Pushing Through to the Other Side

I set out to publish a series of short posts over the holiday break. This is the last day of break, and only my fourth post, so we'll call it a short series.

I first thought about this post when I read this short article from Relevant about how we turn to social media to avoid boredom. The point is that maybe boredom is exactly what we need. After skimming over their referenced study, I could see it was a bigger topic. I didn't get my thoughts on it together before I started seeing the same idea showing up in more places.

In general, this (possible) problem is we avoid some things that annoy or stress us, yet healing and discovery of a true self is really on the other side of that temporary suffering.

I'm going big with this idea after only reading a bit of these source articles I've seen, yet I've found this to be true in own life. (Or more or less, I've found it. I certainly have not mastered the art.) 

Think about this. Much of the noise of our world is driven by a need for someone to sell us something quickly, and one surefire way to do that is to promise fast relief (or even better, pleasure). So we are pummeled with ads and apps to pull us away from annoying things like boredom or (maybe the most frightening) time to reflect on areas of our lives that need improvement. We have endless options for distraction and plenty of messages telling us we're good enough.

Have you seen those social media posts about marriage, where they say lasting marriage is not all glamour and fun, but sometimes holding on through the tough times? (Certainly not all ideas on social media are bad.) That's another example of what I'm getting at.

In general we know this idea of pushing through to succeed is true. We all can think of stories of artists (creators of all kinds) who pushed through hard circumstances--addiction, abuse, poverty, etc., and then they found renewed energy to create. It wasn't in spite of the trial, it was because of the trial. 

But obviously you have to move past those things, right? You're trapped until you get through.

But when it comes to something like daily boredom, a dull marriage, or maybe a sense that you should be more productive or something, we don't want to face it. We grab a quick fix from the outside. We look to move back or around it.

So many questions abound. Maybe true success is on the other side of trial, and we often don't get there because so many of the messages we hear tell us to just avoid the trials. But should we always push through pain? Probably not, but then when should we and when shouldn't we? How does one (especially as educators, as we are) lead others to answer these questions...and live the answers?

These are deeply personal questions. We'll answer them alone, or maybe with a few who are close to us. Certainly with God, if we're people of faith.

One thing I know is that if the message is true, only those who lived through it can sell it.

And if we do push through and find something better, well, that would be a story worth sharing. 

The moral of the story won't always be a popular one. Some won't want to hear it. Some will think it's dangerous. 

There will always be more resistance to push through.

8 Lessons From the Pros - Master Class Takeaways for Teachers

Last year for Fathers Day I asked my kids for an all access pass to Master Class. You've probably seen the ads for the service. In it's many classes, experts in several areas tell you the secrets of their success. From writers to directors to performers, I was intrigued by so many different topics I had to just get them all.

So I watched several over the past year. I didn't take any careful notes, but it wasn't hard to notice patterns emerging across all the domains. I focused a lot on writing and film making. I sampled a number of music and performance lessons too, but I didn't complete any of those classes. I watched most lessons quickly, usually at 1.5 speed. It's not a great way to learn the details, but it helped me distill the ideas I'll share here.

While these lessons have helped me explore creative pursuits as a hobby, I'm intrigued by how they'll help me be a better learner and educator. For each takeaway below, I included at least one Teaching Like an Artist question for reflection.

Takeaway 1:  There is not a single process that leads to success, but there are principles.

Time and time again the experts, regardless of the field, would argue there's no one way to succeed. They'd describe their creative process, then make it clear that's just what worked for them. When they worked, how they got ideas, how they planned--all those things could change.

But through their lessons and stories, common principles for creative work did show through. Of course, the most principles that emerged are the things I'm listing here.

Teaching Like an Artist:  What essential principles do you follow to ensure you're doing your best work as a teacher?

Takeaway 2:  Find the passion.

Some instructors stated this explicitly. For others it just came out in their lessons. We have to find that thing we are passionate about. When it connects with our hearts, we find the energy to persist. You'll see throughout many other items on the list below, success is standing up again when others would have stayed down.

Teaching Like an Artist:  What is your passion for teaching? As I've asked other times on this blog, what made you originally want to teach? How do (or can) you keep that passion in your mind when everything falls apart around you?

Takeaway 3:  Find the story

As I said, I focused on writing and film making lessons, so obviously story would be a big topic. But story came to the forefront in the documentary, communication and advertising courses too. A powerful, unique story is the key for grabbing attention in our noisy world.

While they didn't always delve into what they meant by storytelling, a big theme was the interplay of desire and conflict. What did the person want (there's that idea of passion again)? What obstacle did the person faced? In powerful real life examples, Robin Roberts summed this up as, "Make your mess your message." (See my past posts about the power of story for how I've related story to learning experiences.)

Teaching Like an Artist:  Clarify you teacher story by considering these questions. What do you want as a teacher? What obstacles have you overcome to succeed it?

Takeaway 4:  Do the work.

A lot of this list focuses on the struggle to keep going, but this one is more about the mundane struggle. It's the battle you win that no one would care to hear about, the work you choose to do daily instead of ignore.

Almost all the lessons touched on it. For writing, the main thing was to set a regular time to write. From music creation to performing magic, it was the routine practice and the hours of searching for the better idea.

Authors would talk about the "marathon of the middle" and how they questioned the value of finishing their work. They emphasized the importance of writing anything, because even bad writing gives you something to edit. Word by word, page by page, they made sure to finish.

It seems so obvious to say you must just do it. Yet it makes all the difference between the dreamers and the people living their dreams.

I have done creative pursuits "on the side" all my life and crossed paths with people who aspire to do the same. It has astounded me over the years how many dreams and good ideas never came to fruition because the people didn't have the discipline to do the real work.

Teaching Like an Artist:  What regular, mundane tasks do you need to do regularly to make sure you become the teacher you dream of being?

Takeaway 5:  Be known for Something

No one said this explicitly in the Master Class lessons I watched, but it was driven home to me. I would find myself skimming bios of the instructors when I didn't recognize their name immediately. I was looking for a work they created that I'd recognize. If I found something, they instantly had credibility.

Furthermore, I loved it when the experts would share how they first got noticed. Dan Brown, for instance, talked about his first couple books that barely sold. But then when he wrote The Da Vinci Code, people knew his name and his previous books sold well too.

I heard a very successful game designer give this advice at the start of his talk once. Be known for something. Ideally it will be something very good, of course, but mostly just be known. Be that person who did the thing people heard about. Even if it's locally, stand out. Build from there.

Teaching Like an Artist:  As a teacher, what are you known for? What could you do that would "put you on the map", either locally, regionally or on a larger scale?

Takeaway 6:  You are your first audience.

I have heard this idea for years from experts in several fields, yet I struggle with it. It feels a little selfish at times, but there must be truth to it. Artists often say they make the work they'd love to see.

So writers write the book they want to read. Musicians play the songs they want to hear. I heard a comedian say he only knows what will make him laugh, so he pictures himself in the audience.

It's easy to get distracted aiming for the target audience, so this advice is one way to simplify the challenge. The beauty is eventually the artist discovers the work which resonated with him or her also resonates with others.

Teaching Like an Artist:  In what ways are you the teacher you always wanted to have? Are there other things you can do to better become that teacher?

Takeaway 7:  Failure happens.

I've had my share of disappointments in my quest to create. It meant a lot to me when I heard some Master Class instructors talk about the ideas that didn't pan out. They talked about their stack of rejection letters. Everyone has them. They are part of that conflict and obstacle that makes for a great story. The trick is to keep moving. Keep holding out hope.

In the victories, we find a story that can help encourage others.

Teaching Like an Artist:  What failures are part of your story? Which past failures can you tell about to help students or colleagues strive for their dreams?

Takeaway 8:  Listen to the problem, not the solution.

Only one or two instructors mentioned this, but it was a powerful insight for me. I think it was Aaron Sorkin who stated it most clearly. He said people will critique your work and tell you how you should have done it. He learned early on to hear the problem they were expressing, not their solution.

After hearing it, it was his job to decide if it actually was a problem and how he would solve it. Essentially the artist is the one with the talent to creatively address the problem. It has to be done in a way only he or she is capable of.

The world is full of armchair artists who love a chance to influence someone else's work. Part of the skill of a real artist will be filtering their comments and skillfully addressing the valid problems they point out.

Teaching Like an Artist:  Almost everyone went to school, so almost everyone thinks they know what teachers should do! We get "input" form too many sources. What filters do you use to sift out the feedback that helps you truly get better at your work?

Thinking About Fun and Fulfillment

My wife recently went on a two week mission trip to another country to work with kids in an orphanage. Due to security, the visit had a high degree of secrecy to it. The conditions there (though improving) were still deplorable.

I was telling a colleague about it and she commented, "That doesn't even sound fun!"

I assured her my wife didn't intend it to be fun. Of course, she knew that and I'm sure her statement came out that way only because it was a passing conversation. This post was not sparked simply because she said the word "fun". That came to mind, though, as I reflected on my recent efforts and the conversations around me.

For a couple other reasons, this was a tough week at work. Sometimes the challenges can make me wonder if I'm doing something wrong. Am I making it harder than it needs to be? This is especially true when others seem to be having a lot more fun.

Is there an important job at hand or should I just lighten up?

I mean, it's always easy to point to someone else and blame them for how things are. If they'd carry their weight, this would be such a pain, right? Why should any of us work harder than they are?

You can only do so much.

You have to take care of you.

Got plans this weekend? Just two more days!

That doesn't even sound fun.

It's tough to keep a straight course when my job requires me to converse with people on both sides of the divide. Sometimes I'm with people who look at the mission and together we feel we're making progress. Other times I'm the one laughing the least and have nothing exciting to share about the most recent weekend or vacation. ("Well, I updated those spreadsheets and made a couple tutorials....")

If I only had myself to think about, this would be easier. It wouldn't be the first time I'd throw my own heart and soul into a cause that's probably already beyond lost. I'm okay with hoping against hope.

But my job also requires me at times to teach young adults what it takes to succeed in life. I have my own two kids. I don't want to mess them up with my poor judgment in these matters.

I have to lead and (though it seems silly to say right now) inspire adults. Who am I fooling? Myself of them?

So this morning I reflected on all this. I wanted to write something, maybe just for my own notes, to sort it out.

I (once again and for the moment) concluded that fun can be a cheap substitute for fulfillment. Maybe not always, but maybe more than ever we settle for it when we could have had more in time.

"At least you had fun," we say.

This morning I'll keep going and I'll hold out for fulfillment even if it's not fun. I'll even do it with some enthusiasm.

Even if it seems I'm the only one.

The Open Door

I had one of those moments this week when I feel both the excitement and terrifying responsibility of my job.

We started a new semester with the Communications and the Media class. I've written a lot about it on my other blog. I enjoy it immensely. If only we had a class like that when I was in school!

So I came in the class to give my usual pep talk. I explained the importance of being able to communicate with video and how tech allows us to be creative and reach many people. 

I talked about opening the door of opportunity. I told them I'm waiting for someone from our school, possibly that very class, to accomplish something big. I want them to discover their talents and passions as they use digital tools to reach many people in ways they never dreamed. 

I assure them this has nothing about getting an English credit. It's about personal potential and being amazed at how much we can do. I think only in epic. 

After my short intro I gave them a survey so the teacher and I could divide them into different jobs by their interest. Before I saw the results from the survey I talked with her about a couple characters in that class that I suspected could be hard to motivate. One I knew, the other not so much. Already both of them had been resistant to something she asked of them the day before. 

I looked through the surveys. Both of those students indicated they were interested in being on a tech team. One picked the live video announcements and the other chose our roaming "features and on-site" crew. 

The thing is, for both of those teams I listed an option of "not interested in this group". They heard something in what I said or saw something in our previous school news program that sparked their interest. 

I find that so encouraging that these guys, both hardened by a routine of assignments and tests for credit, had at least an inkling of interest in creating something to show the school. At the same time, it is frightening that now I have to do my part with these two. I mean, they might give up at the first frustrating tech challenge. We always have some. Could I really help them see learning can be life changing?

I have to trust we were not brought together by accident. The job I have has always felt like a gift. I believe the things I told the class about the door of opportunity and their potential. I believe they have a purpose to achieve and the technology can make it happen. 

We will see how it goes. 

Excellence in Education Award

This is a post copied from my Classroom Games and Tech blog.

I've been wondering if I need to trim back on the extra work I do in education, then I was notified recently that I won the Excellence of Education Award from the Michigan Lottery.

The honor brought with it some interviews (one on camera, which is part of the video below) and some soul searching. It has been a great honor and a chance to sort out what I've done right over the past two decades. It's given me much to consider as I plan the rest of 2018.

Candidates for the award are nominated by students or staff members from their district. In my case Melinda Newcombe nominated me. Melinda is a high school English teacher I've worked with for a long time now. She will tell you I immediately questioned her judgment when I found out I won. I eventually decided it would be better to go with it than offend her!

I decided two things if I was going to accept the award. First, I have to give God credit if I have ever done anything right in education. Teaching has been an uphill struggle for me, especially those fourteen years trying to teach high school math. While some of it fit my personality, a lot of it certainly did not. I decided teaching is a calling and I stuck with it. I learned to pray about it and trust I was where I was supposed to be. 

My book for success would have two chapters--Trust God and Marry Well. I don't know much after that.

Second, I hoped this would bring some positive attention to our district. I work with many excellent educators, many better than I could hope to be and many who helped me be better. 

The only reason I would get recognized over them is because I work with so many more teachers and students. It increases my chance to be noticed. If I had to pick one of them to nominate, I honestly don't know how I could ever choose between them.

As anyone in education will tell you, good teachers make tremendous sacrifices for their students. I see many at LakeVille doing that every day and this has been a reminder to do better at highlighting their successes.

If you're interested in seeing the announcement for the award, it's here.

And here is the video as it aired from one station. (Note that they put the wrong name on the screen for the person who nominated me. I made sure it was corrected at other stations, but their videos weren't so easy to embed.)

Is there a good create versus consume ratio to suggest to students?

Whatever you're into, I'm sure you've realized there's an overabundance of new pouring out nowadays. For me it's games. Hundreds of new board and card games come out every month or two. I could never keep up with them. I see it's the same with movies, television shows, books, video games and music.

And it's not just in entertainment. There are loads of good ideas coming out of every area you could think to spend your time and money.

Any amount of free time can be devoted to sorting through the options and trying as many as possible. How much of our lives and our students' lives are spent doing that? Listen to the conversations and it's easy to see this is a huge part of our lives.

But at the same time, we live in a fascinating world of opportunities, where what we create can also reach the world. If you're good enough, you don't need to get picked by a publisher to have your own content reach an audience. For the younger generation, this means it's important to develop creativity skills and learn how to be heard among the millions of others also making some noise. That requires practice which requires time.

So we can devote ourselves to endless trips to the buffet and we can cook up our own dishes to add to the table. I don't know anyone who strictly does one or the other. We can do both.

What I've been wondering lately is what's a healthy balance between the extremes of consuming and creating content? 

Yes, it will vary for each person. Some are more creative than others. But as an educator, I would like to suggest some guidelines for the older students I work with. And I'd like to suggest a guideline for teachers too, since they can be good examples to the students.

It's too easy for young people to get lost in the enjoyable flood of new things to explore. If they put all their time into consuming like that, though, how can they hope to develop those important skills of succeeding as a creator?

You can respond to the question I tweeted about this here or I'd love to hear from you by email.

The Spark of Life

One time I was told by an older, very successful game publisher that he looked for "the spark of life" when people would show him their game ideas. Talk was one thing, but he wanted to see the game being played and he looked for the spark.

It was hard to define, but unmistakable when he saw it. 

Now I spend more time teaching than making games, but everyday I see a similar phenomenon as I craft learning experiences. To me, education is about helping people reach their potential. In the span between physical death and achieving one's life purpose there are various levels of existence. I want to help others get closer to the end of fulfillment, to becoming fully alive.

As with games being played, there is a spark I've seen. It's the moment of vision, when the learner sees what isn't there, but what could be. 

Whether I'm training teachers or helping with a lesson in class, I notice the spark. I introduce someone to a new tech tool and they realize how it can be used to bring out something they love about life.

I showed some students how to edit movies last week. One student realized his iPhone could be used for this and I heard him telling his friends how he wanted to make movies at home. He would like to be an actor. I asked him to share any movies he makes with me. I try to blow gently on the spark, hoping to make a flame that will spread.

I show teachers how to do something with Google Apps. Several are in the room and they go through the motions, but some move ahead and go further than what I asked. I talk to them and they can hardly contain the excitement of the learning experience they are planning.

Say what you will about what sets us apart on our journey toward success. It might look like grit, intelligence or a lottery involving DNA and opportunity. I think it is simply the ability to see the spark and to know what to do with it once recognized.

This goes for seeing it in my own life or recognizing when someone else catches a glimpse.

I don't believe this ability to see it should be viewed only as a gift. I don't think the failure to see it is like blindness, as if something just isn't working and could never work.

I have to hope we all can see the spark of what could be. It's just that many forces in life have made it more or less likely that we'll notice it. Some have learned to recognize it. Even once they see it, some have learned to fan ideas of what could be into flame while others were taught to smother them out.

The art of staying inspired so we can inspire is nothing more than looking for the sparks and letting them burn as long as as far as possible.