Byron's Babbles

Educating Students To Improve The World

The book Educating Students to Improve the World, written by Harvard Professor Fernando M. Reimers, presents an inspiring and bold vision of how schools should be organized to cultivate a range of skills and dispositions that effectively educate students to make the world better. The book is unique in the breadth of the scholarship it integrates and in how it builds a sensible model to understand the process of educational change that honors the multidimensionality of the process. It is, at the same time, a very scholarly book, an erudite treaty of the field of global education, and a very practical book, a book that makes sense to those in the business of leading schools and school systems.

Professor Reimers

The idea that the book contains is simple, yet holds remarkable potential to transform education around the world. The big idea the book contains is that public education, as an institution of the Enlightenment, was meant to be global since its creation, but the obvious global nature of many of the challenges facing humanity requires that education becomes intentionally  global. Professor Reimers argues in the book that formal education should be aligned with audacious and hopeful visions for a more inclusive world, such as those contained in the Universal Declaration of Human Rights or in the United Nations Sustainable Development Goals. Such alignment involves defining what kind of competencies would actually help students care about and have the skills to make a difference in advancing a more inclusive and sustainable world. With such clarity on the expected learning outcomes for students, the curriculum would then map backwards an instructional sequence to gradually support students in a rigorous process of development of such competencies.

But the merit of this book goes beyond articulating why education should help students develop a sense of purpose, aligned with ambitious purposes of building a better world, it then explains how structuring effective education programs requires that the process of change is advanced multidimensionally, reflecting a cultural, psychological, professional, institutional and political. 

The ambitions of the book are considerable, to bridge an evident schism between the scholarship and practice of global education. The book is an intellectual tour de force tracing the history of global education to the very creation of public education systems, and integrating research reflecting a variety of disciplinary perspectives in support of a conceptual framework in service of more coherent and effective educational practice. 

Enhancing the credibility of the ideas in the book is not just the fact that the book is well researched and crafted, but that it builds on a long practice of the author actually doing the very things this books recommends should be done to develop a relevant curriculum. Professor Reimers invented an approach to take bold goals, such as the United Nations Development Goals, and translate them into student learning outcomes, and then curriculum and pedagogy. It’s a simple and intuitive idea, but it had not been done before. 

It is the combination of the powerful idea that education should be aligned with ambitious goals for inclusion and sustainability with a theoretical model of how to structure efforts to translate that idea into changed educational practices that makes this book unique. It is not surprising that since it was published, as an Open Access resource by Springer, a week ago, the book has already been downloaded 24,000 times.

The book can be downloaded here https://www.springer.com/gp/book/9789811538865

❤️ Kids Having Ownership!

IMG_7814This past week I had the honor of doing a day long professional development for teachers from all schools corporations in Elkhart County, Indiana. I am representing Noble Education Initiative carrying out this customized professional development. This was part of an ongoing Project Based Learning partnership created by Horizon Education Alliance to bring business/industry and education together to best educate students. I love doing professional development workshops, particularly when they are on topics that I am passionate about. Project Based Learning (PBL) is one of those topics. It is also energizing to be with a group of educators who are very engaged. Groups like this always remind me and validate what Gallup® finds teachers value in question 12 of the Gallup Q12 Index©: “In the last year, have you had opportunities to learn and grow?” These teachers have been given this opportunity and very much value the opportunity, and are taking advantage of the opportunity to learn and grow.

The group last week was both passionate and engaged. We started the day with what I called “Level Setting.” I had them work in pairs to talk about their PBL experience now that we were half way through the school year. I wanted them to talk about what they had learned, “wow” moments, what they still had questions about, and what they still needed help with. They were to represent this on a tear sheet and put it up on the wall. Here are a few of the tear sheets that were put up:

Did you see the comment “❤️Kids Having Ownership”? That’s what this is all about. The next few paragraphs will dig into that a little deeper.

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Aubri Mosness with her students

We then had everyone individually do a gallery walk and pick one thing that stood out to them. This was an awesome discussion when the group came back together. There were questions like, “who wrote… I would like to know more,” or “I had that same experience because…,” or “I am so glad you wrote that because that same thing happened to us, and we are still trying to figure out…” You get the idea. One comment really stood out to me during this discussion; It was by Goshen High School Teacher, Aubri Mosness. She said, “I have felt the transition from me doing most of the work to the students doing most of the work. At first I was a little uncomfortable because I felt like I was doing much, but then I realized how much the students were getting out of it.” I was so excited by this. This is such a revelation in teaching. Great teaching should have the students doing most of the work. She was truly facilitating with a student managed classroom and the students have student agency and choice.

Then, at lunch Ms. Mosness’ students presented to the whole group and business/industry representatives that had joined us, on their project and I led a little Q&A. The students were incredible. During the presentation Ms. Mosness commented, “When I give my students too much, too much information, too much guidance, I am taking away opportunities for learning.” This was a drop the mic opportunity as far as I was concerned. The students all concurred. I then asked the students to give a thumbs up or thumbs down on the following question: “School work should look more like real work?” All six students gave me a thumbs up. Our students deserve to learn in an environment that is facilitated in a real world and relevant context.

61NlMeJ8eMLThese students were giving first hand testimony affirming the research I did for my book, The Hand In The Back Of The Room: Connecting School Work To Real Life.” In the book I talk about that the hand in the back of the room was mine, and probably yours too, that was raised wanting to know why I needed to learn what I was being taught. In other words school work must be connected to real life. This is why PBL is so great. Using PBL teaching principles will make school work look and feel like real work. In other words, the question from “the hand in the back of the room is answered as to why she needs to learn what she is being taught. When teachers are allowed to make student learning the ultimate test of facilitation of learning, then instruction improves to produce better learning. The results of my research showed improved achievement/performance in science when students are taught in a relevant context. For me that context was agriculture, but there many other real world contexts to be used. This is why the partnerships with business/industry is so important for our students. The challenge to all of us in education is to find ways to make learning visible by connecting school work and real life for the students we serve.

Scaling Partnerships In Education & Telling Our Story

D-BSkhhXsAIXDRGI’m so sad to be sitting at the airport because I hate leaving Harvard University. I always learn so much from my friends at the Harvard Graduate School of Education. As always, my thinking as stretched, what I thought I knew challenged, and new creative and innovative ideas developed. As Dr. Mandy Savitz-Romer said last Sunday, “You may not leave here with complete closure, but with new questions.” That is learning at its best! My description for my learning this week is that I have been “coached up!”

Screen Shot 2019-06-26 at 7.48.22 PMToday’s learning was just as great as the rest of the week. I loved doing a case study on a partnership with the Nike Innovation Fund for improving Oregon student success. Dr. Monica Higgins did a great job of facilitating the case study and I learned a great deal about scaling the impact of public private partnerships. This learning was followed up by a great session by Dr. Irvin Scott on story telling and its importance to teaching and leadership.

As I have done all week in Thriving Students, Developing & Supporting Our Students: Future Identity Versus No Future Identity, and Changing The Narrative For Our Students, I compiled a top 20 list of the things I learned today. Here is my list:

  1. It’s not just if we do partnerships, it’s how we do partnerships.
  2. Partnerships should match the core values or mission of the partners.
  3. Partnerships are great ways for industry to understand education and for education to understand industry.
  4. It is very important to analyze both sides of all partnerships.
  5. Partnerships are a psychological contract.
    1. Everything’s not always explicit (context, risks, et cetera).
    2. In partnerships everything is not always spelled out.
  6. Move partnerships from individual to individual to organization to organization. This plays to sustainability.
  7. Open communication is key to partnerships, even when things go wrong.
  8. Agenda items versus surface level just for show.
  9. Eliminate hidden targets in partnerships
  10. Partnerships need an exit strategy so the innovation can be sustained without the partner.
  11. Partnerships should be mutually beneficial, with beneficial up for debate.
  12. In partnerships:
    1. Make implicit explicit
    2. Have clarity of roles and limitations
    3. Have flexibility built in
    4. Have mutual goals, timelines, and milestones
  13. Is the voice of the student heard in the partnership?
  14. You never want to scale until you know you have something that works.
  15. Need to decide to scale deep or scale out.
  16. Everyone has a story of how they got where they are. What is your trajectory?
  17. We need to be warm demanders for our students.
  18. We need to give an academic press to our students.
  19. You can’t lead if you don’t read.
  20. Why story/narrative in leadership?
    1. Stories are fundamentally human…
    2. Stories build connection…critical for leaders…
    3. Stories bring data alive…
    4. Stories capture what is possible…

Changing The Narrative For Our Students

Yesterday was another powerful day of learning at Harvard University. It started out with Liya Escalera walking us through changing the narrative, valuing the cultural wealth of our underrepresented students in order to achieve equity. Additionally, she taught some great asset-based approaches to leading for student success. The best part was how she had us start this session. She had us reflect on situations in an educational setting that made us feel unwelcome and then reflect on a situation that made us feel welcome. This was a great way to get us in a mode of thinking about changing the narrative for our students. Liya also worked us through asset based communication. Below is a slide that does a great job of showing what our discussion included: IMG_6148Then we spent time digging into family engagement and making families true partners with Stephany Cuevas of Harvard University. We know that students with engaged families:

  • Exhibit faster rates of literacy acquisition
  • Earn higher grades and test scores
  • Enroll in higher level programs
  • Are promoted more and earn more credits
  • Adapt better to school and attend more regularly
  • Have better social skills and behaviors
  • Graduate and go on to higher education

IMG_6149The learning did not stop here. We then spent time with Daren Graves diving into issues of race with intentionality. This was very powerful learning. We discussed how racism can happen without it being intentional. In education we must be diligent in monitoring the areas where we see disparate racial outcomes or impact:

  • Curriculum
  • Groupings
  • Assessment
  • Relationships with students and faculty
  • Relationships with the community
  • Recruitment/Retention

IMG_6157Just like in Thriving Students and Developing & Supporting Our Students: Future Identity Versus No Future Identity here is the top 30 list from our Tuesday learning:

  1. Reflect on a situation in an educational setting that made you feel unwelcome.
  2. Reflect on a situation that made you feel welcome.
  3. Asset-Based versus Deficit-Based Communication
  4. It is a bad habit to not look at all our communication through a critical lens.
  5. What is the problem? The problem is not our students.
  6. Is the problem that our students aren’t post-secondary ready, or that our education system is not student ready?
  7. Cultural competence will not cut it. We need to be highly skilled, not just competent.
  8. We need to make sure all schools are student ready.
  9. Google Translate™ is a good thing, but must be edited, or those reading will feel disrespected.
  10. We need information to go to parents as well as the students.
  11. We need to offer parents parents questions to ask their students.
  12. Our families are collaborators.
  13. We need to have parents presenting to parents.
  14. Have parents talk to each other.
  15. Students need to be thought of as part of a family, and then the family as part of all the practices of the school.
  16. Staff needs to view families as collaborators and partners.
  17. Staff Relationships With Parents + School Knowledge = Family Engagement As Confident Partner
  18. Staff needs to think of themselves as mentors to their parents.
  19. Family engagement is a way of thinking, not a practice.
  20. Family engagement is a value, not just a practice.
  21. There is no gene for race. Science saved the day!
  22. Race is an idea.
  23. Race is not culture.
  24. Race is something that happens, not something we are.
  25. It’s not about doing well in school, it’s about doing school well.
  26. Racism is usually pretty mundane.
  27. A system that confers privilege and produces disparate outcomes on the basis of race.
    1. historically-based systems
    2. actions/beliefs/policies/practices/conceptions
    3. confers visible and unacknowledged privilege
  28. Sometimes we set students up for failure by trying to not set them up for failure.
  29. Start with implicit biases, then move to structural biases.
  30. Racism can happen without anyone intentionally wanting it to happen.

 

Thriving Students

IMG_6110I have been learning at Harvard University this week on post-secondary success. As an exercise to help myself digest all of the information and make some sense of the learning, I like to come up with a top list from each day. This day’s (Sunday, June 23rd) learning came from Mandy Savitz-Romer and Francesca Purcell, and included learning about post-secondary gaps and opportunities and the data and trends behind public policies to increase post-secondary success.

One of the things that really jumped out at me from the reading and learning was the introduction of the Thriving Quotient. I was very interested in the thought and reality is that we always want to measure student success primarily in terms of academic performance and persistence to graduation. I became enthralled when reading “The “Thriving Quotient”: A New Vision for Student Success” by Laurie A. Schreiner, where she introduced this assessment tool. Thriving students are academically successful and also believe themselves to be part of a community and psychological well-being. These things make it possible for the student to get the most out of their educational experience. The thing I like about Academic Thriving is that it goes beyond what I call compliance – attending class, doing homework – going through the motions. In the Thriving Quotient, Academic Thriving students are psychologically engaged in the learning process. What really resonated with me about this was that the idea of making a connection between what the student already knows or is interested in. This connection to relevant contexts helps the student be an engaged learner and THRIVE.

The Thriving Quotient also includes Intrapersonal Thriving. This thriving is about the student having a healthy attitude toward themselves and the learning process. Additionally included is Interpersonal Thriving. We can’t truly thrive without relationships. So, time spent on the Thriving Quotient and so much other discussion on Sunday led to the following top 20 list of things learned:

  1. Learning with and from each other from different sectors.
  2. Pull don the walls and step outside our lanes.
  3. We have to get the singular narrative out of our mind.
  4. Sometimes we are creating a narrative for students that does not fit their why, or what is best for them.
  5. Actions of students do not match their aspirations.
  6. Only 10% of students that drop out of college had below a “C” average.
  7. Student problems vs. institutional problems
  8. We highlight student problems, but sometimes instead of highlighting problems, we need to change the process.
  9. With multiple pathways available to students, we need to make sure we are sorting in a way that is about best fit, not about other factors.
  10. We need to get better at moving from thinking about student success in terms of just quantitative box checking like graduation rates, number of applying or accepted to college, and test scores by moving to the idea of students THRIVING!
  11. We can’t think of college as just one singular thing because there are many different outcomes from many different types of colleges.
  12. The highest stakes tests students take are the placement tests once in college. Then, in some cases, we waste the students’ time in developmental education.
  13. We must find a way to scale up the things that work!
  14. A college credential is a solid investment that will pay off over time.
    1. More likely to give back to the community and vote
    2. Higher levels of personal well-being (health, et cetera)
    3. Higher earnings and tax payments
  15. What is it that the adult wants, versus what the student wants.
  16. Adults always think we know best, but many times we don’t know all the options, or nor does the student know all the options.
  17. “College is not for everyone, but it is for everyone that looks like you when you are a school.”
  18. We maybe need to think about amending the 14th amendment of our constitution to include higher education.
  19. We are nearing universal enrollment in college. What does this mean?
  20. A college going future identity.

As you can see, there was a lot to digest after a single afternoon of work. If any of these statements resonated or made you think, please comment here on this post.

Strategic Urgent Action

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My son Heath’s Pin Oak Tree

Fostering Innocence

Recently, in a meeting, someone made the comment that we need to create places where innocence is fostered for our children. This really got me thinking about how we do this both with our own children and the students we serve in our schools. The notion of innocence refers to children’s simplicity, their lack of knowledge, and their purity not yet spoiled by mundane affairs. Such innocence is taken as the promise of a renewal of the world by the children. One of the most delightful things about children is their sense of innocence and wonder, yet helping them maintain that sense of wonder can be challenging in our sophisticated, hurried society.

Knowledge Ruining Innocence

This rapid and early gain of knowledge by our children is quite the paradox. We all know that knowledge is powerful, but when children learn the wrong things to early it can really be detrimental. Vast amounts of knowledge and information is readily available to our children, and we, as parents, want our children to have this knowledge because we believe it will help them grow and compete. However, this same knowledge can ruin their innocence.

What Can We Do?

Have fun. Build time into your schedule to allow for silliness, downtime, and play.

Leverage nature. Children are instinctively attuned to the wonders of nature. We do not have to prompt students to enjoy playing in the mud, seeing the beauty of flowers, watching kittens play. I love the idea I heard one time of planting a family tree and then having family time at each season change to note changes in the tree. My family has a Pin Oak tree that my son brought home from school when he was in the fourth grade that we use for this. In fact, I blogged about this tree in Lesson Of A Pin Oak. Now, it is a beautiful iconic part of our yard (pictured in this post).

Reading together. This is so important and can still be done with high-schoolers. I chose to read the same books my son had to read for school. Wow, what great conversations this spurred for he and I. All I can say is, “try it.”

Use technology wisely and discreetly. Children should not be burdened with information that is too adult in nature. They have neither the cognitive nor social-emotional skills to process this information.

Family events. Or, family events where the children bring a friend. We do a lot of family activities and my son and I have always done Dad and Lad events/trips. The beauty of these is that we control the content.

This is way too complex an issue to solve with a blog post, but I believe we all need to be reflecting on creating places of innocence. Most importantly we need to be mindful of what our children are being exposed to and give them more age appropriate choices.

Using A Different Runway To Help Students Take Off To New Heights

This morning as I was trying to fly home from Charlotte, North Carolina, the pilot came on and said there would be a slight delay. Because of the storm that was Hurricane Michael, we were going to have to use a runway that they usually do not use. He told us we would be using the runway going to the northeast, whereas typically the north/south runways are used. They would need 15 minutes to recalculate takeoff speeds, routes when in the air, et cetera. I was cool with it as long as we got in the air, headed north, and away from the storm.

As you know, I love metaphors, analogies, and similes; so here we go: I compared this to how, as teachers, we must constantly be making adjustments. We are constantly having to recalculate for our students and use new runways. We regroup students based on data, we spiral in new material based on mastery, we develop ways to maintain the proficiencies already mastered. Adjusting and recalculating instruction also means providing more opportunities for students to learn successfully based on information you gather such as their interests, work habits, motivation and learning styles and academic performance. Doing this on a consistent basis helps refine instruction so they can succeed.

Great teachers are those who know their students abilities, know the students proficiency of standards, and then use that information to determine how and what they will teach. They use educational standards and differentiation to guide instruction, while constantly focusing on 1) what the students know, and 2) what objectives (or steps) they need to take) to fulfill their goals. They focus on what the students can do today. How about you; Are you recalculating for a different runway for the success of your students?

Employers Need To Know What To Expect

Screen Shot 2018-08-28 at 4.43.46 PMIn meetings this past week a theme developed: Employers need to know what to expect. This was referring to the fact that employers need to know what to expect that students coming to work for them will know. As I have continued my work, as an Indiana State Board of Education member and Chair of the Indiana Graduation Pathways, I am spending a great deal of time with employers, learning the employee skill needs. It is abundantly clear there is a skills gap, but I do not believe it is insurmountable. I believe the answer is to identify those transferable skills and competencies that every student needs. Additionally, the transferable skills and competencies needed for specific trades need to be identified.

Even though the study dealt with college students, The Chronicle For Higher Education reported on a study that dealt with the question of “The Thing Employers Look For When Hiring Recent Graduates.” What the study found was that employers really value experiences outside of academics: Internships, jobs, volunteering, and extracurriculars. I have to believe this would also apply to high school graduates. From the many employers I have visited with, I would have to say that these things do apply to high school students. Maybe even more!

Below is the graph of the results from what employers want:

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One of the pieces of our Indiana Graduation Pathways we were very explicit about was the need for Work Based Learning and Project Based Learning. Just so we are on the same page, Work Based Learning is an educational strategy that provides students with real-life and real-world work experiences where they can apply academic and technical skills and develop their employability skills in a relevant context. Work-based learning encompasses a wide array of learning experiences, from exposing high school students to careers through activities like job shadowing, to providing incumbent workers with specialized training. Work-based learning extends into the workplace through on-the-job training, mentoring, and other supports in a continuum of lifelong learning and skill development. I really want to highlight the point of lifelong learning. We really need to get out of the fixed mindset that the pathway everyone should take is to graduate high school and go straight to a four year college/university. This is not for everyone and Work Based Learning can help provide an avenue for our students.

Work Based Learning is at its most powerful when experiences advance along a sequential, purposeful continuum. Experiences along the continuum are increasingly personalized and aligned with specific industries and occupations, providing participants with opportunities to contextualize what they learn and build their skills and knowledge. This also can provide the employer with a pipeline of employees that have been trained in their own environment and on their own equipment. In this setting employers know exactly what they are getting.

Even beyond the Work Based Learning, however, employers need to know what to expect from the students that will become their future employees. We need to partner with employers to develop transferable skills and competencies that all students need to know. We really need to take a step back and fully develop what every high school needs to know when he/she graduates. Make no mistake, I am not saying students do not need math, English, and the other cores we always discuss, but that there is more. Employers need to know what to expect from the future employees, that are our students. We need to listen and make sure what employers expect is what employers get. Furthermore we must also make sure our students know what to expect they will be expected to know when entering the workplace.

 

Pathways to Success after High School

A high school diploma no longer is the finish line—it’s now the starting line. Job growth and trends over the past 10 years have shown about 95 percent of jobs require some education after high school.

Recognizing that Indiana must offer more than a one-size-fits-all standardized test, the Indiana General Assembly took action to provide meaningful pathways for Hoosiers’ success. In the 2017 legislative session, lawmakers directed the Indiana State Board of Education to modify Indiana’s graduation requirements, ensuring students are better prepared to enter a new economy. The goal was simple: offer pathways that provide relevancy for students and better prepare them for life after high school.

Later that year, the State Board approved what is now known as Indiana’s Graduation Pathways. During this process, the State Board collaborated with national and state experts while engaging students, parents and educators on how to effectively deliver lasting value to all students through their education journey.

To complete a pathway, a student must take several actions, including fulfilling Indiana’s course requirements and completing an employability experience by applying classwork to real-world situations. This could include completion of an independent research project, participating in meaningful civic engagement or having a part-time job, apprenticeship or internship. Students must also choose a benchmark that best suits their career goals, such as taking the SAT or ACT to attend college, completing the ASVAB to join the military or earning a state-and-industry recognized credential or certification to join the workforce. Selecting and completing a pathway ensures students are better prepared to transition from high school to college, the workforce or the military.

While Graduation Pathways won’t be a requirement until the class of 2023 – this year’s eighth graders – some Indiana schools are implementing Graduation Pathways right now. In these school districts, parents and educators can have conversations with their students about an individualized graduation plan that provides students a relevant education, prepares them for the global economy fuels a desire for lifelong learning. Parents should have conversations with their local school officials to determine the implementation timeline at their child’s school.

Using Graduation Pathways allows Hoosier students to transition from high school into life’s next steps. Together, we’ll raise the bar for our state’s future workforce, so that today’s students will graduate with the relevant skills needed to compete in a global economy.

Independence Day Leadership Lessons From Maine & Joshua Lawrence Chamberlain

On this 2018 Fourth Of July morning I am reminded of the great leadership that has been necessary for the United States to become the great country it is. My family and I are vacationing in Maine right now so, of course, I had to do some studying of influential leaders from Maine. Boy did I come across a great one: Joshua Lawrence Chamberlain. Now I know that Independence Day is observed to honor our Declaration of Independence from the tyranny of Great Britain and those who provided the leadership during this important time of our country’s founding, but since I am in Maine I am going to honor and remember Chamberlain too.

Raised from a modest life in the small town of Brewer Maine, Joshua Chamberlain chose the professions of ministry and academia filling in the post of Professor of Rhetoric at Bowdoin College during the tumultuous 1850s. As the Civil War broke out, Chamberlain felt the impulse to serve based on his belief in preserving the union and his moral conviction against the institution of slavery. In early 1862, Chamberlain expressed his desire to serve to the Governor of Maine, who offered him the rank of Colonel in the Maine volunteers. He turned that rank down because he did not believe he had the experience necessary for the rank. This is lesson one learned from him – be modest and know what skill level you have and what you still have to learn. Believing he needed to gain experience and knowledge of the military profession, Chamberlain’s uncommon act of humility set a tone for the remainder of his service.

But the cause for which we fought was higher; our thought wider… That thought was our power. ~ Joshua Lawrence Chamberlain

Joshua Lawrence Chamberlain went on to have a very successful military career and ended that career as a Brigadier General, but two Civil War stories are worth telling in this blog post. Here they are:

Battle of Gettysburg, July 2, 1863, Little Round Top

Colonel Joshua L. Chamberlain, who he now commanded, ordered the 20th Maine Regiment to execute a daring counterattack against the 15th Alabama Regiment of the Confederate Army on July 2nd 1863 during the Battle of Gettysburg. At the extreme left flank of the Union Army, the 20th Maine fought off repeated assaults for the past several hours against the determined Confederate Soldiers. Even though the 20th regiment was outnumbered and low on ammunition, Chamberlain’s bold decision and courageous leadership led his men of Maine down the slopes of Little Round Top at Gettysburg, Pennsylvania and stopped the Confederate assault against the Union Army’s left flank. He showed tremendous insight and leadership in making this bold move. Colonel Chamberlain was inspirational to his men and as a leader, a true influencer.

Confederate surrender at Appomattox Courthouse, April, 1865

Joshua Lawrence Chamberlain taught us what it meant to be a man of character and compassion when he was personally asked by General Ulysses S. Grant to preside at the Confederate surrender at Appomattox Courthouse over the surrender detail. It was not the fact that he presided that is noteworthy here, it is the awesome act and example of leadership he performed. As the 20,000 Confederate Soldiers paraded by to turn over their arms and battle flags, Chamberlain gave the Union Army detail the command of “carry arms” to salute Confederate’s service and gallantry in battle. Many, then and now, credit this leadership gesture as the beginning for the country’s healing process toward reconciliation.

This act took courage and would bring him accolades and plagued him politically for the rest of his life. The southerners deeply respected him for this show of compassion and respect. Conversely, however, many northerners, including those in his home state of Maine, did not see it that way. They wanted to continue the humiliation of the Confederacy. Chamberlain did what was right and faced the consequences.

Congressional Medal of Honor

Joshua Lawrence Chamberlain was awarded the Medal Of Honor for his service At Gettysburg. He saw combat at Fredericksburg, Cold Harbor, Petersburg, Five Forks, and the Appomattox Campaign.

Chamberlain Leadership Lessons

Chamberlain always positioned himself in the middle of his brigade’s formation. He led shoulder to shoulder with his men. This built trust and gave him the ability to truly know what was going on. Chamberlain reassured his soldiers through his cool and calm presence during the heat of combat. He garnered the trust of his men through his actions in combat. The other thing that really impressed me as I studied this hero was his commitment to studying his new military profession, and his commitment to developing his subordinates. We need to pay attention to these lesson learned and apply them to our daily lives as leaders.

Learn More About Joshua Lawrence Chamberlain

There are so many more leadership lessons to learn about this great man that went on to be President of Bowdoin College in Brunswick, Maine and four term (one year terms at that time in Maine). Let me suggest two ways that I did to learn more:

  1. Visit Bowdoin College in Brunswick, Maine and visit the Joshua Lawrence Chamberlain Museum. It is awesome! I learned a great deal from the tour and curators there. The museum is the restored home (the only home he and his wife, Fanny, ever owned). There is family history, Civil War history, history of his time as Bowdoin College President, and history of his Governorship. It is awesome!
  2. Read the great book by Alice Rains Trulock, In The Hands Of Providence: Joshua L. Chamberlain & The Civil War. This book is awesome and I gave it five stars. Is a very well written well told story of this great leader. This book inspired me to dig deeper and explore more to understand how this man became the great leader he did, at a crucial time in our nation’s history.

I am thankful on this Independence Day, 2018 for Joshua Lawrence Chamberlain. What leaders are you thankful for on this day of celebration of our great country, The United States Of America?