idea to host at our school a public display of one of Brasilia’s most famous artists. This brief encounter led to a very special community evening vernissage to celebrate the work of Athos Bulcão, which included several original works displayed at our school for several weeks (Link to Virtual GalleryLink to Virtual Gallery).

Athos1

“Artista eu era. Pioneiro eu fiz-me. Devo a Brasília esse sofrido privilégio. Realmente um privilégio: ser pioneiro. Dureza que gera espírito. Um prêmio moral“.
~ Athos Bulcão

A third brief encounter led to the University of Brasilia’s Opera Studio presenting at our school an outstanding performance of Gaetano Donizetti ‘s opera Don Pasquale. Two EAB students were invited to perform with the orchestra, representing a special and unique experience for our student musicians.

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These serendipitous encounters led to innovative enhancements associated with the appreciation of the arts and a better understanding of Brasilia’s cultural heritage. Reflecting on key events and the innovative changes implemented at our school in recent years, many of these outcomes can be traced back to a serendipitous encounter that could have easily been missed if those involved were not paying attention or took the time to genuinely listen to others.

As educators, we tend to fiercely protect our schools and domains as teachers and school leaders. However, we may be guilty, at times, of responding in a seemingly defensive manner to different ideas and perspectives offered by those not associated with education. There is much to learn from others, especially those who see schools through a different lens, and it is our responsibility to not only embrace and explore new ideas, but to model for our students the ideals related to the process of continuous growth and development.

Serendipitous encounters are not limited to institutional events but also include those daily encounters with friends, family, colleagues and students. While a thirty-second encounter with a student, for example, may seem to carry little weight from an adult’s perspective, to the student, the encounter may represent a significant moment that will be internalized for years to come.

Whether our brief meetings with others lead to the innovative institutional changes highlighted by Tony Hsieh or make a real difference in the life of a student, we have a responsibility to remind ourselves of the importance of our interactions with others and the possible far-reaching implications that may result from these brief encounters.

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Conexões Afortunadas

Todos nós passamos por dias em que nossas agendas parecem exigir mais do nosso tempo do que as horas disponíveis no dia. Geralmente, nesses mesmos dias, nos sentimos mais focados, eficazes e eficientes, especialmente quando falamos em completar nossas listas de “afazeres”. Também é comum nessas épocas, nos envolvermos em inúmeras, aparentemente rápidas, conversas com amigos, familiares, colegas e estranhos. Enquanto essas rápidas conversas podem se perder ou ser esquecidas no meio da confusão de um dia frenético, elas também podem representar, por exemplo, um momento extremamente importante para uma pessoa, ou uma idéia de um projeto transformador, ou uma mudança fundamental na circunstância em questão. Embora seja fácil ficar livre dessas breves conversas, já que estamos tentando nos ajustar a uma agenda cheia, essas mesmas conversas podem resultar no ponto mais importante do nosso dia.

Em seu livro, Triumph of the City, o diretor executivo da Zappos, Tony Hsieh, refere-se aos breves encontros que resultam em algo significativo como: “encontros afortunados”. Hsieh estende essa idéia com a seguinte declaração:

““Pesquisas mostraram que a maioria das novidades acontece fora da sua indústria e então são aplicadas dentro dela. E esses são os resultados das conversas aleatórias que acontecem em cafés, ou apenas por esbarrar com outras pessoas“.

Os pensamentos de Hsieh não estavam na minha mente no dia em que eu fui rapidamente apresentado ao maestro da Orquestra Sinfônica do Teatro Nacional. Apesar desse encontro casual não ter durado mais do que 45 segundos, ele levou a uma das noites mais memoráveis na história da nossa comunidade. Através do trabalho da nossa equipe de liderança, poucas semanas depois, uma das melhores orquestras do Brasil passou um dia inteiro na nossa escola, ensinando e ensaiando com os alunos. A apresentação naquela noite aconteceu no nosso auditório, em frente a uma platéia repleta da nossa comunidade tão diversificada. A apresentação foi comovente e inspiradora. A Rede Globo (uma emissora de TV brasileira) cobriu o evento e compartilhou as imagens na transmissão das notícias.

Em outra ocasião, um membro do PTO, compartilhou rapidamente comigo a idéia de fazermos na nossa escola uma exposição de um dos artistas plásticos mais famosos de Brasília. Esse rápido encontro levou a uma noite de vernissage para comemorarmos o trabalho de Athos Bulcão, que incluiu a mostra de vários painéis do artista na nossa escola por várias semanas. (Link to Virtual Gallery)

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“Artista eu era. Pioneiro eu fiz-me. Devo a Brasília esse sofrido privilégio. Realmente um privilégio: ser pioneiro. Dureza que gera espírito. Um prêmio moral“.
~ Athos Bulcão

Um terceiro breve encontro levou a apresentação da Ópera Studio, da Universidade de Brasília, na nossa escola. Foi um excelente desempenho da ópera de Gaetano Donizzeti, a ópera Don Pasquale. Dois dos nossos alunos foram convidados para tocar junto com a orquestra, representando uma experiência única e especial para os nossos alunos músicos.

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Esses encontros afortunados levaram a melhorias inovadoras associadas à apreciação das artes e a uma melhor compreensão da herança cultural de Brasília. Ao refletir sobre os principais eventos e sobre as mudanças inovadoras desenvolvidas na nossa escola nos últimos anos, muitos desses resultados podem ter sido causados por encontros afortunados que, poderiam ter sido perdidos caso os envolvidos não estivessem atentos ou com tempo para realmente ouvir outras pessoas.

Como educadores, temos a tendência de protegermos ferozmente as nossas escolas e domínios como professores e dirigentes escolares. No entanto, podemos ser culpados, às vezes, por reagirmos de uma forma, aparentemente, defensiva a diversas idéias e perspectivas oferecidas por pessoas que não estão ligadas a educação. Há muito que aprender com os outros, especialmente aqueles que vêem as escolas através de outra visão. É nossa responsabilidade, não só abraçar e explorar novas idéias, mas modelar nossos alunos aos ideais relacionados ao processo de crescimento e desenvolvimento contínuo.

Encontros afortunados não se limitam a eventos institucionais, mas também incluem os encontros diários com amigos, familiares, colegas e alunos. Enquanto um encontro de 30 segundos com um aluno, por exemplo, pode parecer ter pouco peso a partir da perspectiva de um adulto, para esse aluno, pode representar um momento significativo que será internalizado pelos próximos anos.

Se os nossos breves encontros com outras pessoas levarem às mudanças institucionais inovadoras destacadas por Tony Hsieh ou se fizerem uma diferença real na vida de um aluno, então temos a responsabilidade de nos lembrar da importância de nossas interações com as outras pessoas e com as possíveis implicações que esses rápidos encontros possam trazer.
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Featured image: cc licensed (CC BY-NA 2.0) flickr photo by Marcos Molina – Tocando el violín https://www.flickr.com/photos/larou/3462594915

Mission-Driven Learning

“Those who have a ‘why’ to live, can bear with almost any ‘how’.”
~ Friedrich Nietzsche.

The ‘why’ highlighted by Nietzsche is equated, in schools, to foundational documents, such as mission statements. These essential documents act as guiding principles for all facets of education, ranging from day-to-day instructional approaches, to business office and human resource decisions, to the building of new facilities, to educational program implementation, to co-curricular and extracurricular activities, and to long-term, strategic planning.

By way of example, I had the privilege of receiving an invitation to work with our Grade 3 classes on the development of a class mission statement. Once my introduction was completed, the outstanding Grade 3 teaching team led the students through a process to create a unique mission statement for their class. Through an effective and collaborative process, the students worked diligently to arrive at a consensus, which resulted in the following mission statement:

In third grade, it is our mission to explore new things, to make new friends, and improve ourselves so that we can solve problems and become responsible citizens of the world.

This statement will guide the learning and development of all Grade 3 students throughout the remainder of the year. Furthermore, it is no coincidence that the student mission statement expands on the tenets of our school’s overall mission. By design, everything at the American School of Brasilia (EAB) is framed and guided by the school’s key foundational documents.

EAB’s ability to provide our students with the best holistic education possible will be achieved through a partnership between students, parents, and the school, towards the realization of the ideals presented in the mission, vision, core values, and motto.

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EAB’s Foundational Documents

MISSION
The American School of Brasilia serves the International and Brazilian communities by providing a U.S. and Brazilian accredited pre-K through 12th grade program and International Baccalaureate Diploma in a culturally diverse atmosphere. Our English-language school develops and supports the whole child in achieving his or her own potential. Through a differentiated, innovative learning experience, we cultivate responsible and contributing citizens, leaders, and environmental stewards with a strong foundation of academic excellence.

VISION
At the American School of Brasilia, each student pursues an excellent academic program in a supportive and nurturing learning environment, whose rigor and relevance is evident through the five pillars of academics, arts, leadership, service learning, and activities. In an EAB education, our students are:
…provided a differentiated education, that optimizes academic potential;
…exposed to the arts, achieving proficiency in at least one area;
…provided the opportunity and support to develop as citizen-leaders;
…engaged in meaningful and sustainable service learning experiences;
…involved in co-curricular activities or sports.

CORE VALUES
Trustworthiness – Respect – Responsibility – Fairness – Caring – Citizenship

MOTTO
Celebrating Diversity and Cultivating Citizenship

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Documentos Chaves

O propósito do Bull-It dessa semana é destacar os documentos chaves da fundação da EAB que incluem declarações da missão e visão da escola, os valores fundamentais e, o nosso lema. Estes documentos essenciais funcionam como princípios orientadores para todas as facetas da EAB, que variam a cada dia, desde as abordagens institucionais, como no escritório de negócios, nas decisões do recursos humanos, com a construção das novas instalações, a implementação de programas educacionais, para as atividades co-curriculares e extracurriculares, e a longo prazo, o planejamento estratégico.
Por exemplo, eu tive o privilégio de receber um convite esta semana para trabalhar com os alunos da 3ª série sobre o desenvolvimento de uma declaração de missão. Uma vez que a minha introdução foi concluída, a excelente equipe de professores da 3ª série levaram os alunos através de um processo de criação a fazer uma declaração de missão única para a sua classe. Através de um processo eficaz e colaborativo, os alunos trabalharam diligentemente para chegarem a um consenso, o que resultou na seguinte declaração de missão:

Na terceira série é a nossa missão é explorar novas coisas, fazer novos amigos e melhorarmos a cada dia para que possamos resolver osproblemas e tornarmos cidadãos do mundo responsáveis.

Esta declaração vai orientar a aprendizagem e desenvolvimento de todos os alunos da 3ª série durante todo o restante do ano. Além disso, não é por acaso que a declaração de missão dos alunos amplia os princípios da missão geral da EAB. Desde a sua concepção, tudo na EAB é moldado e guiado pelos documentos fundamentais da escola.
A capacidade da EAB para oferecer aos nossos alunos a melhor educação holística possível será alcançada através de uma parceria entre os alunos, pais e escola, e através da realização dos ideais apresentados na missão da EAB, visão, valores e o lema.

MISSÃO
A Escola Americana de Brasília atua nas comunidades internacional e brasileira, transmitindo uma educação credenciada pelos dois sistemas de ensino, o americano e o brasileiro, atendendo da Eduacação Infantil ao Ensino Médio. Além disso, oferece o International Baccalaureate – IB, expandindo uma atmosfera culturalmente diversa. Nosso sistema educacional, transmitido em língua inglesa, visa desenvolver as habilidades dos alunos como um todo, objetivando alcançar seu potencial. Por meio de experiências de aprendizagens diferenciadas e inovadoras, formamos cidadãos responsáveis e solidários, líderes ativos e defensores do meio ambiente, buscando atingir uma sólida base de excelência acadêmica.

VISÃO
Na Escola Americana de Brasília, cada aluno almeja um programa acadêmico de excelência, em um ambiente de aprendizado acolhedor e solidário, cuja seriedade e relevância se sustentam nos cinco pilares: formação acadêmica, artes, liderança, serviço comunitário e atividades esportivas e extracurriculares.
Na educação da EAB, os alunos:
• recebem uma educação diferenciada, que otimiza o potencial acadêmico;
• são incentivados às artes, atingindo proficiência em pelo ao menos uma área;
• têm oportunidade e apoio para se tornarem cidadãos líderes;
• envolvem-se em experiências significativas, sustentáveis e comunitárias;
• participam de atividades esportivas e co-curriculares.

VALORES ESSENCIAIS
Confiabilidade – Respeito – Responsabilidade – Senso de Justiça – Solidariedade – Cidadania

LEMA
Celebrando a Diversidade e Cultivando a Cidadania
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Photo Credits: Caira Franklin and Matt Hajdun, Grade 3 Teachers at the American School of Brasilia

Performance, Not Results?

Last weekend, I had the good fortune and honor to host professional triathlete Tim Don at my home during his four-day visit to Brasilia to compete in Sunday’s 70.3 Ironman triathlon (Race Highlights).  Since I was also training for the race, I was particularly enthusiastic about spending time with a triathlete who won four world titles, represented the United Kingdom at three Olympic games, and is currently ranked as one of the top triathletes in the world.

Tim won Sunday’s Brasilia 70.3 Ironman race setting a course record by completing the 1.8 km swim, 90 km bike, and 21 km run course in 3 hours and 46 minutes.  Yes, that is very fast!  Given that I finished my race 751 positions behind Tim, I thought I would ask him to share the keys to his success. Tim highlighted three essential factors associated with training and racing: consistency, communication, and performance.  What was curiously absent from Tim’s response was the focus on results, but more on that later.

Based on Tim’s successes and the fact that he has never been sidelined due to overtraining, illness, or injury, I wanted to discover what I could incorporate in not only my own training but also my professional and personal lives. This is what I learned.

Communication

The maxim, “where there’s smoke, there’s usually fire” is not only apropos to sport but to all facets of our lives.  Tim’s approach is to address problems immediately and directly as soon as they are identified, rather than waiting until the same problem has surfaced on multiple occasions. Regular communication with his support team ensures that any potential injuries are identified and corresponding preventive actions are taken.

While everyone understands the importance of addressing problems as soon as they are encountered, the transference of this philosophy to practice can prove to be more challenging. The goal to ensure our students are receiving the best education possible is achieved through open, honest, and timely communication, which is dependent on the partnership between parents, students, and the school. This partnership is similar to a three-legged stool; if one of the legs is missing, the stool cannot stand on its own.  If an educational program is not standing on its own, then it will be difficult to overcome inevitable conflicts and challenges.  A passive aggressive or “head in the sand” approach to a problem will not resolve the issue.  It is only through open, honest, and expedient communication that we will effectively work together to support our students.

Tim DonConsistency

Tim stressed that consistency does not refer to always performing at the highest level each week, but, rather, being faithful to a carefully established plan that is designed to move us forward, in an incremental manner, toward our goal.  His words reminded me of a prior blog post about the 20-Mile March and the importance of not wavering from a consistent and iterative approach.

When preparing for a marathon, we are not going to start training by running 30 kilometers on the first day.  Rather, we will start with a short distance and gradually build up our endurance over time through a consistent adherence to an established plan.  The concept is the same for students.  Deeper levels of learning are achieved through a regular dedication to study and class attendance, rather than trying to cram for tests during short, intense periods. The former approach will normally result in lasting development and understanding while the outcome of the later is, at best, a fleeting recall of the information associated with the test questions.

Performance

I was initially surprised that Tim focused on performance rather than results, especially given that his livelihood depends on winning. However, after reflecting on his words, his approach resonated with me. By way of example, there is a significant difference between finishing a race in third place, ten seconds behind the winner, and finishing in third place, ten minutes behind the winner.  While a third place finish is a good result, it may not necessarily equate to a good performance.  A focus only on results, with the accompanying pressure and stress, may often lead to burnout, injury, and diminished performance.  In contrast, your best performances will usually lead to great results.  In terms of his professional competitions, Tim states the following:

“Some of my best performances have come from races where I have not been on the podium but I have squeezed our every bit of what I had and, as they say, left nothing out there.  I truly walked away with a smile knowing that, sure the win would have been nice, but, on that day, that’s what I had. Control what you can control.  I really try to race like that in every race. I will sprint as hard for 40th position as I would for the win: that’s me, that’s what I do, that’s what I was taught to do.”

Reflecting on these words in the context of our student athletes who are currently competing at the Big 4 tournament, performance is the key.  While we hope students at  the American School of Brasilia (EAB) achieve outstanding results, it is their performance, both individually and collectively, that is of great importance.  Win or lose, we will have much to celebrate if our students are able to perform at their highest levels and “leave nothing out there.”

Transferring this concept to academics, EAB does not narrow the definition of teaching and learning to one where teachers only prepare students for tests (results).  Instead, education at EAB is about students developing in a holistic manner where the school supports the whole child to achieve his or her potential (performance).  Through effective communication, a consistent approach to learning, and a focus on performance, outstanding results will naturally follow, as exemplified through the impressive successes and achievements of EAB students.

Congratulations to Tim Don for his performance at the Brasilia 70.3 ironman race (Interview / 48 Hours with Tim Don)

Photo Credits: Wagner Araújo and Mundotri (http://www.mundotri.com.br/)

Desempenho

No final de semana passado, eu tive a sorte e a honra de hospedar o triatleta profissional  Tim Don na minha casa, por quatro dias, durante sua visita à Brasília para competir no Ironman 70.3, no domingo (Race Highlights). Como eu também estava treinando para a corrida, eu estava particularmente entusiasmado em passar algum tempo com um triatleta que ganhou quatro títulos mundiais, representou o Reino Unido em três Jogos Olímpicos, e atualmente, está classificado como um dos melhores triatletas do mundo.

Tim ganhou a corrida do Ironman 70.3 de Brasília no domingo, estabelecendo um recorde ao completar os 1.8 km de natação, os 90 km de bicicleta e os 21 km de corrida, em 3 horas e 46 minutos. Sim, isso é muito rápido! Tendo em vista que eu terminei a minha corrida 751 posições atrás do Tim, eu resolvi pedir a ele para compartilhar a chave do seu sucesso. Tim destacou três pontos-chave associados ao treinamento e às corridas: consistência, comunicação e desempenho. O que curiosamente ficou ausente da resposta de Tim foi o foco em resultados. Mas falaremos sobre isso mais tarde.

Baseado no sucesso do Tim e no fato de que ele nunca foi afetado devido ao excesso de treinamento, doença ou lesão, eu queria descobrir o que eu poderia incorporar, não só na minha própria formação, mas também na minha vida profissional e pessoal. Isto foi o que eu aprendi.

Comunicação

A máxima, “onde há fumaça há, geralmente, fogo” . Isso não é apenas referente ao esporte, mas à todas as facetas de nossas vidas. A abordagem do Tim é de resolver os problemas de imediato e de forma direta, logo que são identificados, em vez de esperar até que o mesmo problema venha à tona em diversas ocasiões. A comunicação regular com sua equipe de apoio garante que quaisquer possíveis lesões sejam identificadas, e que ações preventivas correspondentes possam ser tomadas.

Enquanto todo mundo entende a importância de abordar os problemas assim que eles são encontrados, a transferência desta filosofia para a prática pode revelar-se mais desafiadora do que imaginamos. O nosso objetivo para garantir que nossos alunos estejam recebendo a melhor educação possível é alcançado através de uma comunicação aberta, honesta e oportuna, que é dependente da parceria entre pais, alunos e escola. Esta parceria é semelhante à um banquinho de três pernas; Se uma das pernas estiver faltando, o banco cairá. Se um programa educacional não estiver de pé por conta própria, então será muito difícil que ele consiga superar os conflitos e desafios, que são inevitáveis. Uma abordagem passiva-agressiva não vai resolver um problema.  Somente através de uma comunicação aberta, honesta e conveniente é que vamos trabalhar de forma eficaz e em conjunto para apoiar os nossos alunos.

Tim DonConsistência

Tim salientou que, a consistência não se refere à realização de níveis mais altos a cada semana, mas sim, ser fiel a um plano estabelecido cuidadosamente, que é projetado para mover-nos para a frente, de forma incremental, em direção ao nosso objetivo. Suas palavras me fizeram lembrar de um post anterior sobre a Marcha das 20 Milhas e a importância de não vacilar a partir de uma abordagem consistente e interativa.

Ao nos prepararmos para uma maratona, não vamos começar a treinar correndo 30 quilômetros no primeiro dia. Em vez disso, vamos começar com uma curta distância e gradualmente construir a nossa resistência ao longo do tempo, através de uma adesão consistente com um plano estabelecido. O conceito é o mesmo para os alunos. Níveis mais profundos de aprendizagem são alcançados através de uma dedicação regular de estudo e frequência nas aulas, e não com testes intensos em curto prazo. A primeira abordagem, normalmente, resulta no desenvolvimento e entendimento duradouro, enquanto que o resultado do último é, na melhor das hipóteses, uma recordação fugaz da informação associada às perguntas do teste.

Desempenho

No início eu fiquei surpreso ao saber que o Tim focava no desempenho ao invés dos resultados, especialmente tendo em conta que a sua sobrevivência depende da vitória. No entanto, após refletir sobre suas palavras, sua abordagem ressoou em mim.  Por exemplo, há uma diferença significativa entre terminar uma corrida em terceiro lugar, dez segundos após o vencedor, e terminar em terceiro lugar, dez minutos atrás do vencedor. Enquanto terminar em  terceiro lugar pode ser um bom resultado, pode não ser necessariamente, um bom desempenho. Os resultados como foco, com pressão e estresse, podem muitas vezes levar à exaustão, ferimentos e desempenho reduzido. Em contraste, as suas melhores performances normalmente irão levar à grandes resultados. Em relação as suas competições profissionais, Tim afirma o seguinte:

“Alguns dos meus melhores desempenhos vieram de corridas onde eu não estive no pódio, mas as que eu dei tudo o que eu tinha, e como costumam dizer, não deixei nada para trás. Eu realmente saio com um sorriso, sabendo que, com certeza, a vitória teria sido boa, mas, naquele dia, é o que eu tinha pra dar. Controle o que você pode controlar. Eu realmente tento correr assim em todas as corridas. Eu vou dar o meu melhor sprint para a 40º posição, assim como eu daria para a vitória: Esse sou eu, isso é o que eu faço, é o que eu aprendi a fazer.”

Ao refletir sobre essas palavras no contexto dos nossos alunos atletas que estão atualmente competindo no torneio Big 4, o desempenho é a chave. Enquanto esperamos os alunos da EAB alcançarem excelentes resultados, é o seu desempenho, tanto individual como coletivo, que é de grande importância. Ganhando ou perdendo, nós teremos muito a comemorar, se nossos alunos forem capazes de desempenhar suas habilidades em alto nível e “não deixarem nada de fora”.

Transferindo este conceito para o lado acadêmico, a EAB não define o ensino e a aprendizagem como apenas um preparo para testes (resultados). Em vez disso, a educação na EAB faz com que os alunos se desenvolvam de uma forma holística, onde a escola possa apoiar a criança como um todo,  alcançar o seu potencial (desempenho). Através de uma comunicação eficaz, uma abordagem consistente à aprendizagem, e um foco no desempenho, resultados excelentes virão naturalmente,  exemplificados através do sucesso e das realizações dos alunos da EAB.

 Photo Credits: Wagner Araújo and Mundotri (http://www.mundotri.com.br/)

Addendum

Since several people asked about the race course, I have included the course maps below (click to enlarge).

Swim Course:

Brasilia 70.3 Swim

 

 

 

 

 

 

Bike Course (3 loops)

Brasilia 70.3 Bike

Run Course (3 loops)

Brasilia 70.3 Run

The Power of Habit

The Power of Habit

Did you know that we conduct 45% of our daily actions with little to no thought? Charles Duhigg, the author of The Power of Habit: Why We Do What We Do in Life and Business, highlights extensive brain research that explains how nearly half of our actions are habitual and not necessarily conducted with conscious awareness.

12609433This concept can be unsettling when applied to our own lives and the organizations we are associated with each day.  The book challenges us to reflect on our habits and identify ways to better both ourselves and our organizations through small changes in our habits.

Duhigg presents a framework to examine our habits and then engage in a approach to create new habits that better meet our personal and institutional goals. The four main steps are to identify the routine, experiment with rewards, isolate the cues, and then create a plan. The following video, narrated by the author overviews these four steps: The Power of Habit Video.

In addition to examining how to improve our habits, Duhigg also delves into the concept of Keystone Habits, which are defined as, “small changes or habits that people introduce into their routines that unintentionally carry over into other aspects of their lives.” To illustrate this concept, my personal example is that of exercise as a Keystone Habit.  When I am able to maintain a regular exercise routine, then several other positive habits naturally follow, such as the need to be organized, to plan better, to carefully monitor nutrition and the number of hours I sleep each night, which lead to more energy, more time for reflection, and better life-work balance, to name a few.

I extended the concept to our students and asked a high school class to think about their Keystone Habits. It was interesting to note how many of them identified how the process of allocating time each evening to plan their schedule and set priorities for their next day would have the greatest impact on their lives.  This is a classic Keystone Habit.

If Keystone Habits were so influential on individuals, then it is natural to consider the same question for organizations. As I reflected on the learning from this book, I was continually drawn back to the question of EAB’s Keystone Habit to ensure we are offering the best educational program possible. To that end, I have been reading the influential work of John Hattie and his writings about learning communities.  In his book, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, Hattie flips the approach to school improvement to a focus on learning rather than on teaching. While this may appear to be a simple shift in language, the implications are profound.  As we continue to reflect on EAB’s Keystone Habits, however, Hattie’s language related to learning communities continues to emerge as an important concept to lead our improvement efforts.

Whether it is a reflection on our personal habits or those of the organizations we are associated with, it is helpful to examine the habits that guide our actions each day, especially if up to 45% of these habits are conducted with little to no thought.

Featured image: cc licensed ( CC BY 2.0 ) flickr photo by roland: http://www.flickr.com/photos/roland/5868791966/sizes/l/

O Poder do Hábito

Você sabia que nós conduzimos 45% de nossas ações diárias com pouco ou nenhum pensamento? Charles Duhigg, autor do livro The Power of Habit: Why We Do What We Do in Life and Business, destaca uma extensa pesquisa sobre o cérebro que explica como quase metade das nossas ações são habituais e não necessariamente realizadas com consciência.

12609433Este conceito pode ser perturbador quando aplicado em nossas próprias vidas e nas organizações em que estamos associados a cada dia. O livro nos desafia a refletir sobre os nossos hábitos e identificar maneiras de melhorar a nós mesmos e nossas organizações por meio de pequenas mudanças em nossos hábitos.

Duhigg apresenta uma estrutura para analisar os nossos hábitos e, em seguida, envolver-se em uma abordagem para criar novos hábitos que atendam melhor  nossos objetivos pessoais e institucionais. Os quatro passos principais são: identificar a rotina, experiência com recompensas, isolar os sinais, e em seguida criar um plano. O vídeo a seguir narrado pelo autor resume-se em quatro etapas: The Power of Habit Video.

Além de analisar como melhorar os nossos hábitos, Duhigg também investiga o conceito de Keystone Habits (Hábitos Chave), que é definido como “pequenas alterações ou hábitos que as pessoas introduzem em suas rotinas que, involuntariamente transitam em outros aspectos de suas vidas.” Para ilustrar este conceito, o meu exemplo pessoal é que eu me exercito, tornando a atividade física um Keystone Habits. Quando eu sou capaz de manter uma rotina regular de exercícios, em seguida, vários outros hábitos positivos naturalmente aparecem, como a necessidade de me organizar, planejar melhor,  acompanhar atentamente a nutrição eo número de horas que durmo todas as noites, que me levam a ter mais energia , mais tempo para reflexão, e o melhor equilíbrio entre meu  trabalho e minha vida, entre outros.

Eu ampliei o conceito para os nossos alunos e pedi a uma turma do High School para pensar sobre seus hábitos de Keystone. Foi interessante notar como muitos deles encontraram uma forma de separar um tempo toda noite para planejar e definir prioridades para o dia seguinte e como isso teve um grande impacto em suas vidas. Este é um hábito Keystone clássico.

Se o Hábito Keystone foi tão influente sobre os indivíduos, então é natural considerar a mesma pergunta para as organizações. Ao refletir sobre a aprendizagem a partir deste livro, eu fiquei atraído de volta à questão do hábito Keystone da EAB para garantir que estamos oferecendo o melhor programa educacional possível. Para isso, eu tenho lido o trabalho influente de John Hattie sobre comunidades de aprendizagem (learning communities). Em seu livro, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, Hattie inverte a abordagem para a melhoria da escola como foco na aprendizagem e não no ensino. Embora isso possa parecer uma simples mudança na linguagem, as implicações são profundas. À medida que continuamos a refletir sobre o Keystone Habits da EAB, a linguagem de Hattie relacionadas com as comunidades de aprendizagem continua a emergir como um conceito importante para conduzir os nossos esforços de melhoria.

Seja uma reflexão sobre os nossos hábitos pessoais ou das organizações que estamos associados , é útil para examinar os hábitos que norteiam nossas ações de cada dia, especialmente se até 45% desses hábitos são realizadas com pouco ou nenhum pensamento.

Featured image: cc licensed ( CC BY 2.0 ) flickr photo by roland: http://www.flickr.com/photos/roland/5868791966/sizes/l/

 

A Remarkable Legacy

“Education is the most powerful weapon which you can use to change the world.”   ~ Nelson Mandela

I am forever grateful for the opportunity to have lived in Swaziland from 1993-1995, traveled often to South Africa, and developed relationships with so many of the gracious and impassioned people from the region.

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Photos: Home in Swaziland; Drakensberg Mountains in South Africa

Nelson Mandela’s release from prison and 1994 presidential election represented a euphoric and inspirational time, to say the least. To emerge from 27 lost years in jail with a focus only on peace, reconciliation, and diplomacy is an example for us all as individuals to work towards a better world. His legacy will be as one of the greatest and most remarkable leaders of our time.

“For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others.”  ~ Nelson Mandela

RIP Madiba

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Um Legado Notável

“Educação é arma mais poderosa que você pode usar para mudar o mundo” – Nelson Mandela

Ao refletir sobre o pilar de liderança da EAB, eu não consigo pensar em uma pessoa que seja mais emblemática aos ideais de liderança da EAB do que o Nelson Mandela. A libertação do Nelson Mandela da prisão e a eleição presidencial de 1994 representaram no mínimo um momento de euforia e inspirador. Para emergir de 27 anos perdidos na cadeia, com o foco apenas na paz, a reconciliação e a diplomacia são um exemplo para todos nós como indivíduos, de como trabalhar para um mundo melhor. Seu legado será ter sido um dos maiores e mais notáveis líderes do nosso tempo.

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Eu adicionei algumas outras reflexões em um post no meu blog de Diretor Geral: www.barrydequanne.com

“Ser pela liberdade não é apenas tirar as correntes de alguém, mas viver de forma que respeite e melhore a liberdade dos outros.” ~ Nelson Mandela.

Descanse em paz, Madiba

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Kindness

During my morning arrival to campus earlier this week, I noticed the presence of a woman standing in front of the school carefully scrutinizing everyone entering EAB.  Since I did not recognize the woman and with an obvious concern for security, I approached her and inquired about her presence at the school’s entrance.  The woman’s response was not what I expected to hear. Her name was Edith and before sharing her response to my question, we need to first rewind to the start of this school year.

It was a typical beautiful and sunny August morning in Brasilia when two EAB teachers were crossing the street making their way to school to prepare for classes and the day ahead.  The peacefulness of the morning was abruptly shattered when they witnessed a gruesome pedestrian accident that left a lone woman seriously injured and in desperate need of immediate medical attention.  The two EAB teachers dropped everything and rushed to the aid of the injured woman doing everything possible to comfort and assist her through what could only be described as a traumatic experience for all involved.  Our teachers continued to provide support until professional assistance arrived and rushed her to a hospital.  Since that fateful moment, we have not received any news about the woman’s status.  That is, until this week.

The woman who had the life-threating accident back in August was the same woman who was standing in front of EAB early one morning this week.  When I spoke with Edith, she explained that it took several months of rehabilitation and healing before she could walk again. Now that Edith had recovered from her accident, she had come to EAB in the early morning to personally express her profound gratitude with the two teachers who helped her at the time of the accident.  Since Edith did not know the teachers’ names, she was standing in front of school endeavoring to identify the teachers who demonstrated such high degrees of compassion and kindness.

There are many important reminders and lessons to highlight from this inspiring event, including the connection to several of EAB’s guiding principles.  On that fateful day in August, Edith and EAB’s teachers exemplified our school’s mission to “cultivate responsible and contributing citizens”, modeled the core values of “caring” and “responsibility”, and embodied the ideal of our school’s motto to “cultivate citizenship.”  Perhaps the one summative word to best describe the actions of both EAB’s teachers and Edith’s effort to express her gratitude is “kindness.”

Given the prominence of kindness in our society, it is important to reflect on the role that the parent-school partnership plays with respect to developing kindness in students.  While there is much debate about the teaching of kindness, I am a firm believer that the characteristics associated with kindness can be taught through our own modeling in conjunction with deliberate instructional practices.  The BBC recently published an article titled, “Making Time: Can We Teach Kindness?”, which overviews several experiments that demonstrate how external factors and influences, such as modeling, affects a person’s degree of kindness.  This research clearly supports the belief that kindness can be developed in youth and, given the paramount importance of our collective work towards “cultivating responsible and contributing citizens”, the school-parent partnership to both model and instruct has never been more essential.

An apparently simple act by two EAB teachers has left an indelible impression on Edith that will last a lifetime.  Through our own modeling and instruction, we hope, nay, expect, that our students will continue to exemplify EAB’s ideals through their own acts of kindness and gratitude.  Moreover, it is through these seemingly simple acts that we not only improve the quality of our own lives but also make a positive difference in the lives of others and, expectantly, in our greater community.  Thank you to Edith for modeling gratitude and thank you to EAB’s teachers for modeling an essential element of our school’s mission and purpose.

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Gentileza

Ao chegar cedo à escola essa semana, percebi a presença de uma mulher parada em frente à escola e examinando cuidadosamente todos que estavam entrando na EAB. Como não a reconheci e, obviamente, aquilo me preocupou devido à segurança na escola, aproximei-me dela e questionei sua presença. A resposta dela não foi o que eu esperava ouvir. Seu nome é Edith e, antes de dividir a sua resposta, precisamos voltar ao início desse ano letivo.

Era um típico dia bonito e ensolarado, em uma manhã de Agosto em Brasília, quando dois professores da EAB estavam atravessando a L2 Sul, em seu caminho para escola, se preparando para aula e para o dia que eles teriam adiante. A tranquilidade da manhã foi, abruptamente, abalada quando eles testemunharam um acidente horrível, que deixou uma pedestre solitária, gravemente ferida e precisando desesperadamente de ajuda médica imediata. Os dois professores da EAB largaram tudo e correram para ajudar a mulher ferida, fazendo todo o possível para confortá-la e ajudá-la, nesta situação que só poderia ser descrita como uma experiência traumática para todos os envolvidos. Nossos professores continuaram a prestar apoio até que a assistência profissional chegou e a levou imediatamente para um hospital. Desde aquele momento fatídico, não recebemos qualquer notícia sobre a situação da mulher. Isto é, até esta semana.
A mulher que teve a vida ameaçada pelo acidente em agosto era a mesma mulher que estava em pé na frente da EAB logo cedo em uma manhã desta semana. Quando falei com Edith, ela explicou que foram vários meses até a sua reabilitação e cura, antes que ela pudesse voltar a andar. Agora que Edith havia se recuperado de seu acidente, ela veio a EAB, no início da manhã, para expressar, pessoalmente, sua profunda gratidão com os dois professores que a ajudaram no momento do acidente. Até então, Edith não sabia o nome deles, apenas estava de pé na frente da escola se esforçando para identificar os professores que demonstraram tanta compaixão e bondade.
Há muitas lembranças e lições importantes a destacar a partir deste evento inspirador, incluindo a conexão com vários dos princípios orientadores da EAB. Naquele dia fatídico, de agosto, os professores da EAB e a Edith exemplificaram a missão da nossa escola “cultivar cidadãos responsáveis e contribuintes”, revelando os valores fundamentais de “cuidado” e “responsabilidade”, e incorporaram o ideal do lema da nossa escola “cultivar a cidadania”. Talvez a melhor palavra para descrever as ações de ambos os professores da EAB e o esforço da Edith para expressar sua gratidão seja “bondade”.

Dada a importância da bondade em nossa sociedade, é importante refletir sobre o papel que a parceria entre pais e escola desempenha no que diz respeito ao desenvolvimento desse sentimento nos estudantes. Embora haja muito debate sobre o ensino da bondade, eu acredito, firmemente, que as características associadas com a bondade podem ser ensinadas através do nosso próprio exemplo, em conjunto com práticas pedagógicas deliberadas. A BBC publicou recentemente um artigo intitulado “Making Time: Podemos ensinar Bondade?”, que dá uma visão geral de várias experiências que demonstram como fatores e influências externas, tais como o exemplo, afeta o grau de bondade de uma pessoa. Esta pesquisa apóia claramente a crença de que a bondade pode ser desenvolvida na juventude e, dada a importância fundamental do nosso trabalho coletivo no sentido de “cultivar cidadãos responsáveis e contribuintes”, a parceria família-escola, tanto como modelo quanto como meio de instrução, nunca foi tão essencial.

Um ato aparentemente simples de dois professores da EAB deixou um sentimento em Edith que vai durar uma vida inteira. Através do nosso próprio exemplo e instrução, esperamos, ou melhor, desejamos que os nossos alunos continuem a exemplificar os ideais da EAB através de seus próprios atos de bondade e gratidão. Além disso, é por meio desses atos, aparentemente simples, que não só melhoramos a qualidade de nossas própias vidas, mas também fazemos uma diferença positiva na vida dos outros e em nossa comunidade. Agradeço a Edith, pelo exemplo de gratidão, e aos professores da EAB pela demonstração desse elemento essencial da missão e propósito da nossa escolar.

Featured image: cc licensed ( BY NC ND 2.0 ) flickr photo by Molly (moominmolly): http://www.flickr.com/photos/moominmolly/2533284776/