Raising Men

With two young boys I often think about the type of men I hope they grow into. (A combination of Archie Andrews, Thomas Magnum, Bobby Orr, William Wallace and Leonardo Davinci comes to mind.) As my boys grow older it comes clearer and clearer to me that I cannot shelter my children or control their social, emotional interactions as there are just too many influences out there and eventually they will find my boys. My hope is that my wife and I have provided a set of core values that guide our children's actions and provide a framework to lean on as they navigate the murky waters of adolescence. The closest thing I can provide as a parenting strategy is the following poem by Rudyard Kipling.

If

If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or, being lied about, don't deal in lies,
Or, being hated, don't give way to hating,
And yet don't look too good, nor talk too wise;

If you can dream - and not make dreams your master;
If you can think - and not make thoughts your aim;
If you can meet with triumph and disaster
And treat those two imposters just the same;
If you can bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to broken,
And stoop and build 'em up with wornout tools;

If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breath a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: "Hold on";

If you can talk with crowds and keep your virtue,
Or walk with kings - nor lose the common touch;
If neither foes nor loving friends can hurt you;
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds' worth of distance run -
Yours is the Earth and everything that's in it,
And - which is more - you'll be a Man my son!

The meaning of Minutes

This past weekend I ran in the Kelowna marathon. This was the culminating race of my running season and I was aiming to run a personal best time beating my previous 3:19 mark.

It was a chilly day, -10C, in Kelowna which made for a cold start but ended up being very nice to run in. My plan was to set out on a 3:10 pace and see what I had left in the last 10 kms for a push to 3:06. I had a great race and held a steady 3:10 pace for 30kms but when I looked for another gear at around 32kms it just wasn't there. I was still happy as I was cruising on my 3:10 pace and feeling good. At the 40 km mark things went sideways as the course kind of disappeared and we were sent down a wrong road and ended up running over a 1/2 km too far. I finally crossed the finish line in 3:15, which I was very happy with, but I was confused as to what had happened since I was on pace for 3:10 right up to the last 2 kms.

In the end there were several problem with the course, including the two leading runners getting lost on the course and having to drop out. Since the race the running discussion boards are filled with some very upset people, especially those who missed their Boston Marathon qualifying time by seconds. As a result the organizers are looking at trying to adjust people's times to reflect the extra distance run. Read about the issues here.

This has gotten me thinking about how powerful things in print can be. I must admit, I would like them to adjust my "official" time to reflect that there was a screw-up but really whatever they do will be a rough estimate that I could do myself. So why do I care if they change it? I can probably do a better estimation myself so why can't I just tell people that I was around 3:10 or 3:11 and leave it at that? Why does that feel like cheating but if they change it in print it feels more legitimate even though I know that no matter what is done the time will not be a true marathon time. It is weird that after running for 3+ hours a few minutes would make a difference. I am happy with a 3:15 time but I am also disappointed that my finish line to finish line race was compromised after months of matching kms to seconds. I am more disapointed that it actually matters to me.

For race results click here.

Update:
I have just received an email that my time has been adjusted according to IAAF standards and my "official" time is now 3:12:30. After all is said and done it is somewhat less satisfying knowing that it was the result of some calculator work and not speed work but I'll take it.

Poking and Proding

I was recently asked to speak to the teachers at South Kamloops Secondary School about "what I do" in the classroom. Now "what I do" is nothing new or particularly unique. It is not even stuff that lots of other teachers aren't already doing. So why would I be asked to speak? Good question, the best answer is that the principal is a friend of mine and he knows I can talk on and on about educational practice and theory once I get going.

Originally I was asked to do a "short" session for the staff. This quickly turned in "Oh by the way, we've set aside the whole day for you". I must admit when I found out that I was expected to be the entire day's pro-d for the staff of a large very accomplished school I was a little anxious. Not nervous or afraid I couldn't fill the time, like I said I can talk and talk and talk, but I thought about how I would react to listening to some guy I didn't know talk at me for an entire day on "what he does". Considering that I am`a fairly harsh critic of poorly done pro-d this concerned me.

With the help of some friends, over beers in Barkerville but that is another post, I designed what I thought was a pretty solid mix of personal testimony, educational theory, professional reflection, practical examples and hands on activities. I had a mix of digital material to illustrate and entertain, I had samples of student work, I had templates and highlighters and discussion material and inspirational quotes and examples of research. It was all coming together.

Upon arriving at South Kam I walked into the library and to my horror looked upon a tiny overhead screen with rows upon rows of chairs set up in a lecture style arrangement. No speaker's table or podium just a space in front of the chairs for me to stand and talk. Ok, this would be a challenge but I was used to rolling with the punches as if you learn anything as a teacher it is nothing ever goes according to plan. I hooked up my computer to the projector they provided, it didn't work, so soomeone quickly went to retrieve a new projector. Again, no panic, if you present enough you are used to these small glitches. I tried to hook up my laptop but no wireless and the ethernet cord they had was too short. No problem, I could do without the internet it would just remove some of the more dynamic elements of my plan. Once the new projector arrived the same helpful person ran off to find me a longer cord. Excellent, I am back on for internet use. The new cord arrived and I quickly discover no connection and no one knew the proxy settings. Internet back off unless I use one of their laptops so I quickly transfer my files. Teachers are now arriving and it is time to start and my plan is already unravelling.

We all know as teachers once class starts you can't sweat the samll stuff as you just have to get on with things. I must admit despite the challenges of the seating and technology arrangements I started off on fire. Nice intro, good jokes, it was a tight 20 mins, of course the first session was an hour and a half. During my intro it also became clear that using the laptop, which was attached to a pedestal like tower with the projector, would require me to turn my back on the audience every time I used it. When I did bring something up the screen it was so small that you couldn't really see it anyways so I decided to abandon much of the visual element of my presentation. No problem, I could talk them through the examples and get to the first activity, an exercise in developing common language and understanding. When I turn it over to the staff they were fantastic. They dove into the exercise and generated some great discussion but it also become clear to me that some of my other activities were going to be very awkward without tables to spread out material and work on. No problem it was coffee and I had time 15 minutes to adjust.

During coffee I quickly revamped the order of my presentation, cutting out the examining school practices activity in order to get straight into reflecting on classroom practices. No problem, this was a solid midstream adjustment.

Well, what happens when you zig? Someone zags. Once we started up again I asked for any questions or comments and the rest of plan went out the window. People began asking very specific questions related to my classroom practices and school structures. People seemed to want to know how "it worked". As a result the next hour and half saw me lay my educational soul bare to be examined by a bunch of strangers.

Lunch finally came and I was really exhausted from what was for me a very mentally active morning. After lunch I was scheduled to do an hour session on using technology to end of the day. This is something I have done dozens of times for many different schools but once again I was faced with the fact that the tech and room issues were essentially going to result in me "talking to" the group about using technology with very few examples and no opportunity for hands-on. I waded in and did the best I could to try and give some practical applications for technology but by this time I was really tired of talking so I imagine they were really tired of hearing me talk. The staff, however, was great and at least feinted interest well.

People have asked how the day went I really can't answer that. I wouldn't say it was bad but it wasn't anywhere near what I wanted it to be either. It was a surreal experience to spend hours taking about your individual educational ideals and practices and be questioned on them. I take pride in the fact that I could provide answers and I hope that at a minimum the staff at South Kam saw me as a person who has thought about what and why his classroom is the way it is.

I would like to thank the staff at South Kamloops as they were an unbelievable audience, much better than I could have been sitting and listening for that long. My friend always brags to me about how great his school and his staff are and he is right their professionalism and passion is obvious as I hope was mine.

By the way, a little advice. Never facilitate and entire day of pro-d and then immediately get in your car and drive 6 hours by yourself. There is just way too much time for reflection.