Bad news from Topeka this week. According to the most recent estimates, our beloved state will record negative economic growth for the first time since World War II. The current estimates predict additional budget shortfalls, in the hundreds of millions of dollars. This news caused the legislature to revisit educational funding with the purpose of discussing further cuts to K12 schools.
Hard times, to be sure. The law makers will have to make some tough choices. This, in turn, will force our superintendent and our school board to make some tough choices. Unless something unforeseen takes place, things will get a whole lot worse, and the hard times we are already experiencing are sure to get a lot harder.
Now is the time to have faith. I have been thinking a lot about faith recently. Two weeks ago, I was asked to give the children’s message at church, and I talked to the kids about the gospel for that week, the passage about doubting Thomas. I had the kids close their eyes and asked them to explain how it was that everything they could see would still be there even when their eyes were closed. I challenged them to justify how they could know something exists even when they couldn’t see, hear, feel, or in some way prove it to exist.
The answer is faith. And now, in the midst of ever darker predictions and ever more severe cuts, I realize that more than ever, we need to have faith.
How do we get faith? I believe that everything happens for a reason. While I don’t claim to know the reason for our current economic woes, I see this time as an opportunity – an opportunity to have faith.
I believe that no matter what happens, no matter what tragedies befall us, there is something to be learned in that experience. I believe that our struggles will help bring us closer together. That which does not kill us will make us stronger, and that which does kill us can help make others stronger.
Yesterday, I witnessed this first hand at the celebration of the life of Dale Jones. Inside a packed church, I witnessed a group of people coming together with an amazing faith in life everlasting. We took comfort in our faith that Dale is now in a better place, that he had gone home to be with the Lord. It was no funeral, but rather a true celebration of a remarkable life and a remarkable passage from mortality to immortality.
This is not to say that we weren’t hurting, and more than a few tears were shed and will continue to be shed as we miss Dale terribly. Yet, though the tears, our faith that we will one day be reunited with Dale keeps us going. Our faith helps us rise above the grief, enables us to transcend the pain in order to see the greater power at work.
The same faith is needed now. As our state makes hard cuts, as our local school board makes difficult choices, we must have faith that this dark period in our history will eventually lead to a better place, a higher glory, a richer future for our town and its people.
I don’t know how. I have no proof. It would be easy to surrender to despair and to wallow in the negative emotions of anger, self-pity, and disgust. Personally, though, I chose not to take that road. I would rather have faith that our community will someday rise and be stronger because of these trials we now must endure.
There is a purpose to all this. There is a higher power at work. If nothing else, these hard times serve to test our resolve. It is a test I believe that our community will be able to pass, with the help of a little faith.
The Ten Things (04-20-09)
This week I had the privilege to attend another principals' conference, a single day spring “retreat,” hosted by the Kansas Association of Elementary School Principals (KAESP).
The keynote speaker was Dr. Andy Tompkins, former Kansas commissioner of education. He talked about the recent budget cuts and the future of No Child Left Behind. More than anything, he offered insights from his many years in education.
The closing was given by Tom Coles, a dynamic speaker who goes in to schools to talk on a wide range of character education issues, from bullying to suicide. Speaking in the afternoon, he had us up out of our seats with several cooperative activities designed for us to use with our staffs and our students.
In between were wonderful break-out sessions presented by Kansas educators. I learned from the Kansas Teacher of the Year how to treat the “star performers” in my school. This was useful, as I consider all my teachers to be stars. I learned more ways to create a unified and fun school climate from an Augusta elementary, recently named a National Blue Ribbon School.
The best break-out though, came from a local source, a PE teacher from Norton. Because I often lead “inside-recess” activities, I am always on the lookout for new physical education activities to have the kids play when they are stuck in the gym during bad weather. I have learned so much this year from Hill City’s own PE Superstars, Janella Benoit and Brad Schafer, but I figured it wouldn’t hurt to see what is being done in other schools.
Therefore, I decided to sit in on a session that would show how to connect PE activities with the academic classroom. The presenter was Joan Bolt, the elementary PE teacher from Norton. Ms. Bolt was also a former Teacher of the Year, as well as serves on the Kansas and National Boards for Physical Education. She has applied for and received multiple grants to bring various programs into her PE classroom. She is big on using non-traditional activities, such as juggling, cup-stacking, Bal-A-Vis-X, and numbered directional dance mats, all things that promote cooperation, coordination, and most importantly, brain development.
Much of what she demonstrated were activities Mrs. Benoit and Mr. Schafer already use with our kids. The best information she presented was something she threw in at the end of her presentation, something she included not to further our knowledge of physical education, but to inspire us to be better principals.
She told her kids, K-6, that she would be presenting for a bunch of principals and asked the students to write down advice on how to be a great principal. From the hundreds of responses, she presented us with a top ten list, based on the responses that were given then most.
Wow! Even though I did not write down the list, the items stuck in my brain. With all the books and all the “experts” on effective building leadership, I was blown away by the quality of advice offered by elementary school students. As I heard their comments, I realized that how much there is to be gained by listening to them.
Of course, listening to the students was on the list. Here is the list, in no particular order, as best I can remember:
1. Listen to us. Let us explain what happened when we are sent to your office.
2. Give us second chances.
3. Be mean when you have to be mean.
4. Be fair. Don’t have favorites.
5. Get involved in school contests. Kiss pigs, take pies in the face, dress up silly, etc.
6. Eat lunch with us. Play with us at recess.
7. Be in the hallways and come into our classrooms. We want to see you!
8. Talk to us on the daily announcements. We want to hear you!
9. Wear cool ties.
10. Be fun.
Again, I give these in no particular order, though personally, I think “Be Fun” should be number one on any elementary principal’s list of things to do.
Basically, this list simply reaffirmed what I have always said about the importance of building relationships with kids. Elementary kids in particular, call out for you to get involved in their lives. Yes, they acknowledge that sometimes, as a principal, you have to “be mean”, but they also want you to be seen, heard, be involved, and overall, to make learning fun.
This list was the cherry on top of another delicious KAESP conference. Thank you, USD 281, for sending me out yet again. Thank you KAESP for selecting such amazing people to present. And thank you kids for reminding me what being a grade school principal is all about.
The keynote speaker was Dr. Andy Tompkins, former Kansas commissioner of education. He talked about the recent budget cuts and the future of No Child Left Behind. More than anything, he offered insights from his many years in education.
The closing was given by Tom Coles, a dynamic speaker who goes in to schools to talk on a wide range of character education issues, from bullying to suicide. Speaking in the afternoon, he had us up out of our seats with several cooperative activities designed for us to use with our staffs and our students.
In between were wonderful break-out sessions presented by Kansas educators. I learned from the Kansas Teacher of the Year how to treat the “star performers” in my school. This was useful, as I consider all my teachers to be stars. I learned more ways to create a unified and fun school climate from an Augusta elementary, recently named a National Blue Ribbon School.
The best break-out though, came from a local source, a PE teacher from Norton. Because I often lead “inside-recess” activities, I am always on the lookout for new physical education activities to have the kids play when they are stuck in the gym during bad weather. I have learned so much this year from Hill City’s own PE Superstars, Janella Benoit and Brad Schafer, but I figured it wouldn’t hurt to see what is being done in other schools.
Therefore, I decided to sit in on a session that would show how to connect PE activities with the academic classroom. The presenter was Joan Bolt, the elementary PE teacher from Norton. Ms. Bolt was also a former Teacher of the Year, as well as serves on the Kansas and National Boards for Physical Education. She has applied for and received multiple grants to bring various programs into her PE classroom. She is big on using non-traditional activities, such as juggling, cup-stacking, Bal-A-Vis-X, and numbered directional dance mats, all things that promote cooperation, coordination, and most importantly, brain development.
Much of what she demonstrated were activities Mrs. Benoit and Mr. Schafer already use with our kids. The best information she presented was something she threw in at the end of her presentation, something she included not to further our knowledge of physical education, but to inspire us to be better principals.
She told her kids, K-6, that she would be presenting for a bunch of principals and asked the students to write down advice on how to be a great principal. From the hundreds of responses, she presented us with a top ten list, based on the responses that were given then most.
Wow! Even though I did not write down the list, the items stuck in my brain. With all the books and all the “experts” on effective building leadership, I was blown away by the quality of advice offered by elementary school students. As I heard their comments, I realized that how much there is to be gained by listening to them.
Of course, listening to the students was on the list. Here is the list, in no particular order, as best I can remember:
1. Listen to us. Let us explain what happened when we are sent to your office.
2. Give us second chances.
3. Be mean when you have to be mean.
4. Be fair. Don’t have favorites.
5. Get involved in school contests. Kiss pigs, take pies in the face, dress up silly, etc.
6. Eat lunch with us. Play with us at recess.
7. Be in the hallways and come into our classrooms. We want to see you!
8. Talk to us on the daily announcements. We want to hear you!
9. Wear cool ties.
10. Be fun.
Again, I give these in no particular order, though personally, I think “Be Fun” should be number one on any elementary principal’s list of things to do.
Basically, this list simply reaffirmed what I have always said about the importance of building relationships with kids. Elementary kids in particular, call out for you to get involved in their lives. Yes, they acknowledge that sometimes, as a principal, you have to “be mean”, but they also want you to be seen, heard, be involved, and overall, to make learning fun.
This list was the cherry on top of another delicious KAESP conference. Thank you, USD 281, for sending me out yet again. Thank you KAESP for selecting such amazing people to present. And thank you kids for reminding me what being a grade school principal is all about.
'Demus (04-13-09)
This week, I had the honor of accompanying a group of junior high school students on a field trip to Nicodemus, or ‘Demus, as it is called by the locals. This was my first time to our local historic site, and I was impressed with what I saw.
First, we visited the Nicodemus Historical Society Museum, run by Angela Bates. At the museum, I was struck by the contrast between the outside and the inside of the building. The museum exists inside a small house that was donated the Nicodemus Historical Society. As a house, it was seen better days. Inside is another story.
Consisting of two main rooms, every wall is covered with well-preserved artifacts, poster displays, or historic photographs. Playing in the background was a spiritual song from whence the town got its name.
I cannot express how impressed I was with the museum. Yes, like the town itself, the museum is small. However, its impact is large. Looking into the faces displayed in the many photographs, you can sense just how special the town was to those who lived in ‘Demus. As the only all black town west of the Mississippi, the residents were more than just neighbors; they were family, united by a common experience of faith, perseverance, and ancestral slavery.
The next stop took us to the WPA limestone building known as the township hall, currently leased by the National Park Service for the purpose of housing a visitor center commemorating Nicodemus as a National Historic Site. New superintendent Mark Weaver and his very knowledgeable assistant Phyllis Howard explained to us that Nicodemus is one of just five National Parks in Kansas, and that National Parks include the subcategories of National Preserves and National Historic Sites.
The visitor center also contained museum quality displays that not only told the story of Nicodemus, but also presented that story in the larger context of our nation’s history. The displays were professionally rendered and reminded me of the many impressive displays I have seen at the Smithsonian in Washington DC.
They showed us a video that both explained the incredible history of the town, and included interviews with the descendents who return to the town every year for the Emancipation Celebration Homecoming that takes place in the town every year the last weekend of July.
The video made an impression on me. With the wind howling outside, we listened to what it must have been like to travel by foot and by wagon to find only barren prairie. The only shelters available to those first “exo-dusters” had to be literally “dug-out” of the earth. On the video, on descendent reflected, “Whenever I think I am having a bad day, I remember what my great grandparents had to go through to make this town. I don’t have bad days…they had bad days.”
And yet throughout all the bad days, the town swelled to over 600 African-American residents. They built churches, stores, hotels and the first school in Graham County. Some of the residents worked up the road in Stockton, walking the ten plus miles to and from the town. We learned about the law that banned “people of color” from being on the streets of Stockton after dark, forcing Nicodemus residences to have to seek shelter in a dug-out that is still visible from Highway 24.
All in all, it was one of the best field trips I have ever taken with a group of students. The students seemed as engrossed in the history of the town as I was. Of course, Nicodemus isn’t just another historic field trip. This town is a big part of the history of Graham County. It not only tells the story of a group of exceptional people, but Nicodemus also tell the story of the determination and courage it took to settle these wild plains.
During our field trip, the wind howled and gusted and forced us to hurry into the buildings and back onto the bus. From our comfortable seats, though, the terrible wind made it easy to understand just how inhospitable the early settlers must have found this part of the world. Yet, somehow, they carved out a life for themselves and for their children. Some did not make it. Some turned around and went back to Kentucky. But the sacrifice and toil of those who remained gave us the heritage and the history we all enjoy today.
In the raging Kansas wind, you could almost hear the voices of those courageous people calling out for us to never forget them and all that they accomplished. So it is for them that we keep alive the memory of a place called ‘Demus.
First, we visited the Nicodemus Historical Society Museum, run by Angela Bates. At the museum, I was struck by the contrast between the outside and the inside of the building. The museum exists inside a small house that was donated the Nicodemus Historical Society. As a house, it was seen better days. Inside is another story.
Consisting of two main rooms, every wall is covered with well-preserved artifacts, poster displays, or historic photographs. Playing in the background was a spiritual song from whence the town got its name.
I cannot express how impressed I was with the museum. Yes, like the town itself, the museum is small. However, its impact is large. Looking into the faces displayed in the many photographs, you can sense just how special the town was to those who lived in ‘Demus. As the only all black town west of the Mississippi, the residents were more than just neighbors; they were family, united by a common experience of faith, perseverance, and ancestral slavery.
The next stop took us to the WPA limestone building known as the township hall, currently leased by the National Park Service for the purpose of housing a visitor center commemorating Nicodemus as a National Historic Site. New superintendent Mark Weaver and his very knowledgeable assistant Phyllis Howard explained to us that Nicodemus is one of just five National Parks in Kansas, and that National Parks include the subcategories of National Preserves and National Historic Sites.
The visitor center also contained museum quality displays that not only told the story of Nicodemus, but also presented that story in the larger context of our nation’s history. The displays were professionally rendered and reminded me of the many impressive displays I have seen at the Smithsonian in Washington DC.
They showed us a video that both explained the incredible history of the town, and included interviews with the descendents who return to the town every year for the Emancipation Celebration Homecoming that takes place in the town every year the last weekend of July.
The video made an impression on me. With the wind howling outside, we listened to what it must have been like to travel by foot and by wagon to find only barren prairie. The only shelters available to those first “exo-dusters” had to be literally “dug-out” of the earth. On the video, on descendent reflected, “Whenever I think I am having a bad day, I remember what my great grandparents had to go through to make this town. I don’t have bad days…they had bad days.”
And yet throughout all the bad days, the town swelled to over 600 African-American residents. They built churches, stores, hotels and the first school in Graham County. Some of the residents worked up the road in Stockton, walking the ten plus miles to and from the town. We learned about the law that banned “people of color” from being on the streets of Stockton after dark, forcing Nicodemus residences to have to seek shelter in a dug-out that is still visible from Highway 24.
All in all, it was one of the best field trips I have ever taken with a group of students. The students seemed as engrossed in the history of the town as I was. Of course, Nicodemus isn’t just another historic field trip. This town is a big part of the history of Graham County. It not only tells the story of a group of exceptional people, but Nicodemus also tell the story of the determination and courage it took to settle these wild plains.
During our field trip, the wind howled and gusted and forced us to hurry into the buildings and back onto the bus. From our comfortable seats, though, the terrible wind made it easy to understand just how inhospitable the early settlers must have found this part of the world. Yet, somehow, they carved out a life for themselves and for their children. Some did not make it. Some turned around and went back to Kentucky. But the sacrifice and toil of those who remained gave us the heritage and the history we all enjoy today.
In the raging Kansas wind, you could almost hear the voices of those courageous people calling out for us to never forget them and all that they accomplished. So it is for them that we keep alive the memory of a place called ‘Demus.
Online Perspective (04-05-09)
Back in November of last year, I joined the 21st Century. It was then, after attending the Kansas Association of Elementary School Principals conference, that I took the social networking plunge, and joined the online community, Facebook. I did this after listening to a presenter from the National Association of Elementary School Principals. He asked for any of us who were currently on Facebook, My Space, or any other social networking site to raise our hands.
I immediately felt embarrassed. I have always considered myself to be fairly tech savvy, to be knowledgeable about whatever new tech phenomena was sweeping the world. Yet, when the presenter put the challenge to me, I could not raise my hand. To my relief, I noted that few in the room could either.
The presenter was a bit shocked and surprised. He had asked his question in an off-hand way, clearly expecting that most would raise their hands. Once he realized just how behind the times we all were, he changed his talk from how sites like Facebook has changed the world, to why we, as school administrators, should join a social networking community.
“You may not want to use this technology,” he said, “but your students are using it everyday. You should know what they are doing.”
That night, in my hotel room, I joined Facebook. Instantly, I discovered what the fuss was about. Using the demographic information I entered, as well as my email contact list, Facebook put me in contact with several dozen people, many of whom I hadn’t communicated with in years. I instantly was back in contact with former students, their parents, past colleagues, and even old friends from high school. I wrote about this in my Christmas article, how through Facebook, I was able to reconnect with a friend I hadn’t seen or heard from in 15 years.
The revelations have since slowed, but haven’t stopped. I am still learning new ways to use online technology to connect with more people in important ways. This week, I discovered the world of blogging.
Now, I have known about blogging (web-logs or blogs) for years. I had just never taken the time to delve into the specifics of how to set up my own blog or how to get my blog into the public perception.
Then, another formative moment happened in my life: I joined the Hill City Writing Club, which met at the library Monday evening. I was impressed to see so many other writers in our area, and it was nice to know that others shared my love for the craft of writing.
One of the club members told me how they used Facebook to share writing. The next day I added the person to my Friends List, and discovered a feature called “Notes” where you can post writing, and people can comment on it…just like a blog. This inspired me to explore other blogging options that might allow anyone who is online to read my writing, especially to read my Principal Perspective articles.
It didn’t take me long to discover blogger.com, which has partnered with Facebook to connect Facebook users with their blogging community. It was ridiculously free and easy to set up, and within minutes I had an account, and a domain name for people to check out my articles: http://goodwinperspective.blogspot.com. (Interestingly enough, “principalperspective.blogspot.com” was already taken, in use by another elementary principal!)
I then spent several hours transferring all 125 Principal Perspective columns to my new blog. So if you are a fan of this column, and you would like to look up a old article, they are all there, listed by title and date for all to read. Also, you can now rate any of the articles and leave comments. The site even allows you to “subscribe” so that all new postings will be sent to you automatically.
Best of all, the site allowed me to include a “Facebook Stamp”, which is simply a direct link to my Facebook page. You’ll have to join Facebook in order to be able to see my page, something I would strongly recommend. It is free, easy to do, and truly life changing.
All in all, I feel I have finally joined the 21st century. This principal and his perspective is finally, on-line. Please visit my new blog at http://goodwinperspective.blogspot.com. I would love to hear what you think!
I immediately felt embarrassed. I have always considered myself to be fairly tech savvy, to be knowledgeable about whatever new tech phenomena was sweeping the world. Yet, when the presenter put the challenge to me, I could not raise my hand. To my relief, I noted that few in the room could either.
The presenter was a bit shocked and surprised. He had asked his question in an off-hand way, clearly expecting that most would raise their hands. Once he realized just how behind the times we all were, he changed his talk from how sites like Facebook has changed the world, to why we, as school administrators, should join a social networking community.
“You may not want to use this technology,” he said, “but your students are using it everyday. You should know what they are doing.”
That night, in my hotel room, I joined Facebook. Instantly, I discovered what the fuss was about. Using the demographic information I entered, as well as my email contact list, Facebook put me in contact with several dozen people, many of whom I hadn’t communicated with in years. I instantly was back in contact with former students, their parents, past colleagues, and even old friends from high school. I wrote about this in my Christmas article, how through Facebook, I was able to reconnect with a friend I hadn’t seen or heard from in 15 years.
The revelations have since slowed, but haven’t stopped. I am still learning new ways to use online technology to connect with more people in important ways. This week, I discovered the world of blogging.
Now, I have known about blogging (web-logs or blogs) for years. I had just never taken the time to delve into the specifics of how to set up my own blog or how to get my blog into the public perception.
Then, another formative moment happened in my life: I joined the Hill City Writing Club, which met at the library Monday evening. I was impressed to see so many other writers in our area, and it was nice to know that others shared my love for the craft of writing.
One of the club members told me how they used Facebook to share writing. The next day I added the person to my Friends List, and discovered a feature called “Notes” where you can post writing, and people can comment on it…just like a blog. This inspired me to explore other blogging options that might allow anyone who is online to read my writing, especially to read my Principal Perspective articles.
It didn’t take me long to discover blogger.com, which has partnered with Facebook to connect Facebook users with their blogging community. It was ridiculously free and easy to set up, and within minutes I had an account, and a domain name for people to check out my articles: http://goodwinperspective.blogspot.com. (Interestingly enough, “principalperspective.blogspot.com” was already taken, in use by another elementary principal!)
I then spent several hours transferring all 125 Principal Perspective columns to my new blog. So if you are a fan of this column, and you would like to look up a old article, they are all there, listed by title and date for all to read. Also, you can now rate any of the articles and leave comments. The site even allows you to “subscribe” so that all new postings will be sent to you automatically.
Best of all, the site allowed me to include a “Facebook Stamp”, which is simply a direct link to my Facebook page. You’ll have to join Facebook in order to be able to see my page, something I would strongly recommend. It is free, easy to do, and truly life changing.
All in all, I feel I have finally joined the 21st century. This principal and his perspective is finally, on-line. Please visit my new blog at http://goodwinperspective.blogspot.com. I would love to hear what you think!
History Lesson (03-30-09)
You never know when a bit of history is going to walk through your door. I was passing by the office one day this week, when I saw an unfamiliar person walking towards me. The man carried himself well, tall and sprightly, dressed impeccably in a nice suit. His hair was grey and his face wrinkled, but his eyes shone with the clarity of someone obviously young at heart.
He came to me and introduced himself as a Mr. Lake. I think his first name was Leo, but my memory for names has never been that good, so I will go with what I know. Mr. Lake had worked as a middle school teacher for Hill City for two years in the early 1950’s. In fact, his second year was the year they began construction on the north wing.
Mr. Lake had approached me because he heard that I was the principal. He also had been an elementary principal, and an assistant superintendent, and a superintendent. All in all, his career in education had spanned more than forty years.
He happened to be passing through Hill City and so he wanted to walk through the school of his very first teaching job. He told me that during his two-year stay, he taught a class of twenty-six sixth grade students, and a class of forty-three eighth grade students.
Yes, I repeat, forty-three eighth grade students. According to Mr. Lake, when he first began teaching, the building housed grades 1-8. There was neither pre-school nor kindergarten, nor was there music or art. The school had two or three sections of each grade, with each section having more than twenty-five students. His first year teaching sixth grade, he taught one of three sections, all in rooms that have been since combined to form our grade school library. Mr. Lake didn’t even remember our school even having a library back then.
After Mr. Lake earned enough college credit to get a teaching license, he heard that there was a job opening in Hill City. He was interviewed at the gas station across from Cameron’s. The one thing he remember being asked was did he expect to be drafted. He thought it unlikely, so he was hired on the spot.
Of course, as is often the case, after one year of teaching Mr. Lake was drafted. The school board requested and received a series of short deferments. “They kept applying again and again, stringing me along month after month in order to get to the end of the year,” Mr. Lake told me. “Eventually, the draft board just gave in and told Hill City that I could report as soon as the school year was over. I graduated my forty-three eighth grade students on a Friday evening, and reported for duty on Saturday morning.”
Now I want to get back to the forty-three eighth graders. Apparently, this was smallest class in the school, and there just weren’t enough rooms for them to be separated into two sections. I would imagine that this class of forty-three had probably been together all throughout school. The plight of this class, crammed into a single room year after year, probably helped gain public support for building the north wing.
“I had to put every two rows of desks right next to each other in order to get them all in,” Mr. Lake told me. “And I had a student in a wheel chair who I sat in the doorway so he could hear me teach.”
Just imagine it, over forty students having to negotiate razor thin rows between desks that had been pushed together. If these desks were like the ones used today with an opening only on one side, that means that students would have had to literally climb into the desks whose opening where blocked by a second desk positioned along side.
“For all the teaching I was able to do that year, I should have given the district back every cent they paid me,” Mr. Lake confessed. That year, he succeeded only in keeping order, and we shared a laugh at the thought that perhaps teaching forty-three eighth graders, alone, in a small room, with no music, art, special ed, or even recess, was probably the best preparation he could have had for the US Military.
I don’t know if Mr. Lake will ever have a chance to read this. He lives back in the eastern part of the state, and he was only passing through town. All the same, I just want to thank him for the history lesson. I had no idea of the just how far our education system has come in the last sixty years and for me, his stories put our current struggles into the proper principal’s perspective.
He came to me and introduced himself as a Mr. Lake. I think his first name was Leo, but my memory for names has never been that good, so I will go with what I know. Mr. Lake had worked as a middle school teacher for Hill City for two years in the early 1950’s. In fact, his second year was the year they began construction on the north wing.
Mr. Lake had approached me because he heard that I was the principal. He also had been an elementary principal, and an assistant superintendent, and a superintendent. All in all, his career in education had spanned more than forty years.
He happened to be passing through Hill City and so he wanted to walk through the school of his very first teaching job. He told me that during his two-year stay, he taught a class of twenty-six sixth grade students, and a class of forty-three eighth grade students.
Yes, I repeat, forty-three eighth grade students. According to Mr. Lake, when he first began teaching, the building housed grades 1-8. There was neither pre-school nor kindergarten, nor was there music or art. The school had two or three sections of each grade, with each section having more than twenty-five students. His first year teaching sixth grade, he taught one of three sections, all in rooms that have been since combined to form our grade school library. Mr. Lake didn’t even remember our school even having a library back then.
After Mr. Lake earned enough college credit to get a teaching license, he heard that there was a job opening in Hill City. He was interviewed at the gas station across from Cameron’s. The one thing he remember being asked was did he expect to be drafted. He thought it unlikely, so he was hired on the spot.
Of course, as is often the case, after one year of teaching Mr. Lake was drafted. The school board requested and received a series of short deferments. “They kept applying again and again, stringing me along month after month in order to get to the end of the year,” Mr. Lake told me. “Eventually, the draft board just gave in and told Hill City that I could report as soon as the school year was over. I graduated my forty-three eighth grade students on a Friday evening, and reported for duty on Saturday morning.”
Now I want to get back to the forty-three eighth graders. Apparently, this was smallest class in the school, and there just weren’t enough rooms for them to be separated into two sections. I would imagine that this class of forty-three had probably been together all throughout school. The plight of this class, crammed into a single room year after year, probably helped gain public support for building the north wing.
“I had to put every two rows of desks right next to each other in order to get them all in,” Mr. Lake told me. “And I had a student in a wheel chair who I sat in the doorway so he could hear me teach.”
Just imagine it, over forty students having to negotiate razor thin rows between desks that had been pushed together. If these desks were like the ones used today with an opening only on one side, that means that students would have had to literally climb into the desks whose opening where blocked by a second desk positioned along side.
“For all the teaching I was able to do that year, I should have given the district back every cent they paid me,” Mr. Lake confessed. That year, he succeeded only in keeping order, and we shared a laugh at the thought that perhaps teaching forty-three eighth graders, alone, in a small room, with no music, art, special ed, or even recess, was probably the best preparation he could have had for the US Military.
I don’t know if Mr. Lake will ever have a chance to read this. He lives back in the eastern part of the state, and he was only passing through town. All the same, I just want to thank him for the history lesson. I had no idea of the just how far our education system has come in the last sixty years and for me, his stories put our current struggles into the proper principal’s perspective.
Many Thanks (03/16/09)
This week, I have many thanks to deliver to many different people.
First, I would like to thank all the parents. The parents of the drama fest kids understood the necessity and the urgency associated with production week. For example, one parent of a sick child went to extraordinary lengths to nurse their performer back to health in order that they wouldn’t miss a minute of rehearsal. Other parents rearranged work schedules in order to deliver or pick up their child from rehearsal. Some parents even volunteered their vehicles to get groups of students to the theater.
All the parents made time to come and watch the performances, and most of the parents showed tremendous patience as both dress rehearsals ran over the stated time of dismissal. In fact, throughout the entire six-week run, we did not hear a single complaint about the demands we made on children and on families. I cannot thank parents enough for their wonderful attitudes and their incredible support of our efforts.
Next, I would like to thank our costumer, Colleen Couey. She went above and beyond, spending countless hours sewing and creating, sometimes taking several dresses and creating a new item from all of them. Mrs. Couey tackled the challenge of a fairy tale play with tremendous energy and enthusiasm, and I have never had more professional looking costumes in any play I have ever produced.
I would like to thank Kirk Schweitzer, for his continued support of our drama projects. Kirk was an important liaison between my wife and I and the Frontier Stage Theater. For this play, he took a hands-on role in operating the lighting and sound equipment, adjusting spot lights, placing microphones, and handling an assortment of technical issues. He was always kind and understanding, and most importantly, he made us feel welcome in using this community facility.
I thank Chris Gansel, who has hit the ground running as the new director of the Graham County Recreation Director. He let us use his trailer (and his strong back) in moving the heavy risers from the high school to the theater. He was present at all the dress rehearsals and all the performances. He helped set the stage, clean up back stage, and even learned how to operate the lighting and sound equipment from Kirk. I plan to call on Chris regularly for dramatic projects in the future.
I also need to thank my mother-in-law, Bonna Wheeler, for the creation of six large paper Mache boulders that really dressed our stage and sold the location of a mountain ledge. These fake rocks were so realistic, so intricately formed and painted, as to be indistinguishable for real rocks and boulders. And like Mrs. Couey, she volunteered her time and donated all the expenses.
Last, and most importantly, I want to thank my talented wife, Tonia. I don’t know if people realize, but Drama Fest was her idea. After listening to me explain the gap between basketball and track for many of our junior high students, she volunteered to teach an acting class with the culmination of a possible performance night. Later, I suggested possibly directing a one-act, and together, we formed Drama Fest.
In her relentless pursuit of acting perfection, she molded these inexperienced performers into capable and knowledgeable thespians. She earned the students’ respect and helped them improve as both actors and people. I did my best to support her efforts, and I am proud that I could bring such an amazing teacher into the lives of our junior high students.
Undoubtedly, there are others I should thank as well. Mrs. Shank and Mrs. Potter each were wonderful contributors to the program. The USD, and all the K-8 staff were also very supportive, and I thank the bus drivers for getting all the K-8 students to the theater on Friday. If you helped Drama Fest in anyway, please know that all contributions, no matter the size, were much appreciated and were very important to make the project a success. Nothing we accomplished could have been accomplished alone. With this much support, I can’t wait to get started with Drama Fest 2010, next year!
First, I would like to thank all the parents. The parents of the drama fest kids understood the necessity and the urgency associated with production week. For example, one parent of a sick child went to extraordinary lengths to nurse their performer back to health in order that they wouldn’t miss a minute of rehearsal. Other parents rearranged work schedules in order to deliver or pick up their child from rehearsal. Some parents even volunteered their vehicles to get groups of students to the theater.
All the parents made time to come and watch the performances, and most of the parents showed tremendous patience as both dress rehearsals ran over the stated time of dismissal. In fact, throughout the entire six-week run, we did not hear a single complaint about the demands we made on children and on families. I cannot thank parents enough for their wonderful attitudes and their incredible support of our efforts.
Next, I would like to thank our costumer, Colleen Couey. She went above and beyond, spending countless hours sewing and creating, sometimes taking several dresses and creating a new item from all of them. Mrs. Couey tackled the challenge of a fairy tale play with tremendous energy and enthusiasm, and I have never had more professional looking costumes in any play I have ever produced.
I would like to thank Kirk Schweitzer, for his continued support of our drama projects. Kirk was an important liaison between my wife and I and the Frontier Stage Theater. For this play, he took a hands-on role in operating the lighting and sound equipment, adjusting spot lights, placing microphones, and handling an assortment of technical issues. He was always kind and understanding, and most importantly, he made us feel welcome in using this community facility.
I thank Chris Gansel, who has hit the ground running as the new director of the Graham County Recreation Director. He let us use his trailer (and his strong back) in moving the heavy risers from the high school to the theater. He was present at all the dress rehearsals and all the performances. He helped set the stage, clean up back stage, and even learned how to operate the lighting and sound equipment from Kirk. I plan to call on Chris regularly for dramatic projects in the future.
I also need to thank my mother-in-law, Bonna Wheeler, for the creation of six large paper Mache boulders that really dressed our stage and sold the location of a mountain ledge. These fake rocks were so realistic, so intricately formed and painted, as to be indistinguishable for real rocks and boulders. And like Mrs. Couey, she volunteered her time and donated all the expenses.
Last, and most importantly, I want to thank my talented wife, Tonia. I don’t know if people realize, but Drama Fest was her idea. After listening to me explain the gap between basketball and track for many of our junior high students, she volunteered to teach an acting class with the culmination of a possible performance night. Later, I suggested possibly directing a one-act, and together, we formed Drama Fest.
In her relentless pursuit of acting perfection, she molded these inexperienced performers into capable and knowledgeable thespians. She earned the students’ respect and helped them improve as both actors and people. I did my best to support her efforts, and I am proud that I could bring such an amazing teacher into the lives of our junior high students.
Undoubtedly, there are others I should thank as well. Mrs. Shank and Mrs. Potter each were wonderful contributors to the program. The USD, and all the K-8 staff were also very supportive, and I thank the bus drivers for getting all the K-8 students to the theater on Friday. If you helped Drama Fest in anyway, please know that all contributions, no matter the size, were much appreciated and were very important to make the project a success. Nothing we accomplished could have been accomplished alone. With this much support, I can’t wait to get started with Drama Fest 2010, next year!
A Mistake in a Major Key (03-09-09)
About half way through last week, I had a sudden and terrible realization. I had made a major mistake in my column last week. A major omission. A major error in proofreading. A major lapse in judgment. A major problem.
What was this mistake in a major key? In my praise for Mrs. Potter and the junior high music program, in my reverie for all the excellent ratings they had earned at league music, I had forgotten to mention one very important person. I had forgotten to mention Jessica Shank.
In my defense, I will say that the omission was not intentional. In fact, for several days, I didn’t even realize I had left out her important contribution to the success of the junior high musicians at league. It was a simple oversight. This was Mrs. Shank’s first year to work with seventh grade vocal, and thus her first year to prepare students for league music. In my haste to write my article last week, I only mentioned the name of the more experienced junior high teacher.
The reason I consider my simple oversight to be a major mistake is that I inadvertently perpetuated the misconception that Mrs. Potter is the only music teacher in our district. Mrs. Shank is also doing wonderful work with our music program, and I felt she deserved a column of her own.
Recently, I had the opportunity to sub for Mrs. Shank several hours one afternoon. I could not believe how tired I was when it was over! She has non-stop students, coming every twenty minutes, all afternoon. She has them sing, play percussion instruments, and play games to learn music theory.
But more than anything, Mrs. Shank has to smile. A lot. Her job requires her to be positive and patient, encouraging while realistic. She spends every day listening to hundred of kids sing and play, and somehow in the midst of all that energy, she has to find a way to transform the students from mere singers into capable musicians. It is a delicate and demanding task, and I think Mrs. Shank does an amazing job each and every day.
This year, she was given the extra job of preparing over thirty seventh grade vocal students for league music. This daunting challenge was made even more difficult when Mr. Jackson left, and we combined the junior high sections into one large vocal class that meets every day.
Now, a lot of teachers would have complained at this predicament. Trying to teach such a large class in a small room might have been too much for an ordinary person.
But Mrs. Shank is no ordinary teacher. Instead of looking at the change as a problem, she saw it as an opportunity. Instead of just having half the class, and seeing each student every other day, she was thrilled with the prospect of getting to teach all the students every day. Instead of worrying about the size of the room or the number of students, she saw the opportunity to direct a full choir and to use the empty art room as a practice space for the solos, duets, and small ensembles she so lovingly prepared for league.
So when you think about the high marks our students earned at league music, it is no longer enough to just recognize Mrs. Potter. We must now acknowledge the amazing contribution of Mrs. Shank. In the past, she has toiled in relative anonymity preparing elementary students, providing Mrs. Potter a strong foundation to build upon. And this year, she was also responsible for leading a choir of her own. We owe Mrs. Shank a great deal of gratitude for the good showing at league. After all, with so many seventh grade singers, it was her kids who earned so many of the “I” ratings.
I only hope that Mrs. Shank realizes just how vital her teaching is to the health and future of the Hill City music program. I hope she knows just how much we all appreciate her efforts and acknowledge her success. I also hope that she will accept this principal’s apology for making a mistake in a major key.
What was this mistake in a major key? In my praise for Mrs. Potter and the junior high music program, in my reverie for all the excellent ratings they had earned at league music, I had forgotten to mention one very important person. I had forgotten to mention Jessica Shank.
In my defense, I will say that the omission was not intentional. In fact, for several days, I didn’t even realize I had left out her important contribution to the success of the junior high musicians at league. It was a simple oversight. This was Mrs. Shank’s first year to work with seventh grade vocal, and thus her first year to prepare students for league music. In my haste to write my article last week, I only mentioned the name of the more experienced junior high teacher.
The reason I consider my simple oversight to be a major mistake is that I inadvertently perpetuated the misconception that Mrs. Potter is the only music teacher in our district. Mrs. Shank is also doing wonderful work with our music program, and I felt she deserved a column of her own.
Recently, I had the opportunity to sub for Mrs. Shank several hours one afternoon. I could not believe how tired I was when it was over! She has non-stop students, coming every twenty minutes, all afternoon. She has them sing, play percussion instruments, and play games to learn music theory.
But more than anything, Mrs. Shank has to smile. A lot. Her job requires her to be positive and patient, encouraging while realistic. She spends every day listening to hundred of kids sing and play, and somehow in the midst of all that energy, she has to find a way to transform the students from mere singers into capable musicians. It is a delicate and demanding task, and I think Mrs. Shank does an amazing job each and every day.
This year, she was given the extra job of preparing over thirty seventh grade vocal students for league music. This daunting challenge was made even more difficult when Mr. Jackson left, and we combined the junior high sections into one large vocal class that meets every day.
Now, a lot of teachers would have complained at this predicament. Trying to teach such a large class in a small room might have been too much for an ordinary person.
But Mrs. Shank is no ordinary teacher. Instead of looking at the change as a problem, she saw it as an opportunity. Instead of just having half the class, and seeing each student every other day, she was thrilled with the prospect of getting to teach all the students every day. Instead of worrying about the size of the room or the number of students, she saw the opportunity to direct a full choir and to use the empty art room as a practice space for the solos, duets, and small ensembles she so lovingly prepared for league.
So when you think about the high marks our students earned at league music, it is no longer enough to just recognize Mrs. Potter. We must now acknowledge the amazing contribution of Mrs. Shank. In the past, she has toiled in relative anonymity preparing elementary students, providing Mrs. Potter a strong foundation to build upon. And this year, she was also responsible for leading a choir of her own. We owe Mrs. Shank a great deal of gratitude for the good showing at league. After all, with so many seventh grade singers, it was her kids who earned so many of the “I” ratings.
I only hope that Mrs. Shank realizes just how vital her teaching is to the health and future of the Hill City music program. I hope she knows just how much we all appreciate her efforts and acknowledge her success. I also hope that she will accept this principal’s apology for making a mistake in a major key.
Teachable Moments (03-02-09)
This week, I had the privilege to watch our talented and hard working junior high musicians as they performed at the MCEL League Music Festival. I always find festivals to be refreshing in that there is no competition among the participants. While I like a good competition as much as the next person, I believe that our kids face plenty of competition in their lives, especially during their academic careers. So I am always grateful when I can see the students perform in a non-competitive environment.
Though the students were not ranked best to worst, they were rated on a four point scale, with pluses and minuses possible for the “I,” “II,” “III,” and “IV” ratings. These ratings create enough pressure that I saw many students react visibly to what their performance had rated.
These ratings are a lot like grades, and in fact I don’t know why the judges don’t just use A, B, C, and D instead of Roman numerals. There are many similarities between the ratings given at league music and the grades given in school. There are also some fundamental differences.
First, both a rating and grade reflect the quality of a performance in comparison to the standards set by the judge or the teacher. All performers could, theoretically, earn a “I-plus” rating, just as all students in a class could earn A plus grades. However, unlike a classroom environment where grades are usually assigned on an objective numerical scale (90%, 80%, 70%, 60%, etc) the ratings given for a musical performance are more subjective. No one is keeping statistical track of the number of notes missed or the percent of increase or decrease a musician uses when the music calls for them to play louder or softer.
Rather, the rating is the judge’s personal opinion as to how well they feel the music was played considering the performer’s age and ability. The judges try, in a short time, to ascertain the amount of preparation that went into a performance and the amount of potential of any given musician. A “I” rating indicates that the performer met the highest level of their potential as a junior high musician. And while one performance is not competing against another, the performances seen by one judge throughout the day are certainly compared to help that judge decide what should be deemed the strongest.
For me, though, the part of league music that fascinates me is what comes after the performance. Unlike anything else I have ever seen, at league music the judge is allowed (and encouraged) to interact with the musician after the performance.
Talk about a teachable moment! The soloist, or small ensemble, enters a room, faces a stranger, nervously performs some piece of music, and then, bam! - the judge stands up, and begins teaching. I saw judges spend from as little as a minute, to as much as fifteen minutes having musicians play and replay parts of the music that the judge felt needed improvement. I saw judges demonstrate technique and proper posture. I listened while judges carefully critiqued young musicians, mixing in plenty of praise with the points they wanted the youth to learn.
All the judges I saw perform these “lessons” were passionate, knowledgeable, and effective at communicating with kids. By the end of each critique, the nerves were all but gone. The students walked out of the rooms with their heads a little higher, and their brains a little fuller with expert advice and wise musicianship.
Longfellow Middle School musicians, under the tutelage of our very own expert music educator Claudia Potter, left with twenty-six “I” ratings to just eleven “II” ratings, with no rating lower than that. All in all, it was a wonderful spotlight on the dedication by both Mrs. Potter and our talented Graham County youth. But for me, the experience was more than just ratings and judging sheets. In my perspective, it was a day of teaching and learning, and I was thrilled to see the judges take advantage of so many teachable moments.
Though the students were not ranked best to worst, they were rated on a four point scale, with pluses and minuses possible for the “I,” “II,” “III,” and “IV” ratings. These ratings create enough pressure that I saw many students react visibly to what their performance had rated.
These ratings are a lot like grades, and in fact I don’t know why the judges don’t just use A, B, C, and D instead of Roman numerals. There are many similarities between the ratings given at league music and the grades given in school. There are also some fundamental differences.
First, both a rating and grade reflect the quality of a performance in comparison to the standards set by the judge or the teacher. All performers could, theoretically, earn a “I-plus” rating, just as all students in a class could earn A plus grades. However, unlike a classroom environment where grades are usually assigned on an objective numerical scale (90%, 80%, 70%, 60%, etc) the ratings given for a musical performance are more subjective. No one is keeping statistical track of the number of notes missed or the percent of increase or decrease a musician uses when the music calls for them to play louder or softer.
Rather, the rating is the judge’s personal opinion as to how well they feel the music was played considering the performer’s age and ability. The judges try, in a short time, to ascertain the amount of preparation that went into a performance and the amount of potential of any given musician. A “I” rating indicates that the performer met the highest level of their potential as a junior high musician. And while one performance is not competing against another, the performances seen by one judge throughout the day are certainly compared to help that judge decide what should be deemed the strongest.
For me, though, the part of league music that fascinates me is what comes after the performance. Unlike anything else I have ever seen, at league music the judge is allowed (and encouraged) to interact with the musician after the performance.
Talk about a teachable moment! The soloist, or small ensemble, enters a room, faces a stranger, nervously performs some piece of music, and then, bam! - the judge stands up, and begins teaching. I saw judges spend from as little as a minute, to as much as fifteen minutes having musicians play and replay parts of the music that the judge felt needed improvement. I saw judges demonstrate technique and proper posture. I listened while judges carefully critiqued young musicians, mixing in plenty of praise with the points they wanted the youth to learn.
All the judges I saw perform these “lessons” were passionate, knowledgeable, and effective at communicating with kids. By the end of each critique, the nerves were all but gone. The students walked out of the rooms with their heads a little higher, and their brains a little fuller with expert advice and wise musicianship.
Longfellow Middle School musicians, under the tutelage of our very own expert music educator Claudia Potter, left with twenty-six “I” ratings to just eleven “II” ratings, with no rating lower than that. All in all, it was a wonderful spotlight on the dedication by both Mrs. Potter and our talented Graham County youth. But for me, the experience was more than just ratings and judging sheets. In my perspective, it was a day of teaching and learning, and I was thrilled to see the judges take advantage of so many teachable moments.
Defining Citizenship (02-23-09)
How would you define a good citizen? This week, I was asked that question at our district in-service. The question was part of a presentation about Character Counts, a character education program that our district is considering adopting. The presenter explained that the program is based on six “pillars”: Trustworthiness, Respect, Responsibility, Fairness, Caring, and Citizenship (referred to by the mnemonic device “TeRRiFiCC”). The presenter divided us into six groups, and each group was assigned the job of defining one of the six pillars. My group was asked to define citizenship.
At first, I was a little skeptical. My initial response was to say that citizenship was defined by the other five pillars – a good citizen would be trustworthy, respectful, responsible, fair, and caring. The presenter even acknowledged that, in fact, some school districts have opted to go with just those five pillars, dropping “citizenship” under the assumption that anyone with the five characteristics would automatically make a good citizen.
But then Jim Hickel, our superintendent, came up with the best definition of citizenship I have ever heard. “Citizenship is more that just the other five pillars,” he said. “Citizenship means putting the needs of the community over the needs of the individual.”
Wow! With one simple sentence, a term I had previously considered to be vague and ambiguous suddenly became clear and sharply defined.
You see, every year I have been a principal, I have been asked to present a “citizenship” award. I have asked the teachers for help in selecting this student, because I had a difficult time seeing students as citizens. For me, it had been a question of age. I had always equated a citizen with an adult. Good citizens, in my old way of thinking, were adults who voted, served on boards or councils, and gave their time to churches or service organizations. Because of my limited definition, I struggled with how to identify a student citizen. I used to wonder if students really had all that much opportunity to be good citizens. They’re just kids, I thought.
But all that changed on Monday with Mr. Hickel’s insightful definition. By looking for people who put the needs of their community over their own needs, I feel that I now have a clear litmus test to judge school citizens, community citizens, state citizens, national citizens, and global citizens.
As I decide who should win this year’s citizenship award, I will look for the student who did for school before doing for themselves. For example, I will consider the concession stand workers who signed up and showed up when the work was hard, inconvenient, and the hours were long. I’ll consider the students who have volunteered to be a Bronco Ambassador, a member of our character education team, even when it required them to sacrifice their after school time. I’ll look for students who pick up trash, turn in lost items, or who say thank you, because often those actions are overlooked by their peers.
I will even consider those students who put a smaller community ahead of themselves, such as the student who stayed on a team even when they weren’t happy, because they knew their presence would make the team better. With this improved definition, I can now ask teachers to identify students who do the little things to make the class better, or who, when put into small groups, do things to make the group better.
Self-sacrifice can happen at any level, from agreeing to be the note taker for a class discussion group, to serving in the armed forces for our country. A good citizen recycles, votes, pays taxes, volunteers and gets involved, not for individual benefit, but simply because it helps the group, the organization, the town, the state, the nation or the planet.
It is never too late (or too early) to be a good citizen. No act of self-sacrifice is too big or too small. I am excited to finally feel that I understand the true meaning of citizenship, and I look forward to defining citizenship for students now and in the years to come.
At first, I was a little skeptical. My initial response was to say that citizenship was defined by the other five pillars – a good citizen would be trustworthy, respectful, responsible, fair, and caring. The presenter even acknowledged that, in fact, some school districts have opted to go with just those five pillars, dropping “citizenship” under the assumption that anyone with the five characteristics would automatically make a good citizen.
But then Jim Hickel, our superintendent, came up with the best definition of citizenship I have ever heard. “Citizenship is more that just the other five pillars,” he said. “Citizenship means putting the needs of the community over the needs of the individual.”
Wow! With one simple sentence, a term I had previously considered to be vague and ambiguous suddenly became clear and sharply defined.
You see, every year I have been a principal, I have been asked to present a “citizenship” award. I have asked the teachers for help in selecting this student, because I had a difficult time seeing students as citizens. For me, it had been a question of age. I had always equated a citizen with an adult. Good citizens, in my old way of thinking, were adults who voted, served on boards or councils, and gave their time to churches or service organizations. Because of my limited definition, I struggled with how to identify a student citizen. I used to wonder if students really had all that much opportunity to be good citizens. They’re just kids, I thought.
But all that changed on Monday with Mr. Hickel’s insightful definition. By looking for people who put the needs of their community over their own needs, I feel that I now have a clear litmus test to judge school citizens, community citizens, state citizens, national citizens, and global citizens.
As I decide who should win this year’s citizenship award, I will look for the student who did for school before doing for themselves. For example, I will consider the concession stand workers who signed up and showed up when the work was hard, inconvenient, and the hours were long. I’ll consider the students who have volunteered to be a Bronco Ambassador, a member of our character education team, even when it required them to sacrifice their after school time. I’ll look for students who pick up trash, turn in lost items, or who say thank you, because often those actions are overlooked by their peers.
I will even consider those students who put a smaller community ahead of themselves, such as the student who stayed on a team even when they weren’t happy, because they knew their presence would make the team better. With this improved definition, I can now ask teachers to identify students who do the little things to make the class better, or who, when put into small groups, do things to make the group better.
Self-sacrifice can happen at any level, from agreeing to be the note taker for a class discussion group, to serving in the armed forces for our country. A good citizen recycles, votes, pays taxes, volunteers and gets involved, not for individual benefit, but simply because it helps the group, the organization, the town, the state, the nation or the planet.
It is never too late (or too early) to be a good citizen. No act of self-sacrifice is too big or too small. I am excited to finally feel that I understand the true meaning of citizenship, and I look forward to defining citizenship for students now and in the years to come.
A Tradition of Success (02-16-09)
Can you name the Hill City program that has qualified a team for state competition for at least the last ten years? That’s right. A full team has qualified for state in this competition, beating out both large and small school from our area, for at least the last ten years. Is it art? Music? Forensics? Track? Cross Country? Scholar’s Bowl? We know it’s not football or basketball. In fact, I’ll give you a hint, it has nothing to do with sports or athletics.
If you guessed Junior High Science Olympiad, then congratulations! You have been paying attention to one of the strongest traditions we have going in Hill City. Among all the other excellent programs, in all our storied history, this program has quietly and consistently distinguished our schools and our kids as among the best in the state. I’d be willing to bet that for all the success, few in our town are even aware of this amazing run of achievement.
In fact, next to our Hill City FFA program (which I think everyone knows is among the best in the nation!), our Science Olympiad teams have been beating other schools for the longest run of consecutive years.
I don’t know if the High School Science Olympiad program (grade 10-12) has matched the success of the Junior High teams (grades 7-9), but a tradition like this doesn’t come around over night. We have Mr. Richard Robinson and his years of dedication to USD 281 to thank for such a long run of science excellence, as well as Mrs. Linda Nighswonger, who though much newer to our staff, has been a vital partner to Mr. Robinson in ensuring that Hill City maintain its absolute scientific dominance among our neighbors.
So what is Science Oympiad? It is a day of competition in twenty-two scientific events. The competitions take the form of paper and pencil tests, as well as prepared projects, and impromptu construction of projects. It requires both organized after-school practices and a lot of lonely, on-your-own, nose-in-a-book study.
This week, our two teams traveled to Hays to compete against seven other local programs for the right to compete at the State Science Olympiad tournament in April. Not surprisingly, both the junior high and the senior high team placed second at their respective competitions, and both earned the honor to be counted among the best science programs in the state. In the twenty-two events, our junior high team (again, I am more aware of their results) earned two first place awards, two second place honors, five third place spots and four fourth place rankings.
From my perspective, one of the biggest factors in maintaining a tradition of success is the expectation of success. When I taught at Wheatland High School, our volleyball teams were expected to be good, year after year, and the run of state teams were proudly displayed and talked about year after year. Quinter is known for its outstanding forensics program. It is just expected for them to either win or place as a team at every tournament in which they compete. Smith Center, of course, is expected to win in football, as evidenced by their long standing winning streak. I could on and on. Traditions of success breed the expectation for success.
Hill City has many traditions of success. Our art program is routinely amazing, and this year is no different with our high school artists winning many Best-in-Show Awards at the MCL Art show. Our Boy’s Basketball teams are expected to be strong every year – an expectation that begins with a coach with 500 plus wins.
Science Olympiad deserves its place among Hill City’s best. Qualifying for state is not something that can be taken for granted. It has to be earned with hard work and hours of preparation, year after year. It has to be expected. It has to be a tradition of success.
If you guessed Junior High Science Olympiad, then congratulations! You have been paying attention to one of the strongest traditions we have going in Hill City. Among all the other excellent programs, in all our storied history, this program has quietly and consistently distinguished our schools and our kids as among the best in the state. I’d be willing to bet that for all the success, few in our town are even aware of this amazing run of achievement.
In fact, next to our Hill City FFA program (which I think everyone knows is among the best in the nation!), our Science Olympiad teams have been beating other schools for the longest run of consecutive years.
I don’t know if the High School Science Olympiad program (grade 10-12) has matched the success of the Junior High teams (grades 7-9), but a tradition like this doesn’t come around over night. We have Mr. Richard Robinson and his years of dedication to USD 281 to thank for such a long run of science excellence, as well as Mrs. Linda Nighswonger, who though much newer to our staff, has been a vital partner to Mr. Robinson in ensuring that Hill City maintain its absolute scientific dominance among our neighbors.
So what is Science Oympiad? It is a day of competition in twenty-two scientific events. The competitions take the form of paper and pencil tests, as well as prepared projects, and impromptu construction of projects. It requires both organized after-school practices and a lot of lonely, on-your-own, nose-in-a-book study.
This week, our two teams traveled to Hays to compete against seven other local programs for the right to compete at the State Science Olympiad tournament in April. Not surprisingly, both the junior high and the senior high team placed second at their respective competitions, and both earned the honor to be counted among the best science programs in the state. In the twenty-two events, our junior high team (again, I am more aware of their results) earned two first place awards, two second place honors, five third place spots and four fourth place rankings.
From my perspective, one of the biggest factors in maintaining a tradition of success is the expectation of success. When I taught at Wheatland High School, our volleyball teams were expected to be good, year after year, and the run of state teams were proudly displayed and talked about year after year. Quinter is known for its outstanding forensics program. It is just expected for them to either win or place as a team at every tournament in which they compete. Smith Center, of course, is expected to win in football, as evidenced by their long standing winning streak. I could on and on. Traditions of success breed the expectation for success.
Hill City has many traditions of success. Our art program is routinely amazing, and this year is no different with our high school artists winning many Best-in-Show Awards at the MCL Art show. Our Boy’s Basketball teams are expected to be strong every year – an expectation that begins with a coach with 500 plus wins.
Science Olympiad deserves its place among Hill City’s best. Qualifying for state is not something that can be taken for granted. It has to be earned with hard work and hours of preparation, year after year. It has to be expected. It has to be a tradition of success.
Acting Up (02-09-09)
This week, my wife and I had the pleasure of once more assuming the roles of play director, acting coach, and performance judge. For my part, I had forgotten just how much I enjoyed these roles when I was a full time teacher.
My wife and I began our first rehearsals for our Graham County Recreation Commission Junior High “Drama Fest.” She began her acting class, and I have selected the one act play, “The Princess and the Princess,” a fun bit of children’s theater.
Things could not have gone better during our first week. I held auditions while my wife helped students select and prepare various acting selections. The students, about twenty in all, seemed extremely enthusiastic, well behaved, and eager to face the challenges associated with acting.
Of course, the biggest challenge is the fact that while I would love to cast everyone in just the one role each student desires, there can only be one actor per role. We had several students vying for the same role, and I know that there will be some heartache as I announce the results of the auditions. However, on the positive side, my wife and I have discovered a plethora of acting talent among our junior high charges. While the play will be difficult to cast, I have no doubt that it will be very entertaining for our audiences.
This weekend, my wife and I had the pleasure of judging at the Hill City Invitational Forensics Tournament. First, we want to say thank you to Mrs. Pratt and Mrs. Ellis for asking us to judge, and for putting on such a fine tournament. It ran on time, the sections were balanced to accommodate last second scratches, the rooms were well prepared for each event, and the hospitality was a delight. We should all take pride in our annual tournament and in the quality forensics program being conducted at the high school.
I got to judge Duet Acting, Poetry Interpretation, and Humorous Solo Acting, three events that my wife is teaching during her acting class. As I watched the performances, I was reminded at the astounding potential of young people to act, interpret, and perform. While most (if not all) of these kids will ever pursue or find success in an acting or broadcasting profession, it is not due to lack of ability. These talents seems to go either unnoticed, or are discouraged in the daily routine of school. However, during the Forensics season, these kids are allowed to shine.
I had forgotten just how much I enjoy helping to show young people how to “act up,” meaning how to improve their performance “up” to their potentials. I had forgotten the satisfaction of writing a ballot, pointing out the strengths and weaknesses of a performance while always encouraging the student to keep working, keep polishing, and keep reaching up to the stars.
So this week was a lot of fun for my wife and I. We got to work with kids both as a coach and as a judge. We got to “play” while preparing a “play.” Most of all, we have begun an exciting journey, one that we hope will lead a group of students to act up and reach up so that one day, they may shine on the stage.
My wife and I began our first rehearsals for our Graham County Recreation Commission Junior High “Drama Fest.” She began her acting class, and I have selected the one act play, “The Princess and the Princess,” a fun bit of children’s theater.
Things could not have gone better during our first week. I held auditions while my wife helped students select and prepare various acting selections. The students, about twenty in all, seemed extremely enthusiastic, well behaved, and eager to face the challenges associated with acting.
Of course, the biggest challenge is the fact that while I would love to cast everyone in just the one role each student desires, there can only be one actor per role. We had several students vying for the same role, and I know that there will be some heartache as I announce the results of the auditions. However, on the positive side, my wife and I have discovered a plethora of acting talent among our junior high charges. While the play will be difficult to cast, I have no doubt that it will be very entertaining for our audiences.
This weekend, my wife and I had the pleasure of judging at the Hill City Invitational Forensics Tournament. First, we want to say thank you to Mrs. Pratt and Mrs. Ellis for asking us to judge, and for putting on such a fine tournament. It ran on time, the sections were balanced to accommodate last second scratches, the rooms were well prepared for each event, and the hospitality was a delight. We should all take pride in our annual tournament and in the quality forensics program being conducted at the high school.
I got to judge Duet Acting, Poetry Interpretation, and Humorous Solo Acting, three events that my wife is teaching during her acting class. As I watched the performances, I was reminded at the astounding potential of young people to act, interpret, and perform. While most (if not all) of these kids will ever pursue or find success in an acting or broadcasting profession, it is not due to lack of ability. These talents seems to go either unnoticed, or are discouraged in the daily routine of school. However, during the Forensics season, these kids are allowed to shine.
I had forgotten just how much I enjoy helping to show young people how to “act up,” meaning how to improve their performance “up” to their potentials. I had forgotten the satisfaction of writing a ballot, pointing out the strengths and weaknesses of a performance while always encouraging the student to keep working, keep polishing, and keep reaching up to the stars.
So this week was a lot of fun for my wife and I. We got to work with kids both as a coach and as a judge. We got to “play” while preparing a “play.” Most of all, we have begun an exciting journey, one that we hope will lead a group of students to act up and reach up so that one day, they may shine on the stage.
USA Conference (02-02-09)
This week, I had the pleasure to attend the United School Administrators Annual Conference, held at the Century II convention center in Wichita. This was my first time at USA, and I was impressed by both the size of the event, and the quality of the presentations I attended.
First, this was by far the largest gathering of school administrators in the state. USA is the umbrella organization for all other administrator associations, including the Kansas Association of Elementary School and Secondary School Principals, (KAESP and KASSP), the Kansas Association of Special Education Administrators (KASEA) and something called “KASA,” though I never did find out the actual name of the association (Kansas Association of School Administrators, perhaps?).
Basically, everyone was there. Principals, superintendents, board presidents and board representatives, directors of special education cooperatives and Curriculum Specialists. Plus, let’s not overlook the army of assistants: assistant principals, assistant superintendents, assistant directors, campus support personnel, assistant transportation directors and even a food service administrator or two. It was huge.
One walk through the vendors’ display was enough to alert me that “No Toto, I don’t think we are in Kansas anymore!” The booths and tables seemed to go on forever, and I was especially impressed with the half dozen full sized school busses pulled inside the arena for our inspection.
It really made me think about administration. In our small setting, the chain of command is short and sweet. We have two principals, two directors (one for food service and one for transportation), one superintendent, and our school board. I have sometimes said (with tongue in cheek) that when it comes to decisions, there’s me, the superintendent, and then God. A streamlined bureaucracy if there ever was one.
But big school districts have a virtual army of administrators in the form of principals, directors, specialists, assistants, and support personnel. In many ways, this was a big district conference. Certainly, Wichita and the Kansas City area school districts were well represented.
Interestingly enough, there was no food provided at this shin-dig. I have never been to conference that didn’t have at least one “banquet”. I guess there were just too many of us to feed.
But other than that, the conference was excellent. I attended sessions on developing professional learning communities, character education, brain compatible learning, and a special four-hour session hosted by Apple Computer on Pod casting (more of that in a future column!) I had the chance to meet the superintendent of Wakeeney and we talked about our shared interest in creating learning communities by possibly joining our small staffs. The character education sessions, led by the principal of Buhler grade school and other Buhler staff was excellent, and I am excited to share what I learned about the “Character Counts” program. Finally, I met two teachers from McPherson High School who led an exciting group participation workshop modeling brain compatible learning. Not only did this last session reinforce and remind me all that I learned at the KAESP convention in November, but I learned that these two teachers are also certified to give workshops. McPherson is only a short ways away, and I would be excited to get these guys out to our district.
The highlight of the conference came with the address given by Bernie Saggau, the retired Executive Director of the Iowa High School Athletic Association. This guy had seen it all and pretty much done it all in his fifty plus years of public service. He not only ran the Iowa Athletic Association, he was a teacher, coach, and a long time ref, including a Division I college ref in both Football and Basketball.
His speech was electrifying, filled with humorous anecdotes, and inspirational stories. He told a story of a guy he knows who goes sailing on a lake behind his house. One day, Mr. Saggau was fishing off the shore, when the neighbor came down to the water and began preparing his sail boat. He called over to the neighbor, “Which way is the wind blowing today?”
The man replied, “Bernie, Bernie, Bernie. I do not control the wind. I only adjust the sails.”
His parting words of wisdom to the ballroom full of administrators was just that: no matter which way the wind blows, remember to adjust the sails.
It was probably the best definition of leadership I have ever heard. I am grateful to USD 281 for sending me to this tremendous opportunity to learn, to meet new colleagues, and to hear a great man give great advice. In more ways than one, I am proud to be part of the USA.
First, this was by far the largest gathering of school administrators in the state. USA is the umbrella organization for all other administrator associations, including the Kansas Association of Elementary School and Secondary School Principals, (KAESP and KASSP), the Kansas Association of Special Education Administrators (KASEA) and something called “KASA,” though I never did find out the actual name of the association (Kansas Association of School Administrators, perhaps?).
Basically, everyone was there. Principals, superintendents, board presidents and board representatives, directors of special education cooperatives and Curriculum Specialists. Plus, let’s not overlook the army of assistants: assistant principals, assistant superintendents, assistant directors, campus support personnel, assistant transportation directors and even a food service administrator or two. It was huge.
One walk through the vendors’ display was enough to alert me that “No Toto, I don’t think we are in Kansas anymore!” The booths and tables seemed to go on forever, and I was especially impressed with the half dozen full sized school busses pulled inside the arena for our inspection.
It really made me think about administration. In our small setting, the chain of command is short and sweet. We have two principals, two directors (one for food service and one for transportation), one superintendent, and our school board. I have sometimes said (with tongue in cheek) that when it comes to decisions, there’s me, the superintendent, and then God. A streamlined bureaucracy if there ever was one.
But big school districts have a virtual army of administrators in the form of principals, directors, specialists, assistants, and support personnel. In many ways, this was a big district conference. Certainly, Wichita and the Kansas City area school districts were well represented.
Interestingly enough, there was no food provided at this shin-dig. I have never been to conference that didn’t have at least one “banquet”. I guess there were just too many of us to feed.
But other than that, the conference was excellent. I attended sessions on developing professional learning communities, character education, brain compatible learning, and a special four-hour session hosted by Apple Computer on Pod casting (more of that in a future column!) I had the chance to meet the superintendent of Wakeeney and we talked about our shared interest in creating learning communities by possibly joining our small staffs. The character education sessions, led by the principal of Buhler grade school and other Buhler staff was excellent, and I am excited to share what I learned about the “Character Counts” program. Finally, I met two teachers from McPherson High School who led an exciting group participation workshop modeling brain compatible learning. Not only did this last session reinforce and remind me all that I learned at the KAESP convention in November, but I learned that these two teachers are also certified to give workshops. McPherson is only a short ways away, and I would be excited to get these guys out to our district.
The highlight of the conference came with the address given by Bernie Saggau, the retired Executive Director of the Iowa High School Athletic Association. This guy had seen it all and pretty much done it all in his fifty plus years of public service. He not only ran the Iowa Athletic Association, he was a teacher, coach, and a long time ref, including a Division I college ref in both Football and Basketball.
His speech was electrifying, filled with humorous anecdotes, and inspirational stories. He told a story of a guy he knows who goes sailing on a lake behind his house. One day, Mr. Saggau was fishing off the shore, when the neighbor came down to the water and began preparing his sail boat. He called over to the neighbor, “Which way is the wind blowing today?”
The man replied, “Bernie, Bernie, Bernie. I do not control the wind. I only adjust the sails.”
His parting words of wisdom to the ballroom full of administrators was just that: no matter which way the wind blows, remember to adjust the sails.
It was probably the best definition of leadership I have ever heard. I am grateful to USD 281 for sending me to this tremendous opportunity to learn, to meet new colleagues, and to hear a great man give great advice. In more ways than one, I am proud to be part of the USA.
A Busy Winter (01-26-09)
I used to think that the months of January and February were relatively quiet, at least for most of our Junior High students. Junior High basketball ends with the MCEL tournament during the second weekend of January. Then junior high wrestling begins, and I thought that most girls, and the boys who chose not to wrestle, were left with little to do until the start of track.
So I thought that there would be a void to fill, especially for the girls. My wife came up the idea of teaching an acting class. She decided that in addition to teaching acting, she could organize a “talent night” for performances by any acting student who wished to perform what they had learned.
I had been “playing” (excuse the pun!) with the idea of directing a junior high one-act play, and when I heard of my wife’s plan, it made perfect sense to combine the two.
Of course, we didn’t want to step on anyone’s toes, so I proceeded to go from teacher to teacher to see what other activities were already in place.
I realized that I had misjudged the number of activities available to junior high students during the wrestling season. In fact, I was surprised by just how busy so many of our seventh and eighth grade students are during the winter months.
First, of course, there is wrestling. We have nine boys and one girl on this year’s squad, and these courageous youth have committed to three weekend and four Thursday evening tournaments, as well as practices every afternoon.
Next, I visited with the cheerleading sponsor, to learn that during this supposedly “quiet” period, they now have practices every afternoon. I realized that the seven girls who cheer are just as involved in athletics as the wrestlers.
I talked with Mrs. Potter next to learn that, in preparation for League Music, February 25, many of the students have chosen to come to after school practices to prepare solos, duets, and small ensemble selections to be judged at the music festival. None of the students are being forced to stay after school because their choice to be in band, or their requirement to be in vocal music, does not include any after-school practices. However, Mrs. Potter has for years given selflessly of her time to make herself available for these kids to practice. I remember last year’s League Music, and how proud I was of our students’ exceptional performances. I now realize that their hard work begins with Mrs. Potter’s sacrifice and ends with the kids volunteering to show off their musical abilities.
But the busy winter doesn’t end there. I learned that Mrs. Nighswonger is preparing around thirty junior high students for Science Olympiad, February 10. These students are expected to prepare and study at home as well as can attend after school practices on Wednesday afternoons. So not only does Mrs. Nighswonger give of her time to coach high school basketball, she also makes herself available so that junior high science students can compete. Depending on how much success they experience, they could also qualify for the State Science Olympiad Tournament, the only state tournament available for junior high students.
Finally, there is Junior High Scholars’ Bowl. New coach Colleen Couey has already started practices, even though most of the tournaments take place beginning in March. Coach Couey’s irresistible enthusiasm has drawn over twenty-five students, who are willing to attend early before school practices.
So between scholars’ bowl, wrestling, cheer leading, preparation for League Music and Science Olympiad, our kids are just as busy during the winter as they are any other time of the year. And now, my wife and I are working with the Graham County Recreation Commission to put on a “Drama Fest”, Friday, March 13 at the Frontier Stage. The fest will feature acting performances by those in my wife’s acting class who wish to perform, as well as a one-act play, directed by yours truly.
We were expecting to have many kids sign up, and the students certainly were enthusiastic when we met with them to explain our idea. However, as of last Friday, there were only ten students signed up. More students can still turn in their permission slips, but I don’t anticipate many more.
Two weeks ago, I would have thought we would have a bigger turn-out. “What else do these kids have to do during the winter?” I would have said.
Now, though, I realize that our Junior High students have a very busy winter.
So I thought that there would be a void to fill, especially for the girls. My wife came up the idea of teaching an acting class. She decided that in addition to teaching acting, she could organize a “talent night” for performances by any acting student who wished to perform what they had learned.
I had been “playing” (excuse the pun!) with the idea of directing a junior high one-act play, and when I heard of my wife’s plan, it made perfect sense to combine the two.
Of course, we didn’t want to step on anyone’s toes, so I proceeded to go from teacher to teacher to see what other activities were already in place.
I realized that I had misjudged the number of activities available to junior high students during the wrestling season. In fact, I was surprised by just how busy so many of our seventh and eighth grade students are during the winter months.
First, of course, there is wrestling. We have nine boys and one girl on this year’s squad, and these courageous youth have committed to three weekend and four Thursday evening tournaments, as well as practices every afternoon.
Next, I visited with the cheerleading sponsor, to learn that during this supposedly “quiet” period, they now have practices every afternoon. I realized that the seven girls who cheer are just as involved in athletics as the wrestlers.
I talked with Mrs. Potter next to learn that, in preparation for League Music, February 25, many of the students have chosen to come to after school practices to prepare solos, duets, and small ensemble selections to be judged at the music festival. None of the students are being forced to stay after school because their choice to be in band, or their requirement to be in vocal music, does not include any after-school practices. However, Mrs. Potter has for years given selflessly of her time to make herself available for these kids to practice. I remember last year’s League Music, and how proud I was of our students’ exceptional performances. I now realize that their hard work begins with Mrs. Potter’s sacrifice and ends with the kids volunteering to show off their musical abilities.
But the busy winter doesn’t end there. I learned that Mrs. Nighswonger is preparing around thirty junior high students for Science Olympiad, February 10. These students are expected to prepare and study at home as well as can attend after school practices on Wednesday afternoons. So not only does Mrs. Nighswonger give of her time to coach high school basketball, she also makes herself available so that junior high science students can compete. Depending on how much success they experience, they could also qualify for the State Science Olympiad Tournament, the only state tournament available for junior high students.
Finally, there is Junior High Scholars’ Bowl. New coach Colleen Couey has already started practices, even though most of the tournaments take place beginning in March. Coach Couey’s irresistible enthusiasm has drawn over twenty-five students, who are willing to attend early before school practices.
So between scholars’ bowl, wrestling, cheer leading, preparation for League Music and Science Olympiad, our kids are just as busy during the winter as they are any other time of the year. And now, my wife and I are working with the Graham County Recreation Commission to put on a “Drama Fest”, Friday, March 13 at the Frontier Stage. The fest will feature acting performances by those in my wife’s acting class who wish to perform, as well as a one-act play, directed by yours truly.
We were expecting to have many kids sign up, and the students certainly were enthusiastic when we met with them to explain our idea. However, as of last Friday, there were only ten students signed up. More students can still turn in their permission slips, but I don’t anticipate many more.
Two weeks ago, I would have thought we would have a bigger turn-out. “What else do these kids have to do during the winter?” I would have said.
Now, though, I realize that our Junior High students have a very busy winter.
Why I Should Be Sent To The Inauguration (01-19-09)
Recently, I heard about an essay contest in which ten winners would receive an all expenses paid trip to the inauguration of Barack Obama.
Now, honestly, I don’t want to attend the inauguration. I chose to live in a small town, and dealing with the traffic and the other issues generated by a crowd of an estimated four million people is not my idea of a good time.
But the essay part kind of intrigued me. So though I have long since missed the deadline, the following would have been my entry in the “Why I Should Go To The Inauguration Essay Contest.”
Yes, We Can Starts With Me
By Bill Goodwin
Barack Obama ran for president on a simple, yet profound, mantra: Yes, We Can. He spoke to our country’s capacity to change. He spoke to the promise and potential of an electorate committed to making the country a better place. He spoke to the power of hope and dreams in a three word creed, that when we are told that we can’t do what has to be done to improve our country, we only need respond, “Yes, We Can.”
I think I should be one of the ten winners of this essay contest, and that I should receive an all expenses paid trip to see Mr. Obama become President Obama for one simple reason: “Yes, We Can” starts with me.
As a small town, Northwest Kansas, grade school principal, I see everyday how people can come together to accomplish amazing things. Some would say that we can’t teach every kid. Maybe that is true in big schools, but here in small town America, where we know every name of every student, yes, we can. Some say that we can’t get past our political differences and come together to make important decisions. As someone who works daily with people of differing beliefs and opinions, I know there is plenty of common ground. Can we all get along? I dare say, yes, we can. And there are some who say that in these troubling economic times that we can’t continue to grow, to build, to give and to receive. Well in both my job and in my place in Hill City, Kansas, I see these things every day. So again, yes, we can.
Really, this is not about Barack Obama. This is about we, the people, and our attitudes, and our capacity to come together to reach common goals. Where I live, people do that all the time. In fact, we rarely talk politics, and we don’t watch much T.V. We just show up, get to work, and in the words of that populist philosopher, Larry The Cable Guy, yes we can “Git’r done!”
If I were to witness first hand this historic event, I would be able to testify to the spirit of cooperation, compassion, and care for the common good that is the bedrock of the lifestyle I embrace. I would be able to stand up and be counted not as an Obama supporter, or as the member of a political party, but as someone who loves this country and is willing to lend a hand.
I do not hope to win this contest in order to view history, but rather I hope to win in order for history to view me, a simple person ready to answer a simple call. Mr. Obama tells us that yes, we can, and I am ready to say that yes, I can help with that.
We only have to look to the Preamble of our Constitution: We the People of the United States, in Order to form a more perfect Union... I think after two hundred plus years, it is about time to make this Union a little more perfect. Divided, we will continue to fall. United, we can stand, and we can overcome, and we can succeed in making our country a better place.
At least in Northwest Kansas, we can. It starts with me, and it starts when I stand up with Barack Obama at his inauguration.
Thank you for reading my essay. I will be packed and ready when you call to inform me that I have won. Thank you in advance, and may God Bless me, Hill City, Northwest Kansas, and the United States of America.
Now, honestly, I don’t want to attend the inauguration. I chose to live in a small town, and dealing with the traffic and the other issues generated by a crowd of an estimated four million people is not my idea of a good time.
But the essay part kind of intrigued me. So though I have long since missed the deadline, the following would have been my entry in the “Why I Should Go To The Inauguration Essay Contest.”
Yes, We Can Starts With Me
By Bill Goodwin
Barack Obama ran for president on a simple, yet profound, mantra: Yes, We Can. He spoke to our country’s capacity to change. He spoke to the promise and potential of an electorate committed to making the country a better place. He spoke to the power of hope and dreams in a three word creed, that when we are told that we can’t do what has to be done to improve our country, we only need respond, “Yes, We Can.”
I think I should be one of the ten winners of this essay contest, and that I should receive an all expenses paid trip to see Mr. Obama become President Obama for one simple reason: “Yes, We Can” starts with me.
As a small town, Northwest Kansas, grade school principal, I see everyday how people can come together to accomplish amazing things. Some would say that we can’t teach every kid. Maybe that is true in big schools, but here in small town America, where we know every name of every student, yes, we can. Some say that we can’t get past our political differences and come together to make important decisions. As someone who works daily with people of differing beliefs and opinions, I know there is plenty of common ground. Can we all get along? I dare say, yes, we can. And there are some who say that in these troubling economic times that we can’t continue to grow, to build, to give and to receive. Well in both my job and in my place in Hill City, Kansas, I see these things every day. So again, yes, we can.
Really, this is not about Barack Obama. This is about we, the people, and our attitudes, and our capacity to come together to reach common goals. Where I live, people do that all the time. In fact, we rarely talk politics, and we don’t watch much T.V. We just show up, get to work, and in the words of that populist philosopher, Larry The Cable Guy, yes we can “Git’r done!”
If I were to witness first hand this historic event, I would be able to testify to the spirit of cooperation, compassion, and care for the common good that is the bedrock of the lifestyle I embrace. I would be able to stand up and be counted not as an Obama supporter, or as the member of a political party, but as someone who loves this country and is willing to lend a hand.
I do not hope to win this contest in order to view history, but rather I hope to win in order for history to view me, a simple person ready to answer a simple call. Mr. Obama tells us that yes, we can, and I am ready to say that yes, I can help with that.
We only have to look to the Preamble of our Constitution: We the People of the United States, in Order to form a more perfect Union... I think after two hundred plus years, it is about time to make this Union a little more perfect. Divided, we will continue to fall. United, we can stand, and we can overcome, and we can succeed in making our country a better place.
At least in Northwest Kansas, we can. It starts with me, and it starts when I stand up with Barack Obama at his inauguration.
Thank you for reading my essay. I will be packed and ready when you call to inform me that I have won. Thank you in advance, and may God Bless me, Hill City, Northwest Kansas, and the United States of America.
Making Diamonds (01-12-09)
I’ve heard it said that if you take a lump of coal, put it under enough pressure for enough time, what you end up with is a diamond.
That description came to my mind as I sat down to write a column about our junior high athletes, and more specifically, about our eighth grade girls’ basketball team.
It is with the start of organized sports in junior high that our athletic students really begin to feel pressure. It is hard enough just being 13 or 14, and dealing with all the physical and emotional changes. Add organized, competitive sports, and the pressure is intense.
This week, our eighth grade teams finished their basketball seasons in the MCEL tournament. Both teams felt the pressure of the moment. The boys were the seventh seed and knew that they would have to play their best basketball to have a chance to advance, and the girls were the fourth seed and knew that they had a good shot at advancing at least to the next round, and at least a fourth place finish.
Because of these expectations, I think the girls had to deal with more pressure. They were playing Plainville, a team they had easily beaten in the third game of the season. They knew that once they beat Plainville, they would have a chance for a little pay back against Smith Center, the best team in the league. Even if they lost to Smith Center, they would have a chance to medal with a third place finish.
The girls came out aggressive, tying-up the Plainville ball carrier on the very first possession, and it was obvious who had the better team early on.
Our defense swarmed and attacked, and Plainville had no easy shots and no real chance to score. However, the Cardinals returned the favor, playing hard, and contesting every shot.
With about thirty seconds left in the 1st quarter, the score was tied at two, when suddenly our shots began to fall. Thirty seconds of game clock later, we ended the quarter up 10-2, and in clear control. We expanded the lead to 17-8 by half time.
And then, the bottom fell out. During the third quarter, none of our shots fell. There was a proverbial lid over the basket, and no bounce ever went our way. Plainville continued to play hard, and luck was in their favor as they tied the score at 17 right before the end of the quarter.
Then we willed a couple of shots to finally go in, taking a 22-17 lead. The pressure in the gym reached a fever pitch. Plainville was able to convert one, then two, and finally three baskets to go up by one with less than a minute to play. One of our players ran the ball down the court, colliding with a Plainville defender, skidding painfully across the hard wood floor. The resulting floor burn opened several bleeding cuts, and the player had to limp to the bench. A reserve player had a chance to tie the game with a one and one at the free throw line.
The first shot missed, and Plainville got the rebound. They held on for the one point upset victory.
After the game, our girls were devastated. Many tears were shed, and the girl who missed the free throw blamed herself for losing the game. The parents and coaches did their best to console the girls. I told them to hold their heads up high. They played hard, left it all out on the court, but it just wasn’t their day.
I wanted to write about this game because it so painfully highlighted the amazing pressure these kids put on themselves during athletic competition. Most of them will continue with four more years of the pressure, most in multiple sports and activities. There will be some highs and lows, some celebrations, some injuries and set backs, and lots of blood, sweat, and tears.
I am glad that we have these competitions. The fact that everyone can get a chance to play, to feel the pressure, is probably the single biggest advantage of a small school. I believe that the pressure is crucial to help students learn about themselves and to reach their highest potential.
If you can handle the pressure of losing a close game, if you can get back up and try again, then you can handle other pressure the “real world” will eventually throw at you. Our students are our most valuable resource, and it takes pressure and time to turn them from unformed potential into sparkling gems.
I feel bad for our kids, but I wouldn’t have it any other way. After all, no one said it would be easy making diamonds.
That description came to my mind as I sat down to write a column about our junior high athletes, and more specifically, about our eighth grade girls’ basketball team.
It is with the start of organized sports in junior high that our athletic students really begin to feel pressure. It is hard enough just being 13 or 14, and dealing with all the physical and emotional changes. Add organized, competitive sports, and the pressure is intense.
This week, our eighth grade teams finished their basketball seasons in the MCEL tournament. Both teams felt the pressure of the moment. The boys were the seventh seed and knew that they would have to play their best basketball to have a chance to advance, and the girls were the fourth seed and knew that they had a good shot at advancing at least to the next round, and at least a fourth place finish.
Because of these expectations, I think the girls had to deal with more pressure. They were playing Plainville, a team they had easily beaten in the third game of the season. They knew that once they beat Plainville, they would have a chance for a little pay back against Smith Center, the best team in the league. Even if they lost to Smith Center, they would have a chance to medal with a third place finish.
The girls came out aggressive, tying-up the Plainville ball carrier on the very first possession, and it was obvious who had the better team early on.
Our defense swarmed and attacked, and Plainville had no easy shots and no real chance to score. However, the Cardinals returned the favor, playing hard, and contesting every shot.
With about thirty seconds left in the 1st quarter, the score was tied at two, when suddenly our shots began to fall. Thirty seconds of game clock later, we ended the quarter up 10-2, and in clear control. We expanded the lead to 17-8 by half time.
And then, the bottom fell out. During the third quarter, none of our shots fell. There was a proverbial lid over the basket, and no bounce ever went our way. Plainville continued to play hard, and luck was in their favor as they tied the score at 17 right before the end of the quarter.
Then we willed a couple of shots to finally go in, taking a 22-17 lead. The pressure in the gym reached a fever pitch. Plainville was able to convert one, then two, and finally three baskets to go up by one with less than a minute to play. One of our players ran the ball down the court, colliding with a Plainville defender, skidding painfully across the hard wood floor. The resulting floor burn opened several bleeding cuts, and the player had to limp to the bench. A reserve player had a chance to tie the game with a one and one at the free throw line.
The first shot missed, and Plainville got the rebound. They held on for the one point upset victory.
After the game, our girls were devastated. Many tears were shed, and the girl who missed the free throw blamed herself for losing the game. The parents and coaches did their best to console the girls. I told them to hold their heads up high. They played hard, left it all out on the court, but it just wasn’t their day.
I wanted to write about this game because it so painfully highlighted the amazing pressure these kids put on themselves during athletic competition. Most of them will continue with four more years of the pressure, most in multiple sports and activities. There will be some highs and lows, some celebrations, some injuries and set backs, and lots of blood, sweat, and tears.
I am glad that we have these competitions. The fact that everyone can get a chance to play, to feel the pressure, is probably the single biggest advantage of a small school. I believe that the pressure is crucial to help students learn about themselves and to reach their highest potential.
If you can handle the pressure of losing a close game, if you can get back up and try again, then you can handle other pressure the “real world” will eventually throw at you. Our students are our most valuable resource, and it takes pressure and time to turn them from unformed potential into sparkling gems.
I feel bad for our kids, but I wouldn’t have it any other way. After all, no one said it would be easy making diamonds.
New Year's Wish List (01-05-09)
Usually, now is the time for New Year’s resolutions. The holidays are finished, the traveling is done, the presents are all opened, put away or returned, the food has all been eaten (except that fruitcake which will keep until next year) and life will quickly return to a normal routine. This transition from excess to temperate begs us to reflect over our lives and habits over the past year. After so many large meals, complete with pies, cookies, candy and eggnog, our shortcomings and expanding waistlines become prominent in the reflections found in both our mental and physical mirrors.
So it is natural at the start of a new year to make resolutions. We resolve to diet or exercise or pay more attention to our children, spouses or fellow time travelers. We resolve to become more active in our communities, and sometimes we resolve to do something big in the coming year. Perhaps this is the year we finally clean out the garage, or take that big trip. The first of January is a time for dreaming, a time to dull the ache of whatever about ourselves we don’t like with grand plans and a new resolve.
My New Year’s Resolution for 2009 is simple. I resolve to not make any New Year’s Resolutions. Rather, I’d like to put forward a new tradition: the New Year’s Wish List.
You might not think there is much difference between a resolution and a wish. Often, our resolutions are just wishful thinking after all. You might also think that by “wish” I am actually referring to “goals” or things I want to accomplish in 2009.
However, what I am proposing is more hopeful and inspiring. Goals and objectives, resolutions and concrete plans, these things are all fine and good. I just think that after the grandeur of the holiday, I am not ready to face such cold reality. I need something more, something that while possibly unattainable, will inspire some good feelings to get me though the cold weeks of winter. I hereby propose my 2009 New Year’s Wish List.
Wish #1: World Peace. How much grander can you get than world peace? With the conflict in Gaza, Dafur, and the daily violence that takes thousands of lives from the inner cities across our own country, I wish for peace, on a global scale, in all of its passive glory.
Wish #2: A day of good health. I considered putting “World Health” to follow “World Peace” but without any war or any illness, then I would have to wish for “World Population Control”. So I settled for a day of good health. I seem to know a lot of people in poor health, and I feel for each of them. I thank God everyday for the relative good health bestowed to myself and my family, but there is still so much suffering that I wish for at least a temporary relief for all those who languish with health challenges.
Wish #3: The prosperity of our little town. Next to my wife and kids, family and friends, I hold Hill City in the greatest esteem. Because I love living here, it hurts to see the town and the county decline. So I wish that something big will happen in 2009 that will bring jobs and prosperity and a happy future for us all.
And that’s all I can come up with. Sigh. I thought writing a wish list would be so much easier that writing resolutions. I guess it all boils down to one big wish. I wish each and every one of you a very peaceful, healthy, and prosperous 2009. I know it won’t come true for everyone, but we can still wish and do our best to make our wishes come true.
So it is natural at the start of a new year to make resolutions. We resolve to diet or exercise or pay more attention to our children, spouses or fellow time travelers. We resolve to become more active in our communities, and sometimes we resolve to do something big in the coming year. Perhaps this is the year we finally clean out the garage, or take that big trip. The first of January is a time for dreaming, a time to dull the ache of whatever about ourselves we don’t like with grand plans and a new resolve.
My New Year’s Resolution for 2009 is simple. I resolve to not make any New Year’s Resolutions. Rather, I’d like to put forward a new tradition: the New Year’s Wish List.
You might not think there is much difference between a resolution and a wish. Often, our resolutions are just wishful thinking after all. You might also think that by “wish” I am actually referring to “goals” or things I want to accomplish in 2009.
However, what I am proposing is more hopeful and inspiring. Goals and objectives, resolutions and concrete plans, these things are all fine and good. I just think that after the grandeur of the holiday, I am not ready to face such cold reality. I need something more, something that while possibly unattainable, will inspire some good feelings to get me though the cold weeks of winter. I hereby propose my 2009 New Year’s Wish List.
Wish #1: World Peace. How much grander can you get than world peace? With the conflict in Gaza, Dafur, and the daily violence that takes thousands of lives from the inner cities across our own country, I wish for peace, on a global scale, in all of its passive glory.
Wish #2: A day of good health. I considered putting “World Health” to follow “World Peace” but without any war or any illness, then I would have to wish for “World Population Control”. So I settled for a day of good health. I seem to know a lot of people in poor health, and I feel for each of them. I thank God everyday for the relative good health bestowed to myself and my family, but there is still so much suffering that I wish for at least a temporary relief for all those who languish with health challenges.
Wish #3: The prosperity of our little town. Next to my wife and kids, family and friends, I hold Hill City in the greatest esteem. Because I love living here, it hurts to see the town and the county decline. So I wish that something big will happen in 2009 that will bring jobs and prosperity and a happy future for us all.
And that’s all I can come up with. Sigh. I thought writing a wish list would be so much easier that writing resolutions. I guess it all boils down to one big wish. I wish each and every one of you a very peaceful, healthy, and prosperous 2009. I know it won’t come true for everyone, but we can still wish and do our best to make our wishes come true.
2009 - What a Year! (12-29-08)
Before I wrote this “end of the year retrospective,” I re-read the same column I wrote from this time last year. I called 2007 my “favorite year,” coining the title of a play in which one of my nephews had performed.
Looking back over what I had written, 2007 did have two wonderful developments in the birth of our daughter Natalie, and in my switch to an elementary school principal. However, the year was also filled with devastating storms, and the illness of my mom, so as I look back on it now, I think calling 2007 my “favorite year” was nothing more than a ill-thought play on words.
Last year, I predicted that 2008 would see the recovery of my mom and that it would be my new “favorite year.” I have rarely been so wrong.
Two-Thousand and Eight began very sadly with the passing of my beloved mother, and ended with one of the worst financial crisis in our country’s history. The year brought more devastating weather, a couple of contentious elections, and the loss of almost five percent of our total student enrollment in just one year.
However, there is no denying that the year was historic. The nomination of the first republican woman for vice-president, and the election of the first multi-cultural president will be read about in the history books (or on history websites) by my grandkids and their grandkids and will forever by part of our national lore. I feel honored to be living at such a historic time.
That alone made 2008 quite a year. But there was so much more to 2008. It was also the first time in fifty years that our school district attempted to pass a bond issue. The year saw gas prices reach an all time high, and then plummet to four-year lows. The year brought major classroom changes at the grade school and a much-needed minor aesthetic improvements to all our school.
Two-thousand and eight brought our ag-department a green house, and ended with the closing of a landmark, Longfellow Middle School. It brought the formation of a new recreation commission and the hiring of Graham County’s first recreation director, Chris Gansel. Finally, this year ended with Cully Jackson, one of Hill City’s most beloved teachers and most respected coaches, moving to the other end of the state to support his wife in the joyous occasion of her new career. Mr. Jackson will be sorely missed, but we wish him and his family all the best.
This year was a year of reconnections. In the passing of my mom, 2008 held an incredible family reunion of aunts, uncles, cousins, and second cousins I had not seen in years. Since the big event, I have reconnected with some members of my geographically scattered extended family. In fact, about a month ago, I joined Facebook, and on-line service that helps you easily find and communicate with dozens of old acquaintances and thousands of new people. Through the power of the Internet, I am now reconnected to former students, their parents, past colleagues, and family I hadn’t talked to in years. Through Facebook, I was even contacted by an old high school buddy who I hadn’t seen or spoken with in thirteen years. On Christmas day, I called him at his Virginia home and we talked and talked, reminiscing over the old days, and catching up on the years we grew apart.
All in all, 2008 was not my favorite year. I’ve decided to forego that phrase all together. Every year is filled with joys and sorrows, triumphs and defeats, things to remember, and things best forgotten. This year just was a little bigger, a little more historic, a little more connected, and little more memorable than most.
The important thing for me to keep in perspective is that 2008 is now in the past. As always, I try to keep looking ahead, focusing on the future, and always striving to make the next year better than the one before.
Happy New Year!
Looking back over what I had written, 2007 did have two wonderful developments in the birth of our daughter Natalie, and in my switch to an elementary school principal. However, the year was also filled with devastating storms, and the illness of my mom, so as I look back on it now, I think calling 2007 my “favorite year” was nothing more than a ill-thought play on words.
Last year, I predicted that 2008 would see the recovery of my mom and that it would be my new “favorite year.” I have rarely been so wrong.
Two-Thousand and Eight began very sadly with the passing of my beloved mother, and ended with one of the worst financial crisis in our country’s history. The year brought more devastating weather, a couple of contentious elections, and the loss of almost five percent of our total student enrollment in just one year.
However, there is no denying that the year was historic. The nomination of the first republican woman for vice-president, and the election of the first multi-cultural president will be read about in the history books (or on history websites) by my grandkids and their grandkids and will forever by part of our national lore. I feel honored to be living at such a historic time.
That alone made 2008 quite a year. But there was so much more to 2008. It was also the first time in fifty years that our school district attempted to pass a bond issue. The year saw gas prices reach an all time high, and then plummet to four-year lows. The year brought major classroom changes at the grade school and a much-needed minor aesthetic improvements to all our school.
Two-thousand and eight brought our ag-department a green house, and ended with the closing of a landmark, Longfellow Middle School. It brought the formation of a new recreation commission and the hiring of Graham County’s first recreation director, Chris Gansel. Finally, this year ended with Cully Jackson, one of Hill City’s most beloved teachers and most respected coaches, moving to the other end of the state to support his wife in the joyous occasion of her new career. Mr. Jackson will be sorely missed, but we wish him and his family all the best.
This year was a year of reconnections. In the passing of my mom, 2008 held an incredible family reunion of aunts, uncles, cousins, and second cousins I had not seen in years. Since the big event, I have reconnected with some members of my geographically scattered extended family. In fact, about a month ago, I joined Facebook, and on-line service that helps you easily find and communicate with dozens of old acquaintances and thousands of new people. Through the power of the Internet, I am now reconnected to former students, their parents, past colleagues, and family I hadn’t talked to in years. Through Facebook, I was even contacted by an old high school buddy who I hadn’t seen or spoken with in thirteen years. On Christmas day, I called him at his Virginia home and we talked and talked, reminiscing over the old days, and catching up on the years we grew apart.
All in all, 2008 was not my favorite year. I’ve decided to forego that phrase all together. Every year is filled with joys and sorrows, triumphs and defeats, things to remember, and things best forgotten. This year just was a little bigger, a little more historic, a little more connected, and little more memorable than most.
The important thing for me to keep in perspective is that 2008 is now in the past. As always, I try to keep looking ahead, focusing on the future, and always striving to make the next year better than the one before.
Happy New Year!
Dear Santa (12-22-08)
After reading the “tongue-in-cheek” letters to Santa Claus written by our Hill City Eighth Grade students (my daughter included), I decided to try my own hand at writing the great Elf.
Dear Santa,
I know, good sir, that you are swamped this time of year, and I hope you have time to read my letter. I know a lot of people want a lot of things, and that you are only guy. I don’t expect a miracle…that is not your department, after all!
But you do seem capable of a little magic, and it seems like magic is running in short supply these days.
First, what I want for Christmas is a better attitude. That’s right, Santa, I need to have a better attitude for 2009. Mostly, I do okay. I usually remain calm, and am able to be positive. However, I am not perfect, and more often than I would like to admit, I have felt my temper rise and my attitude sink. So do you think you could conjure up a better attitude for me? Something in an extra-large, so that I can include anyone I meet who might also need an attitude adjustment. Oh, and make it in our school colors!
Second, I was wondering if you could send a kid or two or twenty to Hill City, Kansas. Twenty would be nice to make up for the short fall our school district experienced this year. You see, Santa, we have this really awesome school district. We have wise and caring teachers, amazing support staff, and just about the cleanest buildings and classrooms a kid could want. We just need more kids to give the world’s best education.
We have little in the way of the bad stuff you’d find in some other schools. There are no metal detectors, cameras, or armed guards - only great staff, wonderful cafeteria food served twice a day, and first-rate facilities.
Except for the fact that our buildings are getting a bit long in the tooth. You don’t by chance have a bunch of money is that sleigh of yours? No? I understand.
But that leads me to my last request. You see Santa, all across this great country of ours, lots of lots of people have lost their jobs. The economy has gone south, which explains a lot about sagging attitudes and sagging enrollment numbers. What we need, Santa, is a great big dose of hope. People need to believe that things are going to turn around. Those who have need to lend a hand to those who have not, and we need jobs to put people back to work, both around the country, and right here in good ol’ HC.
That’s why I’m writing you, Santa. You ARE the man when it comes to spreading hope and generosity. You are practically the father of the phrase, “Peace on Earth and Good Will Towards All.”
I know you can do it. Just fly around on that sleigh of yours, flash those beautiful pearly whites, and let loose with few inspiring Ho! Ho! Ho!’s. Make us merry and joyous, and fill us with an extra-large dose of your holiday spirit.
Because, you see, Santa, we’re going to need it long after you head back to the north pole. We’re going to need to remember the “good will towards all” part each and every day from this Christmas to the next. We cannot forget to hope and we cannot fall into despair. We’re counting on you, Jolly ol’ St. Nick. Give us a reason to smile and maybe we will give others a reason to smile all the year through.
I know I am asking a lot. I believe that now is the time to dream big, and we can’t get much bigger than you.
Oh, wait, I guess we can get bigger. You’re just the spreader of good will. There’s someone else we should turn to when we need a miracle.
Yours in the Magic of Christmas,
Bill Goodwin
P.S. If you ever need to open a southerly distribution center for all the toys, I strongly suggest the centrally located and very reasonably priced Hill City. We are an elf-friendly town and an elf-child friendly school. Just remember to leave the reindeer at home during hunting season!
Dear Santa,
I know, good sir, that you are swamped this time of year, and I hope you have time to read my letter. I know a lot of people want a lot of things, and that you are only guy. I don’t expect a miracle…that is not your department, after all!
But you do seem capable of a little magic, and it seems like magic is running in short supply these days.
First, what I want for Christmas is a better attitude. That’s right, Santa, I need to have a better attitude for 2009. Mostly, I do okay. I usually remain calm, and am able to be positive. However, I am not perfect, and more often than I would like to admit, I have felt my temper rise and my attitude sink. So do you think you could conjure up a better attitude for me? Something in an extra-large, so that I can include anyone I meet who might also need an attitude adjustment. Oh, and make it in our school colors!
Second, I was wondering if you could send a kid or two or twenty to Hill City, Kansas. Twenty would be nice to make up for the short fall our school district experienced this year. You see, Santa, we have this really awesome school district. We have wise and caring teachers, amazing support staff, and just about the cleanest buildings and classrooms a kid could want. We just need more kids to give the world’s best education.
We have little in the way of the bad stuff you’d find in some other schools. There are no metal detectors, cameras, or armed guards - only great staff, wonderful cafeteria food served twice a day, and first-rate facilities.
Except for the fact that our buildings are getting a bit long in the tooth. You don’t by chance have a bunch of money is that sleigh of yours? No? I understand.
But that leads me to my last request. You see Santa, all across this great country of ours, lots of lots of people have lost their jobs. The economy has gone south, which explains a lot about sagging attitudes and sagging enrollment numbers. What we need, Santa, is a great big dose of hope. People need to believe that things are going to turn around. Those who have need to lend a hand to those who have not, and we need jobs to put people back to work, both around the country, and right here in good ol’ HC.
That’s why I’m writing you, Santa. You ARE the man when it comes to spreading hope and generosity. You are practically the father of the phrase, “Peace on Earth and Good Will Towards All.”
I know you can do it. Just fly around on that sleigh of yours, flash those beautiful pearly whites, and let loose with few inspiring Ho! Ho! Ho!’s. Make us merry and joyous, and fill us with an extra-large dose of your holiday spirit.
Because, you see, Santa, we’re going to need it long after you head back to the north pole. We’re going to need to remember the “good will towards all” part each and every day from this Christmas to the next. We cannot forget to hope and we cannot fall into despair. We’re counting on you, Jolly ol’ St. Nick. Give us a reason to smile and maybe we will give others a reason to smile all the year through.
I know I am asking a lot. I believe that now is the time to dream big, and we can’t get much bigger than you.
Oh, wait, I guess we can get bigger. You’re just the spreader of good will. There’s someone else we should turn to when we need a miracle.
Yours in the Magic of Christmas,
Bill Goodwin
P.S. If you ever need to open a southerly distribution center for all the toys, I strongly suggest the centrally located and very reasonably priced Hill City. We are an elf-friendly town and an elf-child friendly school. Just remember to leave the reindeer at home during hunting season!
Merry Christmas, Sis (12-15-08)
Once again it is time for our family’s Christmas tradition of giving a Hill City Times subscription to someone we love. Two years ago, we bought one for my mom, and last year for my wife’s parents, Rick and Bonna Wheeler. This year, we would like to honor my sister, Sarah Fortino, and her lovely family.
I was the youngest in my family, with three older sisters. Cait was twelve years my senior, Mary was five years older, and Sarah was four, making her the closest to me in age. My fondest memories with my sisters Mary and Sarah were the eight years from 1976 to 1984, from the time we moved to Kansas City, to when Sarah went off to college. I remember those times as being filled with noise and commotion, of school projects, and family dinners, of family vacations and hectic holidays. I remember plenty of disagreements between my sisters and I, and I know that I was not the easiest little brother two teenage sisters could hope to have. They did their best to tolerate me, and on occasion they even tried to include me.
I clearly remember when my dad, a guy who always longed for the latest in tech gadgetry, brought home a cassette recorder. My sisters got it in their heads to create some radio dramas. They wrote a couple of short scripts; making up different voices for the characters, and using home made sound effects. Of course, I begged to be included, and they graciously agreed.
I’ll never forget how much we all laughed at the silliness we recorded, but more importantly, I’ll never forget how wonderful it felt to be included with something my BIG sisters were doing. That afternoon probably was my first experience with the magic of theater, and I credit those little radio plays with sparking my interest in creative writing.
Sarah especially, tried to spend time with me. She wasn’t very interested in sports, yet she would occasionally play catch or toss a Frisbee. I can remember when I got a kicking tee and football one birthday, and how she spent several afternoons with me as I kicked ball after ball over the power cable that ran over our back yard.
Sarah also set a good example for her little brother. She was the valedictorian of her high school, and graduated KU with almost perfect grades. She graduated with a degree in chemistry, and married her college boyfriend, Mark Fortino right out of college.
Mark himself is one amazing brother-in-law. He excelled in accounting, and is now a bank vice-president. While at KU, they both sang in a church choir, and Mark has continued on by singing both in a barbershop chorus and in his own barbershop quartet. In fact, in the world of barbershop, Mark is a bit of a celebrity. His old quartet, 12th Street Rag, several times competed at the International Barbershop Competition, and they placed as high as eleventh among the best quartets in the world. His new quartet, High Definition, performs professionally all over the Midwest and will continue to compete at Internationals.
Together, they have raised an incredible family of two sons and two daughters. When mom passed last January, our family spent a great deal of time at their house in Overland Park. In the entire time we were there, I do not recall hearing an unkind word spoken among any of the kids and we were so impressed with their maturity, good manners, and general happiness. My sisters and I rested a little easier knowing that Mom had them so close, and I know that Mom counted the holidays and special occasions she spent with the Fortinos as some of her happiest moments.
So Merry Christmas, Fortino Family. We hope you like the paper and all the pictures of our family that will appear in these pages throughout the year. By sharing with you a slice of our rural lives, we hope it brings our two families a little closer together.
Love from Western Kansas,
The Goodwins
I was the youngest in my family, with three older sisters. Cait was twelve years my senior, Mary was five years older, and Sarah was four, making her the closest to me in age. My fondest memories with my sisters Mary and Sarah were the eight years from 1976 to 1984, from the time we moved to Kansas City, to when Sarah went off to college. I remember those times as being filled with noise and commotion, of school projects, and family dinners, of family vacations and hectic holidays. I remember plenty of disagreements between my sisters and I, and I know that I was not the easiest little brother two teenage sisters could hope to have. They did their best to tolerate me, and on occasion they even tried to include me.
I clearly remember when my dad, a guy who always longed for the latest in tech gadgetry, brought home a cassette recorder. My sisters got it in their heads to create some radio dramas. They wrote a couple of short scripts; making up different voices for the characters, and using home made sound effects. Of course, I begged to be included, and they graciously agreed.
I’ll never forget how much we all laughed at the silliness we recorded, but more importantly, I’ll never forget how wonderful it felt to be included with something my BIG sisters were doing. That afternoon probably was my first experience with the magic of theater, and I credit those little radio plays with sparking my interest in creative writing.
Sarah especially, tried to spend time with me. She wasn’t very interested in sports, yet she would occasionally play catch or toss a Frisbee. I can remember when I got a kicking tee and football one birthday, and how she spent several afternoons with me as I kicked ball after ball over the power cable that ran over our back yard.
Sarah also set a good example for her little brother. She was the valedictorian of her high school, and graduated KU with almost perfect grades. She graduated with a degree in chemistry, and married her college boyfriend, Mark Fortino right out of college.
Mark himself is one amazing brother-in-law. He excelled in accounting, and is now a bank vice-president. While at KU, they both sang in a church choir, and Mark has continued on by singing both in a barbershop chorus and in his own barbershop quartet. In fact, in the world of barbershop, Mark is a bit of a celebrity. His old quartet, 12th Street Rag, several times competed at the International Barbershop Competition, and they placed as high as eleventh among the best quartets in the world. His new quartet, High Definition, performs professionally all over the Midwest and will continue to compete at Internationals.
Together, they have raised an incredible family of two sons and two daughters. When mom passed last January, our family spent a great deal of time at their house in Overland Park. In the entire time we were there, I do not recall hearing an unkind word spoken among any of the kids and we were so impressed with their maturity, good manners, and general happiness. My sisters and I rested a little easier knowing that Mom had them so close, and I know that Mom counted the holidays and special occasions she spent with the Fortinos as some of her happiest moments.
So Merry Christmas, Fortino Family. We hope you like the paper and all the pictures of our family that will appear in these pages throughout the year. By sharing with you a slice of our rural lives, we hope it brings our two families a little closer together.
Love from Western Kansas,
The Goodwins
Graham Crackers Lite (12-08-08)
This week, no single event presented itself as a suitable topic for this space. So I decided instead to write about three. This is my miniature version of our beloved Hill City Times “Graham Crackers.”
The first event occurred at the Hill City Shootout, our 8th grade basketball tournament, which we hosted on Saturday. As I was walking out a gym, a man approached me needing to talk. I immediately assumed that it was a parent or a patron and that the man had a complaint. In my line of work, you come to expect complaints with almost every conversation. However, the man stuck out his hand, smiled, and said that he just wanted to tell me “thank you.”
Apparently, he was quite satisfied with the way our school dealt with a disciplinary action taken several months back. He had been meaning to talk to me since, and he finally found a good opportunity to express his gratitude.
Now I am a very lucky administrator in that I get thanked all the time. A quick “thank you” is one of the best ways I know that I am doing a good job. The only difference with this particular thank you was that it came so long after the incident had been resolved. The fact that the parent had remembered and made a point to thank me after such a long time profoundly touched me. In the midst of the stress and tedium of running a basketball tournament, his simple act lifted my spirits and made me remember that I know not how much of an impact my actions will have at any one time. I am lucky to be in a position to make decisions that sometimes linger and resonate positively for a long time.
*****
In addition to the Shoot Out, this week, I traveled to Norton to watch both the boys and girls teams play. During all the basketball, I could help but compare to much of the activity on the court to professional wrestling.
At the Norton match, I had a chance to talk with one of the refs after the games. He explained, “If we had called every foul, we could have fouled out every player on both teams.”
I agreed with his assessment in all the games I watched this week. These kids play hard, and anyone who thinks that basketball is not a contact sport need only watch a junior high game to change their mind. I saw many kids colliding and collapsing, and the call of “Jump Ball!” seemed to be called on every possession.
Most of the games I saw were low scoring defensive affairs. When the shots didn’t fall, the resulting rebounds were filled with extremely physical jostling and grabbing for the ball. I just held my breath and prayed no one would get hurt. Except for a few bruises, everyone left the court in one piece, and I left the court admiring the determination of our young athletes to put their bodies on the line in the pursuit of victory.
*****
Finally, I heard something at church that I hope I never will forget. This Sunday our little congregation was graced by the presence of our area bishop, and I learned why he had risen to such heights as soon as I heard him speak.
Eloquently, he told us a story about how during his first year as a pastor in a small Texas town, he found himself in the middle of a mini-feud concerning the placement of a coffee pot. Apparently, they were remodeling, and one group wanted to leave the coffee pot where it had always been, right outside the sanctuary, while a group who used the sanctuary for bible study before Sunday services wanted it placed far away so they could study without the background noise of people visiting while drinking the brew.
He said that the two factions argued for forty-five minutes, until he finally lost his temper.
Slamming his hand down on the table, he announced to his parishioners, “God does care where we place the coffee pot! He does, however, care very, very much how we treat one another.”
Now I have been fortunate in my brief tenure as an administrator in that I don’t recall any “coffee pot” arguments as of yet among the teachers. However, I have presided over many a trivial argument among two or more students. The next time I have kids in my office arguing over some small matter, I plan to use the bishop’s line. God doesn’t care who is right, but He does care very, very much how we treat one another.
The first event occurred at the Hill City Shootout, our 8th grade basketball tournament, which we hosted on Saturday. As I was walking out a gym, a man approached me needing to talk. I immediately assumed that it was a parent or a patron and that the man had a complaint. In my line of work, you come to expect complaints with almost every conversation. However, the man stuck out his hand, smiled, and said that he just wanted to tell me “thank you.”
Apparently, he was quite satisfied with the way our school dealt with a disciplinary action taken several months back. He had been meaning to talk to me since, and he finally found a good opportunity to express his gratitude.
Now I am a very lucky administrator in that I get thanked all the time. A quick “thank you” is one of the best ways I know that I am doing a good job. The only difference with this particular thank you was that it came so long after the incident had been resolved. The fact that the parent had remembered and made a point to thank me after such a long time profoundly touched me. In the midst of the stress and tedium of running a basketball tournament, his simple act lifted my spirits and made me remember that I know not how much of an impact my actions will have at any one time. I am lucky to be in a position to make decisions that sometimes linger and resonate positively for a long time.
*****
In addition to the Shoot Out, this week, I traveled to Norton to watch both the boys and girls teams play. During all the basketball, I could help but compare to much of the activity on the court to professional wrestling.
At the Norton match, I had a chance to talk with one of the refs after the games. He explained, “If we had called every foul, we could have fouled out every player on both teams.”
I agreed with his assessment in all the games I watched this week. These kids play hard, and anyone who thinks that basketball is not a contact sport need only watch a junior high game to change their mind. I saw many kids colliding and collapsing, and the call of “Jump Ball!” seemed to be called on every possession.
Most of the games I saw were low scoring defensive affairs. When the shots didn’t fall, the resulting rebounds were filled with extremely physical jostling and grabbing for the ball. I just held my breath and prayed no one would get hurt. Except for a few bruises, everyone left the court in one piece, and I left the court admiring the determination of our young athletes to put their bodies on the line in the pursuit of victory.
*****
Finally, I heard something at church that I hope I never will forget. This Sunday our little congregation was graced by the presence of our area bishop, and I learned why he had risen to such heights as soon as I heard him speak.
Eloquently, he told us a story about how during his first year as a pastor in a small Texas town, he found himself in the middle of a mini-feud concerning the placement of a coffee pot. Apparently, they were remodeling, and one group wanted to leave the coffee pot where it had always been, right outside the sanctuary, while a group who used the sanctuary for bible study before Sunday services wanted it placed far away so they could study without the background noise of people visiting while drinking the brew.
He said that the two factions argued for forty-five minutes, until he finally lost his temper.
Slamming his hand down on the table, he announced to his parishioners, “God does care where we place the coffee pot! He does, however, care very, very much how we treat one another.”
Now I have been fortunate in my brief tenure as an administrator in that I don’t recall any “coffee pot” arguments as of yet among the teachers. However, I have presided over many a trivial argument among two or more students. The next time I have kids in my office arguing over some small matter, I plan to use the bishop’s line. God doesn’t care who is right, but He does care very, very much how we treat one another.
My Neighbor, My Hero (12-01-08)
There’s an old expression that is near and dear to my heart:
God will never give me more than I can handle.
With the follow up:
I just wish he didn’t trust me so much!
This week, I saw firsthand how God truly knows what He is doing when He trusts certain people to difficult and sometimes seemingly impossible tasks. I am referring to my neighbor Don, who I consider a friend and an inspiration.
This week, Don lost his wife, Cora Lea, more affectionately known as “Cork,” to a long and difficult illness. Five years ago, she became gravely ill and was not expected to live. But Cork surprised the doctors and pulled though, but without the use of her kidneys. So, for the last five years, Don has been administering in-home dialysis four times a day.
Think about that. Four times a day, every day of the year, for almost five straight years. That’s over fourteen hundred treatments, every six hours, without fail, without question, and without complaint.
And not only was Don able to keep this heroic and grueling schedule, but he amazed all the doctors by never once allowing an infection. It is one of the most incredible examples of pure love and devotion I have ever known. I consider myself lucky to have met and to have spent time with such an amazing couple.
Today, I attended the funeral, and was not surprised to see a packed church. Throughout this experience, I learned much about my neighbors that simply confirmed what I already knew.
I learned that Don and Cork were avid supporters of all school activities, both during the time their children attended school and for years after they graduated. Don even received the Booster of the Year award from the Ringneck Booster Club. I learned that Cork painted many beautiful works of art, many of which now hang in the hospital and in their church. I learned that Cork played the organ for her church, and in the words of her pastor, “made the trumpets sing!”
And I even learned that many years ago, Don had helped dig the basement and build the house that we now call our home. It is no surprise that the structure is so sound considering his excellent craftsmanship.
Among those who attended the funeral, many were friends and former neighbors who traveled great distances to pay their respects. Don and Cork simply inspire that kind devotion. From the moment we met them, we knew that we had made friends for life, and throughout the months we have been their neighbors, they have grown ever more dear to us.
Don, especially, has gone out of his way to make us feel welcome and loved. He has given me an open invitation to borrow tools from his amply supplied garage, and he has brought my wife bushels of tomatoes and cucumbers from his incredible back yard garden. He and Cork never once complained about our dogs, even when they raised a ruckus, and he got in the habit of giving them dog biscuits whenever they escaped our yard.
His lawn is one of the finest in town, yet whenever I tried to compliment his lawn care, Don would graciously return the compliment back to me. And for all Don’s hard work on his lawn, he generously allows our children to run and play on the carpet of green he has so painstakingly raised.
How he has found time to raise a garden, tend a perfect lawn, or fill the multitude of bird and squirrel feeders around his yard, all while caring for Cork, is a miracle of efficiency and dedication. Don had a walkie-talkie with him at all times, and he would drop everything when his wife would call. Yet, somehow he always had time for a friendly word and a friendlier smile.
In fact, I have never seen Don in a bad mood, I have never seen him yawn. I have never heard him utter a negative word or issue a single complaint. Don is singularly the most positive person I have ever known, and I am proud to call him my neighbor and my friend.
So I suppose it is no surprise that God trusted Don with the care of his beloved Cork. I told my own wife that as much as I love her, I do not know if I would have the strength to provide for her every need, four times a day, every six hours, day in and day out for more than four years. I may be younger, but my neighbor is so much stronger than me. God trusted him, because God knew that Don could handle the work and responsibility with flying colors, as only Don could.
I hope that God never trusts me to handle so much. But if given such a load to handle, I will try to follow the example of my neighbor, my hero, Don.
God will never give me more than I can handle.
With the follow up:
I just wish he didn’t trust me so much!
This week, I saw firsthand how God truly knows what He is doing when He trusts certain people to difficult and sometimes seemingly impossible tasks. I am referring to my neighbor Don, who I consider a friend and an inspiration.
This week, Don lost his wife, Cora Lea, more affectionately known as “Cork,” to a long and difficult illness. Five years ago, she became gravely ill and was not expected to live. But Cork surprised the doctors and pulled though, but without the use of her kidneys. So, for the last five years, Don has been administering in-home dialysis four times a day.
Think about that. Four times a day, every day of the year, for almost five straight years. That’s over fourteen hundred treatments, every six hours, without fail, without question, and without complaint.
And not only was Don able to keep this heroic and grueling schedule, but he amazed all the doctors by never once allowing an infection. It is one of the most incredible examples of pure love and devotion I have ever known. I consider myself lucky to have met and to have spent time with such an amazing couple.
Today, I attended the funeral, and was not surprised to see a packed church. Throughout this experience, I learned much about my neighbors that simply confirmed what I already knew.
I learned that Don and Cork were avid supporters of all school activities, both during the time their children attended school and for years after they graduated. Don even received the Booster of the Year award from the Ringneck Booster Club. I learned that Cork painted many beautiful works of art, many of which now hang in the hospital and in their church. I learned that Cork played the organ for her church, and in the words of her pastor, “made the trumpets sing!”
And I even learned that many years ago, Don had helped dig the basement and build the house that we now call our home. It is no surprise that the structure is so sound considering his excellent craftsmanship.
Among those who attended the funeral, many were friends and former neighbors who traveled great distances to pay their respects. Don and Cork simply inspire that kind devotion. From the moment we met them, we knew that we had made friends for life, and throughout the months we have been their neighbors, they have grown ever more dear to us.
Don, especially, has gone out of his way to make us feel welcome and loved. He has given me an open invitation to borrow tools from his amply supplied garage, and he has brought my wife bushels of tomatoes and cucumbers from his incredible back yard garden. He and Cork never once complained about our dogs, even when they raised a ruckus, and he got in the habit of giving them dog biscuits whenever they escaped our yard.
His lawn is one of the finest in town, yet whenever I tried to compliment his lawn care, Don would graciously return the compliment back to me. And for all Don’s hard work on his lawn, he generously allows our children to run and play on the carpet of green he has so painstakingly raised.
How he has found time to raise a garden, tend a perfect lawn, or fill the multitude of bird and squirrel feeders around his yard, all while caring for Cork, is a miracle of efficiency and dedication. Don had a walkie-talkie with him at all times, and he would drop everything when his wife would call. Yet, somehow he always had time for a friendly word and a friendlier smile.
In fact, I have never seen Don in a bad mood, I have never seen him yawn. I have never heard him utter a negative word or issue a single complaint. Don is singularly the most positive person I have ever known, and I am proud to call him my neighbor and my friend.
So I suppose it is no surprise that God trusted Don with the care of his beloved Cork. I told my own wife that as much as I love her, I do not know if I would have the strength to provide for her every need, four times a day, every six hours, day in and day out for more than four years. I may be younger, but my neighbor is so much stronger than me. God trusted him, because God knew that Don could handle the work and responsibility with flying colors, as only Don could.
I hope that God never trusts me to handle so much. But if given such a load to handle, I will try to follow the example of my neighbor, my hero, Don.
Getting To (11-24-08)
This Thanksgiving, I have decided to try and give thanks for the things I get to do, or have gotten to do throughout the year. It is easy to give thanks for the good things in your life, the family and friends, the good food and the good times. By giving thanks for all I get (or have gotten) to do, I have found a way to be thankful for just about everything else.
For example, I am thankful for getting to take out the trash. Now you might think that is not something for which to give thanks, but think about it. Having trash means that you have more than you need. I am thankful for getting to take out the trash because it means that I am healthy enough to do it, and I have enough blessings in my life to have plenty of trash that needs taking out.
I am also thankful because, on occasion, I get to clean dirty dishes and change dirty diapers. Both require me to be home, and I am always thankful for every opportunity to be home. The first means that I have food. A starving person has nothing to put on a dish to get it dirty. The second means I have young children and what a blessing our children are, no matter how many messes they make!
At work, I give thanks that I get to deal with problematic student behavior. Yep, that’s right, I am thankful I get to work with kids when they are disruptive, hurtful, unmotivated, and uncooperative. I am thankful when they are sent to the office, because as a school administrator, I get the privilege of trying to teach them (through consequences and punishments) to see the error of their ways.
I am grateful that I get to talk with angry and frustrated parents, whether it be at a ball game, or on the phone. I get the privilege of listening to their complaints, and helping them work though their frustrations. I am thankful they call me because, as I say a hundred times a year, “I can only help solve the problem if I know what the problem is.”
I am thankful for getting to attend countless meetings, because I get to have a seat at many tables. I am thankful I get to attend countless activities and athletic events because I get to watch our kids perform. I am thankful I get to drive countless miles to workshops and conventions, because at the end of long trips, I get to continue as a life long learner. I am grateful I get to answer countless phone calls and respond to countless emails because that means people want to talk to me.
I am grateful that I get to sign leave forms, transportation requests, time cards, and other forms. No matter how tedious, these things are important, and I play a vital role in keeping the river of paper work flowing!
I even give thanks that I get to fill out and submit state reports. It reminds me that I get to hold the awesome responsibility of being held accountable for the performance of our students and our school.
Thinking about my life in terms of what I get to do has helped me find the positive in even the most negative situation. For instance, while I am not thankful that my mom died this year, I am profoundly grateful and give the utmost thanks that I was able to spend some of the most amazing moments I will ever know with her at the end of her life. I am truly thankful for the time I got to share with family that I hadn’t seen in years, I cannot give enough thanks for my sisters as we have helped each other through the difficult time.
I give thanks that I get to breathe, to have full use of my senses and full range of motion in my limbs. I give thanks that my mind works (at least most of the time) reasonable well (at least some of the time). I give thanks that I get to spend a little time each week with each of you. The kind words many of you have expressed about my column have kept it from becoming chore, and have inspired me to try to be a better writer, to create a better column, each and every week.
So this Thanksgiving, while you are counting your blessings, do not overlook the hardships and unpleasant tasks set before you. While you may not always enjoy everything life throws at you, at the very least give thanks that you are getting to experience the joys and sorrows of being alive. Happy Thanksgiving!
For example, I am thankful for getting to take out the trash. Now you might think that is not something for which to give thanks, but think about it. Having trash means that you have more than you need. I am thankful for getting to take out the trash because it means that I am healthy enough to do it, and I have enough blessings in my life to have plenty of trash that needs taking out.
I am also thankful because, on occasion, I get to clean dirty dishes and change dirty diapers. Both require me to be home, and I am always thankful for every opportunity to be home. The first means that I have food. A starving person has nothing to put on a dish to get it dirty. The second means I have young children and what a blessing our children are, no matter how many messes they make!
At work, I give thanks that I get to deal with problematic student behavior. Yep, that’s right, I am thankful I get to work with kids when they are disruptive, hurtful, unmotivated, and uncooperative. I am thankful when they are sent to the office, because as a school administrator, I get the privilege of trying to teach them (through consequences and punishments) to see the error of their ways.
I am grateful that I get to talk with angry and frustrated parents, whether it be at a ball game, or on the phone. I get the privilege of listening to their complaints, and helping them work though their frustrations. I am thankful they call me because, as I say a hundred times a year, “I can only help solve the problem if I know what the problem is.”
I am thankful for getting to attend countless meetings, because I get to have a seat at many tables. I am thankful I get to attend countless activities and athletic events because I get to watch our kids perform. I am thankful I get to drive countless miles to workshops and conventions, because at the end of long trips, I get to continue as a life long learner. I am grateful I get to answer countless phone calls and respond to countless emails because that means people want to talk to me.
I am grateful that I get to sign leave forms, transportation requests, time cards, and other forms. No matter how tedious, these things are important, and I play a vital role in keeping the river of paper work flowing!
I even give thanks that I get to fill out and submit state reports. It reminds me that I get to hold the awesome responsibility of being held accountable for the performance of our students and our school.
Thinking about my life in terms of what I get to do has helped me find the positive in even the most negative situation. For instance, while I am not thankful that my mom died this year, I am profoundly grateful and give the utmost thanks that I was able to spend some of the most amazing moments I will ever know with her at the end of her life. I am truly thankful for the time I got to share with family that I hadn’t seen in years, I cannot give enough thanks for my sisters as we have helped each other through the difficult time.
I give thanks that I get to breathe, to have full use of my senses and full range of motion in my limbs. I give thanks that my mind works (at least most of the time) reasonable well (at least some of the time). I give thanks that I get to spend a little time each week with each of you. The kind words many of you have expressed about my column have kept it from becoming chore, and have inspired me to try to be a better writer, to create a better column, each and every week.
So this Thanksgiving, while you are counting your blessings, do not overlook the hardships and unpleasant tasks set before you. While you may not always enjoy everything life throws at you, at the very least give thanks that you are getting to experience the joys and sorrows of being alive. Happy Thanksgiving!
Brain Compatible (11-17-08)
This week I had the privilege of hanging out with some really smart, talented, and driven people. I am referring to, (and complimenting) school principals, who I mingled with and learned from at the annual fall conference of the Kansas Associations of Elementary and Secondary School Principals (KAESP and KASSP).
The day and half conference had a little bit of everything: outstanding presentations by national speakers, informative breakout sessions led by other principals (who were kind enough to share some of the secrets of their success), and even an awards ceremony where I learned just how far I have yet to go to reach the honored title of an “NDP” or “National Distinguished Principal.”
So all in all, I had one amazing time. The trip served to recharge my professional batteries and to help answer the question, “What is next for Bill Goodwin?”
Of all the presentations I heard, the most powerful came from our keynote speaker, Dr. Marcia Tate, author of a series of books focused on raising student achievement. Her idea is simple, in order to help students really learn content, then teaching must be “brain compatible.” In order to “grow dendrites,” as she cleverly put it, a teacher must frame their content in a way that is compatible with the way that the brain learns.
Immediately, I recognized much of what she was saying from the Conscious Discipline training I had attended this summer. It never fails to amaze me how good educational programs simply espouses much of the same core information as other good educational programs. While it is tempting for educators to complain of too many bandwagons to jump on, I would counter that all the education philosophies of the past are simply different ways to say the same thing. Instructional practices such as “Whole Language,” “Project Based Learning,” “Conscious Discipline,” and “Brain Compatible Instruction” all amount to this: effective instruction results in meaningful and lasting learning. Content is not just learned for the test. The best teaching produces learning that lasts for a lifetime.
Take, for example, the ability to ride a bike, to swim, or to operate a manual transmission. Once learned, those skills stay with you forever.
These are examples of physical learning, where the content is hardwired in the brain through physical practice. It is just one example of “brain compatible” instruction. Another would be the use of mnemonic devices. Do you know what TV stands for, AM and PM, CD, DVD, or PC? Can you describe SCUBA, CPR, or MASH, even if you aren’t exactly sure what word each of the letters represent? Dr. Tate made her point with the spelling of her first name. “Let me tell you how to spell my name in a brain compatible way, in a way that you will never forget,” she told the group of principals. “Remember that my name is spelled M A R – C I A because I act like a secret agent of the CIA.”
That line was said in jest, with a bit of silly emphasis that evoked laughs from the crowd. When we were done chuckling, she informed us that she had just modeled another brain compatible technique, the use of humor to make a point.
By the end of her ninety-minute presentation, she had taught us a list of twenty brain compatible strategies. More importantly, she had modeled many of them as the method of delivering the content.
Let’s see. I have yet to refer to my conference notes while writing this article. I successfully remembered “making learning physical,” “using mnemonic devices,” and “using humor to make a point.” She also modeled, “relating content in a story,” “use of graphic organizers,” “incorporate music memory,” (yes, she had 150 school administrators all singing…you should have been there!) “teach what you learn to someone else,” “make learning fun,” and “allow the brain to do one thing at a time.”
That’s nine. If I recall, she boasted of modeling twelve of the twenty instructional techniques. So without any review, I recalled three fourths of the content she modeled. And that was just while writing this article.
Oh yeah, I can remember one more. Practice makes perfect - repeat, repeat, repeat. Gee, isn’t that what good teachers and coaches have been making their students do since the first cave teacher taught the first cave class of cave students cave drawing?
My point is most teachers use some of these techniques everyday. Labeling such effective practices as “brain compatible” simply allows educators to see the why and the how behind the effectiveness of their teaching.
I hope you have found my column to be brain compatible. Needless to say, it has given me a lot to think about.
The day and half conference had a little bit of everything: outstanding presentations by national speakers, informative breakout sessions led by other principals (who were kind enough to share some of the secrets of their success), and even an awards ceremony where I learned just how far I have yet to go to reach the honored title of an “NDP” or “National Distinguished Principal.”
So all in all, I had one amazing time. The trip served to recharge my professional batteries and to help answer the question, “What is next for Bill Goodwin?”
Of all the presentations I heard, the most powerful came from our keynote speaker, Dr. Marcia Tate, author of a series of books focused on raising student achievement. Her idea is simple, in order to help students really learn content, then teaching must be “brain compatible.” In order to “grow dendrites,” as she cleverly put it, a teacher must frame their content in a way that is compatible with the way that the brain learns.
Immediately, I recognized much of what she was saying from the Conscious Discipline training I had attended this summer. It never fails to amaze me how good educational programs simply espouses much of the same core information as other good educational programs. While it is tempting for educators to complain of too many bandwagons to jump on, I would counter that all the education philosophies of the past are simply different ways to say the same thing. Instructional practices such as “Whole Language,” “Project Based Learning,” “Conscious Discipline,” and “Brain Compatible Instruction” all amount to this: effective instruction results in meaningful and lasting learning. Content is not just learned for the test. The best teaching produces learning that lasts for a lifetime.
Take, for example, the ability to ride a bike, to swim, or to operate a manual transmission. Once learned, those skills stay with you forever.
These are examples of physical learning, where the content is hardwired in the brain through physical practice. It is just one example of “brain compatible” instruction. Another would be the use of mnemonic devices. Do you know what TV stands for, AM and PM, CD, DVD, or PC? Can you describe SCUBA, CPR, or MASH, even if you aren’t exactly sure what word each of the letters represent? Dr. Tate made her point with the spelling of her first name. “Let me tell you how to spell my name in a brain compatible way, in a way that you will never forget,” she told the group of principals. “Remember that my name is spelled M A R – C I A because I act like a secret agent of the CIA.”
That line was said in jest, with a bit of silly emphasis that evoked laughs from the crowd. When we were done chuckling, she informed us that she had just modeled another brain compatible technique, the use of humor to make a point.
By the end of her ninety-minute presentation, she had taught us a list of twenty brain compatible strategies. More importantly, she had modeled many of them as the method of delivering the content.
Let’s see. I have yet to refer to my conference notes while writing this article. I successfully remembered “making learning physical,” “using mnemonic devices,” and “using humor to make a point.” She also modeled, “relating content in a story,” “use of graphic organizers,” “incorporate music memory,” (yes, she had 150 school administrators all singing…you should have been there!) “teach what you learn to someone else,” “make learning fun,” and “allow the brain to do one thing at a time.”
That’s nine. If I recall, she boasted of modeling twelve of the twenty instructional techniques. So without any review, I recalled three fourths of the content she modeled. And that was just while writing this article.
Oh yeah, I can remember one more. Practice makes perfect - repeat, repeat, repeat. Gee, isn’t that what good teachers and coaches have been making their students do since the first cave teacher taught the first cave class of cave students cave drawing?
My point is most teachers use some of these techniques everyday. Labeling such effective practices as “brain compatible” simply allows educators to see the why and the how behind the effectiveness of their teaching.
I hope you have found my column to be brain compatible. Needless to say, it has given me a lot to think about.
NHS Speech (11-10-08)
This week I was asked to give the address at the National Honors Society Induction Ceremony, which took place Sunday afternoon. Here is my speech.
Good afternoon. I would like to thank the National Honor Society students and sponsors for inviting me to speak here today. I admit this is a first for me. I’ve spoken at commencements and back to school rallies; I’ve spoken before civic organizations and in front of church congregations. Last spring, I even spoke on television, in an effort to educate our electorate on a bond issue vote. This, however, is the first time I have ever been asked to speak in front of such an esteemed and honorable group, and I admit, I am at a loss for words.
My writer’s block probably stems from the fact that I was not a member of the National Honors Society. You might be wondering, how is that possible? How is it that a person hired to lead students to greatness never himself qualified to be part of a the greatest student society? How is it that a school principal would not have been part of a national organization founded and supported by the national association of school principals?
The answer, I suppose, is that they will let anyone be a school principal.
Honestly, as I stand before you now, I do look back on my high school year with more than a modicum of regret. You see, I wasn’t a bad student. I wasn’t what you could call a dishonorable student either. I am proud to say that I did not drink or smoke or try drugs in high school, though certainly those things were readily available. I was never suspended and rarely received detention. I am under the general impression that I was well thought of, or at least was not badly thought of by my teachers and administrators.
I was just an average, middle of the road, do-as-little-as-I-could-to-get-by kind of kid. In today’s edu-speak, my attitude in school would be evaluated as “unmotivated.” But whom am I trying to fool. As a high school student I was simply lazy.
The sad fact though is that I could have been part of the National Honors Society. I had excellent grades. I thank my parents for that. They did not accept any grade lower than a B and really they expected mostly A’s. In that regard, they pushed me, and because I wanted to get through high school years with as little trouble as possible, I did apply myself in the classroom.
But perhaps the greatest thing about the National Honors Society is that it is not just about the Honor Roll. To be part of this prestigious organization, you have to do so much more than just earn good grades. I would like to talk a little about the other aspects of qualifying for the National Honors Society.
Service. Part of what it takes to join, students have to have a record of public service. This involves volunteering for activities that do not benefit the student financially or materially. The key to service is that it happens selflessly. There is no direct benefit to the students for volunteering for service. However, I hope these students have felt and learned the indirect benefits of the difference they make when they chose to serve others. I think that the lessons learned in service will in turn serve these students longer and better than much of the academics learned in the classroom.
Leadership. According to the National Honors Society, “Student leaders are often viewed as those students who are resourceful, good problem solvers, involved in and promoters of school activities, idea contributors, dependable, and who are both organized and organizers.” Having sponsored and coached a wide variety of extra-curricular activities, I have seen first hand student leadership, and I am always impressed with those students who are able to take the initiative to accomplish complicated tasks. Leadership and service go hand in hand, because often the leader has to set the example by being the hardest worker. Sometimes, leading others is the greatest service a person can achieve.
Finally, Character. To me, a positive character is the foundation upon which service, leadership and academic excellence can express themselves. Without good character, none of the other three matter much. Perhaps the greatest indicator of character is honesty. I believe that as human beings, we are all fallible. It is inevitable that at some time or another, we will screw up. Wisdom is not something we are born with, it is something acquired painfully, from learning from our mistakes, one mistake at a time.
In order to be able to learn from your mistakes you have to honestly take responsibility for your actions. Without honesty, it is impossible to fully mature into a productive citizen. Honesty allows us to try, fail, get back up, try again, and fail again, over and over until we find success. Honesty allows us to build trust, and trust allows us to work cooperatively in society.
Looking back over my own high school career, I realize how close I was to being in your shoes this afternoon. I had the grades, I was essentially and honest person, I volunteered for service now and again. What I lacked, though, was the entire package. It was only until much later in life that I discovered the joy of service, the importance of leadership and developed the foundation of character that has helped me in my own life.
Considering all that, how wonderful it is to stand before these fine young people who have learned these lessons so much sooner than I. Members of the National Honors Society, I am truly humbled by your example, and I have every confidence that all the skills that earned you membership in NHS will serve you well in the bright future awaiting each one of you.
As befitting a speech for such a dignified occasion, I will leave you with a quote. The great ancient Greek philosopher Socrates once said, “The shortest and surest way to live with honor in the world is to be in reality what we would appear to be; all human virtues increase and strengthen themselves by the practice and experience of them.”
Today, each of you appears to have excelled in the areas of Scholarship, Service, Leadership, and Character. Starting today, the challenge before you is to increase and strengthen yourselves in these areas through practice and experience. Being inducted into the National Honors Society is not the finish line. Rather, it is only the beginning to living and experiencing lives of incredible potential.
Good afternoon. I would like to thank the National Honor Society students and sponsors for inviting me to speak here today. I admit this is a first for me. I’ve spoken at commencements and back to school rallies; I’ve spoken before civic organizations and in front of church congregations. Last spring, I even spoke on television, in an effort to educate our electorate on a bond issue vote. This, however, is the first time I have ever been asked to speak in front of such an esteemed and honorable group, and I admit, I am at a loss for words.
My writer’s block probably stems from the fact that I was not a member of the National Honors Society. You might be wondering, how is that possible? How is it that a person hired to lead students to greatness never himself qualified to be part of a the greatest student society? How is it that a school principal would not have been part of a national organization founded and supported by the national association of school principals?
The answer, I suppose, is that they will let anyone be a school principal.
Honestly, as I stand before you now, I do look back on my high school year with more than a modicum of regret. You see, I wasn’t a bad student. I wasn’t what you could call a dishonorable student either. I am proud to say that I did not drink or smoke or try drugs in high school, though certainly those things were readily available. I was never suspended and rarely received detention. I am under the general impression that I was well thought of, or at least was not badly thought of by my teachers and administrators.
I was just an average, middle of the road, do-as-little-as-I-could-to-get-by kind of kid. In today’s edu-speak, my attitude in school would be evaluated as “unmotivated.” But whom am I trying to fool. As a high school student I was simply lazy.
The sad fact though is that I could have been part of the National Honors Society. I had excellent grades. I thank my parents for that. They did not accept any grade lower than a B and really they expected mostly A’s. In that regard, they pushed me, and because I wanted to get through high school years with as little trouble as possible, I did apply myself in the classroom.
But perhaps the greatest thing about the National Honors Society is that it is not just about the Honor Roll. To be part of this prestigious organization, you have to do so much more than just earn good grades. I would like to talk a little about the other aspects of qualifying for the National Honors Society.
Service. Part of what it takes to join, students have to have a record of public service. This involves volunteering for activities that do not benefit the student financially or materially. The key to service is that it happens selflessly. There is no direct benefit to the students for volunteering for service. However, I hope these students have felt and learned the indirect benefits of the difference they make when they chose to serve others. I think that the lessons learned in service will in turn serve these students longer and better than much of the academics learned in the classroom.
Leadership. According to the National Honors Society, “Student leaders are often viewed as those students who are resourceful, good problem solvers, involved in and promoters of school activities, idea contributors, dependable, and who are both organized and organizers.” Having sponsored and coached a wide variety of extra-curricular activities, I have seen first hand student leadership, and I am always impressed with those students who are able to take the initiative to accomplish complicated tasks. Leadership and service go hand in hand, because often the leader has to set the example by being the hardest worker. Sometimes, leading others is the greatest service a person can achieve.
Finally, Character. To me, a positive character is the foundation upon which service, leadership and academic excellence can express themselves. Without good character, none of the other three matter much. Perhaps the greatest indicator of character is honesty. I believe that as human beings, we are all fallible. It is inevitable that at some time or another, we will screw up. Wisdom is not something we are born with, it is something acquired painfully, from learning from our mistakes, one mistake at a time.
In order to be able to learn from your mistakes you have to honestly take responsibility for your actions. Without honesty, it is impossible to fully mature into a productive citizen. Honesty allows us to try, fail, get back up, try again, and fail again, over and over until we find success. Honesty allows us to build trust, and trust allows us to work cooperatively in society.
Looking back over my own high school career, I realize how close I was to being in your shoes this afternoon. I had the grades, I was essentially and honest person, I volunteered for service now and again. What I lacked, though, was the entire package. It was only until much later in life that I discovered the joy of service, the importance of leadership and developed the foundation of character that has helped me in my own life.
Considering all that, how wonderful it is to stand before these fine young people who have learned these lessons so much sooner than I. Members of the National Honors Society, I am truly humbled by your example, and I have every confidence that all the skills that earned you membership in NHS will serve you well in the bright future awaiting each one of you.
As befitting a speech for such a dignified occasion, I will leave you with a quote. The great ancient Greek philosopher Socrates once said, “The shortest and surest way to live with honor in the world is to be in reality what we would appear to be; all human virtues increase and strengthen themselves by the practice and experience of them.”
Today, each of you appears to have excelled in the areas of Scholarship, Service, Leadership, and Character. Starting today, the challenge before you is to increase and strengthen yourselves in these areas through practice and experience. Being inducted into the National Honors Society is not the finish line. Rather, it is only the beginning to living and experiencing lives of incredible potential.
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