From the album: "November 09" by Hannah Svebakken

A little reminder…teaching students is a step-by-step process. Days will come when we stumble, fall down, but other days will be filled with the freedom of an unhindered walk! Enjoy each day, each step. After all, teaching with aloha is about process more than product!

Today, two articles came across my desk focusing on micromanagement. After reading each, I began to think about how common it is seen in the classroom. From my experience, I believe that micromanagement can stifle the joy of learning. Surely, teachers need to monitor students. But, when monitoring becomes micromanaging, KÅ«lia i ka nu’u (achievement and personal excellence) can be smothered.

What is it?

Micromanaging is controlling every part, however small, of an activity. It is more about control than it is about monitoring for understanding. Teachers are control people. The very nature of the job demands that the teacher be in control of every situation. Classroom management, a teaching itself, can easily become micromanagement. Why does a teacher micromanage and what are some results?

Micromanaging others

A teacher micromanages when he is consumed by the way to do something. Certainly, there are some processes that children need to learn. One cannot avoid the basic rules of math

Micromanaging self

Training yourself to avoid micromanaging others is one thing; but handling controlling tendencies toward your own work can be even harder. Here are three ways to keep the micromanager in you from impeding your own progress:

1. Keep your eyes on the prize. Don’t focus on details before the big picture is laid out. Keep the larger project goal in mind and resist temptation to dive into minutiae.
2. Don’t second guess yourself. You’ll inconvenience yourself and the people who work for you if you shift project direction midstream. Take a complete pass through a project before deciding to change course.
3. Micromanage when it’s time. Almost every project requires some detail work. When you reach that point, unleash the micromanager in you and handle it.

A wise teacher’s ways, thoughts, plans, dreams must be higher, deeper and broader than his students’. This is the bottom line to KÅ«lia i ka nu’u. He always leads his students to greater heights, deeper depths and expansive horizons. He is the ultimate example of KÅ«lia i ka nu’u in their lives.

In short, teaching with KÅ«lia i ka nu’u means wisely leading students to live beyond. He takes students beyond their reach; so, He provides. He encourages students to think beyond the obvious through His careful teaching. His lesson plans are often beyond their abilities to master easily; so, he provides sustaining motivation. So, all in all, the KÅ«lia i ka nu’u teacher invites students to live beyond where priceless treasures may be found.

Rising to challenging curriculum and learning is hard work. The student naturally desires to quit, settling for what can be easily accomplished. When I think of this, I remember the classic Nestea plunge commercial more than twenty years ago (click on the link). As you watch, think about the journey – wanting to quit – and the refreshment that comes when we just let go. If a student is really going to accept the KÅ«lia i ka nu’u challenge he must open his heart to a just think what could be attitude. And, when a student is willing to open his heart and mind to what could be, the unending cycle of performance ceases and an honest journey of challenging learning begins.

KÅ«lia i ka nu’u leads us to the highest heights, the deepest depths and the broadest horizons – beyond! Stop! Think about that!

Ho’ohanohano respects each students strengths and talents. Aloha teaching is not so concerned with how smart students are but how they are smart. Therefore, one of the teacher’s joys is discovering her student’s hidden talents. Here is a simple guide to help you:

1. Turn a compliment into an interview. When an student does an excellent job, don’t merely praise her. Pinpoint the strengths of her accomplishment and ask her how she did it — in other words, to share her process. The interview will give each of you insights that can be transferred to new tasks. If appropriate, you might even ask her to give a class presentation about her techniques.
2. Discover how your students think. It is very limiting to focus on assessment. Discover the thinking that led to the achievement. Learn about the student’s habits and disciplines. This information can be communicated on the student’s report card. For example, “Susan always finds important information, studies it carefully, and draws her conclusions.” You will communicate to the student and parent that you understand how a student processes learning and that you value what is contributed.
3. Ask for the reasons behind preferences. Good teachers know what their individual students like to do (what tasks they enjoy, which projects motivate them). Great teachers find out why someone has those preferences. That kind of knowledge helps a teacher differentiate learning around strength and interest. This approach maximizes the process and honors the student.
4. Inquire about people’s dreams. Learn about your students’ dreams. Knowing what they are might give you a glimpse into their motivations and preferences. Watch what they read and do in their spare time. Learn about their weekend activities. Each of these pieces, when fit together, will help you truly know your students.

Every one of your students is so gifted! Embrace differences; accentuate the value that each student contributes to the class. You will not only learn a lot about your students but teach a lifelong Ho’ohanohano lesson.

Ours is a world that demands immediate gratification. From instant downloads to instant mashed potatoes, we want whatwe want when we want it . . . and that’s usually NOW! A mentor isn’t like that. He can’t be like that! He takes the long view toward those he mentors.

What does that look like in everyday terms? A mentor hangs in there. He has staying power.  He isn’t restless.  He doesn’t run.  He isn’t a fair-weathered friend.  He doesn’t give up when there’s criticism. That takes immense maturity in relationships with others. He strives to be patient with everyone and that’s no easy task.

Why is patience required? Because mentoring is a process because learning is a process. Who of us has not wished he could learn something more quickly? Often, real progress is a little at a time, step by step. And, sometimes, it is five steps forward, two backwards. The mentor that takes the long view realizes that what he has mastered may be extremely difficult for others. What is natural for others might not be for you. The important thing is that steady progress is being made and the process of learning is being enjoyed.

Taking the long view applies, regardless of the situation. That means a faculty member doesn’t step down because there’s difficulty in the school. A husband or wife doesn’t walk out because it gets rough. Does that mean that we never walk away? Not at all. But most of the time we head for the exit far too quickly.

As a mentor, you stick it out. You take the long view.

You might be facing a tough time right now. If you are, believe me, I understand. Schools can be brutal to its teachers. Everywhere I have been, I have encountered unexpected difficulties; and the reason I didn’t run? The memory of my mentors.  They didn’t run either. Perhaps the greatest benefit that comes to those being mentored is that they cultivate perseverance. They too learn to take the long view.

Courtesy: Rosa Say

I suppose this is one of the reasons I enjoy plants; each day they grow a little more. Petals struggle to open, ferns patiently unfurl. They remind me to be patient with growth, both in myself and in others.

Every one of us benefits from a relationship with an effective mentor. Sadly, mentorship is uncommon in many schools. For a few weeks, I would like to focus on mentorship.

Years ago Dan Fogelberg wrote a song about his father called “Leader of the Band.” In the chorus he calls himself a “living legacy” to his dad. I love that phrase. Why? Because it tells of the impact a mentor can have on another life. Mentors impact others. This leads me to a couple of questions right way:

1. Do you have a mentor? If you are like me, I have had only a few who I could honestly call mentors. In every case, I was the one who initiated the relationship. If you don’t have a mentor, think about with whom you would love to have such a relationship. Initiate the relationship after you have carefully thought about the one who has integrity and shows characteristics that you desire for yourself.
2. Are you a mentor? Look for that humble person in whom you could pour your life. Perhaps it is a new teacher. Mentoring new teachers could powerfully impact the difficult phases of a new teacher’s year. In fact, your mentoring just might save a career – I’m not kidding! It could make the difference between survival or not.

Seriously consider becoming a living legacy for another. Very few decisions will be more important than this one.

“Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.” – Peter Drucker

Courtesy: Rosa Say

I honestly believe that I would be further along if I had implemented the discipline of reflection earlier. Students would have benefited greatly if they had learned to reflect as well. Honest reflection is powerful! During these Ka lā hiki ola weeks, it is good to take the time, not only to reflect but to develop the discipline of reflection. Until it becomes a habit, it might require that you set an appointment for yourself, just like you would for any other commitment. Set aside time to reflect.

Reflection helps us understand ourselves

Reflection helps us understand ourselves well enough to discover how to use our gifts to teach students. Aloha teaching requires a commitment to ongoing personal development. And, that cannot happen without regular, protracted times of reflection.

Reflection is needed to stay on track

How easy it is to move off target. One degree a day can result in being 50 degrees off target by the end of a quarter! At that rate, without intervention, you will be 180 degrees off target by the end of a 180 day school year. Starting one direction and ending up going the exact opposite direction can happen without sustained times of reflection.

Reflection helps us implement our plans

Reflection helps us turn great ideas into great results. Your role as teacher requires wise planning. But, the best planning can deteriorate quickly without reflection. In the business world, companies typically realize only about 60% of their strategies’ potential value because of defects and breakdowns in planning and execution. And, this breakdown can be easily traced back to a lack of reflection.

Reflection helps us know our students

Again, from the business world, in a Bain & Company’s survey of the customers of 362 companies. Only 8% of them described their experience as “superior,” yet 80% of the companies surveyed believed that the experience they had been providing was indeed superior. I don’t know of any such study focused on the learning experience in schools, but what if the results are similar? Reflection, involving students and parents, is vital if we are to be excellent. Understanding our students’ experiences is important; reflection of those experiences and making any necessary changes are critical to becoming the best we can be (KÅ«lia i ka nu’u).

Here is a list of eight qualities that might help you reflect on your teaching. How closely do these describe you?

Communication

• Actively listens to the ideas and concerns of others
• Analyzes information from varying perspectives, establishes the pivotal element of an issue, and reaches a logical conclusion through the process.
• Expresses ideas clearly, concisely, directly and willingly.

Leadership

• Has built a solid foundation of trust by leading through example.
• Clearly defines expectations and charts the course for successful implementation.
• Delegates appropriately, empowering students to manage challenges.

Adaptability

• Deals effectively with diverse work styles and in differing environments.
• Adjusts constructively to setbacks and plans for change.
• Encourages creativity, innovation and risk-taking.

Relationships

• Is sensitive to the feelings of students and contributes to a positive, cooperative classroom.

Task Management

• Uses technology, resources and time efficiently.
• Learns quickly and applies current information to appropriate tasks.

Production

• Initiates action. Is assertive and decisive.
• Overcomes obstacles to achieve high-quality, beneficial results.

Development of Students

• Coaches effectively.
• Provides timely, objective assessments.
• Gives recognition to top-notch work and extra effort.
• Is enthusiastic and promotes positive attitudes.
• Displays a high level of energy, persistence and a positive outlook. Learns from mistakes
  and constructive criticism and continuously seeks ways to improve.

Now, it’s time to make a life changing decision that will magnify your teaching quality. Implement the discipline of reflection!