Following The Thread Forward
Through my studies of C. S. Lewis I have become a huge fan, and thus student of George MacDonald. Lewis considered MacDonald one his earliest influences after reading Phantastes at the age of 16. I am reading MacDonald’s great faerie tale The Princess and the Goblin right now. In this great literary work MacDonald told the enchanting story of Princess Irene and her brave encounters with the goblins who threaten her kingdom. Through her adventures, Irene discovers inner strength, the importance of faith, and the value of listening to wise guidance. The message MacDonald conveys highlights the triumph of good over evil, the significance of trust in oneself and others, and the idea that courage often comes from unexpected sources.
There was a line in the book as I was reading this morning where Princess Irene was on an adventure following a thread from her grandmother. It was said that, “She rose at once, and found the thread. But the instant she tried to feel it backwards, it vanished from her touch. Forwards, it led her hand up to the heap of stones – backwards it seemed nowhere” (p. 64). This really made me think about our moving forward in life. We really don’t get to go backward.
Then I thought about the genius of MacDonald having the thread represent guidance, intuition, and the idea of trust in one’s instincts or inner direction. When the thread leads Princess Irene forward but disappears when she tries to trace it backwards, it symbolizes the importance of looking ahead and having faith in the path we are on, rather than dwelling on the past or second-guessing.
George MacDonald seemed to be conveying a lesson about the necessity of moving forward in life with confidence, even when faced with uncertainty. He encouraged us to trust our instincts and follow the guiding forces in our lives, rather than getting lost in doubts or regrets about what has already happened. The metaphor of the thread suggested that progress often requires faith and courage, and that the right path may not always be clear if we focus too much on what is behind us.
Good Is Good
I was listening to a YouTube interview of one of my favorite artists, Amy Lee, and she made the comment, “Good is good.” I used to make a similar comment, “Good teaching is good teaching.” These thoughts emphasize the idea that something is inherently good, valuable, or worthy on its own merit, without needing further justification or comparison. We might teach using different styles or strategies, but good teaching is still good teaching. Lee’s point was that even though she doesn’t like country music, the genre doesn’t matter because “good is good.” She was suggesting a recognition of the intrinsic quality or positive nature of something, reinforcing the idea that goodness exists independently and should be acknowledged as such.
Amy Lee was a great person to prompt my reflections here because of her powerful and emotive voice, that has captured the attention of audiences worldwide. As I said, she is one of my favorites. Throughout her career, Amy has been praised for her artistic vision, profound lyrics, and ability to convey deep emotion through her music. In addition to her work with Evanescence, Amy has pursued various solo projects, collaborations.
As I reflected on the interview, I recognized that sometimes we, as leaders, overcomplicate situations or decisions. The phrase she used emphasized that goodness can be straightforward and should be appreciated for its inherent value, encouraging us to simplify processes and communications. No matter what we produce or what service we provide, we must have a clear understanding of what constitutes ‘good’ within our organization or community. This clarity can guide decision-making and align our efforts toward shared values.
Cultivating A Student’s Wisdom and Imagination
I was asked a question this week as to if the needs of all students can be met by career and technical education (CTE) courses. The individual asking the question also wanted to know about valuing career technical courses just as much as their academic courses and not viewing them as just another elective. First, I must point out that I believe every path matters for students and the needs of students can, and should, be met by the path best suited for the individual student.
My answer to the question was an emphatic, “Absolutely!” I went on to give examples and referred back to points I had made in my book, The Hand In The Back Of The Room. Teaching science through the context of agriculture employs inquiry-based teaching methods allowing teachers to expand students’ science skills and help mold lifelong learners.
Students who lack a connection with the relevance of science and math create a challenge for education and reinforce the need for core subjects to be taught in a relevant context. Career and technical education courses and programs offer this opportunity. The context of agriculture, for example, allows students to see, touch, smell, feel, and understand in a way that is meaningful to them. Learning in a relevant context allows students to use both wisdom and imagination.
Attracted To Novelties
One of the people who had an influence on C.S. Lewis was Richard Baxter. I am now reading Baxter’s The Reformed Pastor (1656). It is a fascinating work and I can see why Lewis read his work. Baxter quotes Seneca several times in the book. Seneca’s statement, “We are attracted to novelties rather than to great things,” emphasizes the human tendency to seek out new and shiny experiences, often at the expense of appreciating deeper, more meaningful aspects of life. He was highlighting how people can be easily distracted by superficial or fleeting interests instead of focusing on enduring values or profound truths.
In essence, Seneca suggests that while novelty can be enticing, it’s essential to recognize and prioritize what truly matters—wisdom, virtue, and personal growth—over transient pleasures or trends. This perspective encourages us to cultivate mindfulness and discernment in our pursuits, ensuring that we are not merely chasing after what’s new but also engaging with what has lasting significance. This discernment between chasing the new and staying true to what matters is a tricky balance. It is good to be reminded of the importance of this balance. If we are honest, we are enticed by novelty.
Embracing The Incomprehensible
I am reading the great book by Noam Chomsky, What Kind of Creatures Are We? A Deep Exploration of Human Nature, Language, and Consciousness. In the book, Chomsky taught us that “…sometimes the greatest breakthroughs come from accepting what initially seems incomprehensible.” For example, when Sir Isaac Newton first discovered gravity and proposed the idea that invisible forces could pull objects toward each other in empty space, Newton himself thought the idea was ridiculous.
Additionally, Chomsky critiqued systems of power and governance, often advocating for clearer communication and understanding within social structures. Leaders can draw from these insights by encouraging open dialogue and critical thinking within their teams, which can lead to innovative solutions in the face of challenges.
The idea about breakthroughs arising from embracing the incomprehensible can be incredibly valuable for us, as leaders. Here are a few ways to integrate this concept into our leadership approach:
- Foster a Culture of Curiosity: Encourage our teams to ask questions and explore ideas that may initially seem confusing or out of reach. Create an environment where curiosity is celebrated, which can lead to innovative solutions. It’s all about becoming a learning organization.
- Embrace Uncertainty: Accept that not all challenges have clear or immediate answers. Acknowledging the complexity of certain situations can encourage open dialogue and collaborative problem-solving among team members.
- Encourage Diverse Perspectives: Seek input from team members with different backgrounds and experiences. This diversity can illuminate aspects of a problem that might not be obvious at first and could lead to creative breakthroughs.
- Promote Risk-Taking: Support calculated risks when exploring new ideas or strategies. Leaders should communicate that failure is a natural part of the learning process and can lead to significant discoveries.
- Continuous Learning: Commit to lifelong learning, both personally and for those we serve. Engaging with new theories, concepts, and practices—even those that seem daunting—can inspire growth and innovation.
- Reflect on Past Experiences: Encourage teams to reflect on previous instances where initial confusion or challenges led to valuable insights or successes. This practice reinforces the idea that navigating through complexity can yield positive outcomes.
Chomsky’s emphasis was on the idea that our understanding of the mind and language is not as clear-cut as physical laws; instead, it involves deeper cognitive processes that require exploration beyond simple models. This highlights his view on the necessity for a nuanced approach when studying complex systems like human language and behavior.By applying these strategies based on Chomsky’s perspective, we, as leaders, can adapt more effectively to challenges and inspire our teams to embrace complexity in the work.
Practice Makes Permanent
Last week during one of my Focused Leader Academy gatherings we did an activity around “mantras” as part of our core values series. We all have a mantra whether we know it or not. Those things we believe in and the values we always act on. Others we serve even develop mantras that they use when describing us. Mine, from when I was a principal, was “Make it so!” I always wanted everyone in the school to be empowered to think through what they needed so when they told me what they intended to do I could say, “Make it so!”
One of the participants at Silver Creek School Corporation last week, Grant Condon, was really engaged in this activity and it even created a productive struggle for him. He knew what he valued and what he believed he displayed as a teacher leader, but was having trouble putting it all together – he wanted to get it right. He asked if he could take the development of his mantra as homework. The teacher in me was loving it; he was asking for homework. I love it!
True to his word, Grant did the homework and sent his thoughts to me. His work on the mantra was outstanding and I asked his permission to share. 🎤 Get ready for the mic drop, because his response is a great lesson for us all. Here it is:
Good morning,
I have been thinking a lot about the mantra that I could not decide on during our last meeting on Wednesday. I wanted to focus on effort for it, which I am, but I think I was too set on having the word “effort” in it. The more I thought about it, the more I realized that I already know of the perfect one, and it doesn’t have the word “effort” in it.
When I was on the 5th grade basketball team we had two coaches. One of them was my dad and the other was the dad of one of my best friends. The two of them taught us a lot of fundamentals and foundations of basketball, but they both used the same quote all of the time. In life, you hear a lot of people that say “practice makes perfect”, but they made a twist to that quote that I really like. They always told us that “practice makes permanent”.
I love that for my mantra because it goes right along with giving effort. If you practice by sitting there and doing nothing, then that’s what you are going to bring to the table during a game(or test). Developing habits is what we do in practice. I like to think of classwork and homework as the practice, and the tests/quizzes as the game. When students won’t ask questions, pay attention, or even attempt the work given to them, that is practicing poor effort that will become permanent habits.
I am sure that I have plenty more that I could say about this topic, but I will save that for another time!–
Grant Condon
Silver Creek Middle School
8th Grade Math
Reflexivity And Curious George
Yesterday, I had the opportunity to do a workshop for our National FFA Teacher Ambassadors of the National FFA Organization at the National Association of Agricultural Educators’ Annual Convention that is a part of the Association for Career and Technical Education annual conference here in beautiful San Antonio, Texas. It has been a great week of learning, renewing friendships, and making new ones. For me it’s about always being curious. In fact, that is what our workshop was about: “Engagement Begins With Being Curious.”
Of course, there had to be a through-line using Curious George. Which also meant I had to get into character. Emoni White, Program Specialist, Educational Development on the National FFA team, even made sure I was able to truly be “the man in the yellow hat” and transformed herself into Curious George (see featured photo). It is great to work with people like Emoni who want to be curious and help me be curious about making sure we do great workshops and making sure the proper supplies are made available.
As I was listening to the reflections from our wonderful ambassadors yesterday, it made me reflect on what being curious is all about. It also made me think about reflexivity in leadership. Reflexivity, the unsettling comfortable viewpoints, is an important aspect of leadership. By challenging established norms and encouraging critical thinking, leaders can foster an environment where team members feel safe to voice diverse perspectives and question the status quo. This process may initially create discomfort, but it ultimately leads to deeper insights, innovation, and growth.
Leaders who embrace this discomfort contribute to a culture of continuous improvement and adaptability, which is essential in today’s rapidly changing world. They demonstrate that it’s okay to reassess beliefs and approaches, creating space for meaningful dialogue and collaboration among team members.
Curious George is a great example to illustrate reflexivity in a lighthearted way. The character of Curious George embodies a natural curiosity and an eagerness to explore the world around him. His adventures often lead him to situations where he needs to think on his feet, reassess his approach, and adapt to new challenges.
For leaders, this kind of mindset—much like that of Curious George—can encourage openness to learning from experiences, whether they lead to success or unexpected outcomes. Leaders who model curiosity and a willingness to learn from mistakes can foster a culture where team members feel safe to try new things, share their ideas, and engage in meaningful discussions about how to improve and innovate.
Reflexive leaders are often seen as more authentic and trustworthy. Their willingness to acknowledge mistakes and learn from them can strengthen their credibility and foster a sense of safety within the team. Finally, When leaders model reflexivity, they promote a culture of learning within their teams. Team members feel empowered to reflect on their own practices, leading to innovation and growth.
Building Relationships By Understanding and Appreciating
This past week I’ve had the incredible pleasure of being at the World Dairy Expo in Madison, Wisconsin. As you know we raise Jersey dairy show cows and so that is the place to be the first week of October. There will undoubtedly be posts about things I learned and my thoughts about applying what I learned to education, but for now I want to focus on something we (my wife was able to make the trip with me this year) did while in Wisconsin. One of the things I like to do is visit people I work with in the “real job” part of my life. I always say if I am within three hours of visiting someone I work with, I’m going.
I stayed true to this yesterday. We went up to Tomah, Wisconsin to visit a National FFA Mentor Teacher Ambassador I have the honor of working with in the work I do with the National FFA Organization. We spent the day with Emma Huber who teaches agriculture at Portage Community School District. Emma’s family has a cranberry marsh (farm). Before yesterday, I knew nothing about cranberry production/harvesting. This was the weekend for harvesting the cranberries and my wife and I were able to spend the day taking part in all the operations associated with harvesting cranberries. It was actually quite the family affair, with family members coming from other states to take part. We also learned all about cranberry production. Needless to say, it was a glorious day, I learned A LOT, and we got to know Emma, her husband Josh, Emma’s mom, and the rest of the family and friends.
I love days like yesterday! As a curious learner and person who believes that relationships trump all – yesterday was truly was, as I said earlier, glorious. I have had the opportunity to visit several of the Teacher Ambassadors on their home turf or in their schools. This is important to me and one of my core values, “Listen, Hear, Learn, & strive to be better.” This is part of what I call “loving” those we serve. To be loved we must be understood and appreciated. I blogged about the line, “There is no point in being loved if you are not understood…And once loved and understood to be appreciated.” in The Life Impossible by Matt Haig in Living In Our Own Context.
Visiting those we serve in their home work or personal interest environments can offer substantial value to our relationships. In other words, getting to know them on a personal level. Here are some key benefits:
- Building Trust and Rapport: Meeting people in their own space fosters a deeper connection, showing that we care about them as individuals, not just as colleagues or clients.
- Understanding Context: Home visits provide insight into the circumstances and challenges that our teams or constituents face, enabling us to make more informed decisions and policies. We agriculture teachers understand better than anyone, as ag teachers make regular visits to students as part of their Supervised Agricultural Experience Program. It really is all about building the relationship.
- Gathering Feedback: Engaging directly with those we serve allows for open dialogue and immediate feedback, which can lead to better understanding of needs and expectations.
- Demonstrating Commitment: Our presence in our friends and colleagues’ environments signal that we are committed to supporting them and valuing their input.
- Identifying Opportunities: Being on-site allows us to observe firsthand areas for improvement, innovation, and potential collaboration that might not be visible from a distance.
- Inspiring and Motivating: Seeing how our efforts impact individuals’ lives can reignite our own passion for our work and inspire those we serve.
- Encouraging a Culture of Openness: It sets an example of transparency and approachability, encouraging others in the organization to follow suit.
As a rabid learner and relationship guy, these visits are an important strategy that deepen connections and enhance my effectiveness as a leader. Make no mistake; visiting these ambassadors is a “get to,” not a “have to.” I love it!!!
Leading By Being Accessible
We had an incredible leadership development gathering of THE Leadership Academy Hamilton Heights School Corporation participants this past weekend. Included with this was a “family” reunion of sorts with participants from all four cohorts of the program. Needless to say, it was incredible and affirmed the principle of andragogy (method and practice of teaching adult learners) that adult learners want to learn in a cohort. I also employ heuristic learning practices that pull great vital things out of the learning. One of our incredible up and coming leaders and third year teacher, Audrey Summers, made a point that became the word of the day – AVAILABLE.
Her point was we talk a lot about being present and visible as leaders, but what we really need is leaders who are available and accessible. While being present and visible are crucial for leaders to connect with their teams, being available and accessible plays an even more vital role. She shared how important it had been in her first years of teaching for her department head and entire social studies team to be available to her. When leaders are available and accessible, they create an open environment where team members feel comfortable sharing ideas, concerns, and feedback. This openness fosters trust and collaboration, allowing everyone to contribute to the team’s success. Accessibility also helps leaders understand the needs of their team better, enabling them to provide support and guidance effectively.
It was amazing to learn from Audrey (what I call a reverse mentoring moment) about her views of being present. It so much more than just saying we have an open door policy. Ever noticed that most that say that really do not? It is about really being accessible and available to access us for questions, ideas, and concerns. Think about it. Sometimes all we need is to talk to someone. Leadership access is about creating an environment where communication flows freely and everyone is valued and heard. As leaders, we need to make a habit of making ourselves available and accessible to those we serve to see how they are doing, both professionally and personally. I shared with the group something that happened organically that we called Fireside Chats when I was principal of Emmerich Manual High School. It was one of my favorite parts of the day and made everyone accessible.
We all need to continually work at being accessible and look for those moments where we can encourage our team members to share thoughts, ideas, and learn what they are needing. What are your thoughts on how leaders can enhance their availability and accessibility?
Leading By Example Not Command
Ever worked somewhere where what your leading said, or espoused to, and what they did were not the same? I have and it makes for a pretty dysfunctional organization with a toxic environment. I’m reading a great book right now by Lee Bolman and the late Terrence Deal, Reframing Organizations: Artistry, Choice, and Leadership, 7th Edition. Bolman and Deal suggested that leading by example is more effective than merely giving orders when it comes to fostering team cohesion. “Example not command holds a team together” implies that team members are more likely to be motivated and engaged when they see their leaders embodying the values, work ethic, and behaviors expected of them.
When leaders model the behavior they want to see, it creates a culture of trust and collaboration. Team members feel inspired to emulate these actions rather than feeling compelled to follow commands out of obligation.
Leading a school effectively involves modeling values and behaviors that foster a positive learning environment for both students and staff. Here are some ways this principle can be applied in an education setting:
- Setting an Example: School leaders, including principals and administrators, should demonstrate the core values of integrity, respect, and responsibility. For instance by addressing issues openly and fairly, they show students and teachers the importance of honesty and transparency. I experienced an example of this recently when I was facilitating a new teacher academy session and all administrators were there taking part in the activities right along with the new teachers.
- Promoting Collaboration: When leaders actively participate in collaborative efforts—like team meetings or community events—it encourages teachers and staff to engage similarly. This can help to break down silos and create a more cohesive school culture.
- Encouraging Continuous Learning: Leaders can foster a growth mindset by seeking professional development opportunities themselves. When teachers see their leaders investing in their own learning, they are more likely to pursue growth in their practices as well.
- Supporting Student Engagement: By being present in classrooms and actively participating in school activities, leaders can demonstrate the importance of student engagement. This encourages teachers to prioritize student involvement in their lessons. This presence is so important and establishes the leader as a leader of learning.
- Fostering Open Communication: Leaders who practice open dialogue and actively solicit feedback create an atmosphere where everyone feels valued and heard. This sets a tone for respectful communication throughout the school community.
- Recognizing Achievements: Highlighting both student and staff accomplishments reinforces the importance of hard work and dedication. Celebrating successes, big and small, motivates everyone to strive for excellence.
- Building Relationships: Taking the time to build strong relationships with both staff and students nurtures a sense of belonging and community. Leaders who are approachable and caring set a standard for interpersonal interactions.
I would love for you to share examples and explore further in other contexts. Please leave your comments.
Byron's Babbles 
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