Intellect

 

Intellect is one of the three pillars of our school.  Improving learning as a student is a multifaceted process that involves more than just attending classes and completing assignments. One of the most effective ways to enhance learning is through active engagement with the material. This involves taking notes, asking questions, participating in discussions, and connecting added information with prior knowledge. When students actively engage, they move from passive reception to active processing, which improves retention and comprehension.

A critical component of learning improvement is effective time management. Students struggle with balancing academic, personal, and extracurricular commitments. By organizing study schedules, breaking down larger tasks into manageable pieces, and avoiding cramming, students can improve the quality of their learning experience. Time management also includes setting aside regular review periods, reinforcing memory, and allowing for better long-term retention. Learning happens more effectively when distributed over time, rather than packed into short, stressful bursts of effort.

Another factor in improving learning is developing metacognitive skills—the ability to think about one’s thinking. Metacognition involves self-awareness about how well you understand material, what methods work best for you, and when you need help. Students who regularly assess their progress can adjust their study strategies to be more effective. For example, a student might notice that they retain information better when teaching it to someone else and can use this method during study sessions. Reflecting on how you learn helps you become a more autonomous and successful learner.

Central to all these strategies is curiosity, which plays an essential role in motivating and deepening learning. Curiosity drives students to explore beyond the surface of a topic, asking “why” and “how” rather than just “what.” It turns learning into a quest for understanding rather than a chore to complete. When students are curious, they are more likely to engage deeply, make meaningful connections, and retain what they have learned. Cultivating curiosity leads to a lifelong love of learning, ensuring that education becomes a process of continual growth and discovery, both inside and outside the classroom

The importance of integrity. Why cheating is not the answer

 

Integrity is one of the three pillars of our school.   At its core, integrity is about being honest and taking responsibility for your actions. When you cheat on a test or homework, you may think you are avoiding a short-term challenge, but you are missing the opportunity to gain experience, grow, and prove your capabilities. Education is not about getting the best grades but about learning how to learn which will help shape your future.

Cheating not only impacts your learning but also affects the entire academic environment. It creates an unfair playing field where students who work hard and study feel discouraged.  More importantly, cheating compromises your integrity, something far more difficult to rebuild than a low-test score.

Choosing to act with integrity, even when it is difficult, builds resilience and strengthens your character. It encourages you to find solutions to challenges, seek help when needed, and learn how to manage time and stress effectively. These skills are invaluable not just in school, but in life. Employers, colleges, and future mentors value individuals who demonstrate honesty and accountability. By being true to yourself and your work, you build a foundation of trust and credibility that will benefit you beyond the classroom.

So, the next time you are tempted to take a shortcut, remember that the real reward comes from the effort you put into your work. Upholding integrity helps you grow as a student and as a person, giving you the confidence that you have truly earned your accomplishments. In the end, it is not about getting ahead quickly, it is about building a future you can be proud of.

As always, your feedback is appreciated.

 

Starting some new

 

 

Belonging is a fundamental human need, especially during times of transition, such as starting college, taking difficult classes, or beginning a new job. At these moments, the sense of belonging can make all the difference in how someone adapts to their pristine environment. It is a time when people try to find their place, form new relationships, and establish a sense of identity in an unfamiliar setting. The need to feel connected and accepted is essential to our well-being and success in these new chapters of life.

Most people go through the experience of feeling like they do not belong. They might not express it or are simply better at faking it. It is important to realize that you are not the only person going through it. Given time, most people find that they do belong to that organization, school, or class.

Chris Walton, a researcher in social psychology, has explored the deep impact that belonging has on individuals during these transitional periods. His findings suggest that when people feel a keen sense of belonging, they are more likely to engage fully in their new roles, whether as students, employees, or members of a community. Walton's research highlights that belonging fosters resilience boosts self-esteem, and encourages a positive outlook, all of which are crucial for navigating the challenges that come with new beginnings.

As the academic year begins, or as people embark on new professional journeys, creating a sense of belonging becomes a collective responsibility. The effort to make others feel like they belong not only helps individuals but also strengthens the entire community, making it more cohesive and supportive.

For those entering these new phases, it is important to actively seek out opportunities to connect with others. Joining clubs, participating in group activities, or simply reaching out to peers can help establish that crucial sense of belonging. Walton's work emphasizes that these connections are not just about forming friendships—they are about building a network of support that can sustain individuals through the highs and lows of their journey.

In summary, belonging is a powerful force, especially during times of transition like starting college, new classes, or jobs. Chris Walton's research underscores its importance, showing that a keen sense of belonging can enhance personal and professional outcomes. The challenge for all of us experienced people is to help others feel like they belong and remind them that we ourselves once felt that way.

Teacher of the Year

 

In reflecting upon winning teacher of the year, I am filled with immense gratitude and a profound sense of responsibility. This award is a testament to the collective strength, dedication, and support of an entire community. It is a reminder that the journey is never a solitary one, but rather a shared experience, enriched by the contributions of many.

At my school, I have been fortunate to collaborate with legendary teachers—educators whose passion and commitment have set the gold standard for excellence in teaching. These individuals have been more than just colleagues; they have been role models' Their influence has shaped not only my teaching philosophy but also how I approach each day in the classroom.

In addition to these remarkable role models, I have been supported by a network of colleagues who have stood by me through the highs and lows of this challenging yet rewarding profession. Teaching, as we all know, is not without its difficult moments. There are days when the job demands can feel overwhelming when the emotional and physical toll seems too great. Yet, it is during these times that I have found strength in the camaraderie of my fellow teachers. Their encouragement, advice, and shared experiences have been a source of comfort and inspiration, helping me navigate the difficulties of a tough year. Together, we have faced obstacles, celebrated successes, and continued to push each other toward excellence.

Mentorship has also played a crucial role in my development as an educator. I have been blessed with great mentors who have invested their time, energy, and expertise in helping me grow. These mentors have challenged me to think critically, innovate, and continually strive for improvement. I am deeply grateful for the countless hours they have spent shaping me into the teacher I am today.

Of course, none of this would be possible without the students who have been at the heart of my teaching journey. It is their curiosity, enthusiasm, and determination that has inspired me day in and day out. Each student brings a unique perspective and set of experiences into the classroom, and it is through our interactions that I have learned and grown. My students have challenged me to think creatively, to be patient, and to adapt my teaching to meet their diverse needs. They have shaped me just as much as I have sought to shape them. It is their success and growth that bring meaning to my work and remind me of the impact a teacher can have.

As I reflect on this incredible honor, I hope that everyone who has been part of this journey feels that they too are part of this achievement. This award is not mine alone; it belongs to the mentors who guided me, the colleagues who supported me, and the students who inspired me. It is a testament to the power of teamwork, collaboration, and the shared commitment to education. Together, we have created a learning environment where everyone is valued, where challenges are met with determination, and where success is celebrated as a collective victory.

With gratitude.

AI, friend or foe

 

 

As I reflect on the evolution of my career and the profound influences that have shaped it, I cannot help but marvel at the unexpected paths life often leads us down. From coaching basketball to working at Domino's Pizza, each experience has contributed to shaping my perspective and skill set in unique ways. Now, as I find myself immersed in the realm of education, I am struck by how artificial intelligence (AI) is revolutionizing not just my field, but countless others, offering solutions to challenges we never imagined possible.

 

 AI, often portrayed as a harbinger of dystopian futures, is a powerful tool with transformative potential across various domains. Just as I learned the importance of motivation and inspiration on the basketball court, AI algorithms are now being deployed to personalize learning experiences, tailoring education to individual student needs and motivations. Imagine a classroom where each student receives customized lessons, ensuring that no one falls through the cracks and every individual can thrive.

 

 Similarly, my tenure at Domino's taught me the value of feedback and continual improvement. In the digital age, AI-driven analytics provide educators with invaluable insights into student progress and learning trends. By analyzing vast amounts of data, AI algorithms can identify areas where students may be struggling, allowing teachers to intervene proactively and provide targeted support. Just as Domino's slogan emphasized the importance of constant growth, AI empowers educators to adapt and refine their teaching strategies continually.

 

But most exciting is AI's potential to foster collaboration and community within educational institutions. Just as we seek a principal who can unite our school under a shared vision, AI platforms facilitate collaboration among teachers, administrators, and students, breaking down silos and fostering a culture of shared learning. Through online forums, virtual classrooms, and collaborative projects, AI technology transcends physical boundaries, connecting learners from diverse backgrounds and experiences.

 

 In a world where success is often equated with control and self-sufficiency, AI challenges us to embrace interdependence and collective growth. Just as Dr. Matthew Moser challenged societal notions of masculinity,

 

As always, your feedback is appreciated. 

Ai wrote this.

Slow down you walk to fast, you need to make college last

 

A student asked me what he had to do in college so that he could get into a top graduate school or impress a top company. He planned to take a rigorous academic schedule combined with joining many diverse clubs. In our modern society, the glorification of busyness often leads people like this student to overload their plates.

I pushed back on the student, telling him that he should try to take classes that genuinely interest him. Then he should examine the different clubs offered at the school and pick one that interested him. Instead of doing many things at a satisfactory level, he could do a few things excellently.

His first response was, “If I follow your plan, I will be bored. What am I going to do with all the time I have?” My response was that I was not telling him to work fewer hours but to devote those hours to excellence.

Instead of missing some club meetings because of a conflict with a different meeting, you can invest all your energy into one club. Instead of skimming the assigned reading for a class, you can read more thoroughly. Taking a deeper dive into the subjects and clubs you genuinely love will be more rewarding and fulfilling than doing a lot of things you do not care about. It will also be less stressful because you will have a manageable schedule.

If you figure out how to do a few things excellently, you will not burn out. People who burn out at work and in school are those whose plates are overloaded and who are constantly under the gun to get things completed.

The challenge for all of us is not to confuse productivity with busyness but instead with excellence. When you find your passion, you can truly unlock your potential and achieve meaningful results.

As always, your comments and feedback are appreciated.

How I became a teacher

 

One of my students recently asked me about the biggest influences on my teaching career. While I have been lucky to have had tremendous mentors, I often think that my path to becoming a teacher had a profound influence on who I am today.

I started my career as an assistant basketball coach for a Division II college. During this time, I learned how to build a program that would attract players to come to our university. At a small school, you do not often get the best players, so you learn to become an expert teacher. I really learned during my coaching career the importance of motivation and inspiring people.

My next stop was working for Domino’s Pizza. I still remember my dad saying, “You went to college to make pizzas?” Domino’s taught me the importance of taking care of the people who work for you so that they can take care of the customers. Feedback is the breakfast of champions, and it was my job to search for the feedback. We had a company slogan that still sticks with me today: “If you are not getting better, you are getting worse.” That provided the mindset of continual improvement.

When I moved from job to job, I thought I was wasting my life away. Now I realize that my past jobs brought me skills and perspectives that have helped me at my new job. Even though I started my teaching career later than most, these past experiences gave me a unique perspective that was helpful.

My point is that most of us do not know what we want in our younger years. College should be about exploring these opportunities and not about building a resume. Take some classes that you might be interested in, do an internship, but do not feel that you must stay in one field. You should not continue to date someone you do not like so do not continue to do a job you are not enthusiastic about.

When you find the job that you love, the way I love teaching, all the skills from the other jobs will give you an edge over those who have just the experience in that one field. The challenge is to be patient with yourself as you find a place that you are passionate about.

Do You Want to be our New Principal

 

Our current principal has decided to leave his position to become president of a school in Florida. Our national search committee has been asking stakeholders what they want in a principal. Here is my reply.

I am looking for a person who wants to be the principal of our school. If they come from another institution, I want them to be so impressed with our school when they visit that they will want to spend the next 20 years here. I do not want someone who has applied to 10 schools and is just looking for the title.

The candidate does not need to be the most qualified now. Instead, I want a person who will be at their best five years from now, someone who has a growth mindset and will grow as the school grows.

They will transition our school into a learning community where everyone from the custodian to the principal will be encouraged to grow in their jobs, where professional development becomes a way of life. It is easy to look good at our school; we need someone who will push us to be great.

We need someone who has a vision for the school and can articulate that vision in a motivating and inspiring fashion. Teachers become teachers to make the world a better place, but sometimes we forget why we joined the profession. I want a leader who focuses on why we do things rather than what we do.

Our school has leaders who sometimes worry just about their division. Athletics might worry about athletics, academics worry about academics, department chairs worry about their departments. We need someone who brings us together so we focus on what is best for our school. When you get this type of constructive collaboration, you can move from good to great.

We need a leader who realizes that the teachers are the face of the school, so this leader's daily behaviors should show that they care and value the teachers. When teachers feel cared for and valued, they provide that same environment for their students.

I want a person who does not think of character as a soft skill but as an important skill, who will push character development into our curriculum and make it part of our discussion—and who values well-being in the same way we value grades.

What is it like to be a man

 This week's blog is written by a guest blogger.  GUEST BLOGGERS ARE ALWAYS WELCOME.

What Makes a Man 

 

This weekend, I was lucky enough to hear a talk by Dr. Matthew Moser, an assistant professor of theology at Loyola University Maryland. He came to speak about how society defines a great man. 

 

He began by asking us to name some men we saw as role models today. Audience members called out a lot of athletes: Tom Brady, David Goggins, Michael B. Jordan. There was a common thread in most of their stories: All of them seemed to be self-made, hyper-successful, and fully in control of how their lives played out. 

 

Dr. Moher stated that those three things were what society typically used to define a good man—someone who is successful, self-sufficient, and totally in control. 

He continued by pointing out that while these ideals are not bad on their own, many choose to make them the end goal without realizing the process that makes them so great. 

 

He started by explaining success. Many of his own students viewed success as getting an A in their class. What it took to get that A did not matter. This led to cheating, copying, and throwing integrity to the wind in pursuit of success. Moher went on to say that while success is good, the pursuit of excellence and personal improvement is what we should really strive for. 

 

Our discussion led to the topic of self-sufficiency. One student asked if it was a bad thing to be self-sufficient. After all, many high schoolers feel pressured to be their own person and take responsibility for their own lives without aid from their parents after they leave for college. Dr. Moher agreed but emphasized the importance of recognizing our dependence on each other. He joked that none of us hunted for our own food or built the roofs over our heads. No man can live on an island. Part of the process of being independent is recognizing the gifts we’ve been given by others and using them accordingly. 

 

He concluded the talk by discussing control. Almost everyone wishes they could control every aspect of their lives. With control comes certainty. With certainty, there is no reason to doubt or have any fear. Dr. Moher explained that while many see the greats of society in complete control of their lives, they have just about as much control as you or I do. Part of being great means understanding that you cannot control everything. Letting go of that desire and focusing on what you can change rather than fixating on things outside of your reach is part of growth. 

There were a lot more points that Dr. Moher made later in our discussion that I wish I had time to touch on in this blog, but I, for one, am extremely grateful for the experience, and I hope everyone who is reading gets as much out of this as I did.