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I Wish I Would Have Led My Kids

As I was preparing to write this blog about the issue of parenting your children rather than being their friend, I was inspired by a blog post by Jim Daly, president of Focus on the Family, since we share similar views on this topic. So I thought I would share it with you today.  Below is an excerpt from his blog on February 16, 2011.  You can follow Jim Daly’s blog HERE.

“Even if you don’t follow pop culture, you’ve heard of the teen actress Miley Cyrus.  Playing the wholesome character Hannah Montana” on her popular Disney television show of the same name several years ago, Miss Cyrus was catapulted into entertainment’s stratosphere. She quickly became a marketer’s dream and was earning millions of dollars in TV, music and feature films. In the midst of her rapid ascent, though, she also found herself wrapped up in controversy, from being caught posing for provocative photographs to smoking a bong and taking hallucinogenic drugs. Hmmm. Is she just a kid who was given too much too soon?

Miley, now 18, is the daughter of country singer Billy Ray Cyrus, perhaps best known for his hit, “Achy Breaky Heart.” Ironically, and sadly, that’s exactly what Billy Ray is suffering from these days.  He told GQ Magazine that he now wishes his daughter never went to Hollywood and found fame and fortune.

“The [expletive] show destroyed my family,” he told the reporter. “I’d take it back in a second. For my family to be here and just everybody be okay, safe and sound and happy and normal would have been fantastic. Heck, yeah. I’d erase it all in a second if I could.” Billy Ray and his wife recently filed for divorce.

As you would expect, back in 1992 when Miley was born, Billy Ray didn’t think things would take such a sad turn. In fact, when their daughter was born he and Tish named her “Destiny Hope” because they were so confident in the brightness of her future. Those early years were, indeed, happy. As a little baby they nicknamed her “Smiley” – later shorted to Miley – because she always had such a wide and carefree grin.

But those days are long gone, and her father is not only grieving their passage but regretting his actions (or lack thereof) as a father. Billy Ray said in a GQ interview:

“How many interviews did I give and say, ‘You know what’s important between me and Miley is I try to be a friend to my kids’? I said it a lot. And sometimes I would even read other parents might say, ‘You don’t need to be a friend, you need to be a parent.’ Well, I’m the first guy to say to them right now: You were right. I should have been a better parent. I should have said, ‘Enough is enough–it’s getting dangerous and somebody’s going to get hurt.’ I should have, but I didn’t. Honestly, I didn’t know the ball was out of bounds until it was way up in the stands somewhere.”

Very few parents are faced with the challenge of parenting a teen idol, a tough assignment to be sure. But what about the rest of us?  Although we might not be trying to navigate stardom, we do have to navigate and manage human nature. Mark my words. Our kids will inevitably push the envelope and test the waters. It’s normal and natural to do so. Subconsciously many of us are wondering just how far we’ll allow them to go. Despite what they might say or how they might act, they want leadership.

Here is your challenge. Your kids have plenty of friends, maybe too many. But only two people in the world can really be their parents. Step up. Be parents today and the friendship with your children – a real friendship – will grow into adulthood and likely last throughout your lives.”

In: Generation iY, Parenting

An AP article by Pat Walters reported, “A high school English teacher in suburban Philadelphia who was suspended for a blog in which she called her young charges “disengaged, lazy whiners” is driving a debate by daring to ask: Why are today’s students unmotivated — and what’s wrong with calling them out?

As she fights to keep her job at Central Bucks East High School, 30-year-old Natalie Munroe says she had no interest in becoming any sort of educational icon. The blog has been taken down, but its contents can still be found easily online. Her comments and her suspension by the middle-class school district have clearly touched a nerve, with scores of online commenters applauding her for taking a tough love approach or excoriating her for verbal abuse. Media attention has rained down, and backers have started a Facebook group. I have included a clip from Good Morning America with an interview from Munroe in this post today:

In her blog, she states, “My students are out of control,” Munroe, who has taught 10th, 11th and 12th grades, wrote in one post. “They are rude, disengaged, lazy whiners. They curse, discuss drugs, talk back, argue for grades, complain about everything, fancy themselves entitled to whatever they desire, and are just generally annoying.”

Munroe asserts, “The students get angry when you ask them to think or be creative. The students are not being held accountable.” She pointed out that she also said positive things, but she acknowledges that she did write some things out of frustration — and of a feeling that many kids today are being given a free pass at school and at home.

“Parents are more trying to be their kids’ friends and less trying to be their parent,” Munroe said, also noting students’ lack of patience. “They want everything right now. They want it yesterday.”

One of Munroe’s former students, who now attends McDaniel College in Westminster, Md., said he was torn by his former teacher’s comments. Jeff Shoolbraid said that he thought much of what Munroe said was true and that she had a right to voice her opinion, but felt her comments were out of line for a teacher. “Whatever influenced her to say what she did is evidence as to why she simply should not teach,” Shoolbraid wrote. “I just thought it was completely inappropriate.”

He continued: “As far as motivated high school students, she’s completely correct. High school kids don’t want to do anything. … It’s a teacher’s job, however, to give students the motivation to learn.”

OK. Who is right? Is Munroe appropriate in her public comments? Is her former student, Jeff, right when he says it’s her job to motivate the students to learn?

Tim

In: Education, Generation iY

Are We Measuring the Wrong Stuff?

While speaking to faculty members in the DeSoto School District in Kansas last week, one teacher said something remarkable to me during a break. He said: “I wonder if the problem is—we are measuring the wrong stuff.”

He was talking about how much high school faculty are required to teach that doesn’t really matter to life. But that’s only the beginning. We measure standardized testing, pushing instructors to simply teach for the test and students to simply memorize for it—not really learn something. So many schools have become institutions to pass students through whether they learn something or not. Often, an adolescent can graduate and not possess fundamentals in reading, writing and critical thinking. For that matter, students can graduate from college without those basics. They may have temporarily memorized some facts, but they didn’t learn how to think.

Here’s the problem. After World War II, the failures of our education system to meet the rising need for scientists generated “back to the basics” curriculum reform movements that began in the 1960s (Hoopes and Oakland University, 1963). These movements advocated standardized courses of study with prescribed content. It drew huge monetary investments in science education by the National Science Foundation (NSF). In spite of this effort we failed. We’ve reduced education to data transmittal and testing—rather than equipping students to think, and it hasn’t worked.

Science teacher Robin Wright has it figured out: “I’ve abandoned the mistaken notion that unless I ‘cover’ a particular list of ‘content,’ my students will be unprepared for the future and I will have failed them as a teacher. I no longer agonize about losing valuable lecture time to in-class discussions, group problem solving, or other activities that prevent me from covering content. Instead, I purposefully include activities to offer a richer, more valuable learning experience. This change moves toward a “lived curriculum” that provides meaning well beyond the particular facts about biology. Rather than focusing on covering key facts or principles, a lived curriculum in general biology focuses on helping students learn to use scientific knowledge to solve relevant problems. Content mastery emerges naturally as students seek out, evaluate, and organize the information they need to develop an informed understanding about an issue such as the genetics of race, stem cell research, or invasive species…By focusing our efforts on developing intellectual skills rather than simply covering a list of facts, a lived curriculum will have a long-term positive impact on students’ lives and their ability to function as informed citizens in a democratic society.”

The bottom line:

- What gets measured gets mastered.  (Are we measuring true learning?)
- What gets rewarded gets repeated.  (Are we rewarding real growth?)

What if we measure how well students have learned to think critically? And, what if we rewarded creative problem solving instead of merely memorizing stats, facts and dates for a test? We may just have some smart leaders emerging in the future.

Can we do this? Am I exaggerating the problem?

Tim

In: Education, Generation iY

These two elements always go together. If we don’t engage students, we have little hope they’ll succeed in our schools, our teams or even our homes. If we don’t know how to pass on values to live by — we can’t expect these kids to do anything but wander when they become adults.

We must engage students with the issues that will prepare them for life after school. We cannot continue to do things the way we have done them before. The future is no longer simply a continuation of the past. So many students, perhaps the majority of them, don’t know how to succeed in life. It’s time we tell them the truth. One college dean asked me recently: “Why don’t students want to grow up?” I think I know one reason. Consider this. The adult world we are preparing them for has never been more complex. The adolescent world has never been more pleasurable. Many see no need to leave their current reality to enter a long, hard adult lifestyle.

This same dean also asked why I felt he should work so hard to creatively connect with students. I told him that these students are going to have to learn to engage with an unglamorous adult world soon. In other words, why use images, conversations, technology, and experiences when they don’t represent the rigor of classic higher education? My response was simple. It’s true we must prepare them for a world that isn’t always fun. But to reach them — we must start where they are. Effective teachers/leaders always begin where the listener lives. I encourage you to re-think these issues:

1. How am I connecting with the young people in my life?
2. Do I need to engage them with images and conversations, and let them talk?
3. Am I preparing them for the real world as I teach, coach or parent them?
4. Am I willing to begin with their world and gently lead them out of adolescence?

I am hopeful we can all answers these questions well.

As I stated yesterday if we are going to engage students, our initiatives must include methods for how students best learn. My research shows me they engage with right brain elements:

a. Images – This generation grew up visual. Images are the language of the 21st century not words.

b. Conversations ­– Pictures are worth a thousand words; students want to upload their ideas and feelings.

c. Experiences — Following a conversation about an image, students long to experience ideas firsthand.

On June 23rd-24th, our National Leadership Forum will deal with these very issues. Our theme: Develop: Cultivating Growth, Engagement and Success in Students. I’d love to invite you to bring your team and help turn research into results.  For more information, please check out: www.NationalLeadershipForum.org.

Tim

In: Education, Generation iY, Leadership

Last year I had an invigorating day with faculty at a university near Dallas. During our time together, we discussed two themes that preoccupy school administrators as much as any:

1. Student Engagement
2. Student Success

In our morning session, one instructor shared a note he’d recently received from a student. The young man had decided to drop out of school. Here’s what he said:

“People are constantly asking me what I am going to do after graduation — so I tell them my plans. I just hope I am still on the right track, and that I haven’t pushed the time limit up too much… because I can’t stand school anymore. I am tired of homework, busy work and class work. It’s all becoming a blur. All I know is that when I had a job it was easy. All I did was learn what I had to do, I did my job and I got paid for it. And I had one boss. Here I have five “bosses” (my professors) and I have to pay to learn. It really p****s me off when teachers are not truthful with the students when it comes to life outside of college. Most kids think that they’ll get out and have a great job immediately, pay off their school debt and get married right out of college, because that’s what is supposed to happen. It makes me angry that it’s so different… but I guess this school feels the need to keep the students happy so they can make their money. I just need to be done with school and never go back. I can learn without having to pay someone to teach me.”

I wish this student’s sentiment were an isolated case. But it isn’t. According to a Noel-Levitz report, 96% of first year students say they will finish college no matter what the cost. In actuality, less than 50% do so even in six years.  Somehow there is a huge gap between expectations and reality. Students stay busy, but most are not successful. They are active, but not engaged with the things that will enable them to make it in life after college. The transition from backpack-to-briefcase is more and more difficult.

Student Engagement and Student Success
These terms change — student engagement and success — but their importance never does. The chasm that exists between adults and students troubles me. Specifically, here are my concerns:

1. The gap between the way students learn and the way adults teach.
2. The gap between students’ expectations and the way life really is.
3. The gap between pleasurable world of adolescence and the pressurized world of adulthood.
4. The gap between the instant world of technology and the grinding world of adult responsibility.

These are issues we, at Growing Leaders, are determined to help leaders, teachers, coaches, employers, pastors, and parents confront effectively. As we do this, we’ll have to address the engagement and the success issues.

Student success initiatives must address the three biggest needs of young people today:

a. Emotional Intelligence – Self-awareness, self-management, social-awareness, and relationship management.
b. Character development Self-discipline, personal values, emotional security, and personal identity
c. Leadership perspective Possessing vision, problem solving skills, priority setting skills, and execution skills.

Student engagement initiatives must address how students best learn:

a. Images – This generation grew up visual. Images are the language of the 21st century not words.
b. Conversations ­– Pictures are worth a thousand words; students want to upload their ideas and feelings.
c. Experiences — Following a conversation about an image, students long to experience ideas firsthand.

When I created the series, Habitudes®: Images That Form Leadership Habits and Attitudes, I didn’t’ realize how wildly popular they would be. All I knew was they addressed the three biggest needs of Generation iY, and they did so in a manner that students embraced.

On June 23-24th, our National Leadership Forum will deal with these very issues. Our theme — Develop: Cultivating Growth, Engagement and Success in Students. Bring your team and help turn research into results. For more information, check out: www.NationalLeadershipForum.org.

Tim

In: Education, Generation iY, Leadership

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