January 16, 2024 • 38 mins
How students interpret their results dictates there action or inaction towards their goals. The art of reading and interpreting results is a learned skill over time. However, there will be students who enter your classroom lacking in this skill. In this episode, I share 3 tips to help students interpret results in a positive way that leads to adjustments and achievement.
Learn More about Katherine Switzer: https://rb.gy/t04x1e
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Learn More about Katherine Switzer: https://rb.gy/t04x1e
Partner with us and support the message: https://rb.gy/afuh4a
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
How we interpret the world around us. That shapes how we respond, because
how we interpret results events, thatthat shapes our thinking, and our thinking
leads to either action or inaction,and that can be positive or that can
(00:22):
be negative. And there is athere's a skill to this, there's a
it's an acquired skill and it hasto be taught over time. People have
to pick it up through either experienceor again from a teacher like yourself.
And as a leader, you needto be you need to be aware of
(00:47):
this because there are there are perceptionsand misperceptions within the minds of your students,
and you have to you have toaddress that because ultimately, when we
have those misperceptions, when students theyincorrectly interpret events or results in the classroom,
(01:15):
that could affect their achievement. Andso as a leader, it's your
job to really focus on how studentsare interpreting those results and events that take
place in the classroom. There isa scene from the movie The Patriot.
It came out in the late nineties, so spoiler alert on a movie that
(01:36):
came out in the late nineties.It takes place during the during the Revolutionary
War. Mel Gibson is in itand there was this scene at the end
where the British they're they're dominating thisbattle. They're dominating and overwhelming the colonists
in this battle to the point whereyou know, you get that slow set
(02:00):
music playing. You see the columniststhey're slowly dying off. The British are
winning, and they've got this evilsmile on their faces. They realize,
oh, we're gonna get them.We got this. And then you see
a person who was supposed to becarrying the colonial flag. That person drops
(02:22):
a flag and they run this way, and so that causes everybody else to
just run away from the fight.And mel Gibson, he's a leader.
He looks around and he sees thatall of his guys they have perceived that,
Okay, this guy dropped the flag, it's all over. We're done.
Everybody else's is running this way.That means I need to run this
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way as well. Well. MelGibson he reads that. He reads that,
and being a good leader, whatdoes he do. He runs the
other way with him. No,no, he doesn't run away from the
fight. What he does is hepicks up the flag. He picks up
the flag and he runs towards thebattle. Now, as I was demonstrating
(03:08):
that, notice I'm using two hands. Yes, he picks up he picks
up the flag with both hands,and he gets to a high point and
he's waving the flag for all tosee. And then you see, one
by one the look on his soldiers'faces, like they see this and they
there's a there's a perception, there'san interpretation of the fact that the leader
(03:34):
is waving the flag. He's justall vulnerable. He could have he could
have been shot, could have beencould have been killed. He's waving the
flag. And they read that andthey interpret that correctly as it's time to
move forward. It's time to takethe fight to the enemy. Now,
ultimately you know the rest of thestory. The colonists they're able to prevail
(03:57):
in that situation. But that isa perfect example of what we're talking about
here in terms of interpreting the worldaround us, interpreting results and events.
Your students, they need to betaught. They need to learn from you,
(04:19):
the leader. They need to learnhow to interpret results and events around
them, because one of the keysto success is being able to do the
right thing at the right time,to do the right thing at the right
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time, and it's really difficult toknow that. It's really difficult to do
that. To act with wisdom,that's a definition of wisdom, doing the
right thing at the right time.But in order to do that, you
need to be able to read situations. You need to be able to read
results, you need to be ableto read events. So if if a
(05:01):
student, if a student enters yourclassroom and they say, I'm just I'm
not good at social studies and here'sa proof this test that I didn't do
well on. If that's the waythat they read it, if they they
if they continue to read the situationthat way, if they continue to interpret
the situation that way, then imaginethe the in action that's going to take
(05:30):
place. So there, so thereis there, there's there's there's very little
to compel that student to try somethingdifferent. So you have in action and
then quite the opposite, you'll getaction in the the same direct, same
direction. So one failed test afteranother failed test after another failed test,
(05:54):
and that's going to just further furthersolidify that thinking, that that that poor
thinking, that poor interpretation of thoseresults. Now I want to share with
you because I know this is thisis very very challenging. And you know,
(06:14):
students, they're so focused on points. And that's one of the challenges
that we face as leaders in theclassroom. We have to help students to
get you know, don't focus somuch on the accumulation of points. Are
you getting better? And it's it'sdifficult. You have to continue to have
that conversation with them. But that'swhere you want them. That's what you
(06:38):
want them thinking about. You wantthem thinking about, No, Okay,
you didn't get an a you gotto see but did you progress? Did
you get better? That's where itis. Now, let's talk about that.
I want to tell you a littlestory when we talk about when we
talk about interpretation, interpreting the worldaround us, interpreting results, interpreting events.
(07:10):
So in the middle here in thispicture, here you see a picture
of miss Katherine Switzer. Now shewas the first woman to officially enter into
the Boston Marathon. Now, theyear is nineteen sixty seven. The year's
nineteen sixty seven. The first,the first, The first Boston Marathon was
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ran in eighteen ninety seven. Okay, that's important. We're gonna come back
to that. So women were notallowed to participate in this race. They
were not allowed to participate in thisrace. So what you're seeing here in
this picture, this is kind ofa big deal Katherine Switzer. So it's
(07:55):
important to mention the year before,the year before, there was a woman
who who jumped the fence. Shedidn't enter the race officially, but she
jumped the fence and she ran.But Catherine Switzer, she signs up,
she runs the race, and hewas nineteen sixty seven. And it's really
(08:15):
it's really something because when other runnerswhen they realize, oh, there's a
woman over to run the race.That's pretty cool. I was, and
so they asked her for tips.Hey, any advice that you can give
me to get my to encourage mygirlfriend, my wife to run. So
they were all about it. Theseguys were all about it. Now it's
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important also to mention you see theguy to her right wearing the sweatshirt that
says track at the top. Ibelieve his number looks like it's three hundred.
She's to sixty one, of course, now that is that's the guy
she was dating at the time,So that's her boyfriend. That's important.
So it's night sixty seven. She'smaking history by simply running this race.
(09:05):
Now, it wasn't without resistance.It wasn't without resistance. And of course
you can imagine that she knew thatthere was going to be resistance because it's
nineteen sixty seven and women were justnot allowed to run in this race.
This race has been going on sinceeighteen ninety seven. That was the way
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it was. That was the currentcondition. That was what That was the
information that she had she was ableto interpret, to read, to take
in. It's nineteen sixty seven.No woman has ever ran entered to run
in this race since it began ineighteen ninety seven. That was the reality.
(09:54):
That was the reality, reality thatshe was working with. But check
this out. So again, itwasn't without resistance. So here you're gonna
see three three different pictures here.So we're gonna go from left to right
here. So there was a therewas a race manager. His name was
(10:15):
Jock Simple. I believe that's howyou pronounce his name. But anyways,
you see on the left here herealizes, Hey, that's a woman running
in this race. So you cansee the anger in his face. He's
really upset. He wants her tostop running, get out of here.
And as a matter of fact,his quote, a quote from him,
was get the hell out of myrace. That's what he said to her.
(10:37):
He's got that anger. And youknow, thankfully we have this,
we have the pictures of this eventbecause as we look back on it,
we can learn from we can learnfrom this, and you know, we
thank Catherine Switzer for her bravery aswe march forward, as we progress as
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a society. So Jock simple hewants her out of the race, and
he tries to remove her number offof her shirt and her boyfriend, the
guy three ninety is his number.So the boyfriend he realizes this is happening.
And the boyfriend, as you cansee, the boyfriend's kind of built.
As a matter of fact, heplayed football. So the boyfriend he
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realizes this is happening. And thenthe second picture there the boyfriend simply helps
Jock to the ground. That's whatthe boyfriend does. So he helps Jock
to the ground. And in thethird picture there you see Jock is heading
towards the ground with the help ofthe boyfriend. So that takes place as
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Catherine Switzer is running this race,and you know she ultimately she was able
to finish the race. But againlike this. This freaked her out a
little bit, you know, becauseshe knew going into it it was going
to be there was going to besome unknown because again there a woman had
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never run this race before and neverofficially entered into this race, and so
there was uncertainty. And as shewas running the race, she and turning
corners, she was wondering, Okay, is there going to be police?
Is there going to be someone elseto try to stop me from running this
race? And there were there weremultiple opportunities, multiple chances for her to
(12:33):
quit. I am certain that inher mind the thought, the thought ran
through her mind and said, youknow what, after what just happened with
this guy, you know, perhapsyou know, we've done enough. Perhaps
we should just pull out. SoI don't want to get arrested or anything
like that, maybe I should juststop. So she had that information that
(12:56):
that's that's swirling around, the possibilityof being arrested, the possible ability of
being assaulted, all of that,all of that, and as she took
that information in, as she processedit, she made the decision that she
was going to continue to finish therace. And we as a society are
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thankful that she made that decision becausethat changed so many things. Her entering
this race and during this it changedso many different things because as time goes
on, women are allowed to enterthe race, and eventually they establish a
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separate race for women to compete againsteach other. So so many good things
have happened as a result of CatherineSwitzer deciding to enter this race, run
this race, and endure. SoI tell students, and this is this
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is me. I tell students thatyou know the purpose of this of school.
The purpose of school is to learnhow to set and accomplish goals while
dealing with adversity along the way.And that's what Catherine Switzer was able to
do. She was able to dealwith that adversity. Her goal was to
(14:24):
finish that race, and she didit while dealing with adversity. But before
that, there were there were thesefactors, the fact that this race,
since eighteen ninety seven, a womanhad never officially entered the race. And
I'm sure she heard all these differentthings that people that people around her would
(14:48):
say about the idea of a womanentering the Boston Boston Marathon, about the
place of a woman in society,about the limitations on a woman. She
heard all of those things, shetook in all of that information, and
how did she interpret that? Didshe let that limit her? No,
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she didn't. She did something thatno one has ever been able to do.
That, no one, no one, no one stood up and said
I'll be the first. I'm suremany thought about it. As I said
before, in nineteen sixty six,there was a woman who jumped the fence
and she ran. But Captaine Switzler, she did it, She entered,
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she ran the race, she endured, and throughout all of the adversity.
She didn't perceive that as this iswhy I should quit. She perceived it
as you know, I've got agoal here and I'm going to push forward
and I'm going to do it becauseI know I can do it. So
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the interpret rotation as we as weswitch gears, as we switch gears to
your students, that that that interpretationof results in the events that have take
place in the classroom, that matters. It matters because here here's the thing
for students. The results, theresults, whether they be good or bad,
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the results are speaking. Are youlistening And I I'm realizing this with
my daughter and I it's just crazybecause I don't know, you know,
the idea that that kids come intothe world with as a blank slate,
that's and I'm finding out that's nottrue because there are some things that my
(16:44):
my kids have picked up but theydidn't necessarily learn from me or their mother.
And so it's just really interesting.So when we talk about interpretation of
results and listening to those results.You know, my my daughter, she
stugg and like she when she hasto share her work with with us as
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her parents, she will she willbe very hesitant to share the work that
she doesn't do very well on.As a matter of fact, she had
a worksheet just last night where shethe purpose was telling time and I think
there were twenty questions and she gotten of them incorrect, and like she
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was just very ashamed embarrassed to sharethat information with us. And like you
know me, you know, Isay, results give us the opportunity to
try again with better information. Results, results are that they are something that
we should celebrate because we get thatfeedback. But I'm gonna have to listen
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to myself a little bit more.I'm gonna have to watch some more of
these podcasts to learn and how doI how do I deliver that message to
a nine year old like I workwith with the older ones. Okay,
I work. I worked at thehigh school level and then the middle school
level. I think, I'm I'mI'm proficient as well, but man,
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the younger ones, for me,that's challenging. So I'll tell you what
if. For those of you whowork with the littles the elementary level,
if you have any tips to sharewith me and the rest of the audience
about how to encourage students to toseek feedback, to learn to embrace failing
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forward, please share with the groupbecause I am struggling and I'm gonna have
to do some research to figure outhow to get my daughter to embrace feedback
and just embrace the fact that,Okay, I'm not gonna get everyone right,
but at the very least I canlearn because I didn't do well on
this assignment, but I can learnfrom this and I can do better on
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the next assignment. So share thosetips. Share those tips in the comments
section. Please share, share withthe group. We're a learning community here,
we really are. Like, Idon't have all the answers, but
what I do is as I learn, I share with you. So again,
say this to your students. Theresults are speaking. Are you listening?
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The results are speaking? Are youlistening? Because, as I said
before, one, they give usfeedback. Two, they also give us
confidence. They give us confidence becausethere is there's a there's something, there's
always a positive takeaway there, there'ssomething that we can pull from that as
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we as we get past the factthat it's it's not a good number,
there's something there. We can learnsomething from those results. We gotta learn
something from those results. Number three, It also gives students insight about their
learning. It helps them to owntheir learning. It helps them to learn
about themselves because when they're able todig in and they're able to understand,
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oh, I got this question andcorrect because I was thinking this way,
I should have been thinking this way. Oh that's that again. That's a
cause for celebration. That's a causefor celebration. When students learn more about
themselves, they learn, how theylearn, what's what's better for them,
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what adjustments they can make going forward? And I think that this is this
is something that students they need tovalue because they're learning about themselves as an
individual. All right. So theother thing that you know, we just
definitely need to get across to studentsis that they just the results, They
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just they don't tell the complete story. They don't tell the complete story.
There is there's there's more, butthey have to be willing to interpret and
embrace the notion that there are there'sthere's more, there's there's more to there's
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more to the results than just thenumber. I have to be willing to
embrace that. Because if they're willingto embrace that, then going forward,
there there is less sting. Now, certain certainly there's disappointment if they don't
get the great that they want.But if they if they truly believe that
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the results don't tell the complete story, that there is more, then it
takes away the sting a little bitand they're able to engage in the problem
solving process and do these other thingsthat I'm going to share with you right
now. So here are there's justthree ways I'm gonna give you three ways
how you can help students interpret results. Okay, how to help students interpret
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results, and it speaks to theirperception of things that you know, of
other events that happen in the classroomas well. But we're gonna we're gonna
give you three things, three waysyou can help students interpret results and have
a good perception of events that takeplace in the classroom. All right,
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So number one, you have tohelp students turn those negative emotions into positive
emotions. So definitely, if astudent doesn't get the grade that they were
looking for, there's gonna be somethere's gonna be some emotions. There possibly
some negative emotions. And what youdon't want to happen is you don't want
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that to be something that is atjust all too familiar, that's all too
common for students. That's got tobe something that's disrupted quickly. If students,
if they start to just really sitin that, if they get that
that that negative result, and they'relooking around and they see other students they're
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they're celebrating, and you don't wantthem feeling ashamed. You don't want them
feeling sad and and just and sittingin that. And then then come then
after that comes some some self talk. You need to interrupt that. You
need to turn those negative emotions intopositive emotions. And here's one way.
Here's one way that you do that. You have to you have to help
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them change their words. And thismeans that around your room you've got positive
affirmations that you you encourage your studentsto say to themselves. That you may
even start your class with saying positiveuh afters corporately, so you you empower
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students with these phrases. Additionally,you may even have to go one on
one with your students who you knowthey really really struggle in this area.
Perhaps you may say, hey,I noticed that you said. You said
I'm never good at social studies.I've never been good at social studies.
I want to remind you that yourtest average is trending upwards. Now that's
(24:30):
calls for a celebration, and Iwant you to celebrate with me because you're
moving in the right direction and Ithink that's awesome. Keep doing what you're
doing, so different things like thatyou have to you have to interrupt that
thinking in a way that pulls studentsout of out of those negative emotions,
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because out of those negative emotions comesthat thinking that you have at you have
probably action that we don't want tohappen, or in action meaning they're not
making necessary adjustments to get better.It's just either staying the same or it's
getting worse and that's okay with thembecause they said at the beginning they were
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never ever good at social studies,and there's their proof. So you need
to get in there and disrupt thatthinking. Disrupt that thinking. Don't let
them sit in that and then theother thing, turning negative emotions into positive
emotions. I want you to emphasizegratitude in your classroom. Gratitude. Gratitude,
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gratitude, gratitude. Why gratitude becausegratitude it makes us happy. It
increases happiness. When people focus onbeing grateful for what they have, the
things in their lives, it helpsincrease happiness. Studies show that people who
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focus on gratitude the things that they'rethankful for, they're grateful for it,
they are more happy. So that'ssomething that you can do in your classroom.
You can encourage students to have agratitude journal. You can. You
could just you can add it inyour your classroom routine at the at the
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beginning of class, like, hey, someone, let let me hear some
things that we're thankful for. Youcan. You can do it like that
in your one on one conversations withstudents before you start, before you give
them feedback on something or it couldbe just you just touching base with them.
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You share something that you're grateful for, then you have the students share
something that they're grateful for. Gratitude, really instilling that in your students.
Again, this is a way todisrupt them, to get them, get
them focused on something else other thanbecause you never know what students are going
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through. I mean that's just thesame for everybody, right, you never
know what someone is going through.And this is good medicine for you as
well. If you're going through somethingin your life, get off of that
Stott, don't stop dwelling on thatfor just a second and focus on the
things that in your life that youare thankful for, the things that are
going well, the things that thatmake you so so blessed. Focus on
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those things. And what that's gonnado is that's gonna shake things up,
get you out of that that negative, that negative thought pattern, and it's
going to help you to experience thathappiness. And then you're gonna realize that's
it's not all bad. It's notall bad. There is there is some
there are some positives here and whenyou get to that point, that's going
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to help you to be more likelyto. Okay, let's start some problem
solving. Let's wait. Adjustments canI make? How can I do better?
It didn't do too well the waythat I wanted to on that,
But I can do better the nexttime, all right? Number two?
Number two. When we talk abouthow to help students interpret results. Number
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one, we turn those negative emotionsinto positive emotions. Number two, focus
the attention on next steps. Wegotta focus the attention on next steps.
What is the next step. Youcan't build positive momentum without action, can't
build positive momentum without action. Ifstudents are if they stay in that negative
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emotion, the negative emotion is allowedto prevail. The negative emotion is allowed
to speak up here, and thenwe've got these negative thoughts, these negative
thoughts that don't lead to action.It's just like there's there's nothing moving,
there's no there's no good interpretation ofresults, there's no fault focusing on feedback,
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and that means that there are nonecessary adjustments to do better next time.
And so feedback is just meaningless atthis point. Because remember, feedback
gives us the opportunity to try again, try again with better information. And
now that we have that better information, What do we need to do differently,
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We've got better information, So thisbetter information has got to dictate a
change in action. Abraham Maslow.He once said, you will either step
forward into growth or you will stepback into safety. Let me give you
that again. You will either stepforward into growth or you will step back
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into safety. Now we don't,we don't. We don't want to live.
We don't want to live in thisso called comfort zone of safety.
We don't want our students to livein that comfort zone of safety because remember,
we want our students to learn howto set and accomplish goals while dealing
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with adversity along the way, becauseadversity is going to come your way no
matter what you're doing, no matterwhat you are doing. Catherine Swister,
she was aware of that. Sheknew that adversity was going to come her
way, and because of that,because she was able to interpret the situation
(30:36):
correctly, she was able to finishthe race. Now, the results,
the information that she had to takein was telling her that, oh man,
it's been a they've been running thisrace since eighteen ninety seven. I
don't think this is a good ideafor you to do that. But no,
no, no, no, no, she interpreted everything correctly. No.
(31:00):
I've trained, I've worked hard,I have the skills. I can
do this. So yes, I'mgonna sign up and I'm gonna run this
race and adversity may come my way, but no, I'm going to do
this. And so that's that's whatyou that's what you want your students to
(31:22):
do. And so with your words, with your words, you need to
get students focused on. Okay,all right, eyes here, I know
you're disappointed based on that test score. What do you think your next action
step should be? That's the mindset. What do you think the next action
step should be? And so Ithink, you know, coming up with
(31:45):
a protocol, coming up with aprotocol, Man, that's a that's a
really good idea, coming up witha protocol. You know, just like,
Okay, you got the results.Yeah, you're disappointed. You know,
process that for a little bit.Process that for a little little bit,
and let me know when you wantto have a one on one meeting
so that we can talk about actionsteps. Let's write those action steps down.
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Go forward. Oh that's good,that's good. I just freestyle that.
I like that. I'm gonna I'mgonna fine tune that. But that's
good stuff. I love it.So that's too. Focus attention on next
steps. And then lastly, Iwant to share with you this emphasize yet
yet. You know, just runningrunning a marathon, I I admire.
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I admire people who are able torun, to run that long, that's
that's just a long that's a longway. And you know, with with
running too, because I'll run ona treadmill and I'll use these different programs
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as I'm running, and and Iknow before I start to run the program,
I know how much time. Iknow how much time, and usually
they're between twenty and thirty five minutes. And so I know as I'm running,
you know, I look at theclock. I look at the clock
and see, Okay, I'm notthere yet, but I'm getting there.
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Like every time I look at theclock, I know that I'm not there
yet, but I'm getting closer.And you know, the same, you
know, the same applies to runners. They they know their they know their
time, they know their distance,they understand their pace, and that helps
to that helps to encourage them.It helps to encourage them and keep them
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moving forward because they understand the powerof yet because they're so focused on on
timing, on their pay on lookingat the distance. Like they they take
in all of that information, theyinterpret all of those results and they understand,
Okay, all right, based onwhere I am now, I need
(34:15):
to pick it up, pick itup a little bit. But I'm moving
closer. I'm not there yet,but I can do this. I'm just
not there yet. And and asa leader, as a leader, you
have to plant these seeds within thewithin the minds of your students. You're
(34:37):
just you're not there yet. Andwhat I really admire about about cross country
running is that you know, it'snot necessarily a race against the other people.
Know, you're really racing against yourself, and you're trying you set a
goal for yourself in terms of yourtime. And I like that, and
(35:00):
I think that that actually, thatactually makes it more exciting for the participants.
I think that's just the way Isee it. It makes it more
exciting, It makes it more beneficialfor the participants because you just don't get
caught up in the comparison. MarkTwain once said, comparison is the thief
(35:23):
of joy. And you know howthis works in the classroom. The students
will look around and they'll realize,oh, man, I didn't get the
highest score. You know, mydaughter, she's also caught up in trying
to be the first one finished.Comparison is the thief of joy. Comparison
is the thief of joy. Yourstudents need to run their own race.
(35:45):
They need to run their own race. They need to be focused on themselves,
and they need to realize that,hey, you're not there yet,
and it doesn't matter what other peopleare doing. It doesn't matter where they
are and their race. Not thereyet, but you're getting closer and closer
and closer and closer, and withevery good decision that you make, you're
(36:08):
making progress towards your goal. Comparisonis the thief of joy. You're not
there yet. Emphasize that. Andso that is a that's a habit,
but it's it's got to be nourishedover an extended period of time, and
it's going to be challenging because whatyou're trying to do, I said,
(36:30):
that is a habit. You know, the when they embrace the the power
of yets. So you're trying toteach new habits while also while also deleting
poor habits from the from the mindsof your students. So it takes time.
So let me give you those threeagain. So number one, you
(36:51):
need to turn those help them turnthose negative emotions into positive emotions. Number
two, focus their attention on nextstep, what do we do next?
And then number three emphasize the powerof Yet. Well, I thank you
so much for watching or listening tothis episode of the Marvin Bird Show.
(37:16):
I appreciate you. I appreciate yoursupport. And then also check out Marvinbird
dot com Marvinbird dot com for myblog post articles. They're a wonderful opportunity
for some quick professional development. Someof the best professional development is I believe,
is professional development that you go outand get for yourself. So once
(37:39):
again, Classroom Leadership blog those articlesare takes you five minutes are less to
read those once again Marvinbird dot com. Check that out. And then also
birdlinks dot com, birdlinks dot com, B Y R D, L I
n K S birdlinks dot com forthe latest education news. So if you
(38:00):
check those out, I greatly appreciateit. And so until we meet again,
please don't forget that teachers are leaders
How we interpret the world around us. That shapes how we respond, because
how we interpret results events, thatthat shapes our thinking, and our thinking
leads to either action or inaction,and that can be positive or that can
(00:22):
be negative. And there is athere's a skill to this, there's a
it's an acquired skill and it hasto be taught over time. People have
to pick it up through either experienceor again from a teacher like yourself.
And as a leader, you needto be you need to be aware of
(00:47):
this because there are there are perceptionsand misperceptions within the minds of your students,
and you have to you have toaddress that because ultimately, when we
have those misperceptions, when students theyincorrectly interpret events or results in the classroom,
(01:15):
that could affect their achievement. Andso as a leader, it's your
job to really focus on how studentsare interpreting those results and events that take
place in the classroom. There isa scene from the movie The Patriot.
It came out in the late nineties, so spoiler alert on a movie that
(01:36):
came out in the late nineties.It takes place during the during the Revolutionary
War. Mel Gibson is in itand there was this scene at the end
where the British they're they're dominating thisbattle. They're dominating and overwhelming the colonists
in this battle to the point whereyou know, you get that slow set
(02:00):
music playing. You see the columniststhey're slowly dying off. The British are
winning, and they've got this evilsmile on their faces. They realize,
oh, we're gonna get them.We got this. And then you see
a person who was supposed to becarrying the colonial flag. That person drops
(02:22):
a flag and they run this way, and so that causes everybody else to
just run away from the fight.And mel Gibson, he's a leader.
He looks around and he sees thatall of his guys they have perceived that,
Okay, this guy dropped the flag, it's all over. We're done.
Everybody else's is running this way.That means I need to run this
(02:46):
way as well. Well. MelGibson he reads that. He reads that,
and being a good leader, whatdoes he do. He runs the
other way with him. No,no, he doesn't run away from the
fight. What he does is hepicks up the flag. He picks up
the flag and he runs towards thebattle. Now, as I was demonstrating
(03:08):
that, notice I'm using two hands. Yes, he picks up he picks
up the flag with both hands,and he gets to a high point and
he's waving the flag for all tosee. And then you see, one
by one the look on his soldiers'faces, like they see this and they
there's a there's a perception, there'san interpretation of the fact that the leader
(03:34):
is waving the flag. He's justall vulnerable. He could have he could
have been shot, could have beencould have been killed. He's waving the
flag. And they read that andthey interpret that correctly as it's time to
move forward. It's time to takethe fight to the enemy. Now,
ultimately you know the rest of thestory. The colonists they're able to prevail
(03:57):
in that situation. But that isa perfect example of what we're talking about
here in terms of interpreting the worldaround us, interpreting results and events.
Your students, they need to betaught. They need to learn from you,
(04:19):
the leader. They need to learnhow to interpret results and events around
them, because one of the keysto success is being able to do the
right thing at the right time,to do the right thing at the right
(04:39):
time, and it's really difficult toknow that. It's really difficult to do
that. To act with wisdom,that's a definition of wisdom, doing the
right thing at the right time.But in order to do that, you
need to be able to read situations. You need to be able to read
results, you need to be ableto read events. So if if a
(05:01):
student, if a student enters yourclassroom and they say, I'm just I'm
not good at social studies and here'sa proof this test that I didn't do
well on. If that's the waythat they read it, if they they
if they continue to read the situationthat way, if they continue to interpret
the situation that way, then imaginethe the in action that's going to take
(05:30):
place. So there, so thereis there, there's there's there's very little
to compel that student to try somethingdifferent. So you have in action and
then quite the opposite, you'll getaction in the the same direct, same
direction. So one failed test afteranother failed test after another failed test,
(05:54):
and that's going to just further furthersolidify that thinking, that that that poor
thinking, that poor interpretation of thoseresults. Now I want to share with
you because I know this is thisis very very challenging. And you know,
(06:14):
students, they're so focused on points. And that's one of the challenges
that we face as leaders in theclassroom. We have to help students to
get you know, don't focus somuch on the accumulation of points. Are
you getting better? And it's it'sdifficult. You have to continue to have
that conversation with them. But that'swhere you want them. That's what you
(06:38):
want them thinking about. You wantthem thinking about, No, Okay,
you didn't get an a you gotto see but did you progress? Did
you get better? That's where itis. Now, let's talk about that.
I want to tell you a littlestory when we talk about when we
talk about interpretation, interpreting the worldaround us, interpreting results, interpreting events.
(07:10):
So in the middle here in thispicture, here you see a picture
of miss Katherine Switzer. Now shewas the first woman to officially enter into
the Boston Marathon. Now, theyear is nineteen sixty seven. The year's
nineteen sixty seven. The first,the first, The first Boston Marathon was
(07:34):
ran in eighteen ninety seven. Okay, that's important. We're gonna come back
to that. So women were notallowed to participate in this race. They
were not allowed to participate in thisrace. So what you're seeing here in
this picture, this is kind ofa big deal Katherine Switzer. So it's
(07:55):
important to mention the year before,the year before, there was a woman
who who jumped the fence. Shedidn't enter the race officially, but she
jumped the fence and she ran.But Catherine Switzer, she signs up,
she runs the race, and hewas nineteen sixty seven. And it's really
(08:15):
it's really something because when other runnerswhen they realize, oh, there's a
woman over to run the race.That's pretty cool. I was, and
so they asked her for tips.Hey, any advice that you can give
me to get my to encourage mygirlfriend, my wife to run. So
they were all about it. Theseguys were all about it. Now it's
(08:39):
important also to mention you see theguy to her right wearing the sweatshirt that
says track at the top. Ibelieve his number looks like it's three hundred.
She's to sixty one, of course, now that is that's the guy
she was dating at the time,So that's her boyfriend. That's important.
So it's night sixty seven. She'smaking history by simply running this race.
(09:05):
Now, it wasn't without resistance.It wasn't without resistance. And of course
you can imagine that she knew thatthere was going to be resistance because it's
nineteen sixty seven and women were justnot allowed to run in this race.
This race has been going on sinceeighteen ninety seven. That was the way
(09:30):
it was. That was the currentcondition. That was what That was the
information that she had she was ableto interpret, to read, to take
in. It's nineteen sixty seven.No woman has ever ran entered to run
in this race since it began ineighteen ninety seven. That was the reality.
(09:54):
That was the reality, reality thatshe was working with. But check
this out. So again, itwasn't without resistance. So here you're gonna
see three three different pictures here.So we're gonna go from left to right
here. So there was a therewas a race manager. His name was
(10:15):
Jock Simple. I believe that's howyou pronounce his name. But anyways,
you see on the left here herealizes, Hey, that's a woman running
in this race. So you cansee the anger in his face. He's
really upset. He wants her tostop running, get out of here.
And as a matter of fact,his quote, a quote from him,
was get the hell out of myrace. That's what he said to her.
(10:37):
He's got that anger. And youknow, thankfully we have this,
we have the pictures of this eventbecause as we look back on it,
we can learn from we can learnfrom this, and you know, we
thank Catherine Switzer for her bravery aswe march forward, as we progress as
(11:01):
a society. So Jock simple hewants her out of the race, and
he tries to remove her number offof her shirt and her boyfriend, the
guy three ninety is his number.So the boyfriend he realizes this is happening.
And the boyfriend, as you cansee, the boyfriend's kind of built.
As a matter of fact, heplayed football. So the boyfriend he
(11:26):
realizes this is happening. And thenthe second picture there the boyfriend simply helps
Jock to the ground. That's whatthe boyfriend does. So he helps Jock
to the ground. And in thethird picture there you see Jock is heading
towards the ground with the help ofthe boyfriend. So that takes place as
(11:50):
Catherine Switzer is running this race,and you know she ultimately she was able
to finish the race. But againlike this. This freaked her out a
little bit, you know, becauseshe knew going into it it was going
to be there was going to besome unknown because again there a woman had
(12:11):
never run this race before and neverofficially entered into this race, and so
there was uncertainty. And as shewas running the race, she and turning
corners, she was wondering, Okay, is there going to be police?
Is there going to be someone elseto try to stop me from running this
race? And there were there weremultiple opportunities, multiple chances for her to
(12:33):
quit. I am certain that inher mind the thought, the thought ran
through her mind and said, youknow what, after what just happened with
this guy, you know, perhapsyou know, we've done enough. Perhaps
we should just pull out. SoI don't want to get arrested or anything
like that, maybe I should juststop. So she had that information that
(12:56):
that's that's swirling around, the possibilityof being arrested, the possible ability of
being assaulted, all of that,all of that, and as she took
that information in, as she processedit, she made the decision that she
was going to continue to finish therace. And we as a society are
(13:18):
thankful that she made that decision becausethat changed so many things. Her entering
this race and during this it changedso many different things because as time goes
on, women are allowed to enterthe race, and eventually they establish a
(13:39):
separate race for women to compete againsteach other. So so many good things
have happened as a result of CatherineSwitzer deciding to enter this race, run
this race, and endure. SoI tell students, and this is this
(14:01):
is me. I tell students thatyou know the purpose of this of school.
The purpose of school is to learnhow to set and accomplish goals while
dealing with adversity along the way.And that's what Catherine Switzer was able to
do. She was able to dealwith that adversity. Her goal was to
(14:24):
finish that race, and she didit while dealing with adversity. But before
that, there were there were thesefactors, the fact that this race,
since eighteen ninety seven, a womanhad never officially entered the race. And
I'm sure she heard all these differentthings that people that people around her would
(14:48):
say about the idea of a womanentering the Boston Boston Marathon, about the
place of a woman in society,about the limitations on a woman. She
heard all of those things, shetook in all of that information, and
how did she interpret that? Didshe let that limit her? No,
(15:11):
she didn't. She did something thatno one has ever been able to do.
That, no one, no one, no one stood up and said
I'll be the first. I'm suremany thought about it. As I said
before, in nineteen sixty six,there was a woman who jumped the fence
and she ran. But Captaine Switzler, she did it, She entered,
(15:33):
she ran the race, she endured, and throughout all of the adversity.
She didn't perceive that as this iswhy I should quit. She perceived it
as you know, I've got agoal here and I'm going to push forward
and I'm going to do it becauseI know I can do it. So
(15:58):
the interpret rotation as we as weswitch gears, as we switch gears to
your students, that that that interpretationof results in the events that have take
place in the classroom, that matters. It matters because here here's the thing
for students. The results, theresults, whether they be good or bad,
(16:22):
the results are speaking. Are youlistening And I I'm realizing this with
my daughter and I it's just crazybecause I don't know, you know,
the idea that that kids come intothe world with as a blank slate,
that's and I'm finding out that's nottrue because there are some things that my
(16:44):
my kids have picked up but theydidn't necessarily learn from me or their mother.
And so it's just really interesting.So when we talk about interpretation of
results and listening to those results.You know, my my daughter, she
stugg and like she when she hasto share her work with with us as
(17:06):
her parents, she will she willbe very hesitant to share the work that
she doesn't do very well on.As a matter of fact, she had
a worksheet just last night where shethe purpose was telling time and I think
there were twenty questions and she gotten of them incorrect, and like she
(17:29):
was just very ashamed embarrassed to sharethat information with us. And like you
know me, you know, Isay, results give us the opportunity to
try again with better information. Results, results are that they are something that
we should celebrate because we get thatfeedback. But I'm gonna have to listen
(17:53):
to myself a little bit more.I'm gonna have to watch some more of
these podcasts to learn and how doI how do I deliver that message to
a nine year old like I workwith with the older ones. Okay,
I work. I worked at thehigh school level and then the middle school
level. I think, I'm I'mI'm proficient as well, but man,
(18:15):
the younger ones, for me,that's challenging. So I'll tell you what
if. For those of you whowork with the littles the elementary level,
if you have any tips to sharewith me and the rest of the audience
about how to encourage students to toseek feedback, to learn to embrace failing
(18:40):
forward, please share with the groupbecause I am struggling and I'm gonna have
to do some research to figure outhow to get my daughter to embrace feedback
and just embrace the fact that,Okay, I'm not gonna get everyone right,
but at the very least I canlearn because I didn't do well on
this assignment, but I can learnfrom this and I can do better on
(19:00):
the next assignment. So share thosetips. Share those tips in the comments
section. Please share, share withthe group. We're a learning community here,
we really are. Like, Idon't have all the answers, but
what I do is as I learn, I share with you. So again,
say this to your students. Theresults are speaking. Are you listening?
(19:25):
The results are speaking? Are youlistening? Because, as I said
before, one, they give usfeedback. Two, they also give us
confidence. They give us confidence becausethere is there's a there's something, there's
always a positive takeaway there, there'ssomething that we can pull from that as
(19:48):
we as we get past the factthat it's it's not a good number,
there's something there. We can learnsomething from those results. We gotta learn
something from those results. Number three, It also gives students insight about their
learning. It helps them to owntheir learning. It helps them to learn
about themselves because when they're able todig in and they're able to understand,
(20:14):
oh, I got this question andcorrect because I was thinking this way,
I should have been thinking this way. Oh that's that again. That's a
cause for celebration. That's a causefor celebration. When students learn more about
themselves, they learn, how theylearn, what's what's better for them,
(20:37):
what adjustments they can make going forward? And I think that this is this
is something that students they need tovalue because they're learning about themselves as an
individual. All right. So theother thing that you know, we just
definitely need to get across to studentsis that they just the results, They
(21:02):
just they don't tell the complete story. They don't tell the complete story.
There is there's there's more, butthey have to be willing to interpret and
embrace the notion that there are there'sthere's more, there's there's more to there's
(21:22):
more to the results than just thenumber. I have to be willing to
embrace that. Because if they're willingto embrace that, then going forward,
there there is less sting. Now, certain certainly there's disappointment if they don't
get the great that they want.But if they if they truly believe that
(21:44):
the results don't tell the complete story, that there is more, then it
takes away the sting a little bitand they're able to engage in the problem
solving process and do these other thingsthat I'm going to share with you right
now. So here are there's justthree ways I'm gonna give you three ways
how you can help students interpret results. Okay, how to help students interpret
(22:10):
results, and it speaks to theirperception of things that you know, of
other events that happen in the classroomas well. But we're gonna we're gonna
give you three things, three waysyou can help students interpret results and have
a good perception of events that takeplace in the classroom. All right,
(22:30):
So number one, you have tohelp students turn those negative emotions into positive
emotions. So definitely, if astudent doesn't get the grade that they were
looking for, there's gonna be somethere's gonna be some emotions. There possibly
some negative emotions. And what youdon't want to happen is you don't want
(22:56):
that to be something that is atjust all too familiar, that's all too
common for students. That's got tobe something that's disrupted quickly. If students,
if they start to just really sitin that, if they get that
that that negative result, and they'relooking around and they see other students they're
(23:17):
they're celebrating, and you don't wantthem feeling ashamed. You don't want them
feeling sad and and just and sittingin that. And then then come then
after that comes some some self talk. You need to interrupt that. You
need to turn those negative emotions intopositive emotions. And here's one way.
Here's one way that you do that. You have to you have to help
(23:41):
them change their words. And thismeans that around your room you've got positive
affirmations that you you encourage your studentsto say to themselves. That you may
even start your class with saying positiveuh afters corporately, so you you empower
(24:04):
students with these phrases. Additionally,you may even have to go one on
one with your students who you knowthey really really struggle in this area.
Perhaps you may say, hey,I noticed that you said. You said
I'm never good at social studies.I've never been good at social studies.
I want to remind you that yourtest average is trending upwards. Now that's
(24:30):
calls for a celebration, and Iwant you to celebrate with me because you're
moving in the right direction and Ithink that's awesome. Keep doing what you're
doing, so different things like thatyou have to you have to interrupt that
thinking in a way that pulls studentsout of out of those negative emotions,
(24:55):
because out of those negative emotions comesthat thinking that you have at you have
probably action that we don't want tohappen, or in action meaning they're not
making necessary adjustments to get better.It's just either staying the same or it's
getting worse and that's okay with thembecause they said at the beginning they were
(25:15):
never ever good at social studies,and there's their proof. So you need
to get in there and disrupt thatthinking. Disrupt that thinking. Don't let
them sit in that and then theother thing, turning negative emotions into positive
emotions. I want you to emphasizegratitude in your classroom. Gratitude. Gratitude,
(25:37):
gratitude, gratitude. Why gratitude becausegratitude it makes us happy. It
increases happiness. When people focus onbeing grateful for what they have, the
things in their lives, it helpsincrease happiness. Studies show that people who
(26:00):
focus on gratitude the things that they'rethankful for, they're grateful for it,
they are more happy. So that'ssomething that you can do in your classroom.
You can encourage students to have agratitude journal. You can. You
could just you can add it inyour your classroom routine at the at the
(26:22):
beginning of class, like, hey, someone, let let me hear some
things that we're thankful for. Youcan. You can do it like that
in your one on one conversations withstudents before you start, before you give
them feedback on something or it couldbe just you just touching base with them.
(26:45):
You share something that you're grateful for, then you have the students share
something that they're grateful for. Gratitude, really instilling that in your students.
Again, this is a way todisrupt them, to get them, get
them focused on something else other thanbecause you never know what students are going
(27:06):
through. I mean that's just thesame for everybody, right, you never
know what someone is going through.And this is good medicine for you as
well. If you're going through somethingin your life, get off of that
Stott, don't stop dwelling on thatfor just a second and focus on the
things that in your life that youare thankful for, the things that are
going well, the things that thatmake you so so blessed. Focus on
(27:29):
those things. And what that's gonnado is that's gonna shake things up,
get you out of that that negative, that negative thought pattern, and it's
going to help you to experience thathappiness. And then you're gonna realize that's
it's not all bad. It's notall bad. There is there is some
there are some positives here and whenyou get to that point, that's going
(27:52):
to help you to be more likelyto. Okay, let's start some problem
solving. Let's wait. Adjustments canI make? How can I do better?
It didn't do too well the waythat I wanted to on that,
But I can do better the nexttime, all right? Number two?
Number two. When we talk abouthow to help students interpret results. Number
(28:15):
one, we turn those negative emotionsinto positive emotions. Number two, focus
the attention on next steps. Wegotta focus the attention on next steps.
What is the next step. Youcan't build positive momentum without action, can't
build positive momentum without action. Ifstudents are if they stay in that negative
(28:40):
emotion, the negative emotion is allowedto prevail. The negative emotion is allowed
to speak up here, and thenwe've got these negative thoughts, these negative
thoughts that don't lead to action.It's just like there's there's nothing moving,
there's no there's no good interpretation ofresults, there's no fault focusing on feedback,
(29:02):
and that means that there are nonecessary adjustments to do better next time.
And so feedback is just meaningless atthis point. Because remember, feedback
gives us the opportunity to try again, try again with better information. And
now that we have that better information, What do we need to do differently,
(29:26):
We've got better information, So thisbetter information has got to dictate a
change in action. Abraham Maslow.He once said, you will either step
forward into growth or you will stepback into safety. Let me give you
that again. You will either stepforward into growth or you will step back
(29:49):
into safety. Now we don't,we don't. We don't want to live.
We don't want to live in thisso called comfort zone of safety.
We don't want our students to livein that comfort zone of safety because remember,
we want our students to learn howto set and accomplish goals while dealing
(30:11):
with adversity along the way, becauseadversity is going to come your way no
matter what you're doing, no matterwhat you are doing. Catherine Swister,
she was aware of that. Sheknew that adversity was going to come her
way, and because of that,because she was able to interpret the situation
(30:36):
correctly, she was able to finishthe race. Now, the results,
the information that she had to takein was telling her that, oh man,
it's been a they've been running thisrace since eighteen ninety seven. I
don't think this is a good ideafor you to do that. But no,
no, no, no, no, she interpreted everything correctly. No.
(31:00):
I've trained, I've worked hard,I have the skills. I can
do this. So yes, I'mgonna sign up and I'm gonna run this
race and adversity may come my way, but no, I'm going to do
this. And so that's that's whatyou that's what you want your students to
(31:22):
do. And so with your words, with your words, you need to
get students focused on. Okay,all right, eyes here, I know
you're disappointed based on that test score. What do you think your next action
step should be? That's the mindset. What do you think the next action
step should be? And so Ithink, you know, coming up with
(31:45):
a protocol, coming up with aprotocol, Man, that's a that's a
really good idea, coming up witha protocol. You know, just like,
Okay, you got the results.Yeah, you're disappointed. You know,
process that for a little bit.Process that for a little little bit,
and let me know when you wantto have a one on one meeting
so that we can talk about actionsteps. Let's write those action steps down.
(32:08):
Go forward. Oh that's good,that's good. I just freestyle that.
I like that. I'm gonna I'mgonna fine tune that. But that's
good stuff. I love it.So that's too. Focus attention on next
steps. And then lastly, Iwant to share with you this emphasize yet
yet. You know, just runningrunning a marathon, I I admire.
(32:37):
I admire people who are able torun, to run that long, that's
that's just a long that's a longway. And you know, with with
running too, because I'll run ona treadmill and I'll use these different programs
(32:58):
as I'm running, and and Iknow before I start to run the program,
I know how much time. Iknow how much time, and usually
they're between twenty and thirty five minutes. And so I know as I'm running,
you know, I look at theclock. I look at the clock
and see, Okay, I'm notthere yet, but I'm getting there.
(33:22):
Like every time I look at theclock, I know that I'm not there
yet, but I'm getting closer.And you know, the same, you
know, the same applies to runners. They they know their they know their
time, they know their distance,they understand their pace, and that helps
to that helps to encourage them.It helps to encourage them and keep them
(33:50):
moving forward because they understand the powerof yet because they're so focused on on
timing, on their pay on lookingat the distance. Like they they take
in all of that information, theyinterpret all of those results and they understand,
Okay, all right, based onwhere I am now, I need
(34:15):
to pick it up, pick itup a little bit. But I'm moving
closer. I'm not there yet,but I can do this. I'm just
not there yet. And and asa leader, as a leader, you
have to plant these seeds within thewithin the minds of your students. You're
(34:37):
just you're not there yet. Andwhat I really admire about about cross country
running is that you know, it'snot necessarily a race against the other people.
Know, you're really racing against yourself, and you're trying you set a
goal for yourself in terms of yourtime. And I like that, and
(35:00):
I think that that actually, thatactually makes it more exciting for the participants.
I think that's just the way Isee it. It makes it more
exciting, It makes it more beneficialfor the participants because you just don't get
caught up in the comparison. MarkTwain once said, comparison is the thief
(35:23):
of joy. And you know howthis works in the classroom. The students
will look around and they'll realize,oh, man, I didn't get the
highest score. You know, mydaughter, she's also caught up in trying
to be the first one finished.Comparison is the thief of joy. Comparison
is the thief of joy. Yourstudents need to run their own race.
(35:45):
They need to run their own race. They need to be focused on themselves,
and they need to realize that,hey, you're not there yet,
and it doesn't matter what other peopleare doing. It doesn't matter where they
are and their race. Not thereyet, but you're getting closer and closer
and closer and closer, and withevery good decision that you make, you're
(36:08):
making progress towards your goal. Comparisonis the thief of joy. You're not
there yet. Emphasize that. Andso that is a that's a habit,
but it's it's got to be nourishedover an extended period of time, and
it's going to be challenging because whatyou're trying to do, I said,
(36:30):
that is a habit. You know, the when they embrace the the power
of yets. So you're trying toteach new habits while also while also deleting
poor habits from the from the mindsof your students. So it takes time.
So let me give you those threeagain. So number one, you
(36:51):
need to turn those help them turnthose negative emotions into positive emotions. Number
two, focus their attention on nextstep, what do we do next?
And then number three emphasize the powerof Yet. Well, I thank you
so much for watching or listening tothis episode of the Marvin Bird Show.
(37:16):
I appreciate you. I appreciate yoursupport. And then also check out Marvinbird
dot com Marvinbird dot com for myblog post articles. They're a wonderful opportunity
for some quick professional development. Someof the best professional development is I believe,
is professional development that you go outand get for yourself. So once
(37:39):
again, Classroom Leadership blog those articlesare takes you five minutes are less to
read those once again Marvinbird dot com. Check that out. And then also
birdlinks dot com, birdlinks dot com, B Y R D, L I
n K S birdlinks dot com forthe latest education news. So if you
(38:00):
check those out, I greatly appreciateit. And so until we meet again,
please don't forget that teachers are leaders
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