Category: Professional Responsibilities

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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Peeling Back the Layers of Teacher Appreciation

matthewpiercyPersonal

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

matthewpiercyPersonal

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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“URGENT” COP28 AND EDUCATION: BETWEEN ILLUSION AND IMPERATIVE

matthewpiercyProfessional Responsibilities

Just yesterday I was asked by a student’s parent, “If you could wave a magic wand at anything in education, what would it be?” Being in a continual state of reflection of all-things-education, I did not hesitate to answer on a more global scale. What tops the “in need of a magic wand” list for me is authenticity. This includes the overemphasis on standardized testing (high-stakes college admissions tests too!), as well as the need for education to serve as a mechanism for “real world” applications. After our conversation, I thought back on an article I wrote in April of 2021 for Getting Smart titled, “Transforming the Landscape of Education”. In it, I alluded to “personalization, authenticity, and transferability”. As I attempted to make more sense of all I observed on a recent visit to Dubai, I used the same “trifocal” lens.

The point of a December visit to Dubai was to attend COP28 and the United Nations Climate Change Conference. The fact that Dubai hosted COP28 was not only ironic but may have added insult to injury. Past summits have not exactly resulted in an active addressing of global climate change. The need to “walk the talk” is entirely relatable to educational rhetoric. A close friend of mine is increasingly growing impatient with dialogue. He shared the proverb “ready, fire, aim,” a reminder to not delay any longer in taking action. It is likely to fare even better than planned action. There may even be truth behind the devil smiling when we sit and make plans. Besides, don’t we already know enough about the problems, to know what to do?

A past colleague shared recently how the director of his school boldly decided to add Capstone and Advanced Placement (AP) curricula to their existing International Baccalaureate program. Not because it was best for students but because the school, the director used the word “business,” is in a “saturated market.” Keeping up with the Joneses and a dependency on economic models may not be the best strategy for the long game and is not in the best interest of preparing learners for the exciting and uncertain times we already face. Rather, the nexus is in providing students with pathways of personalization. Where the learning they do makes a difference today and prepares them for tomorrow. Albeit, as tangible as growing vegetables or doing interview projects with the elderly. Approaches akin to this are about inclusivity and equity. Not exactly a pervasive feeling in Dubai, where upon arrival at the airport the taxi driver professed, “Dubai is for rich people.” This was a sensible claim after my near interrogation and uncovering how he works 10 months a year, 7 days a week, and 12 hours a day. On a purely commission basis and in a country with no minimum wage, if my Math was correct, his annual earnings are around $14,000.

Stripping Away All Pretense

Though I was in Dubai for just a week, I came away feeling like it could be summed up in a single word. Mirage. A rather ostentatious one too. Though it is clean, an international business hub, and virtually faces none of the social ills such as homelessness and drug abuse plaguing so many cities in the United States, I quickly brushed up against a reality not congruent with the facade. A city of superlatives. The world’s tallest building, biggest fountain, etc., etc. Skin-deep appearances are to be kept. Handbags which cost thousands of dollars, possibly as much as the annual salary of a taxi driver, and flashy sports cars. Dubai is about a mortgaging of the future and an incessant development of Herculean scale. The United Arab Emirates is an immigrant nation, where just 12% of the population is Emirati. A nation built literally out of the sand in just five decades. Income inequality and labor rights remain chief concerns. Head wounds that seldom even receive bandaids. One must not dig deep to learn more about how powerful and profitable construction companies are.  As well as their omnipotence. Often, the businesses and the government are one.

Before this year’s climate talks, there were already reports of labor rights abuses at the very site of COP28. Built to host EXPO 2020, the European Parliament boycotted the event and called on Member States to not participate because of human rights abuses. Even with an abundance of glitz and glamor, a visitor need not strain their eyes to see inequity. Lining the highways are labor camps, and concrete housing structures more resembling prisons than homes. Yet, employers who have 50 or more employees and pay less than AED 1,500 per month (approximately $400) are required to offer housing. There are even more labor camps out of sight and surely out of mind. After all, most visitors to Dubai are here to see what they want to see. Nonetheless, the city skyline, technological advancements, and recent sustainable labels attached to nearly everything are marked by contradiction. In a twisted manner, sustainability is being employed. “Political and business leaders in the UAE understand that burnishing environmental credentials are incredibly important for presenting the country and cities like Dubai as modern,” says Professor Natalie Koch, a specialist in political geography at Syracuse University. Regardless of whether or not the truth is being told and/or sold, there are two things humanity is unable to run from. They are truth and the future.

What the future holds for the United Arab Emirates appears to be precarious. Even more so, as “development” shows no intention of decelerating. Sands shifting is a very real phenomenon, even if left undisturbed, “sands are in constant motion” determined by a recent study published in Nature Communications. What might this say about cities springing out of the desert in such a short time? The impact of millions of people has the sands unfathomably shifting. Ecological disruption, waste, extreme temperatures, and water scarcity are as “authentic” as the sun’s morning rays. The extremes one would expect of a desert are ignored, attention being directed toward the world’s largest artificial islands, colossal shopping malls, or a top-rated water park. Some of which have the gall to be marked “sustainable” even. How long this delusion might last is only a matter of time. One cannot help but marvel at how befitting 19th-century poet Percy Shelley’s words were in “Ozymandias”. A visionary depiction of collapse. Inevitable decline where the unethical smacking of “sustainable” and other “green” labels is merely pretense.

“My name is Ozymandias, king of kings:

Look on my works, ye Mighty, and despair!”

Nothing beside remains. Round the decay

Of that colossal wreck, boundless and bare

The lone and level sands stretch far away.”

Breaking the Hostage State: Climate Talks, Education, and Action

In education I often find myself asking, “What is normal”? The education system we currently know has been around for only 150 years. A system designed for control and mechanization, we often are encrusted in yesterday’s ways of thinking. Much bolder approaches must be taken. Where there is not only inspiration but aspiration. Where we gladly throw out the bath water to save “the baby.” The design of choices IS ABSOLUTELY POSSIBLE and can happen quite quickly. Consider how in my lifetime humanity has burned 80% of all the fossil fuels ever burnt. Humanity can consume what it wants…and fast!

Climate talks and education are riddled in politics. Commonplace traditional schooling is not being addressed to scale, similar to the accelerated rate the earth is heating up. Neither education nor COP are fully responding. Though the science is clear, how can we applaud the slowing down of burning fossil fuels? A much more immediate plan with actions to stop burning fossil fuels is what is needed. Professor Daniela Schmidt of the University of Bristol sums up the necessary immediacy in action, “The time for talking is over. Delaying change further is indefensible. Pretending that reducing emissions by 2050 is enough and ignores the dangerous, life-threatening consequences of our anthropogenic heating of the planet.” Similarly, it is crucial to prioritize the designing of optimal learning experiences for students NOW, rather than focusing solely on a distant future. United World College is pioneering a course in partnership with the International Baccalaureate called, The Systems Transformation Pathway. It is divided into three components (Core curriculum, Enquiry into impact areas, and Impact area specialization). Though a stand-alone course, the Systems Transformation Pathway is a beginning. One bent on action orientation and focused on authentic real-world learning instead of being classroom-based and exam centered.

The framing of climate talks and movements forward in education must be free of politics. 2500 oil lobbyists at this year’s COP28, a number far more than the indigenous representation, was counterproductive and was purely a positioning for argument. Abolitionist and orator, Frederick Douglass said it best, “At a time like this, scorching irony, not convincing argument, is needed.” Could there be more irony that a nation built on oil wealth, spearheading discussions on sustainability and environmental preservation? If that is not scorching enough, consider how COP29 is set to be in a city (Baku, Azerbaijan) where one of the world’s first oil fields developed 1,200 years ago! A coming home or maybe an origin story of sorts, as climate talks bent on transitioning away from fossil fuels are hosted by a nation where oil and gas account for 90% of their exports.

Just as nations face a transformative imperative, shifting from fossil fuels, so too must education. Where we embrace personalization, authenticity, and transferability. Climate talks and the future of education can no longer be held in a “hostage” state. A situation where there is almost a spellbound freezing in one’s tracks. Or worse yet, a dishonest celebration leading to a plan of even more far-flung crisis. Nor can we tolerate any longer the diversionary wag-the-dog approach, where there is an amalgam of calculating, “If others do not act, I don’t have to either.” This is not only self-destructive but devastating to humanity. The time for truth and action is now.

Could COP, “Conference of the Parties,” be a “Championing Of Planet” or might it remain a “Center of Pantomime”? The choice is ours.

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THE INTERSECTION OF NEPOTISM, AI, AND HUMAN INTELLIGENCE: NO SHORTCUTS

matthewpiercyInstruction

Face it, we live in a world of volatility, uncertainty, complexity, and ambiguity (VUCA). Even here in Hawaii, a place where much of the world thinks of as paradise. There is an increasing necessity to not only look at the facts but to apply our HI. No, not HI as in the abbreviated form of Hawaii. Rather, HI as in Human Intelligence.  To think for oneself. Not to kid oneself either. Legislation in Hawaii passed in 2010 a requirement that single-family dwellings being built must have solar water heaters. Four years later, all single-use plastic carryout bags were prohibited. As we come upon the tenth anniversary of this ban, we still need to focus and see the forest through the trees. Much remains to be done in Hawaii if we are to truly become more sustainable. The photo above, taken from my home, is but one example. Seeing the whole picture is necessary. A beautiful coastline, open space, and yet the neon green arrow points to where diesel oil burns for energy. A shortcut of sorts.

Education in the AI Era: Shortcuts and Consequences

Recently a colleague encouraged me to install Brisk and Origins as Chrome extensions to detect the misuse of AI and plagiarism. To catch out students who opt for shortcuts. Ultimately though, my energies are more into teaching how to use AI as a thought partner of sorts as from personal experience I’ve garnered an understanding of how AI has the potential to create deeper learning. Surprisingly, however, I have found that many students are reluctant to utilize AI. Though initially drawn to it, students have shared how if used ethically, AI often creates more work. More work? Or, more learning?

An invitation for more “work” is not one usually accepted. Increasingly this appears to be true. As students juggle academics, athletics, the fine arts, and all else whirling in their busy lives I sometimes marvel at the choices being made. For example, many students today have a much more “unique” approach to reading than a few generations ago. Maybe you remember the time, PI (pre-internet), when just had the book and maybe a copy of Spark Notes you purchased in a physical book. Today with the ubiquity of resources, instead of delving into the depths of a book, more traditionally or straightforwardly, students resort to a cunning shortcut. But there are no shortcuts. Watching videos, reading websites, and doing everything BUT reading the book, is a search to reach comprehension without the hassle of exhaustive reading. Ionically this makes the process a whole lot more laborious than just sitting back and reading the book!

Similar to the clever game of intellectual maneuvering to “read” a book, these past months as students apply to universities, I have wondered to what degree students are being used by AI. Opting for the long and winding road, interested in mastering the art of shortcuts, is an inaccurate portrayal being demonstrated to admissions departments? A colleague of mine advises, “Reality will surely strike.” Universities are likely to feel the brunt of who students “really” are and what students can do themselves. AI might be a tool that helps a student jump through the hoop, but once admitted might they be ill-prepared? If so, what might this mean to the future workforce?

The Shortcut Myth

The current conversations of AI and ethics remind me of the nepotism I confronted early in my international teaching career.  “But Matthew, Martin is a ​​Dueñas (surname),” chided the director of the school. I was unfamiliar with the power of a last name and had never experienced such favoritism.  “Matthew, the Dueñas never fail.” All I knew was that Martin had done nothing all year. He knew, his family knew, and the director knew. Yet, ultimately I would be asked to change his grade. I stood my ground and let the director know that it would have to be her to do such a thing, not me.

There is a Chinese saying that goes “Wealth does not last beyond three generations.” This can be likened to a similar belief depicted in the American expression, “Shirtsleeves to shirtsleeves in three generations”. Later in my international teaching career I would have a chance to see this adage playing out and would once again confront nepotism. This time, however, in a different region of the world. The fading of generational wealth was evident as I was introduced to hard-working and determined grandparents who were the builders and first generation of wealth. Students’ parents often were the maintainers and were able to preserve the wealth. Yet, various students, the third generation, were either being pushed through their education or accustomed to taking shortcuts. Unaware that there are no shortcuts. Ultimately, they would be inheriting companies and positions of power in which they were ill-equipped to perform. In effect, they were on the path to becoming the squanders of the families’ wealth.

Nepotism, seemingly in the DNA of many cultures and industries, shares a kinship with the advent of AI as a shortcut. They both illustrate a preference for the familiar over the uncharted. Nepotism prioritizes kinship over meritocracy, while AI prioritizes convenience over authenticity and understanding. I continue to be a proponent of AI, recognizing that it is here to stay. It can and should be used as a tool. Also, one of the elephants in the room is the “shortcut myth.” AI may be just as students report, “more work.” However, when leveraged with honesty, as a tool, an addition, not a replacement to our Human Intelligence, results may generate greater opportunities, broader perspectives, and deeper understanding. In contrast to the constraints of nepotism, possibilities loom.

Meanwhile, it may help if we remember, there are no shortcuts.

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MASTERING FIRE WITH WATER: A LESSON IN CREATING EDUCATIONAL SPARKS

matthewpiercyClassroom Environment

Many outdoorsy types, including boy and girl scouts, dream of successfully mastering the age-old art of igniting fire with nothing more than a magnifying glass. What if I told you I started a fire with water?

Nurturing Trust and Agency: The Cornerstones of Inclusive Education

As educators, we invest copious amounts of time into planning for the school year and in the first few weeks intentionally creating community in our classrooms. At the forefront, is fostering an inclusive environment where every student’s voice is valued and respected. Listening and truly valuing one another is our hope. As is collaboration and providing multiple opportunities for students to build connections with one another. Yet, at the foundation of everything is a fundamental feeling of trust. A Harvard Business Publishing Education article suggests that activating positive emotions, including trust, among students helps students foster cooperative relationships, build resilience and persistence, and increase motivation. Further, trust is in many ways tethered to agency. Positive and effective learning environments should induce trust. Trust in teachers, classmates, and possibly even in the education system. Of course, however, trust must begin within the individual. Then, there is empowerment. Not being acted upon as if to say, “I am giving you the choice.” But from within. This subtle nuance is the spark. It is the sensing of control, “the world is at my doorstep.”

But beyond trust and agency, what are the other necessary ingredients to creating optimal learning environments?

Learning Language, Breaking Barriers: The Role of Authenticity and Place

Recently I was in a high school language classroom and it took me back to my first experience learning Spanish. The class was held in a lecture hall where I sat passively amongst 200 other students as the professor stood up front and rattled on incomprehensibly. Feeling academically wounded, I would then limp over to the language lab. Here, a teacher’s assistant would open a sliding glass window to enquire about the module. Then, before pushing play on the cassette recorder she would hand over tight-fitting headphones, a #2 pencil, and a scantron sheet. Never was there the ability to pause, let alone stop. The “show” just went on. With a one in four chance, I would guess, weary to have too many Cs blackened. My confusion and being disheartened eventually lost out to a more pervasive feeling. One of repulsion. This is NOT the experience we ever endeavor to create for learners.

Oddly enough, a decade later I would be in the classroom teaching Spanish even though I questioned if language could be learned in a classroom. My sentiment is captured in a timeless parody called, “One Semester Spanish Love Song.”  When I last watched, the first comment below the video read, “I took Spanish all the way up to AP Spanish in high school. This song summarizes how much of it I remember.” Might this be because of relevance? Language often is learned by going somewhere. We learn it when we have a purpose. When it is authentic. Furthermore, might there be ties between place-based education and the learning of language? Certainly, a deeper understanding of local culture and environment is integral. This example of learning a language ultimately can be translated into what it means to learn anything. The importance of place, purpose, an individual’s motivation, and authenticity. Ultimately, getting out of the classroom and into much more boundless spaces of learning.

Even if the reality for many teachers remains within four walls, we know learning is like breathing. Students will learn no matter what. So, let’s keep the “air” as clean as possible.

The Container: Creating the Right Conditions

So I did really light a fire with water. I share this because it showcases what is possible with just the right conditions. Might we as educators intentionally create such similar conditions? Where there is a spark and then a fervent fire for learning. Countless times in the past I have filled a gallon glass jug with water and set it in the sun to allow for dechlorination. Recently, I errantly placed it against a dry wooden stump where in the days to come I would water saplings. 18 hours after filling the jug I received a text from our tenant saying, “There was a small brush fire at a tree stump in the front of the house, all put out now and heavily watered down. It was caused by science and a glass water jug which magnified the sun…” He was being generous, the fire was caused by ME! Well, my negligence along with heat, dryness, powerful morning sun rays, and the water’s reflection. Never in my wildest dreams would I have considered the gallon jar of water a fire hazard. Besides being grateful to have learned the lesson the easy way, I thought about how this example speaks volumes about what is possible. What is possible with the right conditions?

So, venture forth to continue to spark inspiration and kindle the flames blazing within your classrooms!

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HOW TO REKINDLE THE RUNNER’S SPIRIT: FROM LAST PLACE TO A FRESH START

matthewpiercyPersonal

Life’s rhythm these past few months has resembled more staccato than flow. However, after more than three decades, I find myself on the familiar yet uncharted path of rediscovering my love for running. In turn, I notice an improved sense of joy, creativity, and legato-like feel to life. Smooth and steady. This fits with education as such exercise has brain-changing effects.

Up until six weeks ago, I would admit to running, only if I were being chased. However, it has not always been this way. I was fueled by the boundless energy and curiosity of childhood and could often be found running in the forests, across the hills, and through Mill Creek. I exchanged my football helmet and pads Freshman year for running shoes and surprised even myself by joining the cross country team. I had never run three miles in my life and now we were warming up with this. The training stands out as a vivid memory, yet one particular cross-country competition especially remains unforgettable. It was a chilly autumn afternoon when Coach Wilson moved me up to run in the Varsity match, surrounded by probably two hundred other eager runners. The race was fierce, with every stride carrying the weight of expectations and determination. I wish I could say I became lost on the course but the truth was I started too fast and ran out of gas. I ended up being at the back. The very back. Once I could see the finish line, the supporters could see me too. And on that final stretch, I could see one other lone boy in a blue jersey just ahead of me. The absolute tail to this whale of a race. As we approached the finish line, the atmosphere grew electric. I suppose this is when my brain had the most changing effects! To this day I wonder if the cheer for the last runners sometimes rivals the 1st place finisher. For most of the race, I had been trailing far behind, lost in my struggle against the course. But, in the final stretch, when I spotted the second-to-last place runner, I summoned every ounce of strength left. Sprinting with all my might, I closed the gap. It was an all-or-nothing effort, and my parched mouth was seemingly whetted by this small victory. To not be the last runner. This however would not be the case, for as we reached the finish chute, the blue in blue abruptly veered in front, stealing my chance at redemption. I crossed the finish line dead last. The first, but also the last time this ever would happen.

Battling Shin Splints in Military Boots, Barefoot Adventures, and Blistered Feet

Fast forward four years and I picked up running again. Only this time my fancy shoes were traded out for leather combat boots. I was part of a Ranger team in the ROTC program at university. The distance tripled and a 40-pound rucksack now weighed heavily on my shoulders. This was an experience that left its mark—quite literally. Brain-changing, to say the least! Those rugged boots pounding against the unforgiving terrain eventually gave rise to the nemesis of every soldier: shin splints. I continued to run, the discomfort growing until I was hobbled. Decades would pass before I would even trot again.

Then in 2013, I came across a book called, “Spark.” The author Dr. John J. Ratey explores how exercise has a profound impact on the brain. I read convincingly about how aerobic exercise has the power to transform one’s health. Something I knew from experience. And nowhere did it indicate one must run. Shortly thereafter a friend recommended I read, “Born to Run.” Christopher McDougall, the book’s author, shares how he overcame injury by running barefoot with an indigenous people in Mexico who were recognized for their abilities to run long distances with huaraches on their feet. Not the huarache of Mexican street food folklore, made of masa and topped with refried beans, meat, cheese, and salsa. No, these huaraches are simple flat sandals, one continuous strap that attaches to the bed of the sandal between the first and second toe. I dabbled in a version of barefoot running, once even running barefoot high in the hills above our house. The result was blood blisters stretching the entire length of the bottom of both feet. And my shin splints from years ago still flared up. Once again, I stepped away from running.

Exercise and Change the Trajectory of Your Life for the Better

Running seemingly became a distant memory until recently when I was inspired during a high school cross-country race. I stood at the edge of the course, the young runners crept and clawed up the steep 8% grade hill. I could almost feel the burn in their legs and the determination in their hearts. Some managed to run the whole way, many walked, and some even maneuvered with their hands pulling at the earth. For some reason running suddenly appealed to me. Maybe because I told myself, “I bet I can run this hill without stopping.” After the race, a colleague randomly shared a TED video of Wendy Suzuki. She is a neuroscientist at New York University. When I looked at the number of viewers, over 16 million, I felt a little like I did in crossing the finish line last. How had I not seen this video? In it, she shares how study after study shows how we benefit from exercise. Before closing she imparts, “I want to leave you with one last thought. And that is, bringing exercise into your life will not only give you a happier, more protective life today, but it will protect your brain from incurable diseases. And in this way, it will change the trajectory of your life for the better.” Convinced, I bought a new pair of running shoes and registered for a 10km run to benefit a local Dry Forest.

Embracing a Healthier Rhythm of Life

A newfound perspective on running has since rekindled the flames of passion for the timeless sport. Yet, choosing to exercise for the benefit of your brain does not have to be limited to running. I invite you to join me on your odyssey, as you remain motivated to move your body. You may even experience greater flow, legato in the place of staccato! Inattention, tiredness, and brain fog shelved for a higher vibration and healthier rhythm of life.

7 Tips For Success
#1 Start slow and keep mileage low so as not to overdo it
#2 Get professionally fitted shoes, creating peace of mind that what you have on your feet is best
#3 Recruit a partner to be your “running partner”
#4 Be creative and change routes for your eyes and body to experience the scenery and terrain
#5 Sign up for an event so you have a goal to work towards
#6 If there is a day you don’t feel like running, take a walk
#7 If you don’t feel like running (or walking!) do something that is active and provides you with joy

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LAUGH LIKE THE WHOLE WORLD IS WATCHING

matthewpiercyClassroom Environment

Might May 11 mark a new path forward? For the past several years society has seemingly carried the Sisyphean rock, Covid. The date marks the official close of “Emergency Declarations” in the United States. In effect, this is the end of both the COVID-19 national emergency and the COVID-19 public health emergency.

Emergency, emergency, emergency.

We need not continue to live and learn in such a state.

And this is something to certainly celebrate.

 

Immersed in Crumbling Models

The month of May bears witness to other forms of celebration, with commencements across the nation and abroad. Speeches will soon be scribed and just how many center on the power and importance of transition is left to be determined. Few, however, likely will focus on the importance of humor. In a world quickly becoming more conscious of the crumbling models all around us. Political, economic, religious, economic, even educational model! Resiliency will increasingly be more important. A component of such resiliency is humor.

You may ask yourself, how many times did I laugh today? If you are able to take this inventory, whether 3 or even 17 times, then a more apt answer probably is, “not enough!” Carol Whipple published University of Kentucky Cooperative Extension published how on average, a child laughs 300 times a day while an adult laughs only 17 times a day.  In “Big Think,” a multimedia web portal which “challenges common sense assumptions and gives people permission to think in new ways,” Matt Davis contributed an article titled,  “Why a good sense of humor is an essential life skill.”  Davis indicates how research has shown that humor can improve the physical immune system as well as cardiovascular health.  “Aside from improving your health, laughter can also lead to greater creativity and productivity as well.”

So, if we know laughing is good for us, then why are we not doing it more?

Probably for the same reasons that few philosophers ever have given laughter much thought. Nigel Warburton summed it up well when he wrote, “Thomas Hobbes and René Descartes, who believed that we laugh because we feel superior; Immanuel Kant and Arthur Schopenhauer who argued that comedy stems from a sense of incongruity…”

 

Thriving as Opposed to Surviving

We seem to be enmeshed in seriousness. In the field of education, administrators concentrated on whatever “fires” need putting out. Educators focused on curriculum coverage and lesson plans, and hopefully student well being.  Students often with centered attention on grades. And all too common, parents operating from a narrowly defined notion of what success looks like for their child. Everyone all the while, seemingly playing the part of pawn. Fixated on the tree before them and not the glorious forest. Or, in a world of Covid, simply surviving.

Yet, we are on the precipices of thriving. It is right within grasp. A ripe fruit ready for the picking.

It is refreshing to see how momentum is being gained as we transition away from knowledge and into competency. America Succeeds, a 501(c)(3) nonprofit is committed to improving equity, access, and opportunity in education. To do this, their focus is upon Durable Skills, a combination of how you use what you know along with character skills.  Yet, I am hopeful they may begin to consider the role humor will play in the days to come because nowhere listed in the 36-page Durable Skills report, does humor appear. Ultimately laughter is essential to success but also especially necessary as “function” dissolves the archaic “forms” in which we have been living. Victor Frankl alluded to humor when he wrote in Man’s Search for Meaning (1946), “another of the soul’s weapons in the fight for self-preservation.”  Author and educator May Kay Morrison asserts to the power of humor, even coining a term she calls, “humergy.” Humergy  as she defines it, is the energy that emerges from joy and optimism of our inner spirit.

A sense of humor is an essential life skill. Brain research backs the power but also importance of humor. Laughter is surely within each of us, yet simply may require a bit more space and time to express. As May 11 marks the terminus of Covid and the end of a state of emergency, let us step forward with even greater joy, lightness, and laughter.

TRY IT YOURSELF:  Jim Paterson shares these few ideas for how you might attempt to use humor.

Get back to work. A bit of humor gets attention and provides a break, but teachers should have it relate to the work somehow, should keep it brief (even if they let students participate) and have a path back to more serious information and a method to bring their students along.

A simple surprise. Just having on an odd hat or projecting a cartoon at the start of a class can get students energized. A simple surprise is also a way that a teacher who doesn’t think they are funny can easily bring some lightheartedness to the classroom.

Let them at it. Have time when students can tell a joke (with guidance about the humor being appropriate) and you will find that even the most introverted ones might be willing to participate. Give them a chance to write about a funny incident.

Game time. Give students a quiz with the right answers mixed in with outlandish wrong ones. Have a game show where the answers are on topic, but the game is humorous and fun.

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