Friday, August 2, 2013

Personal Inventory

The most valuable thing I gained from this course is an increased understanding of distinguishing between treating the core issue of a performance problem and treating the symptoms. Early on, I found it easy to identify what immediately appeared to be wrong and come up with a solution for it. In many instances, my solution wouldn’t have solved the program – it just would have made it appear better for a short time. By analyzing these symptoms to develop an understanding of the core issues at hand, I’ve been able to develop interventions more capable of providing long-term organizational growth.
As a part of this, I believe I’ve done well in developing the following competencies:
1. Write statements of performance intervention outcomes: A lot of my strength in this regard seems to have come from my teaching background. When teaching high school, I obsessed over learning outcomes as a tool to measure my students’ successes and shortcomings. When I began ID work and this class, this experience aided me a lot in crafting outcomes that were measureable and job-specific.

2. Communicate effectively in visual, oral, and written form: This, too, is a benefit from my teaching experience. Having taught English for a long while, I spent a number of years helping other communicate effectively in different manners. The HPT course had helped me take this experience and apply it to communicating the benefits of an intervention, giving me the ability to “sell” my ideas better than I have in the past.

3. Promote performance consulting and human performance improvement as a major approach to achieving desired results in organizations: Coming from a very training-centered organization, my awareness of HPT has definitely changed my approach toward improving organizational performance. The knowledge I’ve gained from this course has already led to me making performance improvement suggestions that aren’t based on training. Long-term, I think this could positively shift my department toward future successes.

4. Capable of involving others (authority figures, knowledgeable individuals) appropriately: One of the most valuable things I’ve gained from this class is an understanding of the importance of collaborating with other individuals to understand performance issues and suggest relevant, needs-based results. Without communicating with these individuals, HPT professionals are at a huge disadvantage.

5. Generous with giving credit to others: Similar to the previous competency, I’ve learned that it’s critical to give credit so that relationships remain intact. As a part of positive collaboration, one should be willing to praise others when they’ve done well and intervene when they may need assistance. 

Likewise, I still have work to do on these ones:

1. Analyze the structures of jobs, tasks, and content: I don’t mean to say that I’m terrible with this one entirely, but while conducting analyses during this course, I’ve sometimes struggled to understand what all I must examine as a part of my work. Considering the variety of jobs and tasks that will be impacted by a performance intervention is a huge undertaking, and one that I hope to be continually mindful of moving forward. Continued experience with this will help, as will a willingness to step back and analyze myself during each step of the process.

2. Demonstrate appropriate interpersonal, group-process, and consulting skills: I am sometimes quick to think that, since I am the one analyzing performance, what I say goes. While I don’t often express these feelings, they sometimes creep up in my mind and create frustration. Moving forward, I intend to be increasingly collaborative with individuals to develop a continued understanding that there are a number of pieces that must fit together in order for a performance intervention to be successful, and that many of those are outside of my control.

3. Cause-conscious, not solution-oriented: As I stated earlier, I initially found it easy to simply dive into solutions without a lot of regard for their causes. In many ways, early on, I looked at the symptoms and not the core issue. While I’ve come a long way in this regard, I’d like to continually improve by continuing to analyze performance problems and make recommendations. By collaborating with others in this regard, I believe I will have the tools and feedback I need to be successful in this continued endeavor.

4. Sensitive of the need to verify perceptions: Somewhat similar to the last competency, I sometimes struggle with double- and triple-checking my perceptions. This isn’t always the case, and I’ve gotten better with it, but, moving forward in my practice, I think it would be wise to make this a part of my routine: to always check everything twice (or three times) and to not move forward until I have done so.

5. Able to sort out priorities: As a big fan of instructional technology, it’s easy for me to be tempted to always suggest technology-based solutions. While there are situations where such solutions are appropriate, in a number of instances, there are more affordable options that, more importantly, better address the issue at hand. Moving forward, I would like to receive more information or training on some non-technology based solutions in practice.  

Professionally, I’d like to incorporate my HPT work into my current position on a widespread basis. My current company is very training-oriented and is consistently looking at training as the sole solution. The tools I’ve been equipped with in this class have really broadened my understanding of what we can do as an organization to better increase performance and solve some of our existing issues. I hope to use what I’ve learned to analyze these issues and develop non-training solutions for them. 

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Sunday, July 28, 2013

Extended Reading

Guerra-López, I., & Leigh, H. N. (2009). Are performance improvement professionals measurably improving performance? what PIJ and PIQ have to say about the current use of evaluation and measurement in the field of performance improvement. Performance Improvement Quarterly, 22(2), 97-110.

In their study, Guerra-Lopez and Leigh look at the state of evaluation in contemporary performance improvement literature to examine to thoroughness and attention given to evaluation by performance improvement professionals. Based off of their findings, they argue that evaluation – despite being critical to the field – is underrepresented in two of the field’s most prominent academic journals: Performance Improvement Quarterly and Performance Improvement. Their analysis – intended for practitioners and researchers alike – analyses articles published in these two journals to evaluate how often topics surrounding performance improvement evaluation are mentioned and written about at length. Simply put, their findings support their theory that evaluation is not being taken as seriously as it should be in the literature.

The claims discussed in this work shed light on a critical aspect of work being done in the field: evaluation. Despite human performance technologists being aware of evaluation and its merits, the depth of evaluation necessary to appropriately measure an intervention’s success is not always being performed. The absence of this discussion in the literature – as made apparent by the authors – demonstrates not only a professional unawareness, but an altogether disregard for one of the most prominent ways human performance technology professionals can understand their shortcomings and, perhaps more importantly, sell their interventions to those they work with. By not producing measureable results and discussing those results in the literature, the field loses both credibility and sustainability.

Missing from their discussion was much mention of practice. While the literature is, ideally, indicative of this, little mention of direct work being completed is mentioned. Speaking directly with professionals and examining evaluative tools that are being used by those professionals would provide a much more direct examination of the evaluation issue being discussed. This is done second-handedly by examining the literature itself, and, with the depth of literature available, this may be logistically inappropriate, but it would provide the authors with a much more direct source of information. 

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Sunday, July 21, 2013

Extended Readings

Vadivelu, R. N. and Klein, J. D. (2011). The influence of national and organizational culture on the use of performance improvement interventions. Performance Improvement Quarterly, 24: 97–115. 

Vadivelu and Klein’s study focuses on the effectiveness of different human performance technology interventions across cultures. Their research, inspired by existing literature and the increasing requirements of corporations dealing with a global economy, consisted of a survey sent to HPT professionals in the United States and South Asia. 100 respondents completed this survey, offering information about their organizations (size, budget, location) and how often they use certain performance interventions.  Their research found compelling cultural implications for the two cultures. For instance, respondents in South Asian countries indicated that they seldom used 360-degree feedback, largely due cultural attitudes toward superiors and a resistance to criticizing them. These interventions, the authors argue, must be analyzed closely before being used in any organization.
In many regards, the study’s diversity is impressive. Respondents came from a number of educational backgrounds, companies, and experience levels. The authors reached out to members of a number of formal and informal organizations, and the survey itself measured their use of dozens of HPT interventions. However, while intriguing, their findings are limited to American and South Asian cultures. This fulfills the purpose of their study and makes a number of interesting points, but expanding the use of their survey tool to other cultures could provide critical information on the implementation of these interventions on a larger scale.
Further interesting would be a discussion on the application of the authors’ findings to the field. Now that they have noted how differently these HPT interventions are used, how can this be employed in practice? This would be especially applicable to the growing number of companies who have offices in multiple locations. Also to be considered is that such cultural differences aren’t limited to location; that is, within individual states, cities, and companies, human performance professionals are consistently developing interventions that are used by individuals of diverse backgrounds. Vadivelu and Klein mention this in their study, though no further consideration of it is given.
          Overall, the authors’ findings have definite implications on how practitioners should look at the interventions they use and how they are employed in their organizations. From small companies to larger ones, Vadivelu and Klein’s work goes a long way in demonstrating that if we are to select interventions that will appropriately enhance performance, we must consider the diverse cultures that will be affected by the interventions chosen. 

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Sunday, July 14, 2013

Week 2 Extended Readings

Watson, B. (2013), The Expanding Role of Industrial Human Performance Technology in Corporate Sustainability. Perf. Improv., 52: 30–37. doi: 10.1002/pfi.21341

Watson’s article focuses on the increasing responsibility of human performance technology specialists in regards to company policies regarding sustainability and environmental responsibility. Watson argues, appropriately, for a systemic approach for aligning organizational goals with job tasks and suggests that human performance technology specialists play an integral part in this process. His argument places weight on the importance of human performance in regards to industrial organizations (i.e. aviation) due to the high liability of human error, arguing that the role of the human performance specialist must move beyond one focused on “soft skills” and toward one focused on intrusion in the industrial decision-making process.
What immediately struck me about Watson’s article was its focus on sustainability. While an integral part of many organizations, and one with increasing attention and importance, it seems that the crux of Watson’s argument – that the HPT professional should be involved in the industrial decision-making process – can be applied to much more than just sustainability issues. If Watson’s suggestions were in practice, and HPT specialists were a part of industrial decision-making, it would seem appropriate that the same ideas could be applied to other fields – that, aside from sustainability issues, HPT professionals would be able to be involved in the large-scale issues surrounding their organizations.
While I recognize the importance of the HPT professional being involved in the larger-scale decisions of an organization and think they can provide input in regards to the industrial aspects of it, it likewise concerns me that such a decision would spread HPT professionals too thin; that is, they would be required to do too much, which, unfortunately, could lead to performance concerns. Likewise, the “soft skills” Watson alludes to are very much a part of what HPT professionals are prone to analyze. It would seem to me that it is more appropriate for HPT professionals to continue working on what they historically have: human performance. While my experience it scant, it would seem more appropriate to leave the industrial decisions to those more qualified to do so.

Evans, M.A. (2004). The Challenges of Knowledge Management to Human Performance Technology. Techtrends: Linking Research & Practice To Improve Learning, 48(2), 48-52.

                In this article, Evans describes the user, task, and content analyses he has completed to develop a knowledge management system for the U.S. Navy. In his analysis, he discusses three key components – community of practice, activity theory, and institutional theory – to frame his suggestion that alternative means must be explored when a group is working together on knowledge-intensive practices. As a part of this discussion, he suggests that some aspects of human performance technology are rooted cognitive information processing, which looks at knowledge as an item being transferred from one entity to the next. As a part of his knowledge management project, he argues that such frames of thought promote solutions that lead to isolation -- web-based training, job aids, etc. – all of which fail in environments requiring intense collaboration.
                One of the most intriguing aspects of Evans’ discussion is that its applications aren’t just limited to knowledge management solutions such as his. In a workforce requiring an increasing amount of digital and face-to-face collaboration, the requirement for HPT solutions to have group-centered applications is increasingly relevant. Despite this, however, Evans’ argument fails to consider that some of the tools he mentioned being used in isolation (i.e. web-based training) in fact offer opportunities for non-traditional collaboration. While not immediately applicable to the knowledge management project, alternative schools of thought in regards to HPT may not be as necessary as he suggests.
                As a part of his discussion, Evans suggests knowledge management as a tool for giving novice practitioners access to SME knowledge. While such tools are initially addressing a performance gap, in the long run, this would seem to address performance gaps before they arise. The use of knowledge management as a performance tool in such a manner – being provided to learners immediately – gives them a body of knowledge off of which they can begin their work, reducing the likelihood of additional training or skill development being necessary. While not a perfect idea – and certainly not what Evans suggests – this could have significant implications on the overall performance of the learners in question.  

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Sunday, July 7, 2013

Systems, Nontrivial Machines, Circular Causality, and Other Ghosts Haunting Performance Improvement Technology

Wittkuhn, K. D. (2004). Systems, nontrivial machines, circular causality, and other ghosts haunting performance improvement technology. Performance Improvement, 43(3), 33-37. Retrieved from http://search.proquest.com/docview/237230813?accountid=13360

In this article, Wittkuhn argues against a number of human performance technology practices to better help his readers more accurately address and understand performance issues they come across. He concludes that systemic approaches, nontrivial machines, and performance gaps are inherently flawed due to elements such an unreliability and lack of knowledge or understanding. As a part of his argument, he doesn’t suggest that these practices be avoided; rather, that the considerations he makes be considered by professionals as they use such practices within their organizations.

Wittkuhn’s argument is convincing. In particular, his claim that human performance cannot be engineered is both appropriate and curious; on one hand, such engineering seems to be an inherent part of human performance technology. On the other hand, his discussion of the unreliability of human reactions – that we cannot predict with 100% accuracy how humans will respond to different elements of a system – is entirely correct. What he fails to mention, though, is the reliability with which we can predict a number of behaviors through thorough learner analysis. Simply put, Wittkuhn’s argument suggests that the engineering of human performance is more abysmal than it is. While performance systems cannot be 100% accurate, learner attitudes and reactions can be predicted with a degree of reliability.

He makes a similar argument in regards to defining problems and performance gaps. Essentially, Wittkuhn seems to suggest that problems cannot be defined with accuracy because of the individual’s existing presuppositions, which would distort his or her ability to see the solution. Despite this, he seems to have few thoughts on how human performance professionals can limit such presuppositions in the workplace.

Overall, Wittkuhn’s argument, while convincing, is remarkably pessimistic and lacking solutions to the problems he suggests. While many of the practices he discusses are inherently flawed, it would be interesting to read his thoughts on how human performance professionals may use their understanding of such flaws to better impact their own success in the field. 

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Linking Versus Searching: A Case Study of Performance Support Use

Nguyen, F., & Hanzel, M. (2007). LINKING VERSUS SEARCHING: A CASE STUDY OF PERFORMANCE SUPPORT USE. Performance Improvement, 46(10), 40-44. Retrieved from http://search.proquest.com/docview/237240992?accountid=133604

In this study, Nguyen and Hanzel distinguish between external and extrinsic performance support systems by observing the implementation of each at an unnamed company over the course of four years. At the conclusion of their study, they note that performance support systems that link to relevant support content (extrinsic systems) are more likely to be used than those that require the learner to search for information on their own (external systems). This, they argue, is in agreement with existing literature on the subject, suggesting that extrinsic systems that are integrated into the employee’s existing workspace should be used over external systems whenever possible.

Nguyen and Hanzel’s work has significant implications on human performance technology professionals. Their study provides a highly-applicable, research-based examination of two differing systems of performance support, and their evidence for the use of extrinsic systems over external systems is overwhelming. Their study isn’t lacking in depth, as it covers an expansive length of time, though their argument would be further solidified by conducting similar research at another organization. Doing so would ensure that their conclusions are applicable in diverse workplace scenarios.

 Most concerning is the absence of internal performance support systems in their study. According to the article, the organization implementing the performance systems themselves chose not to apply internal options due to time and cost concerns; however, based off of Nguyen and Hanzel’s findings, it would be of interest to note how intrinsic systems, which are increasingly simpler than extrinsic and external options, would be received by employees of an organization. Providing such an analysis would give human performance professionals a more conclusive set of information off of which they could make better decisions for their organizations.  

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Sunday, June 30, 2013

Human Performance

So, I’ve changed the direction of my blog for two main reasons. The first reason is that I’m no longer a teacher. The second -- and perhaps more pressing reason -- is that I have to write a blog for my current grad school course.

See, the transition from teaching to corporate training was something I had considered for a while, which, more than anything, piqued my interest in pursuing a graduate degree in learning design and technology from Purdue. This has led to me to take a course in human performance technology, which will, at least for the time being, be the new focus of this blog.

The problem with this is that I don’t necessarily know what human performance technology is. I do know (or, at least I’m fairly certain) that it isn’t training. The fact that it isn’t this, coupled with the inherent clue in its name, leads me to believe that it involves the use of non-training tools to increase workers’ (or learners’) abilities to perform a certain task. I try to think of it in the context of when I make cookies. I don’t need to be trained on how to make cookies because I don’t make cookies that often; however, I know that when I do want a cookie, it’s a cookie made by my brother – so, I had him write down the recipe so that I can make them when I want. I don’t necessarily have to know how to do it – I just need to know where to access the document that tells me how.

While not all-inclusive, I think this is perhaps a smidgen of an understanding of what human performance technology is – the dichotomy between training and non-training alternatives for improving performance in a variety of settings. If this is correct (and I hope it is), I feel that I’m well on my way to succeeding in my current course because I’m obsessed with performance improvement in my daily life. I create checklists to ensure that my bills are paid, to remember to pack everything I need to in a suitcase, etc. I visit websites that help me pair wines with meals, fix my car, and tend to my garden. Simply put, I keep resources available that help me do things I don’t know how to do – more importantly, things I don’t need to know how to do. I think this perspective will help me in my contributions to this course, as they have helped me look at a number of performance gaps in my own life and given me tools to address them.Looking at the weeks ahead, I hope to build on this basic understanding to better help people other than myself.

Looking above, I’ve done a good job of surrounding myself with resources to help with my own performance gaps. Because of this, I don’t really know how to go about analyzing performance gaps in other individuals or in organizations. More than anything, I’m looking forward to building on my understanding of instructional design and human performance to establish a means by which I can identify holes and explore them on a larger level to best discover potential solutions.

Having just started the course, I’m already excited to see how it will benefit me in my career. I’m currently in charge of staff training and development at my company – however, we’re very training-oriented, which oftentimes leads to training being labeled as the solution for just about everything. I’m hoping that by taking this course, I’ll be better equipped to suggest non-training alternatives to increase my company’s efficiency and decrease the amount we spend of staff training.

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Sunday, February 24, 2013

I am not a teacher.

I haven’t blogged in a long time. Probably because I haven’t taught in a long time. I’ve put off writing this post for a while, as it seems to put finality to a career that ended almost as abruptly as it took off, but having settled into my new job and taken ownership over my new life, I’ve accepted what is undoubtedly true.

 I am no longer a teacher.

 I know I haven’t aspired much in terms of promoting my blog, but it's served as a brief record of my experience as a teacher and is thus important to me as I move forward with another portion of my life. I didn’t quit teaching because I dislike kids or because of the long hours of politics or whatever reasons teachers finally quit. I quit because I didn’t want to give myself to the profession any longer. And while that sounds selfish and probably is, I didn’t want to spend any more time in public education if my heart wasn’t in it. It wasn’t fair to me, and, more importantly, it wasn’t fair to the kids.

 Upon reflecting on my short teaching career, I discovered a number of takeaways. Despite this, I only want to share one, and that is that whenever you find something wonderful, hold onto it. Cliché, yes, and even corny, but while I wasn’t a teacher long, I had the privilege of spending most of my time at a very powerful school with wonderful colleagues, dedicated leadership, and some of the most creative, intelligent, and understanding kids I ever had the pleasure of working with. And while there were rough spots in my tenure there, I look back on it with a great deal of respect, longing, and admiration, and I am counting the days until I return to Indianapolis to watch the kids I taught for three years graduate.

 Louisville, and life, however, became priority. It’s easy to look back on my teaching career and miss my kids, but I think it’s worth celebrating the things I have moved on to. Upon leaving my teaching job, I accepted a position with a local foster care agency as Manager of Staff Training & Development. It’s easy to think of the jump to corporate training as a cold one, but  I couldn’t be more blessed to have found a home at an organization that is committed to assisting the youth of Kentucky and making the community the strongest it can be.

 In addition, switching careers has given me the time I need to return to the person I want to be. I’ve been able to strengthen my skating and my overall success as a hockey player. I’m also training for my first mini-marathon and feeling the best I have in a long time. I eat better, have more energy, and have been able to devote myself to finishing my master's degree, reading good books, surrounding myself with great people in an even greater city, and bettering my home with my wife. 

 In retrospect, I have no qualms with teaching, the schools at which I worked, or the field as a whole. I count myself blessed to have had the opportunity to work with the teachers and students I did. At the end of the day, however, I didn't feel as committed as I should have been. Perhaps I never was. I'm not certain what I'll write about from this point forward, or if I'll write at all, but I look forward to the opportunity to embrace my new job, settle down with my wife, and build the life we dreamed of when we moved to Louisville. And while the might sound boring and even undesirable, after spending my mid-twenties focusing on everything else, that sounds pretty nice. 

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Saturday, October 20, 2012

No protest. Just compliance.

Yesterday, for the first time in my admittedly young career, I assigned an in-class timed writing as a whole-class punishment. The group has been problematic year-round, struggling both academically and behaviorally. With me being passive in nature, this proved initially problematic, though, as time has passed, I have strengthened my approach.

I took yesterday off work to celebrate my wife’s birthday. The last time this group -- we’ll call them Group X -- was left with a sub, the report was negative. I’ve never liked negative sub reports, as I feel that they show someone that I’m not as competent as I should be. So, the day before I took off, I told the class that they would have to complete a timed essay should I receive a negative report again.

What I received was the most negative report I have ever read. Initially, I thought the punishing essay would bring me peace. After all, I was being consistent with what I had told them, and some small part of me thought -- and still does -- that experience would forever change their behavior in my class. When students began filing in today, though, all asking if they would have to write an essay, my response of “yes” was harder to swallow each time. It wasn’t until one student came in -- a positive student, by all means -- and asked the same question that the gravity of what I had decided on settled.

“I don’t mean to be disrespectful, Mr. Shaw, but that is really unfair,” she said.

She was right. It was unfair. The sub had even told me that this student, this exceptional young lady, had been spectacular. Yet, here she was, being punished simply for being a part of Group X.

When they began their essays (they did this silently and, for the most part, without protest), I watched and struggled with what I had decided. Group X is largely repeaters and struggling learners. For the most part, I feel that a good number of them act out because English is not their strong suit, and, despite my efforts, I have yet to find something that clicks. It wasn’t even the “good” kids that made me feel guilty, either. It was these struggling kids, too. What lesson was I teaching them? The assignment was content- and skill-relevant, but it wasn’t the best way to go about anything.

Yet, there they sat, all thirty of them, writing away. No protest. Just compliance.

Is compliance what this gig is about, though? Does engagement matter if it is the result of submission? These things bugged me as I watched them write, and I couldn’t settle my thoughts.

So, I took out a stack of post-its and a pen, and I started writing. First, I wrote two notes, one to each of the students my sub had said did exceptional jobs. I wrote that I noticed their efforts, and that they’ve been fantastic year-round, and, that while it was unfortunate what I had assigned to them, I recognized and appreciated how they work and encouraged them to keep it up. I delivered these to both of them. One smiled and put it in her folder. The other -- the one who had sparked these thoughts -- crumpled it up and put it in her pocket. That was fair, I suppose.

Then, and perhaps more importantly, I wrote more notes, these ones to those who had been a thorn in my side for so many weeks but had now decided to comply. To this kids, I wrote that I recognized their efforts today, that I was excited to read their essays, and that I was proud of them and what they had accomplished. There were a few too many of them for me to notice how they all reacted, but one kid raised his hand and handed me the note back. I look at it quizzically, at which point he flipped it over. He had written “Thanks!” with a smiley face. I told him “you’re welcome,” then handed it back for him to keep.

Another kid raised his hand and asked for tape. I was hesitant at first, but he had finished his essay, so I figured there was no harm. I handed it to him and walked away, and when I returned, I noticed he had taped it to his chest. When I saw him at the end of the day, it was still there.

One of the things that keeps me in this profession is the almost consistent ability to repair situations. While I am still torn on my decision to assign that essay, and some kids will hold a grudge against me because of it, it gave some of them the opportunity to shine and be proud, and it gave me the opportunity to sit back, reflect, and recognize them for what they had achieved. And for me, that made the day worthwhile.

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Thursday, September 27, 2012

My Second First Year

Last week, I decided that I am a first year teacher again. Not that I am a veteran teacher or anything, but I had a realization both humbling and enlightening that reminded me of how cyclical this whole teaching gig is.

Since Day 1, I’ve been a tenth grade teacher. I’ve dabbled in ninth grade, albeit collaboratively, but I’ve always had tenth graders. However, when I started at my current school, my principal asked, “Do you feel that you can teacher ninth grade?”

Of course I can teach ninth grade, I thought. They’re only one year younger.

One year is a big difference, I've since learned.

Ironically, when I graduated college, I opted out of receiving a license to teach middle school because I always told myself that if I were at a point where I was willing to teach middle school, I should probably find another career. Last week, however, I realized that my freshmen are closer to being middle school students than they are to being in the tenth grade.This realization unsettled me. I’ve always found middle school students to be too whiny and self-centered, qualities my freshmen share. I initially figured that if I set my tenth grade bar for them, they would have to reach it. Instead, I was met with hostility and disengagement – direct disrespect, heads on tables, plunging grades, etc. It wasn’t until I completely my school's quarterly self-assessment and took an honest look at my grade book and my own practice that I realized that I was wrong, and that I had set an unrealistic expectation.

So, I changed. And, as a teacher, I've found that it's hard to change. We have our ways and like to stick by them, but at some point, we have to realize that it isn't about our comfort as much as it is about what is doing what is best for kids. I refuse to admit that I was entirely at fault, but I noticed that I was frustrated with them because I expected them to act like tenth grade students. And, well, they’re not, so of course they didn’t. It reminded me of a conversation I had  had with my former instructional coach when I was looped to English 11 during my third year of teaching. She reminded me that a new grade level requires new instructional techniques. In this case, it required more rigorous discussion and high expectations. So, I obliged.

And now, nine weeks into my second first year, I’m obliging again.

(In a semi-related twist of fate, I received a note on my board today which read, "hi mister Shaw." It was signed "ur fav student." While the grammar was atrocious, I can't help but feel it's a sign that I'm moving in the right direction with them.)

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Tuesday, September 4, 2012

I am a teacher.

Last week, two students came up to me after class and asked why I don’t tell stories or jokes. They also mentioned that I hardly smile. While taken back by the oddity of the question (if there is such thing as odd questions when you spend your days with high school students), what struck me the most was that at my old school, I always told stories and jokes. It was a way of engaging students, connecting with them, and supplementing the curriculum.

It wasn’t until I was asked about this that I realized that I had accomplished what I set out to do when I left my teaching job three months ago. Because my old school was my first full-time teaching job, I was far more casual than I knew I was supposed to be, so I told these stories, gave insights into my life and personality, and ultimately connected with my students on a deeper level than I ever anticipated. It wasn’t until I had matured as a teacher that I realized that I had probably let them know too much about myself. When I switched schools, I decided to not make this mistake again.

My casual attitude wasn’t limited to my personality or instruction, either. In my old school, I wore rugged flannel shirts and tattered khakis, let my beard grow to my chest, and let my hair grow past my shoulders. Since beginning my new placement, I wear a tie every day, spend time fixing my hair and keeping it trimmed, and keep an overall eye on my appearance. There are slip-ups, but they are far subtler than in my past experience.

As odd as it sometimes makes me feel, these changes in my appearance have catalyzed the change in my attitude. Because I dress like a professional, I act like a professional. My students sit in rows, I stand by my door to enforce tardies seven times a day, I complete a thorough dress code check at the beginning of every period, and I call parents on a regular basis to address misbehaviors. While this may be best practice, I was negligent about it at my old school and have since decided to be better.

I oftentimes wonder if, instead, I don’t want to be that teacher because that’s the teacher I was for my old students, and I don’t want to connect with my current students as I did with my past ones. After all, it was my connection with my students that kept me from pursuing my life in Louisville for as long as I did.

Regardless the cause or consequence, I find myself a far different Mr. Shaw than I was one year ago. Even as I type this, I realize that I require my current students to call me Mr. Shaw as opposed to just Shaw. And, whether or not this works out for me, it reminds me of one of the many things that sets my craft apart from others: the ability to decide who you want to be on a year-by-year basis. For whatever reason, I don’t yet want to be myself at my new school. Despite this, however, I am certain of one thing.

I am a teacher.

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Friday, August 24, 2012

A Note About the Title


I suppose it's only appropriate that I take the time to explain the title. As an English teacher, it probably isn't entirely appropriate that I title my blog with nonsensical words, and although "emergent" has a number of pages on Wikipedia ranging from albums to plants, mine has an altogether different meaning.

During my second year as a yearbook adviser, I took a day off work to tend to my cat, who was suffering from depression and anxiety (yes, the vet told me this) and needed his anti-depressant filled. I had other things to do that day, too, but the cat was top priority. So, I woke up early and went to the pharmacy to get his prescription filled. Upon arriving, I decided to check my school email on my phone. To my surprise, my account had been flooded with emails from yearbook staff members with questions about photos, copy, deadlines -- all sorts of yearbook stuff. And, to address these, I found a corner in the store and sat so that I could respond to each email. And sat I did.

Once I finished, I filled my cat's prescription and left. While driving home, I checked my email again to make sure everything had been settled. And, much to my dismay, one new email subject read:

                              EMERGENT! PLEASE ANSWER IMMEDIATELY

I didn't know what "emergent" meant, but I figured it was some sort of combination of "emergency" and "urgent," so I hurriedly braked and pulled over my car, sweating, heart racing, to read the email, thinking that one of my editors had snapped and hit a staff member or something (not really...my editors were always pretty awesome).

The email had been sent to the entire faculty asking for club rosters. Not quite EMERGENT, but important nonetheless. The staff member and I spoke about this the next day, and, if I remember correctly, she was both humored and proud that her subject line succeeded in grabbing one's attention.

As the year wound down and I announced my decision to leave, I forgot about that day and other EMERGENT things. It wasn't until the last day of school, when I had said my good-byes and received a fair number of awkward hugs from students who didn't know how to say good-bye, that my yearbook editor-in-chief presented me with what is probably the coolest notebook I've ever received. I was so captured by it (it was decorated in 90's comic book clippings -- my favorite) that I didn't even notice the letter inside until she had left. And, in her letter, she reminded me of that day, my cat, and my EMERGENT life as a yearbook adviser.

I read that letter a lot. And, while I can't pin the reason I teach to one thing in particular, I can say that the EMERGENT moments have a great deal to do with it. And so, again, I've decided to write them here.

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Why I'm Here

When I started teaching four years ago, I found that I had a lot to say but not enough understanding to say it well. Since then, I've gotten married to another teacher, worked in a couple different schools with a lot of different people, and even taken on a few leadership roles.

Having recently started my newest endeavor in a new state, I find myself returning to the idea that I have things to say about teaching, albeit this time with a little experience. See, while I've taught in two different schools, two and a half of those years four years were spent at one school. I know this isn't a great deal of time to work at a school, but I developed as a teacher at that school, having been hired on as an aide and eventually promoted to English & Journalism Teacher. Since moving on from that experience, I've realized that I had a lot of worthwhile experiences that I never took the time to write down. And, well, I don't want to make that mistake again.

So, here I am, hoping to have more worthwhile experiences and a place to record them.






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