Five lessons for teachers from a field hockey team

As you may know from a previous post, my daughter has begun her first year in college. She is a member of her university's field hockey team and this post is all about a recent team event and all the lessons I am deriving from her experience for my teaching.

Last Thursday was "team date night." Unlike team bonding events which include the whole team and are usually on campus, date night is for small groups of a few team members to head off campus together. Here is how date night unfolded:

My daughter and two of her teammates (one a sophomore and the other a junior) were assigned to go on their date. They were paired because they all play mid-field.

Lesson 1: When I, as the teacher, form groups, I should let the students know why I put them together. What is the value of their combined efforts to the anticipated product or collaboration goal? What strength or vision do I see in them, combined?

The first stop on their date was at the Dollar Tree to stock up on supplies for the tradition of decorating in the locker room. Then they went to a gourmet frozen yogurt shop to hangout, bond, and do their homework. That's right. The captains assigned homework.

Lesson 2: Admittedly, I struggle with this one since I don't believe in homework (which is another post entirely). So here are a couple of questions: was it really homework? Am I calling it homework because they had to do it without adult or leader supervision? It may be more like classwork in that it was assigned to be accomplished at a specific time as established by the team. That they were doing it together means it wasn't an isolated and isolating task; and I think it is important to understand the nature of the assignment, too. It wasn't unsupported repetition of a skill or something they were supposed to learn during organized practices.

Their task, while out on their date, was to come up with three ways the team could improve their pregame, locker room experience. Friday (the next day) the team had a pre-practice meeting scheduled during which each "date team" was to present their ideas to the whole team.

Lesson 3: Autonomy, Mastery, Purpose (have they been reading Dan Pink?!) They were being asked to contribute to a goal that mattered to all them, both individually and collectively. Everyone had a reason to be invested and feel a measure of safety when brainstorming ideas. Each "date team" had complete autonomy in how and where to accomplish the task. They had complete license to be creative in their own ways. They were aware of the unique perspective they could bring to their ideation process because they knew why they had been paired with each other.

While they were eating yogurt and brainstorming their ideas, they received a Snapchat message from the captains. "Please send pictures of where you are and what you are doing."

Lesson 4: Accountability and celebration. I was so interested in this and pressed my daughter for more information. "It wasn't that they didn't trust us," she said. "When we checked in, they sent us back a 'good job!' message." The captains let the team members know they were interested in how they were doing -- not just what they were doing. And the dates were excited to share their process and progress. It was a celebration. And the documenting of it allowed for fun reporting back at the team meeting on Friday.

While on their dates, they also received a message instructing them to watch their step when they returned to their dorm rooms. Here is why: the captains were part of the fun, too! Outside of each players room was a muffin tin liner with an egg cracked in it. Next to the egg cup was a note that said: "Let's Yolk Mt. Holyoke" (their opponent in that weekend's game). Sending the team off campus meant they could distribute their items without being caught. I asked my daughter what everyone did with the eggs, and she said, "I don't know about everyone, but one of my friends walked right to the dorm kitchen, scrambled it, and ate it!"

Lesson 5: Be an active participant! Anything I ask my students to do, I should be doing myself.

My daughter has joined a wonderful community: one that is challenging, accepting, supportive, and creative. They focus on the individual, the collective and the relationships that bind and bond them. I want my students' families to know that same is true about their children in my class!

A Vision for 21st Century Teaching and Learning

This one is short and sweet (I hope!).

My infographic in which I try to convey a vision for what it means to teach and learn in the 21st Century.

Nussbaum-Beach, Sheryl, "ASCD Express 6.11 - A Futuristic Vision For 21St Century Education ". Ascd.org, 2016. Web. 12 Dec. 2016. <http://www.ascd.org/ascd-express/vol6/611-nussbaum-beach.aspx>.


Palmer, Tsisana, "15 Characteristics Of A 21St-Century Teacher". Edutopia, 20 June 2015. Web. 12 Dec. 2016. <https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher>

Natick Public Schools, A Vision and Framework for 21st Century Teaching & Learning, February 2011 Web 12 Dec. 2016, <http://www.natickps.org/district/districtmaininfo/documents/Technology%20Presentation%20Part%2012.pdf>

Outreach and Relationship Building

Full confession: I was worried about making this jump from the social studies classroom to the library. Let's face it, I had some obstacles to overcome:

1. I was certified in the Alternative Route to Certification in CT. Would people take my credentials seriously?
2. I taught social studies for 23 years. Would people trust my respect for and understanding of their non-social studies curricula and pedagogy?
3. This move is a professional challenge I seek voluntarily. Why do (some) people think I'm burning out and just looking for an easy coast through my last years before retirement?

OK. Question three is EASY to answer. Anyone who thinks I am coasting has no idea what a good library media specialist does, can do, or is willing to do. I aspire to be a great one!

Questions one and two are more complex, but they have a common thread: in this new role, how will I build relationships with people in various departments so they understand, trust, and call upon my capacity as a supportive co-teacher and resource? And, how do I manage this in the shadow of an incredibly accomplished, visionary librarian, with whom they are all acquainted and in whom they all trust?

Well, @mluhtala is not just accomplished and visionary she is collegial, professionally generous, and thoroughly respectful. I am not allowed in her shadow. I stand side-by-side with her, and that speaks volumes about her trust in me which transfers to the rest of our fellow faculty. In fact, when deciding on costumes for a spirit day at school, it was suggested that we be Peter Pan and his shadow. What a cool partner costume idea! And, you have to know that we look alike. A LOT a like. But Michelle said: no, period. We work as equals.

So, I have this tremendous partnership going for me. Now, how do I leave the library, meet colleagues, and encourage them to share their students and class time with me? How do I show -- not just tell them -- them that I can be a valuable partner? How do I advocate for myself and the value of the library in the important work they are doing with their students?

I started with book recommendations.

And my colleagues in the Science department.

The library is on the first floor. The science department is on the third floor. When were our paths ever going to cross? So I sent an email explaining that I wanted our students to know that the teachers read for pleasure. That seeing adults modeling this habit would increase their independent reading. I invited everyone in the department to share with me a favorite book -- fiction or non-fiction -- all they had to do was email me the title and author. When they sent me a recommendation, I took their picture and added it to a Google slide with a picture of the book cover. When I had about seven or eight recommendations compiled, I shared the slides with the department so they could see what the display would look like. Quickly, I had several other teachers send their suggestions.

For the month of October we have featured the science department's favorite books as a display near the entrance of the library. Some people chose what they are currently reading, one teacher recommended her favorite book from high school, another recommended an entire series! And these recommendations are being noticed! Students walk by the display on their way in and out of the library and say things like: "Oh, I have (teacher's name), what's that book?" or in conversation with a friend: "I read that, too! You would really like it."

So, to my science colleagues: thank you, thank you, thank you for helping to get students pleasure reading! And, thank you for entertaining my invitation, even if it felt a little funny to have a new Ms. Luhtala-look-alike take your picture when you weren't sure what I was going to do with it. Thank you for the opportunity to introduce myself to you and chat about books! Thank you for welcoming me to your department meeting and into classes to show students how to access great resources for science research. 

We are teachers and learners. Books are something we all have in common. What a great starting point; I hope this is the beginning of a long and fruitful collaboration!

Next month, we will feature the multi-lingual book recommendations of the World Language department. I sent out their invitation today.