Listening to Learn with a Bold New Commitment to Clarity

matthewpiercyUncategorized

“Uncle Matt? Hi! Can you talk?”

Teaching runs deep in my family. My mom and aunt were teachers, and when I followed in their footsteps, they couldn’t have been prouder. So, when my niece recently joined the ranks, it filled me with satisfaction. Just the other day, she shared a video of her classroom. Newer to the profession her excitement and uncertainty are palpable.

She followed up by calling me because she wanted to discuss something that had caught her off guard. During a back-to-school professional development session, the faculty delved into the topic of late work—a conversation that quickly heated up, with a strong focus on “policies.” This word, heavy with implications of compliance and authority, contrasted with my niece’s more collaborative approach, grounded in mutual respect and agreements with her students. After our call ended, I couldn’t shake the feeling that this was just one of many critical discussions that hopefully we are having before students arrive. Otherwise, it is likely to be overshadowed by more pressing issues which likely could be headed off with these early conversations and agreements. I share my niece’s idealism and agree that it is vital for teachers, administrators, and parents to unite and have a shared vision, working together for the best interests of students. Otherwise, an already complex world becomes even more difficult to navigate.

Open Dialogue, One Key to Student Well-Being

Writing this is not meant to be limiting. It really isn’t about my niece’s school or even late work policies and protocols. Rather, it is about the critical nature of sharing a unified vision and mission, understanding how important it is that we are in alignment and that we are as consistent as possible with expectations and follow through. This is what allows students a bit of space to relax. A space which is increasingly more and more needed in our world today. When we all are on the same page, our cohesion fosters student growth, reinforces core values, and helps students achieve beyond their school goals.  Hopefully there is then a transfer into all areas of their lives, now and in the future.

A recent reputable education journal (I won’t say which one, nor will I share the title) featured a piece where a teacher professed how she hard and fast, simply would not allow AI this year. Such conversations on whether or not we allow students to use AI, largely should be mute. I say this, because simply we cannot (nor should we try) stop the use of AI. This is not pessimism speaking, but rather reality. And if we cannot stop it, there is even more impetus to educate on how to responsibly use it.

Consistency as a Compass

The more my niece talked, the more she seemed to be drilling deeper down in dismay about her school’s inconsistency and scattered beliefs about late work. I assured her that schools across the globe; public and independent are in a similar situation.  When I asked her for some cold and hard data, I was grateful for her  passing along a Google Sheet where teachers responded to the prompt, “Please add your late work policy for your classroom to this document by tomorrow morning.”

My niece was right. There was a wide degree of difference. I decided to use ChatGPT 4.0 to analyze the data and here is what was generated:

Strict No Acceptance:
Some policies state that late work will not be accepted at all unless prior arrangements have been made, emphasizing the importance of meeting deadlines without exceptions.

Harsh Penalties:
Several policies impose significant grade deductions, such as a 10% penalty per day or up to 50% off for work submitted late, which can be severe for students who miss deadlines.

High Flexibility:
On the other end, some policies allow late work to be submitted at any time, with minimal or no penalties, or even full credit up until a certain cutoff (like the end of the quarter).

In Eurasia Review Mir Hassan and Malik Kumail write, “ In an era of constant change, consistency remains the compass that guides students on their educational journey, laying the groundwork for a successful and fulfilling life.” These faculty responses depicted that there was little consistency. Maybe a bit of vision was lacking too. Some teachers possibly could see the forest through the trees whereas, others only saw the trees. This left me wondering, with such a mixed bag of visions and practices, how confusing might this be for students?

“Here I can. There I can’t. Tomorrow is okay but not in two days. 10% in his class and 50% in hers.”

I decided to speak to a colleague at another school and enquired about how their school treats late work. She shared, “Not all faculty could agree. However, since the decision was made, they all agree on the importance of being consistent.” Her school subtracts 5% per day after the due date, but not more than 35%.

Discourse Across Difference

Maybe one of the questions we should be considering is, “How might we provide greater clarity of expectations to and for students?” To do so, means we begin conversations like my niece was having. This undoubtedly requires listening but also flexibility. Something may have to give. And that something might just be us!

Global Online Academy’s (GOA) mission is to reimagine learning to enable students to thrive in a globally networked society. Recently, they announced several new courses will be offered. One is titled, “Discourse Across Difference.” How valuable might this be! For my niece’s school but for all of us? The course description reads, “Our increasingly interconnected, globally networked society presents us with complex social, political, and ethical dilemmas. This course equips students with strategies for engaging such issues through constructive dialogue focused on building understanding across differences…” How much better off might we be if we begin to have more of these conversations and eagerly begin to listen to learn?

I continue to reflect on my conversation with my niece. What is most clear, is that these conversations are more than what they appear. Ultimately, how we have them, can similarly occur in our classrooms. This is the learning environment our students need. As educators, we have a responsibility to cultivate clarity and consistency in our expectations. This begins with the discussions we have among ourselves. If we’re willing to listen and adapt, to see beyond our classrooms and consider the broader impact of our decisions, maybe we can create more supportive and cohesive experiences for our students.

The Need for Courage and Openness in a BANI World

In the post-Cold War era and the 1980s, the VUCA model (Volatility, Uncertainty, Complexity, Ambiguity) appeared. Few would disagree how the world seemingly become even more VUCA-filled. Yet, WU Executive Academy imparts how post-COVID-19, VUCA has evolved to BANI (Brittle, Anxious, Non-linear, Incomprehensible). Barbara Stöttinger, the dean of WU Executive Academy is not pessimistic. “BANI can be answered by the skills that we call ‘pioneers’ qualities…’ Successful leaders must face their own emotions and anxieties to prevail.” Courage and openness towards new things are two necessary traits.

Could we, as educators, take a page from my niece’s book? Being courageous and open enough to start these essential conversations. And then to reflect on them. Ones that call for less “my way” and more curiosity, flexibility, and collaboration. Our students’ best interests depend on it.

A CRAVE NEW WORLD

matthewpiercyPlanning and Preparation

Last week, I made a conscious decision to break up with my phone. If you’re so inclined, you might consider doing the same. My attention had been gradually siphoned away by the countless interruptions—messages that seemed urgent and a nearly instinctive compulsion to check my phone. All of this culminated in a realization that I had become part of the 80% of Americans who instinctively reach for their phones first thing in the morning. I asked myself whether I could join the 20% who resist this impulse. It was a Sunday when I resolved to change. Monday, I woke without feeling the gravitational pull of my phone. I did it. One win in a row!

Reclaiming Autonomy

This “breakup” stemmed from an earnest desire to reclaim control—of my attention, my time, my life. It required a deliberate shift in priorities to focus on what matters most: relationships and time—both of which stand to gain from this disconnection. More attention to what I aspire to be, more presence, more reading, writing, and reflection. Even the once-elusive tranquility of staring at the ceiling. These were impossibilities while my attention was tethered to a 3×4-inch screen. Contrary to the popular “21-day rule,” research suggests it takes an average of 66 days to form a habit. While I’m only a few weeks into this new routine, I’m already discovering the joy in consciously creating experiences rather than passively consuming them. I feel confident that this separation is permanent.

The Smartphone’s Grip on Our Lives

In today’s hyper-connected era, smartphones are indispensable—cameras, communicators, and gateways to information. Yet, paradoxically, we in many ways have turned over our control to these devices. Smartphones becoming the “masters” rather than servants, compelling many of us to mindless engagement. This realization propelled me to set boundaries, to reassess my default habit of reaching for my phone to Google trivialities, respond to unimportant notifications, or reflexively fill idle moments. Many individuals report feeling overburdened yet ineffective, connected yet isolated. Extensive phone usage—particularly of social media—has been linked to a rise in neuroticism, lower self-esteem, impulsivity, anxiety, stress, and depression. Attention spans have dwindled as we jump between apps and alerts, struggling to focus or enjoy uninterrupted moments. Moreover, blue light disrupts our sleep cycles. The first step for me was admitting my addiction. I realized I even was “phubbing” (phone snubbing) those around me, underscoring the urgent need to recalibrate my phone usage.

The Engineered Addiction of the Attention Economy

Our dependency on smartphones is no accident; they are meticulously engineered to capture and monopolize our attention. Developers manipulate our brain chemistry, relying on dopamine release, novelty, intermittent rewards, and FOMO (fear of missing out) to sustain our engagement. Social media platforms, in particular, rely on an exploitative business model that commodifies human attention, selling it to advertisers. This manipulation forms the backbone of what is now termed the “Attention Economy,” in which our attention is treated as a valuable currency. One article recently informed me that our attention is worth $816 a day, while The New York Times’ Ezra Klein show referred to this $500 billion industry where our focus is bought and sold with ruthless efficiency. Tristan Harris, a former Google product manager, remarked that, unlike older technologies, smartphones are equipped with teams of engineers constantly fine-tuning their persuasive powers.

Redefining Our Relationship with Technology

As Catherine Price advises in How to Break Up with Your Phone, separating from our devices does not require forsaking technology but redefining our relationship with it. Thank you Catherine for being the inspiration behind my breakup. By setting clear boundaries, we can rediscover the richness of life offline, reconnecting with meaningful activities and relationships that bring true joy. Reclaiming our attention enables us to be more present, deepen our focus, enhance memory, and reduce stress. Who among us wouldn’t benefit from that? This intentional separation—like my own “breakup”—provides the crucial pause needed to reassess the role our phones play in our lives.

Practical Steps Toward Mindful Phone Usage

Taking back control of our attention necessitates practical strategies. These include tracking phone use to understand habits, eliminating time-sinking apps, and turning off non-essential notifications. Establishing “no-phone zones” and dedicating times without our devices helps create healthier boundaries. Practicing mindfulness and delaying the urge to grab our phones fosters conscious choices about how we spend our time. Ultimately, by consciously redefining our relationship with our devices, we can shift our phones from distractions to tools that serve us, rather than tools we serve.

Global Phone Bans in Schools: A Growing Movement

During the 2024-25 academic year, several countries—including Cyprus, the Netherlands, parts of Canada, and various U.S. states and districts—implemented school-wide cell phone bans. While the long-term efficacy of these bans is still up for debate, I can hardly imagine a better approach. Jonathan Haidt, author of The Anxious Generation, emphatically states, “Setting boundaries on smartphone use—especially around social media—is one of the most effective steps to improving mental well-being.” His advice echoes my own realization: that these boundaries must be consciously created. Having taken this step myself, I am now even more aware of the importance of helping students establish their own digital boundaries. And yet, maybe it is we adults that must first model this.

Resisting a Dystopian Future

Aldous Huxley was strikingly prophetic in Brave New World (1931), envisioning a future where advanced technology exerts a subtle yet all-encompassing control over individuals, giving the illusion of harmony while eroding true freedom. Dave Eggers’ The Circle (2013) reflects a similar dystopian vision, where technology invades privacy and controls human interaction. Both worlds illustrate the dangers of overreliance on technology. As we increasingly crave the digital embrace of our phones, perhaps we, too, should step back to recognize the societal effects before it’s too late. Or else. Or else, what?

And I am not even considering artificial intelligence in this article! Or else. We either have to control how we use technology (our phones!), or we ultimately  risk being controlled by it. Technology can seem helpful, but it can also take away freedom without even us realizing it.

Choosing to Be the Master, Not the Victim

We must ask ourselves: will we take the courageous step to break away from our phones and redefine our lives? The alternative is to remain complacent. And in doing so, succumb  to a “Crave New World.” A world in which we become passive victims of technology’s pervasive grip. Go ahead, breakup with your phone. You can do it!

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Comfort Zones Closed for the Summer

matthewpiercyPlanning and Preparation

As school winds down, are you tempted to wind down too? What if instead of settling into comfort, this summer became your launchpad for growth? Summer is the perfect time to intentionally get uncomfortable. There is a great deal of truth in the saying, “If comfort is your compass, you’ll never discover what you’re truly capable of.” For me, getting uncomfortable is to travel with groups of teens to unknown destinations. What might it be for you this summer?

This summer challenge yourself to be more like a lion than a housecat. English author, humorist, and satirist, Sir Terence David John Pratchett is attributed with saying, “The Egyptians thought the cats were gods. The cats haven’t forgotten.”  The life of a house cat is often seen as ideal and enviable because it represents a version of existence filled with comfort, consistency, and low-stress living. House cats usually have safety without responsibility, unlimited rest and relaxation, and reliable food and care. They chose when and whom to engage, on their terms. And most compelling, they sleep 16-20 hours a day and without guilt! Yet, and this is said with emphasis. Yet…due to a house cat being confined, their health is at risk Obesity, muscle atrophy and joint deterioration, as well as mental and sensory decline are all negative impacts of a life indoors. In effect, this is serious because maybe it isn’t curiosity this killed the cat. Rather, comfort kills the cats!

This is not an article about cats. Rather, it’s about being a lion. This is in the context of getting uncomfortable and taking risks. It is about calling on the symbolic strength, courage, and intentionality of a lion. Instead of waking up late every day this summer, sitting poolside, or just lazing about, we might challenge ourselves. To step outside our comfort zone and begin to build or improve upon healthy habits. For me, this often reverts back to my relationship with technology.

Lions Grow Through Challenge, Not Comfort

To begin, it might help to simplify where we might want to grow into three categories: Physical, mental & emotional, or spiritual well-being. An EdSurge article titled, “Why Educator Wellness Matters“ imparts, “Research indicates that educator wellness directly affects education quality, student achievement and school climate. With alarming teacher burnout and attrition rates, making educator wellness a priority is critical for the sustainability and success of our education system.” Some summer goals to turn into habits may have to do with finding more time for physical activity. Or, maybe the prioritization of quality sleep is a habit which develops.

We may want to challenge ourselves with mental and emotional well-being goals. How this might look is connecting with others, with nature, or even just with ourselves. As well, supportive networks can be developed. Two intriguing opportunities recently shared with me are The Voyage and Living Systems Leadership Retreat for Women.  The Voyage is a 5-day ‘walking retreat’ which involves daily guided trail hikes (5-13 miles) combined with immersive cultural activities like paddling and surfing.  The experience aims to help men get out of their head, explore their next path, foster brotherhood and connection, and build resilience through physical challenge and reflection. The Living Systems Leadership Retreat is for women and will be offered in partnership with Biomimicry 3.8.  Participants will learn more about how to use nature’s wisdom to create regenerative solutions to the multitude of challenges we face. Watching an introductory recorded webinar from this past January may be a worthy hour spent learning more about biomimicry—a practice that draws on the genius of nature’s ecosystems—and applying evolutionary intelligence to inform leadership, partnership building, and decision-making. Possible habits to benefit mental and emotional well-being are innumerable. For example, spending time in nature or just being intentional about slowing down. Both may reinforce presence, clarity, and a regenerative rather than reactive pace. For those especially intrigued by the work of Biomimicry 3.8, you may want to plan ahead to the summer of 2026 and consider participating in “Living Systems Leadership Retreat for Women” (Sign up here to be included on a mailing list and you will get information as soon as it is published).

And then there’s the spiritual. This could include attending a retreat. One crowd favorite is Joe Dispenza retreats (learn more here). Considered spiritual but not religious, they focus on inner transformation, consciousness, and the idea of connecting with a “greater intelligence” or universal energy. Another idea is to participate in a service project, whether local or abroad. This can deepen compassion and perspective. One example is Habitat for Humanity. And then there always is the option to engage in summer reading. Again, the reminder is to get uncomfortable. Challenge yourself to a sacred text or maybe something you never would pick up and read. For example, “The Book of Joy” by the Dalai Lama.

Lions Don’t Waste Energy, They Act With Purpose

Lions don’t chase every opportunity and nor should you this summer. Be deliberate. Choose something meaningful. And do not underestimate routine. Building a new habit takes intentionality. You don’t need to overhaul your entire life, just commit to one small, bold change at a time. Hopefully the few minutes it has taken to read this, is motivation enough to start. But probably not. James Clear says it best, “”Motivation often comes after starting, not before. Action produces momentum.”

Five point plan:

  1. Whatever it is, make a plan – Choose one thing you’ll do each morning before checking email.
  2. Start – Set the alarm 15 minutes earlier and just begin.
  3. Stick to it – Use habit stacking or a visual tracker.
  4. Seek support – Ask a friend to join or check in weekly.
  5. Celebrate wins – Post a note on your fridge: “Today, I did it.”

And stay centered on growth. A lion’s strength is forged through movement, challenge, and engagement with its environment. We humans are the same,  grow through action, not passivity. My university roommate used to chide, “If you aren’t living on the edge…you are taking up too much space.” I’m not sure I agree with the need to live on the edge, however, staying comfortable actually weakens us.

Use the summer to get uncomfortable. To grow.

For you.

And in doing so, for your students.

Build the kind of daily life that ”Future-You” will thank you for. Not because it was easy, but because it was worth it.

Lions don’t wait for permission to lead—they rise. So can you.

ROAR!

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From Rigid to Ready: The Shift Toward Flexible, Skill-Based Learning

matthewpiercyInstruction

The conversation no longer should be about the world our students will enter. Rather, it needs to be about the new world we awake to each day. The telephone, radio, airplane all impacted the world. The ability to connect in new ways. Next was the internet. Now, not only connection but the quickened pace and high rate of change is mainly because of new technologies like Artificial Intelligence (AI) and automation. Changes that are not just happening in some jobs; they are impacting nearly every job. The skills needed for jobs are changing too. More than one-third of the top 20 skills needed for the average job have changed since 2016, and one in five skills is completely new.  Long gone are the days of simply reading, writing, and arithmetic. According to World Economic Forum, Future of Jobs Survey, 2024, the top three skills predicted to be in demand between 2025 and 2030 are AI and big data, networks & cybersecurity, and technological literacy.

Worldwide, in 1900 only one person in a hundred studied post secondary. A century later, the ratio was one in five people. Seemingly the path was clear: go to school, get a degree, get a job, and possibly keep that job for life. Education resembled a “factory,” physical buildings and set times. A linear, fixed approach. The institution, as most of us have known it.  However, it is now shifting. And needs too! If we are to keep up with the demands of the modern world.

Moving Towards a New Way of Learning

We are transitioning to what’s being called the new learning economy. Author Jeffrey Selingo says it best, “No matter what, it’s clear that education rather than be an iterative approach early in life is becoming more akin to streaming entertainment: it’s always on, and in the case of education, it will be lifelong.” A few ways the  learning economy is fundamentally different than the traditional approach includes:

  • It’s about the individual learner: Instead of being centered on the school or college, the focus is on each student’s needs and path. Individualized learning is becoming highly valued.
  • Learning is flexible: It will happen in various ways and places, not just in a classroom at a set time. Think about how your students consume entertainment like TV or movies now – they can watch it whenever and however they want (streaming). Students want that same flexibility in learning – they want to learn in person, online, or a mix of both (hybrid). This flexibility allows students to balance learning with other important things like work or gaining experience.
  • Focus is on what you learn: The measure of learning is shifting from how much time you spend (like traditional credit hours, which were compared to “shelf space” in old TV schedules) to whether you have mastered the material. The time it takes might vary for different students.
  • Learning is lifelong: The idea of a single degree setting you up for life is less common. The new learning economy offers continuous learning, where people can dip into education when they need new skills for different jobs or careers throughout their lives.

Sidebar: In 2021, I began teaching for Global Online Academy and have not looked back. All three tenants above have factored into my favorable experience.

This shift towards new ways of learning brings us to a core question: what matters more in this new learning economy—degrees or skills?

Why Skills are More Important Than Ever

In this revolutionizing world, just having a degree is no longer enough. While employers still value a degree as a sign of discipline, what they are beginning to value most is if a candidate has the specific skills required for the job. We are seeing a movement away from what is known. It’s more about what a person can do. For example, in 2024, Microsoft and LinkedIn looked at how AI will reshape work and the labor market broadly, surveying 31,000 people across 31 countries. One of their findings was that leaders are more likely to hire a less experienced candidate with AI skills than a more experienced one without them.AI skills are increasingly important, however in a broader sense, there are two main types of skills to focus on:

  1. Foundational Skills: These are broad skills needed in many jobs. Beyond just communication and teamwork, they include human skills, basic digital skills, and business skills. Developing these skills across different areas can help people earn more and move between jobs more easily. Skills like navigating ambiguity and doing things you weren’t specifically asked to do are becoming necessary for everyone, not just certain jobs like journalism. Problem-solving is also a critical human skill.
  2. Specialized Skills: These are skills specific to certain jobs or industries. Knowing how to use particular software (like Tableau, Adobe, or Salesforce) or having skills like data visualization or analytics can lead to significantly higher salaries. Employers are actively seeking these precise skills. One example is of a graduate who had trouble getting a job even with multiple degrees from a prestigious institution, but earning certificates in Salesforce skills was “critical” to landing a job.

Embedding both foundational and specialized skills into education is a key way institutions can help students succeed.

What This Means for K-12

Our students are growing up in this new learning economy. And they will work in it. My students from just a few years ago already are! While K-12 structures have unique considerations, the underlying trends suggest a need to prepare students for the future by helping them build key skills like problem-solving, communication, and digital literacy, while also encouraging them to manage uncertainty. Since students will likely learn in flexible and online ways throughout life, it’s important to teach time management and independence. This I have definitely seen in working with grade 12 students in yearlong Capstone projects. Instead of rushing through content, we stand to gain a tremendous amount when we focus on true understanding and mastery. This requires us teachers (and students too!), to recognize that learning does not stop after school. Consider how AI might support personalized learning, and remember that K-12 is a crucial part of the entire learning ecosystem that connects to college and the working world.

The need for education globally is immense. Preparing students for this future by emphasizing flexibility and building essential skills is a significant opportunity and challenge. It’s about helping individuals succeed in a constantly changing world. Organizations like Global Online Academy (GOA), which is a nonprofit founded and run by educators and focuses on learner-centered, modern practices and skills, is but one example of what this new approach can look like.

Educators, schools, and policymakers must not wait any longer to sit comfortably (or uncomfortably) in the status quo. Act with purpose is imperative—reimagining what, where, and how we teach—to ensure students thrive in a world where change is constant and learning never stops. A world where systems not only allow for autonomy and flexibility but encourage it. A whole new world might be imagined, one of bold invitation, instead of dogged compliance.

Students are ready for it.

And the world won’t wait.

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Listening to Learn with a Bold New Commitment to Clarity

matthewpiercyUncategorized

“Uncle Matt? Hi! Can you talk?”  

Teaching runs deep in my family. My mom and aunt were teachers, and when I followed in their footsteps, they couldn’t have been prouder. So, when my niece recently joined the ranks, it filled me with satisfaction. Just the other day, she shared a video of her classroom. Newer to the profession her excitement and uncertainty are palpable.  

She followed up by calling me because she wanted to discuss something that had caught her off guard. During a back-to-school professional development session, the faculty delved into the topic of late work—a conversation that quickly heated up, with a strong focus on “policies.” This word, heavy with implications of compliance and authority, contrasted with my niece’s more collaborative approach, grounded in mutual respect and agreements with her students. After our call ended, I couldn’t shake the feeling that this was just one of many critical discussions that hopefully we are having before students arrive. Otherwise, it is likely to be overshadowed by more pressing issues which likely could be headed off with these early conversations and agreements. I share my niece’s idealism and agree that it is vital for teachers, administrators, and parents to unite and have a shared vision, working together for the best interests of students. Otherwise, an already complex world becomes even more difficult to navigate.

 

Open Dialogue, One Key to Student Well-Being

Writing this is not meant to be limiting. It really isn’t about my niece’s school or even late work policies and protocols. Rather, it is about the critical nature of sharing a unified vision and mission, understanding how important it is that we are in alignment and that we are as consistent as possible with expectations and follow through. This is what allows students a bit of space to relax. A space which is increasingly more and more needed in our world today. When we all are on the same page, our cohesion fosters student growth, reinforces core values, and helps students achieve beyond their school goals.  Hopefully there is then a transfer into all areas of their lives, now and in the future.

A recent reputable education journal (I won’t say which one, nor will I share the title) featured a piece where a teacher professed how she hard and fast, simply would not allow AI this year. Such conversations on whether or not we allow students to use AI, largely should be mute. I say this, because simply we cannot (nor should we try) stop the use of AI. This is not pessimism speaking, but rather reality. And if we cannot stop it, there is even more impetus to educate on how to responsibly use it.

 

Consistency as a Compass

The more my niece talked, the more she seemed to be drilling deeper down in dismay about her school’s inconsistency and scattered beliefs about late work. I assured her that schools across the globe; public and independent are in a similar situation.  When I asked her for some cold and hard data, I was grateful for her  passing along a Google Sheet where teachers responded to the prompt, “Please add your late work policy for your classroom to this document by tomorrow morning.”

My niece was right. There was a wide degree of difference. I decided to use ChatGPT 4.0 to analyze the data and here is what was generated:

Strict No Acceptance: Some policies state that late work will not be accepted at all unless prior arrangements have been made, emphasizing the importance of meeting deadlines without exceptions.

Harsh Penalties: Several policies impose significant grade deductions, such as a 10% penalty per day or up to 50% off for work submitted late, which can be severe for students who miss deadlines.

High Flexibility: On the other end, some policies allow late work to be submitted at any time, with minimal or no penalties, or even full credit up until a certain cutoff (like the end of the quarter).

 

In Eurasia Review Mir Hassan and Malik Kumail write, “ In an era of constant change, consistency remains the compass that guides students on their educational journey, laying the groundwork for a successful and fulfilling life.” These faculty responses depicted that there was little consistency. Maybe a bit of vision was lacking too. Some teachers possibly could see the forest through the trees whereas, others only saw the trees. This left me wondering, with such a mixed bag of visions and practices, how confusing might this be for students?

“Here I can. There I can’t. Tomorrow is okay but not in two days. 10% in his class and 50% in hers.”

I decided to speak to a colleague at another school and enquired about how their school treats late work. She shared, “Not all faculty could agree. However, since the decision was made, they all agree on the importance of being consistent.” Her school subtracts 5% per day after the due date, but not more than 35%.  

 

Discourse Across Difference

Maybe one of the questions we should be considering is, “How might we provide greater clarity of expectations to and for students?” To do so, means we begin conversations like my niece was having. This undoubtedly requires listening but also flexibility. Something may have to give. And that something might just be us!  

Global Online Academy’s (GOA) mission is to reimagine learning to enable students to thrive in a globally networked society. Recently, they announced several new courses will be offered. One is titled, “Discourse Across Difference.” How valuable might this be! For my niece’s school but for all of us? The course description reads, “Our increasingly interconnected, globally networked society presents us with complex social, political, and ethical dilemmas. This course equips students with strategies for engaging such issues through constructive dialogue focused on building understanding across differences…” How much better off might we be if we begin to have more of these conversations and eagerly begin to listen to learn?  

I continue to reflect on my conversation with my niece. What is most clear, is that these conversations are more than what they appear. Ultimately, how we have them, can similarly occur in our classrooms. This is the learning environment our students need. As educators, we have a responsibility to cultivate clarity and consistency in our expectations. This begins with the discussions we have among ourselves. If we’re willing to listen and adapt, to see beyond our classrooms and consider the broader impact of our decisions, maybe we can create more supportive and cohesive experiences for our students.   The Need for

 

Courage and Openness in a BANI World

In the post-Cold War era and the 1980s, the VUCA model (Volatility, Uncertainty, Complexity, Ambiguity) appeared. Few would disagree how the world seemingly become even more VUCA-filled. Yet, WU Executive Academy imparts how post-COVID-19, VUCA has evolved to BANI (Brittle, Anxious, Non-linear, Incomprehensible). Barbara Stöttinger, the dean of WU Executive Academy is not pessimistic. “BANI can be answered by the skills that we call ‘pioneers’ qualities…’ Successful leaders must face their own emotions and anxieties to prevail.” Courage and openness towards new things are two necessary traits.  

Could we, as educators, take a page from my niece’s book? Being courageous and open enough to start these essential conversations. And then to reflect on them. Ones that call for less “my way” and more curiosity, flexibility, and collaboration. Our students’ best interests depend on it.

The Quest for Authentic School Identity

matthewpiercyUncategorized

This year our school marks 75 years, and at our first meeting, we began with something simple but powerful. After ample opportunity to swap summer stories, we slowed ourselves enough to come to a complete pause. In the silence, the true identity of our community came into focus. The activity, one of strategic planning, struck me as we considered not so much the importance of where we’ve been or even where we are presently. The emphasis instead was on WHO we are! Gaining such clarity was not just for us; but for the students.

 

As a high school teacher, I consider myself fortunate to have taught in seven schools, on five continents, each with its own identity. Knowing a school’s identity matters and surprisingly, or not,  the story being told by marketing and web pages sometimes is not what exactly plays out “on the ground.” Years ago I simplified the international school scene into what is often referred to as a tiered system. I have since traded this in for the concept of “fittingness.” Certain regions may be considered as having the “best” packages. Others may have reputations and even tout premiership because they funnel more students into Ivy schools. Whatever the case, it all is rather superfluous. Instead, I prefer to consider a school’s identity, whether or not they really are doing what they say they are, and what ultimately is the best fit for me. The school with me and me with the school.

 

The activity we were doing this opening day was a reflection upon the type of school we were: price, product, or process? For decades, Independent School Management (ISM) has called it a basic marketing truth and advises, “private-independent schools can compete on the basis of price, product or process, but not on the basis of all three at the same time”. We silently looked upon the following, asking ourselves, “Who are we?”

Unified Purpose in Value-Based Schools

Price or Value-Based Schools are often faith-based. They focus on shared values and community. Tuition is lower, making them accessible. In the value-based school where I taught, the community was close-knit. Education was far more than the math, science, and social studies students learned. It was about morals and ethics too. Though we had the benefit of being a small school, I could say with confidence that everyone—staff, students, parents—shared the same purpose. Staying true to this identity means keeping that sense of belonging strong and making sure the school’s values show in everything it does.

 

Pressure and Performance in Product Schools

Product Schools are predominately centered on academics. They take in top students and push for the best results. It’s tough, and the stakes are high. In the product school I experienced, the ethos was one of “learn, learn, learn.” The pressure was constant—on both students and teachers. But the results were there: top colleges and high test scores, however sometimes at the cost of joy. However, this need not be the case. Staying true to this identity means keeping up the academic rigor but also remembering that there’s more to education than just grades. Balance matters.

 

Understanding Our Process School Identity

Process Schools focus on how students learn, not just what they learn. They help students find their strengths and give them the support they need. It’s about opportunities and students being encouraged to dabble in a little bit of everything. Personalization and belonging are both cornerstones, as is the importance of keeping class sizes smaller.

As we looked at the chart and reflected, it appeared so clear to me that we are a process school. However, I was keenly interested to hear from colleagues as we turned and talked. A few shared comments that leaned towards us maybe being more of a product school. “Preparatory” after all was in our school’s name. These conversations were quite beneficial as the space created was not filled with efforts to convince one another.  Rather, to more fully examine perspectives and better define who we are as a school.

 

The Lesson of Pole Pole

I’ve learned this: a school must stay true to who it is. Whether it’s built on community values, driven by academic success, or focused on each student’s journey, the mission has to be lived every day. As teachers, our job is anything but simple, however, it is essential that what we believe matches what we do. That’s how you build a strong school, where everyone can thrive. Schools living up to their mission and vision is akin to climbing a mountain, it’s not about rushing. This summer as I climbed with students to nearly 20,000 feet, I learned an essential phrase in Swahili, “Pole pole,” which means go slowly. Might there be value in reminding ourselves of Peter Senge’s famous law from the Fifth Discipline, “Slower is faster”?  Regardless of your type of school, taking time with students is fundamental.

 

Pole Pole. Afterall, it is how relationships are formed.

 

Wherever you might be in the world, as summer wanes and another school year gets underway, I hope you might similarly reflect on your school’s identity. Furthermore, may your year with students be enjoyable as you climb up the “mountain.” With care and purpose, keeping eyes and hearts fixed on what truly matters. Not the summit but students and the learning journey before you!

 

Pole Pole.

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Peeling Back the Layers of Teacher Appreciation

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Are educators really appreciated? Tomorrow, May 10, marks the end of Teacher Appreciation Week. In the early years, appreciation can be quite pervasive, little ones sharing handwritten notes with big hearts and occasionally there is the parent who shares a thank you note. Oftentimes for just a day, or sometimes for a week, schools recognize Teacher Appreciation to celebrate and honor teachers for their dedication and hard work. A nice gesture and yet as a career educator, I cannot help but ponder the true value society pays to teachers.

Until 2013 no one was measuring teacher status.  Enter the Varkey Foundation and its mission to improve standards of education and also raise the status and capacity of teachers throughout the world.  The measurement tool they developed is called the Global Teacher Status Index (GTSI). The GTSI is a score between 0 and 100 and the number summarizes information from teacher surveys using Principal Component Analysis. China scored the highest with a perfect score of 100.  Really China?  Whereas Brazil and Israel were at the other end of the spectrum at just 1 and 6.5 respectively. The United States fell somewhere in the middle with a score of 39. Since the Varkey Foundation’s origins, GTSI is now being used with 35 countries. Interestingly enough, key findings in the United States report include:

  • The U.S. public believes teachers are not paid a fair wage and should earn at least $7500 more annually
  • 50% of respondents also believe teachers should earn based on student performance
  • 78% believe teachers are influential, the fourth highest of all countries surveyed
  • When US respondents were asked to rank 14 professions including doctors, nurses, librarians, and social workers in order of respect (with 14 being the highest and 1 the lowest), headteachers were ranked the 6th lowest of all the countries surveyed

So, there is evidence of how the status of teachers in the United States can improve. 

 

Recognition Runs the Gamut

Having taught every grade from three to twelve, in public and private, rural and urban settings, as well as in three States and four countries outside of the United States, it is a bit surprising how teacher appreciation is similarly experienced. Even across the decades. Appreciation or recognition is a sort of hit or miss. Imperative is that we as educators have it within ourselves. Appreciation.  For ourselves and the not only noble but extremely impactful profession. I say “hit or miss” because the experience is largely dependent on administration and parent committees.  Even at the same school, a teacher could have a completely different feel from one year to the next. In one school I taught, teacher appreciation simply meant the delivery of a typed form letter in our mailbox from our principal. Completely impersonal. At another school, with a legion of teachers, we all received a plastic baggie of homemade, albeit stale, cookies. I’ve received Starbucks gift cards for $10.  A delicious array of food for a luncheon one year. A the same school, the very next year, a masseuse was at school all day and we could sign up for 20-minute chair massages. In another school, a last-minute attempt was made to put on a lunch, barely a step up from the cafeteria. One year I remember how teachers were able to select two gifts from a wide array of offerings. I chose the $20 gift card to my favorite local coffee shop and a bottle of whiskey. Yep, there was an assortment of hard liquors. Teacher appreciation and recognition run the gamut. Far from standardization and absolutely a reflection of a school’s culture. Possibly a small act or even a big effort, however as a teacher I would venture to guess that  I am not alone in stating that it does mean something to us.

Whatever is done, if anything, what is important is that teachers truly feel appreciated. That was definitely not the case at the school where the mediocre lunch was served. To top it off, the first people in the lunch line were not even teachers!

 

Insights from a Hybrid Educator

In person, I facilitate one section of grade 12 capstone. During the pandemic and ever since, I have enjoyed teaching two courses for an online school as well. In a certain sense, this hybrid role allows me to sit on the periphery of traditional mainstream education. Almost like a meteorologist, I see the storms coming, often how they make landfall, and yet I never get “wet.” Keen always to learn, when I hear about opportunities in education or they cross my screen, I want to know more. One such example that recently appeared as a recommendation on my LinkedIn feed, led me to to reflect more on this topic of teacher status and appreciation. Curiously I looked at the job description and how this “leading ed-tech company” was helping districts and schools address staffing shortages and also expanding school’s course offerings. They were looking for a part-time teacher who would be on a 1099 contract. This means there are no benefits and in effect a large percentage would end up being paid in taxes. The role was to teach grade 9-12 students AP courses via Zoom. A prospective applicant could appreciate how they explicitly outline the expected time commitments. “In a typical week for one section, online teachers can anticipate their core work as teaching (four hours) and planning/grading (about two hours). Online teachers also engage in coaching, professional development, and recurring team meetings (typically one hour on average per week, though varies week-to-week) for a total weekly commitment of six to seven hours.”  The pay? $40 an hour. That means approximately $300 a week. Or, post taxes more like $200.  I don’t know about you and where you live but $200 does not cover a whole lot. Is this a reflection of the low status of educators? Possibly a mere glimpse of the true value not being “paid” to teachers.

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Approaching the “Finish Line”: Lessons from Reflectors, Savings, and Hawaii

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What might I share that will be worth your time to read? For many teachers (and students!) energies and attention right now are being funneled into the finish of yet another academic year. Though there is so much still to be wrapped up, the end will likely come quickly. In an effort to finish the year strong, let us look more closely with wisdom at what appear to be three completely unrelated items: reflectors, savings, and Hawaii.  Hopefully not only a connection becomes clear but also an understanding of the necessity to prioritize a vision of the future tempered with an intention to live in the here and now.

 

What If I told You a Reflector Could Save Your Life?

While I was in university, one outdoor outing particularly stood out. As I traipsed across a snowy mountainside, not a care in the world, in an instant I found myself facing nature’s wrath in a battle for survival. Underfoot, an unstable mass of snow broke free, followed by a deafening roar. The cloud of snow and ice hurtled to catch me, faster than 320 kilometers (200 miles) per hour. Scientists calculate a fully developed avalanche can potentially weigh as much as a million tons. This feeling of despair or race against time might be parallel to a teacher’s experience. We would hope not, but what did Orwell say about reality? That it exists in the human mind, and nowhere else! In the mountains of the western United States alone, there are approximately 100,000 avalanches each year. I would argue, that across our myriad of classrooms, we witness many more “avalanches.” Where time is lost to all meaning, consumed by the suffocating weight of “snow” or “to-dos”.

But, what if…

“What if” is a powerful phrase. Emboldened by infinite possibility, it invites us to explore alternative realities. Those Orwellian possibilities maybe existing in our minds and nowhere else. But, what if, by design, our schools, classrooms, and all that we experience in education were backed in trust? This ultimately comes down to the essentials of establishing strong and meaningful relationships. For outdoors people this may be a “relationship” with their gear, a testament to the saying that there is no such thing as bad weather, just bad gear. More than 150 brands of outdoor gear utilize a patented reflector (RECCO®) as a rescue technology to help find people lost in the outdoors or buried by avalanches. If something so tiny as a reflector has the potential to save someone’s life, or moreover build trust, what might this say about the potential inherent in our schools and amongst us as educators? The “avalanches” we perceive are far from being unstoppable juggernauts. We have this!

 

16x is a Lot

Bestselling author James Clear asserts, “Most people need consistency more than they need intensity.” He reflects on how consistency is what ultimately leads to progress. A difference in intensity and consistency is compared to going out to run a marathon versus not missing a workout for two years. Or, jumping cold turkey into a silent meditation retreat as opposed to finding silence daily. Such consistency has a level of patience and also requires discipline. Virtues in a sense and both are also steeped in vision. Recently I was dismayed to read how according to Northwestern Mutual, Americans think they will need $1.46 million to retire. Yet, they have on average only saved $88,000. That is 16x under what they think they need. Sixteen times!  Imagine having sixteen times more students. A few years back I felt overwhelmed teaching 104 students. That number would now be 1,664 students! Or, what if we lived 16x longer? 73.4 years would mean 1174.4. 

So, ultimately besides consistency, patience, and discipline, a bit of vision is necessary. As educators hopefully, we can see the “finish line.” Some maybe are even preflecting on how they may begin the next academic year. Yet, what we do with today is critical. We cannot afford to miss the here and now.  The fact is, the future depends on it! 

 

Determine Your Truth

Though I feel fortunate to call Hawai’i my home, I am not proud to share how the beauty and fragility of resources are largely unprotected.  According to the Department of Land and Natural Resources, “As of 2023, Hawai‘i only invests $9 per tourist back in the environment, and less than 1% of the state budget goes towards conservation. We currently face an estimated conservation funding gap of $360 million per year.” Though this example has elements of both reflectors and savings, we consider it  for another reason. Ultimately, it is about protection. A friend recently waxed poetically on what he  terms the “underbelly” of conservation. Though the word “conservation” has its roots in the Latin “conservationem,” meaning “a keeping, preserving, conserving,” might the word have taken on a different meaning in reality? One with emphasis on “con.”  Where charisma, deception, or opportunism are what ultimately courses through the veins. A truth painted by lies. 

And how might this relate to us as educators?

As we continue to drown in information, artificial or not, we are being summoned to think. To read and watch widely and to listen to learn. One mandatory course within The International Baccalaureate (IB) Diploma Programme (DP) to support this is the Theory of Knowledge (TOK). Students take TOK to develop critical thinking skills by analyzing knowledge claims and to gain interdisciplinary understanding by exploring connections between different subjects. Within the context of the College Board, the Advanced Placement (AP) Seminar is similar to TOK, seeking for students to develop critical thinking, research, and communication through interdisciplinary exploration of complex topics. Regardless of the curriculum, a school subscribes to, the intention is for students to be able to determine truth. Their truth. This is only possible if we take time to reflect critically on not only what we might know or think we know. It also requires us to pay close attention to the diverse ways of knowing and a multitude of perceptions. 

So, slow down. Listen a little harder and look. Though the “finish line” is in full sight, go slow to go fast. And enjoy the “ride.”

 

Our Mindset and Actions are Omnipotent

As we navigate the tumultuous currents and possibly perceived “avalanches” of education, let us not overlook the significance of reflection but also a deep understanding of the necessity to prioritize a vision of the future tempered with an intention to live in the here and now. Building trust, fostering consistency, and embracing patience are all necessary ingredients to this recipe we call “education.” Just as a tiny reflector embedded in our jacket (RECCO®) has the potential to save our lives, our mindsets and actions are omnipotent. Instead of counting down the days, might we delve into the depths of critical thinking with students, and embrace the moments we have left with absolute intentionality and purpose?  “Your mission (insert your name), should you choose to accept it, is to serve as a beacon of guidance, inspiring those you teach to navigate the complexities of the world with purpose, integrity, and joy.” 

I accept.

IN THE RHYTHM OF NATURE: EMBRACING PATIENCE IN EVERYDAY LIFE

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“Place-based education? We have it all,” a colleague recently quipped. Though I agree, I am not so declarative. Instead, I seemingly find myself routinely in quiet appreciative contemplation of the place I live. Fittingly, this past week a friend shared an invitation to attend a storytelling event titled, “Where I Live.” Several eloquent stories were told and afterward, I was left considering my own stories.

As much of the world transitions out of Winter and into Spring, central to “my story” is the role of patience. Akin to deciduous trees which lose their leaves and go into a sort of hibernation, the changing of seasons even in the Tropics, provides us an opportunity to become more aware, grounded, and maybe even grateful. So long as we are patient. Years ago I gave up the snow and cold, so trees shedding their leaves is no longer a part of my autumn-to-winter experience. Instead, winter now signifies whales, waves, and wind. “The original www (World Wide Web),” I kid.

Learning from Great Masters

I awaken exhilarated not from the deep rest but by visions of how the Pacific stretches in the early morning unwrinkled, illuminated in various hues of blue. Paddling out on my 11-foot board I often stand alone, watching whales. Humpback whales to be precise. Approximately 10,000 whales make the 10,000-mile sojourn each year. More will leave than arrive, as these warm waters are for breeding. The whales will eat nothing while here. Yet, upon their return to polar waters, they can consume up to 3,000 pounds of food daily! Though such facts intrigue me, it is the humpbacks’ size and grace that motivates me to paddle out and wait. Rebecca Giggs, author of “In Fathoms: The World in the Whale,” she describes whales as complex and enormous, with lives and abilities that make them masters of the seas. To see a whale is to feel veneration.

Some days I see no whales. Yet, I paddle out whenever possible, pleased to patiently wait. Usually, there is complete silence until I hear air being expelled, sometimes the blow results in a cascade of mist. Legally, one is not allowed to get closer than 100 yards from a whale. Atop a 3-inch table of epoxy, nor would not be wise to be aside the hulking mass of 60,000 pounds. However, there have been times when an utter sense of awe rivaled my patience, and whales have approached me. Gliding beneath and sometimes aside me, more than one whale has risen, rolled on her side, and met my stare. To look into the eye of a whale ensues much emotion and, primordial connection. It is patience, the wait for such encounters that allows for such reverence.

Waves are Nature’s Patience Test

Just as winter means whales, the season also brings world-class waves to the isles. During December, January, and February storms brew far north in the Pacific, sending long, rolling swells. Waves sometimes towering over 20 feet high, crash onto the north and west shores. A common refrain from Civil Defense is “Heed all advice from ocean safety officials. When in doubt, don’t go out.” Yet, it is times like these that resonate most with a surfer’s heart, maybe even speeding it up a beat. High surf is more invitation than warning. Regardless of how active the ocean is, surfing requires patience. At least surfing the “right wave.” Either prostrate or sitting atop an even smaller board, many factors are taken into consideration. The wave’s shape and size are a priority. Also how the crest peels is important, so it is not too steep. Speed is weighed in, fast but not too fast, or maintaining balance may be difficult. To ride a wave is often a fleeting moment, followed by a great deal of work paddling back out and through crashing waves. World class South African Surfer, Shaun Tomson says it best, “Surfing teaches patience. On land, surfers cannot will a swell to appear. They have to wait for nature to make the call. So surfers wait. They keep their eyes on the horizon and they wait.” Sitting astride my board, staring as far as my eyes can see, the sun sinking low. These moments in wait are sometimes as enjoyable as gliding atop the wave.

Chilled by the Wind and Rain of Kīpuʻupuʻu 

Where I live, over two thousand feet above the ocean, the weather can be described as windy or windier. There is no happenstance that the mascot of the school where I teach is kamakani, “wind” in Hawaiian. Trade winds, blowing from NE to ENE direction account for 70% of all winds in Hawaii. The origins of the name “trade winds” date back to the mid-15th century to the mid-17th century and what is called, the Age of Exploration and Overseas Expansion. Sailors recognized the trade winds as a reliable way to navigate and they used the predictable easterly winds for westward voyages across the open oceans. Though summer months may in effect be even windier, it is the type of wind that has me equate winter with wind. Kīpuʻupuʻu, one of at least 58 names for the different winds of Hawai‘i Island, is specific to this place high in the hills and means “chilly wind and rain.” These winds and rain are known for their side-sweeping direction. Patience has a role when Kīpuʻupuʻu winds and rain prevail. One must not imagine hard, knowing how verdant and sweeping hills will illuminate and birds will fill the air in song.

Asked to Change the Rules of the Game

Telling “my story,” I think about how place plays a pivotal position. So too does patience. A lifelong lover of basketball, I helped coach “women’s” basketball this past winter. “Women’s” is wrapped in quotes because it is yet another “w”. Several moments stand out from the season and yet one is indelibly etched as “to be remembered.” A moment that required patience. A player challenged, “If we just hit the top corner of the box, can we count that?” The question, asked honestly, came amidst a drill where players kept missing what is termed “the easiest shot in basketball,” standing 45 degrees and just three feet from the basket. This was a lesson ultimately based on geometric laws. An example of compound motion which combines vertical and horizontal motion. The ball is heaved, follows a three-dimensional trajectory, bounces off the backboard, and goes through the rim and eventually the net. Two points. If only you use the backboard, the keys being the angle of incidence and angle of reflection. Mastering this shot, called a “bank shot” requires a bit of understanding of angles, distance, and also timing. Yet, true mastery comes through repetition and muscle memory. This very drill might just have been “the magic” behind why shooting averages improved so much.

However, at this penultimate practice, the player whether earnestly or entitled asked, “If we just hit the top corner of the box, can we count that?” yearned to shortcut not only the rules of the game but the very essence of geometry itself. My dumbfoundedness resulted in the space for players to ask about spin, height, ball pressure, etc., and how these all might need to be factored in. True, true, and true. And yet, counting a basket meant scoring it. So, “NO! We could not just hit the top corner of the box and count it!” Though I wanted to scream, “Just do the drill,” I calmly bit my bottom lip; somehow, somewhere finding the necessary level of patience to listen, respond kindly, and refocus players’ attention on the mechanics necessary to score.

Letting Patience Be a Unifying Force

Basketball season is over, the winds are settling down, the waves waning, and the whales are all headed north and eastward. I sit contemplatively, reflecting on a life deeply connected to nature’s rhythms. Patience emerges as a guiding principle and I will it blossom. Already I am excited to await another winter and the majestic return of whales and exhilarating waves. Patience is a necessity. The Kīpuʻupuʻu sweeping across the hills and the moments on the basketball court helped me realize the value of this patience. My understanding but also hope, is to understand how every experience shapes a distinct narrative, and how it is patience that holds the potential to serve as a unifying force. If we can be comfortable, if even for just a little while, to step aside, wait, listen, and learn. Only then will places be in a prime position to teach us.

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