Orchids and Onions

Hanging in a desk drawer alongside inventories, rosters, budgets, repair records and the like hung an unusually named folder. It did not appear to have any significance other than its bizarre name. "Kevin, this is my 'Orchids and Onions' file. You'll need one." said my mentor.

This folder, I learned, housed glowing compliments and not-so-glowing criticisms received over the years. When my mentor received feedback (of the Orchid or Onion variety) he kept it, stored it away in this strangely named file, and hung it in his desk drawer. The Orchids helped him get through the tough times, and the Onions - to reconsider his practices.

Teaching has been equated to plate-spinning. There are many stakeholders. It is difficult to manage all the relational demands at times; it is challenging to keep everyone's plate spinning. Teaching at its core is relational. Relationships matter. Their statements matter.

I would encourage you to find a place to house your Orchids - especially. Sometimes when it rains, it pours, and reading statements about the positive impact you are having on students, the school community and families can help get you through tough times. However, if you find that your email inbox is looking more like an onion basket, it's time to reevaluate and make necessary improvements.

Create an environment for orchids to bloom, 

@kevindengel 

Day-to-Day, I love you!

I live and thrive in the warp-speed world of education, constantly connecting with parents, fellow educators, administrators, students, and friends to discuss their lives, ideas, successes, failures, and collaborations. It is hard for me to turn work "off", not because it demands my 24/7 attention but because I enjoy it so much. I am accustomed to the go-go nature of my duties. I change "theaters, sets and casts" three times a day in my Wonderland-style schedule, leaving things at my prior location askew [The Mad-Hatter randomly shouts "Move down!" and everyone abruptly changes seats around the tea party table]. 

When looking through one of three windows surrounding the instrumental music office, you will see two desk. My desk's "art installation piece", consisting of extraneous paper, books, things to grade or read, programs, notebooks of ideas, etc. is in stark contrast to my colleague's. However, considering the pure height of my stacks of who-knows-what that has accumulated is awe-inspiring. "How does it all stay to precariously in place!", one may ask. This disparity prompts my students to joke, "... take a hint". 

I have always had two quotes at the ready for my defense: "If a cluttered desk signs a cluttered mind, Of what, then, is an empty desk a sign?" (Einstein) and "A messy desk is a sign of genius." Based on the quantity of my messes, I should be teaching theoretical physics or quantum mechanics, and sometimes it feels like I do!  While drinking my morning coffee this past Monday, I nostalgically remembered my 'out the door at 6:30am ... stop teaching at 3:30pm" life I had for nine months; a schedule that was abruptly paused. Was a mourning the passing of another school year? I do not know - but I am sure of something: my daily impact on students was not being made. But was I really making the kind of impact I desired in the first place? Was my desk an abstract picture of me?! 

Einstein's desk at Princeton.

It was during a conversation with my principal, Dwight Carter (@dwight_carter), at Reynoldsburg's Summer Academy (@RaiderEducation) that I realized how much of an impact the school year had on me - and him. "On Friday it was like a huge weight was lifted off my shoulders" I said to Dwight. He responded with, "It was Thursday of last week when that happened for me. I could not believe how much stress I had been under." We both care deeply about our jobs. It is our calling, our vocation, our passion. This relationship to our work drives excellence; however, leaving that drive unchecked takes the same toll on our bodies as an engine driving with little oil and, - oops, the check engine light just came on! With a reduction in my efficacy, was I permitting myself to have the highest impact for my students ... or my desk?

Last summer, Megan and I welcomed Ewan into our family. His first birthday is quickly approaching, and he is definitely a little Boy - capital B! He is into everything. He is my summer job, and I am loving every minute of it - though when nap time comes around, daddy is ready for one also! Ewan is helping me recalibrate. How on earth is this little guy more energetic than me?! After all, I have the power of caffeine on my side. Simply put - he rests and recharges.

Daddy and Ewan napping (2011).
Photo taken by the family paparazzi, for blackmail purposes. 

I found this while perusing, take a look! 

http://www.helpguide.org/mental/stress_signs.htm

Where am I going with all this? This summer I have started to "power down" and reflect on the year. Admittedly, too much of what I did seemed haphazard. The day-to-day schedule caused a gradual accumulation of stress and mess - which in turn caused more stress. I often visualize my life as the plate spinner at the fair, saving one dish after another from sudden peril. Each year I fill my time with so many great things (plates) that the great things are all I had time to do! The pinnacle moments demand much, if not all of, my time, attention, and focus; however, many day-to-day things become neglected. Can you hear my wife saying, "Amen!" right now? 

Below are the symptoms I have noticed over the course of the school year related to stress and mess. Remember, there was nothing I hated doing this year - it wasn't "negative stress", it was self-imposed "positive stress." But to the body stress is stress. It is important for us as educators to keep our energy and stress level in check. Easy is it for you and I to become so engulfed that the day-to-day responsibilities are set aside to conquer something we deem more important or valuable. Yet, it is the day-to-day that define us and our ability to become the best teachers we can be . Love the Day-to-Day! Take care of the little things - Clean your "desk", whatever it may be. 

Stress Warning Signs and Symptoms
Cognitive Symptoms	Emotional Symptoms
Memory problems Inability to concentrate Poor judgment Seeing only the negative Anxious or racing thoughts Constant worrying	Moodiness Irritability or short temper Agitation, inability to relax Feeling overwhelmed Sense of loneliness and isolation Depression or general unhappiness
Physical Symptoms	Behavioral Symptoms
Aches and pains Diarrhea or constipation Nausea, dizziness Chest pain, rapid heartbeat Loss of sex drive Frequent colds	Eating more or less Sleeping too much or too little Isolating yourself from others Procrastinating or neglecting responsibilities Using alcohol, cigarettes, or drugs to relax Nervous habits (e.g. nail biting, pacing)

For your consideration, 
@kevindengel 

A Little Bird and a Book: Using Twitter and Facebook In Education

I was a student at The Ohio State University when Facebook first came on the scene, and admittedly a lot of time was wasted checking various friends' status updates. However, after five years of teaching, my relationship with the social network has changed. It is more of a vehicle to connect to the community, colleagues, school, families, and students. (Caveat: I have a strict, personally-instituted policy to not friend students - or former students -  on Facebook - I suggest and recommend this to any teacher; however, I do invite students into various closed groups for dialogue and feedback - always with an administrator with "admin" privileges.)

So how exactly does an educator best use social media? Like Gahanna! The Gahanna-Jefferson district is brilliant with its use of social media in promoting the "Gahanna brand". Creating and monitoring these accounts allows us to be our own reporter. If your district does not have a social media presence, change that. It will take time for it to gain steam, but once it is established a twitter feed and/or Facebook page could become someone's primary information source!

I have learned more about what our schools' amazing teachers, students, parents, and initiatives do through our Twitter and Facebook pages than anywhere else. That is the information your community needs to hear. The press release is still critical to the well-being of any district; however, a constant feed of positivity is long overdue in our "24 hour news cycle" world. While local news agencies are constantly bombarded for competing stories, having one's own communication presence is vital. Refocus from press releases to post releases.

As the primary administrator of the Gahanna Orchestras Facebook page and twitter feed (linked so a post in one platform will appear in the other) I am responsible for distributing pertinent and positive information about my program. With each post, I am digitally spreading news of our "brand" to over 300 people. Is that a lot in today's digital world when the viral video of the week tops 2 million views? - No. But, it is being shared with stakeholders - and more people than if I never shared the information in the first place! Those 300+ people are now more knowledgable about what the Gahanna Orchestra is all about.

In addition to these two public accounts, within Facebook I have another 'closed group.' This is for my 9-12 grade students to request access and membership is approved by me. Again, I have my principal as an 'admin' within this group to ensure parents know that it is a school monitored and authorized group - not rogue. The group is for the sharing of student-specific information that does not need shared with masses. Example: "Remember orchestra, the changing rooms open at 6:45 to dress into our tuxedos.", "Chamber: Rehearsal next Wednesday, 4:30-6:30pm.", "Fantastic rehearsal today, freshman! Keep up the great focus on intonation!", etc. It is also a meeting place for class discussions, feedback, and building of esprit de corp.

So, what are you all about? What do you want to be all about? Does your community think this? Does your community know how dynamic your school is? They should - they are supporting you financially. They are your "benefactors", and every benefactor or donor I know understands fully the cause in which they contribute. If I am not knowledgeable about an organization, I will not contribute my money toward it.

What do you have to brag about? Does your community know it?! There is an easy way to change that. Know that with one click your "friends" or "followers" can "unfriend" and "unfollow" you - so the content you share is critical. Build your brand. Build your support system. Build your advocacy. Build your community's pride in its schools!!! Make your school the only viable option for your students and families.

@kevindengel
@GLHSLions
@GahannaJeffersn
http://www.gahannaschools.org/
https://www.facebook.com/GahannaOrchestras
@gahannaorch

Take A Risk: "Change Your Tank" (Part 2)

A fish's maximum growth is relative to the size of its tank. The larger the container, the larger the fish will become. Conversely, a fish can die prematurely if it does not have enough room to adequately grow: fish never outgrow their tank. The fish must be relocated before it can resume growing.

Does your paradigm need a shift: do you need a 'change of tank'?  Is the current paradigm hindering? Is the fear of "different" causing no transition to occur? Failure and risk are a part of improving, learning and developing. Growth is awaiting in that new paradigm. For a while, you may feel like the proverbial "fish out of water", but the important question is - "To where is the fish going?" Look above. Where is the fish going?

In Disney/Pixar's Finding Nemo, Nemo and his father, Marlin, take a lot of risks. At first, Marlin attempts to shield his son from everything, but Nemo's risk-taking eventually helps them reunite at the climax of the film. Why is Nemo so driven? He never wants to be kept in a 'small tank' (e.g., a perceived restrictive environment). After being captured by scuba divers, Nemo desires to return to his bigger tank - the ocean! He knew what opportunities were out there. Nemo did not want to be contained to the "floor-crawling vantage point" of the small tank, desiring for himself and his fishy friends something grander.

The neat part of the film is when Marlin begins to take risks. The movie becomes energized, because the most progress is made by his risk-taking. The viewers support Marlin each step of the way. Where do you need to take a (healthy and safe) risk - others will likely be behind you!

Marlin was rescuing his son: What do you need to rescue? Where do you feel constrained or ineffective? 'Good' expectations can actually hinder growth and productivity. Maybe a change of tank/paradigm is not yet necessary but a reorganization of priorities. Perhaps there is too much surrounding you, and things need to be selectively removed.

First - Clean your tank. 
Second - Change your tank when you are ready to grow. It's a risk.

Kevin Dengel

@kevindengel

Caveat: Leaders should not take people out of their "life zone". For example, a goldfish cannot survive in saltwater - it just cannot happen. Do not throw yourself or others into a situation where there will be no success. It is through a series of "comfort zone" transitions that we learn and grow the most.

Take A Risk: Learning to Stand (Part 1)

Risk: It is a scary word linked with development, profit, enjoyment, learning, ignorance, danger, etc. Teenagers are known for engaging in risky behaviors, due to the delayed development of the cerebral cortex. The Winter X Games on ESPN showcase young athletes performing dangerous maneuvers on skis and snowboards for fun, funds and fame. Figures like Eval Knieval (famous daredevil and stuntman) are synonymous with risk. In film, we have been exposed to the dangerous game of Russian Roulette, where the rotation of the cylinder determines one's ultimate fate.

Ewan (my eight month-old son) is taking a risk every time he pulls himself up on a piece of furniture to stand. Sure, this is a baby-size risk - but a risk nonetheless. There is a chance he could tumble or bop his head on something. My wife and I have said: "He needs to learn how to ____.", "Let's see what he does.", "Let him figure it out." As parents we permit healthy and safe risk-taking from Ewan. These are not encouraged because we want and enjoy seeing him fail. It is quite the opposite; we want and enjoy seeing him excel. What opportunities for healthy risk-talking are we creating for ourselves and our students?


I believe we take risks because we want to improve. We want to grow, learn, and not be satisfied with the status quo. Ewan desires to stand for many reasons. The floor is safe, but he does not want to stay at that level. There are objects with which he wants to view and engage in that can not be attained by the floor's vantage point. To run you must first overcome the obstacles associated with learning to stand and walk! Where do you want to run, and what is causing you feel as thought you are still crawling on the floor?

We can not build a ultra-protective bubble around every child. Removing risk is actually MORE risky, because when trouble/failure eventually are encountered one can feel devastated. Individuals will think they are incapable of overcoming road blocks. It can create a fear and total avoidance of risk. Not engaging in healthy risk-taking develops handicaps. How are we handicapping ourselves and our students?

Are you ready for a transformation?

I think of Colin in one of my favorite stories, Frances Hodgson Burnett's 'The Secret Garden'. This young man was believed to have conditions making him incapable of walking, going outside, and exposure to bright lights. Not to give away a portion of the plot line, but it turns out he isperfectly healthy! The over-protection of his father and servants rendered him fearful, isolated and miserable. Luckily, Mary was the agent of change and introduced risk to everyone - and what a truly beautiful transformation is it was. Are we allowing risk to transform us and our students positively?

@kevindengel

The Costly Foundation

I am currently reading 'King's Cross' by Timothy Keller (pastor of Redeemer Presbyterian Church in New York City). Near the end of the book, Keller discusses the difference between a 'god' and 'God'. He goes on to clearly illustrate that any god who has not provided self-sacrificial love for his creation is not the true God.

"This god pays no price in order to love you. How valuable are you to the God of the Bible? Valuable enough that he would go to these lengths [go to the cross, absorb the debt, pay the ransom, and suffer immense torment] for you." (p.178; emphasis my own).

"How valuable are you?"
Someone shared, "The foundation [of a building] is the most time-consuming and costly part of construction." Laying foundation is hard work. If it is faulty the whole building will be insecure. The man my eight-month-old son will become is dependent on what is invested in him early in life. What sacrifices will I make for him? How will my words and daily-behaviors impact and influence him? How firm will his foundation be?

"Valuable enough"
It is necessary to reach out, to get personal, to show that I am in it for the long-haul. When others see self-sacrifice, their hearts are changed and motivated towards imitating that action. That's the 'Grace Model': others can change from the need to mentality to the want to. True love is about wanting to supply other peoples' needs, not needing to supply other peoples' wants. Life is about loving by self-sacrificial investment in people. I definitely need to work on it and you probably do as well. 'teacher' vs. 'Teacher' - Which one do you want to be? 'god' or 'God' which one paid forward for you?


How will YOU pay forward for someone today?

What value have I placed on people? What 'price' am I paying to have a strong marriage? What self-sacrificial love am I truly and freely giving? Where am I self-serving, when I should be self-sacrificial? In what ways can I better invest in my relationships? Think about these questions. Are you showing love in your relationships (work or home) out of a need to or want to?

I feel teachers best understand the impact and power of students' homes, because we interact with their products each day - children. I am blessed to teach so many who have supportive homes and families. These young adults are excited to accept new opportunities, have confidence in their abilities, usually the most successful at school, personable, socially aware, equipped to build strong friendships, meet challenges with eagerness, etc.

Energy must be exerted now, to ensure the foundation for a successful life is set and secure. I have committed myself to provide more self-sacrificial attention to my family and students. In this way there is greater likelihood for success as the stress/weight of life increases. 

So how have these two sentences of Gospel-truth, distilled by Tim Keller, rocked my own foundation? It has shown me that I live for my own comfort far too often. What am I truly sacrificing? When I get right down to it, not enough. Christ laid it all down. Am I? ...because God said "I Am." 



@kevindengel