Teach & Serve III, No. 7 – Intimidation

Teach & Serve III, No. 7


September 20, 2017

I do not want to follow a leader who thinks that the best way to engender loyalty is to intimidate those being led.

And I won’t.

I have written about this anecdote before, but I had cause to consider it anew this week.

When I first was hired as an administrator, I had a conversation with my uncle who, for years, had been Dean of the Math Department at a midwestern public university. He had well over 40 professors and adjuncts in his department and there was much to manage.

My uncle, a very bright, very tall man, said to me: “Sometimes, use the height.”

“What’s that?”

“Sometimes use your height.”

I am a tall man as well, taller than my uncle, actually, but I still did not take his meaning.

“When things get out of hand, if I am sitting in a meeting, I just stand up. That tends to quiet the room.”

“Ah,” I said. “Thanks.”

It sounded like a pretty good strategy to me. Rise up. Indicate displeasure. Control the room.

I do not, however, remember ever using this technique. I am sure I did.

15 years later, I wonder about it. I hate to overthink it, but it does seem to me like a move that is meant to intimidate. I am tall. I am taller than you. I exert my authority.

Okay, okay. No big deal. It is not like my uncle pounded on tables (I do not believe he did, anyway) and it is not like I ever did, either (if I did, I have conveniently blocked those times out of my memory).

This is not a bad strategy. It is not offensive. It is just fine especially if one does not find oneself standing up all the time to control a room or reset a meeting. See, I believe the only reason a strategy like that would work in the first place is because those being led respect the leader enough to care what he or she is doing, standing or sitting.

There are some leaders, though, who believe that their leadership originates from a place of power. Some who believe the only reason they are followed at all is because of the title on their lanyard, the name plate on their door, the position they hold. There are some leaders who believe their positions grant them all the authority they need to be leaders, to be called “boss,” to be in charge.

And those leaders, in my opinion, tend to rely on leadership techniques that intimidate, that divide, that defeat. Frankly, though initially those being led might be “defeated” by these tactics, it is my experience that, in the end, leading from intimidation is almost always self-defeating.

Is there a place in leadership to exert one’s authority? Of course there is. Often leaders need to. But if that is the primary mode of operation – if intimidation in leadership is seen as a useful tool, not a last resort – that is a problem.

I do not want to follow a leader who thinks that the best way to engender loyalty is to intimidate those being led.

And I won’t.

Nor will most others. For long.

EduQuote of the Week: September 18 – 24, 2017

Keep Kids Creative Week

Art, freedom and creativity will change society faster than politics.

– Victor Pinchuk

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Superheroic Leadership Vol. 1 No. 3 – All the World’s Waiting for You

Superheroic Leadership Vol. I * No. 3

All the World’s Waiting for You

Superheroic Leadership is a light-hearted examination of what superheroic figures have to teach about leadership and what I have learned from their adventures.

It is very difficult to remember that, before Wonder Woman was released this past summer, the movie was considered something of a gamble. I will not delve too deeply into the sociological impacts of these concerns, but they were clearly related to the fact that films starring women in lead roles and films directed by women simply do not draw wide audiences. Add to this the fact that superhero movies have been specifically designed to feature men and one can understand that concerns.

They were for naught.

Wonder Woman became the hit of the summer, grossing more than any other film and becoming one of the biggest hits Warner Bros has ever had.

Very cool.

But let us not lose the thread here: the character has an over 75 year publishing history, is one of the most recognizable characters in the world and, most importantly, stands for something.

Wonder Woman’s roots are in peace. She is a character designed to bring peace. And, as imagined in the movie, she also brings joy.

This was an amazing film. It presented a character – a woman – who is powerful, intelligent and strong. She is the driving force of the movie and she is devastated by her perception that humanity does not want to be better, to be joyful, to be peaceful. She is terrified by the idea that people wallow in their situations without being thankful, without being grateful, without being joyful.

And, when she is about to turn away from that society, when she is faced with the reality, she chooses instead to overcome her preconceptions and to fight for justice and peace.

What is amazing about this is that, in the hands of a lesser director than Patty Jenkins and a lesser actor than Gal Gadot, this could all seem naïve and silly.

It does not.

Wonder Woman stands as a reminder that we can see the world in a positive light. We can look up to strong, confident women. We can strive for peace.

What an inspiring message to this world at this time.

And, if you want to smile, give the below a listen!

Teach & Serve III, No. 6 – Which Hours Are Yours?

Teach & Serve III, No. 6

Which Hours Are Yours?

September 13, 2017

My wife, who is a talented, veteran teacher, posed a few weeks back. We were discussing homework and its efficacy and she said: “Which hours do we think are ours?”

If you are a teacher or administrator at any school level and you are aware of current conversations and research around homework, you are simply not paying attention. There is mounting evidence that homework needs to be rethought, now. Like immediately. Like before you do anything else.

However, we do not always have the time we would like to read and research ourselves so, rather than direct you to articles and data (though it IS out there), I will break this down for you very simply.

My wife, who is a talented, veteran teacher, posed a few weeks back. We were discussing homework and its efficacy and she said:

“Which hours do we think are ours?”

“What?” I asked.

“Which of the kids’ hours do teachers think are ours?”

What followed was a pretty damned enlightening conversation about the demands placed upon students by their schools, their extra curriculars, their jobs, their families and their lives overall. For our data set, we employed our three college-aged kids who were three very different kinds of students when they were in high school.

The questions and timelines we generated were noteworthy.

“If we say classes have a half hour of homework a night (a pretty standard but totally arbitrary measure), and the kid has 4 classes (again, arbitrary), we are talking about two hours a night.”

“Okay,” I said.

“Two hours. On a typical night. No major assignments, no long-term projects. Typical night.”


“So, school gets out at let’s say, 3:00. We want the kid in bed by, what, 11:00? That’s eight hours.”

And this is where it got interesting. How would those eight hours be carved up? How would they be used?

Because, many kids have two to three-hour sports and/or extracurricular commitments. Now we are down to five or four hours. They ought to have an hour for dinner, too, yes? Four or three hours. Many students work. Many take care of family members at home. The social lives of kids connecting with each other is critically important. How much time for these things? An hour? Two? Do they get to take in any news? Do they get to relax? Do they get to spend time in reflection?

Do they get to breathe?

Our kids did their homework to varying degrees of completion and, as teachers, we assume that is the case, right? Some kids pick and choose what we assign. Some kids “never” do their homework. Some kids, however, do everything they are asked.

And they have limited time to complete their work no matter which approach they take.

Those eight after school hours (which, again, is an arbitrary number and, likely, is too high) disappear most quickly.

So, as you contemplate what is important for your students to do outside of school and what is not, as you develop your plans for homework, please ask the following question:

Which hours are yours?

EduQuote of the Week: September 11 – 17, 2017

Day of Prayer and Remembrance

Even the smallest act of service, the simplest act of kindness, is a way to honor those we lost, a way to reclaim that spirit of unity that followed 9/11.

– President Obama

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Teach & Serve III, No. 5 – Embrace the Expectations of Leadership

Teach & Serve III, No. 5

Embrace the Expectations of Leadership

September 6, 2017

Give me leaders who understand this, leaders who know that the buck (and everything else) does stop with them. Give me leaders who say: “I get it. I will take it.”

Let us begin this blog with a statement which, I admit, may or may not be true: It is harder now than ever to lead a school.

Again, I admit, there may have been moments in the past, long before my blip on the timeline of the educational game, when school leaders and teachers had it harder than they do currently, but it sure seems like school leaders and teachers deal with an awful lot right now.

School leaders seem to be held accountable for so much. They are held accountable for school culture, for the manner in which their students use social media, for the behavior of the people on their staffs, for the content of the textbooks (digital or otherwise) used in their curricula, for graduation rates, for college and career placements for whether no not students get invited to other students’ parties, for what kids do after dances and proms, for how students might procure alcohol and other materials at school events, for… well, you get the picture.

While some of the above issues may appear more critical than others, please note this: I did not fabricate any of them. All of the above have been issues brought to me or to my colleagues in their work. And the list could be much, much, longer. Some of these issues are, obviously, realistic. They are the things school leaders can and should address. They are things that ought to be on the leader’s proverbial plate. Some of them, however, are unrealistic to the point of being absurd. And, yet, they find their way to the teacher or school leader’s door.

All of this kind of makes you wonder why someone would choose school leadership as a vocation. I cannot answer that musing. I can say this: great teachers and great school leaders embrace the expectations of their position. It is not that they love every moment, or that they agree with the fact that all of these issues (and more) should come to their office doors. No. It is that they understand that these issues – any issues which occur that involve their staffs, their students, their families – are part and parcel to their work. Great leaders do not avoid this kind of responsibility. They take it on. They lean into it. They embrace it.

Schools are complex structures. Those structures involve hundreds (or thousands) of people. Those people, whether they know it or not, rely on great leadership.

Give me leaders who understand this, leaders who know that the buck (and everything else) does stop with them. Give me leaders who say: “I get it. I will take it.”

Give me leaders who embrace the expectations, realistic or not, of those they lead.

EduQuote of the Week: September 4 – 10, 2017

Childhood Injury Prevention Week

Children learn what they live.

– Dorothy Nolte

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EduQuote of the Week: August 28 – September 3, 2017

Kirby at 100

There are people that I didn’t like, but I saw them suffer and it changed me. I promised myself that I would never tell a lie, never hurt another human being, and I would try to make the world as positive as I could.

– Jack “King” Kirby

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Teach & Serve III, No. 3 – From Small Beginnings Come Great Things

Teach & Serve III, No. 3

From Small Beginnings Come Great Things

August 23, 2017

The beginning of school years is a time to think big, to dream big, to reach out and make goals and stare bravely into the limitless sky.

In Cleveland, OH in the mid 1930’s, two young men, sons of Jewish immigrants to the United States, dreamed they would collaborate on a newspaper comic strip that would be distributed far-and-wide, that would be popular and that would make them financially secure.


In Chicago, IL in the early 1970’s, a young woman found confidence in herself as she danced in the chorus of a production of West Side Story, found pride in herself listening to the words of Dr. Martin Luther King, jr and found strength to think big as she looked to the Space Race and dreamed of being an astronaut.

In Pakistan in the mid 2010’s, a young woman wanted something very simple: she wanted to learn and she wanted other girls like her to be able to learn as well. She dreamed of a country and a world that would support her, would shelter her and would teach her.

What are the dreams of the young people sitting in our classrooms as we begin this school year? What are the dreams the adults on our teaching staffs, in our faculty rooms and offices and in our classrooms have at the beginning of this year? What are the dreams that you have for your work at your school? What are your hopes? Your aspirations? Your desires?

The beginning of school years is a time to think big, to dream big, to reach out and make goals and stare bravely into the limitless sky. It is an exciting time to be an educational leader and, when we can rise above the detail work that goes into getting any new year off the ground, we ought to take the time to think about what we want to accomplish, what we want to do and what we want to become. We ought to take time to think about how we can nurture those around us, how we can foster their dreams, how we can empower.

The temptation might be to think too big, to bite off more than we can chew. It is the fall. We are excited. We are energized. We are thinking big!

Perhaps it is enough to know that the dreams that surround us, the sparks in our students and our colleagues, the impulses that arise in our communities – precisely at this time of year – may simply be seeds that, if fed and watered and encouraged, will eventually blossom into good and great things.

When Jerry Siegel and Joe Schuster wrote and drew and drafted the character that eventually became Superman, they did not start with the idea fully formed. Rather they had a series of concepts, they discussed them, they encouraged each other. They made history.

When Mae Jamison developed her talent and unleashed her confidence, when she embraced the challenges she faced and grasped the stars becoming the first African American woman to go into space, she altered society’s perceptions. She made history.

When Malala Yousafzai advocated for her own education, she was beaten. Then she advocated for the education of all young women. She was tortured. Then she gained world-wide notoriety and her cause gained overwhelming support. She got her education. She got it for her sisters. She made history.

These ideas started small. They were dreams. They were personal.

They changed the world.

Imagine what might be happening in the minds and hearts of those with whom you work. Imagine the potential in your students and your colleagues especially right now, in these early stages of the school year. Imagine the collective small dreams that might break big if given the chance.

And give that chance. Give every chance.

Help change the world.

After all, that is our business in education, is it not?

EduQuote of the Week: August 21 – 27, 2017

Safe at Home Week

Those who make conversations impossible, make escalation inevitable.

– Stefan Molyneux

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