Go! Learn Things!
Dwayne Cassius “King” Pride (Scott Bakula) knows how to keep the town safe on NCIS:_New_Orleans. Last night I watched the series finale of the great show and it ended with Pride telling his team “Go! Learn Things!” after they got the call to a new case while all at his wedding. This was such a great character tag line that he always told the team throughout the series. I always loved it when he said it, and loved the way he said it – with such conviction. And, the team always reacted with, “You got it!” What a great leadership mantra. Pursuing new knowledge always generates excitement and new possibilities. When solving a case, Pride encouraged team members to provide their insights. When the team feels like they can openly bring new ideas to the table, true innovation, engagement and success can prevail.
Most leaders spend a great deal of time “telling“ others what they know or think. It’s refreshing to imagine a leader who wants the team learning things – and tells them so. The trick to good leadership is making time for the hard work that continual learning requires. By telling the team to go and learn things, he was encouraging freedom and creativity. Great leaders are open to new ideas and alternative ways of thinking. Everyone brings a unique perspective to the table, and that is something to take advantage of, not discourage. How about you? Are you creating an environment for learning things?
Getting Comfortable With Being Uncomfortable
I first drew the illustration featured in this post for a webinar that I presented as a part of for the SMART Factory League back in April. Then I used it again this week for two webinars I did for teachers entitled “Embracing the Changes: Let’s Not Go Back to Status Quo.” The drawing represented how we are being nudged, pushed, or even shoved to make changes, given our current uncertain and unprecedented times. I hoped the drawing represented going from the massive, unorganized scribble that was the uncertainty and confusion we first experienced when dealing with the COVID-19 Pandemic to a very focused, straight line. On this, now day 80 of the pandemic, I would argue we are not at the focused, straight line yet, but are moving closer.
So, how do we get started? To borrow from our friend Goldilocks – we must get our focus just right. Focusing to narrowly on just one of our challenges will not work, but it also will not work to try to change everything at once, either. We need to change in a controlled fashion. But, what does that mean during this time of both the normal disruption of things and the ongoing pandemic? We are all trying to cope with unprecedented levels of uncertainty.
In fact, studies show that we are loss-averse and gain-seeking. We want the sure thing. We will accept less to lower the risk of failure. Sometimes we even give up success to not experience failure. We contemplate this a lot in athletics. Do we play to win, or play not to lose? Most teams who play not to lose, do just that – lose.
One thing I know for sure, we have done a lot of developing our “dealing with uncertainty capability.” One of the most important ways I believe that I have been able deal with the uncertainty has been to fully embrace the fact that every day was going to be a learning experience. I have literally asked myself, “What can I learn today?” These past 80 days have put the mantras of “lifelong learner” and “growth mindset” to the ultimate tests. You see, when something’s too easy or we’re not facing uncertainty, we’re not learning. Numerous scientific studies show that when we confront setbacks and we can adjust our view of these setbacks to see them as lessons, our brains literally begin to change.
None of us were trained on how to respond in a global pandemic and our immediate response to the challenges might have been “I can’t do this” or “We’ll figure it out.” As Nora Bateson (2016) so aptly put it in Small Arcs of Larger Circles: Framing Through Other Patterns, “No one is qualified to talk about uncertainty. You cannot get a degree in it yet, to the best of my knowledge.” Furthermore, she went on to say, “How, after all, can I pretend to offer you any kind of lesson on what I do not know?”
But, learn in adversity is what we did in education. While in the beginning it looked like the left had side of my scribble, we have been making our way across the page to the straight line. Wednesday and today we began to chronicle our learning by embracing the changes and discussing how to not go back to status quo. Here are two graphic recordings done by Amy Reynolds, Principal of Governors Charter Academy, during our session: “Embracing the Changes: Let’s Not Go Back To Status Quo.” Check them out:
The information in the graphics came from over 200 teachers working in breakout groups answering the following “What if?” questions:
I learned to use “what if?” questions from the late Dr. Clayton Christen. These type of questions allow us to challenge assumptions, allow for innovation, and allow us to prepare. How about you? What have you been learning during these uncertain times?
Do You Have An Inexhaustible Ability To Just Live?
Yesterday I blogged about a scene from an episode of Boston Legal that really caused me to think and reflect. You can read about it in Are We Best Friends. Please allow me to post about another balcony interaction of Denny Crane and Alan Shore at the end of another episode.
After asking Alan Shore what he had had for lunch, and telling him he had a steak sandwich with onion rings, Denny Crane said, “Alan, you know, one thing you sometimes forget is, no matter how hard your day, no matter how hard your choices, how complex your ethical decisions, you always get to choose what you have for lunch.” Alan Shore replied, “Daily, I’m amazed at your inexhaustible ability to just live.” Replying, Denny Crane said, “It’s either that or die.” This hit me like a ton of bricks. I believe I have an inexhaustible ability to just live, but just exactly what is that and can we, as leaders, help develop this in others?
Of course this prompted a study for me. What I found was, nothing. So, how do we develop or continue to have an inexhaustible ability to just live? I was actually reminded of a bible verse (John 10:10) where Jesus tells us we are supposed to have an abundant life. Realizing there is a difference here when using the word abundant, I began to think about what really allows us just to live. It turns out that picking what we want for lunch is a perfect example.
It is about what Lolly Daskal taught in the great book, The Leadership Gap: What Gets Between You And Your Greatness. Daskal posited that focusing on using can, want, and will instead of could, should, and must empowers us to live in terms of our own goals and motivations – just like picking what we want for lunch. Think about it: when asked about lunch, we say, “I want…”
Typically, when we choose what we want for lunch it is very authentic. We, or at least I can speak for myself, have no problem having the courage to proclaim what we want for lunch. Why not live and lead on our own terms in other areas of our life as well? Daskal also taught us to have a kinder dialogue with ourselves and focus on leading from within. Could it be as easy as working toward can, want, and will? I think so!
Finally, I believe an inexhaustible ability to just live means to go after what you want without worrying about what others will think. It means continually reaching out for newer, richer, deeper, life changing experiences. So let’s go push the boundaries of ourselves mentally, spiritually, and intellectually for personal growth and the betterment of the world at large. Also, step back and just enjoy the ride that is the journey of our life.
Do you have an inexhaustible ability to just live?
Leading With A Touch Of Quirkiness
I finished the awesome book Joyful: The Surprising Power Of Ordinary Things To Create Extraordinary Happiness by Ingrid Fetell Lee yesterday evening. It is such a great book that really opened my eyes as to the ways I am already creating joy and need to continue, and the external environments I need to be creating to give rise to inner joy for both myself and others. Two parts of the book had a big impact on me: the idea of playful design bringing joy and not being bound by convention brings joy. Those that know me very well at all know that these are two things that I put into practice almost every day.
Ingrid Fetell Lee taught us to not feel bound by convention; break the mold and bring joy to the world. I believe it is about being a divergent thinker; the ability to generate novel ideas and conjure up multiple solutions to a problem. This is about being creative and thinking outside the box. This celebrates creativity. I have watched this way of operating bring joy to groups doing the divergent thinking and have felt the joy myself when conjuring up new and exciting ways of doing things. I believe we are very guilty in education right now of promoting the idea of one correct answer. This is really promoting when using high stakes summative tests. I get that at some point there has to be convergence of ideas but I believe we take the joy out of learning by not allowing for enough divergence – both in our educational systems and in the workplace. We tend to reward the students who work hard, like learning, are rule followers, but are not going to break any molds or create anything wowful.
Interestingly, childhood creativity has been shown to have a higher correlation to adulthood success than IQ. So, maybe we should create systems in our organizations and schools that value creative, interesting, and innovative answers, rather than the “right” ones. I also believe this mold-breaking thinking allows us to better question ourselves. This gives us the opportunity to be more comfortable with the idea that what we thought we knew could be wrong. This kind of thinking can position us well in our learning, work, and personal lives.
We were also taught in Joyful that being a little quirky and even bring joy. I proved this yesterday when I emceed our Impact Georgia back to school event. I wore my white linen suite that is a little out of character for me. I must say I was looking pretty fly. The look was just enough different from my usual that I believe it brought joy to others which made me feel joyful as well. I also added to the quirkiness by asking a teacher to come up on stage, and I quote myself here, “Take a selfie of us. Make it look like I am holding the camera.” This was of the things I really learned from the book is that joyfulness can be found in some of the most obscure and little things.
I even think about a couple of weeks ago when we were in Alberta, Canada and went to see the worlds largest dinosaur in Drumheller, Alberta, Canada. It was super quirky, but the quirkiness made it so much fun and it brought so much joy that it keeps bringing joyfulness when we look at the two pictures included in this post.
Go ahead and embrace your quirkiness and celebrate creativity!
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: 
Then 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
The 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
Just 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:
- Reflect on a situation in an educational setting that made you feel unwelcome.
- Reflect on a situation that made you feel welcome.
- Asset-Based versus Deficit-Based Communication
- It is a bad habit to not look at all our communication through a critical lens.
- What is the problem? The problem is not our students.
- Is the problem that our students aren’t post-secondary ready, or that our education system is not student ready?
- Cultural competence will not cut it. We need to be highly skilled, not just competent.
- We need to make sure all schools are student ready.
- Google Translate™ is a good thing, but must be edited, or those reading will feel disrespected.
- We need information to go to parents as well as the students.
- We need to offer parents parents questions to ask their students.
- Our families are collaborators.
- We need to have parents presenting to parents.
- Have parents talk to each other.
- Students need to be thought of as part of a family, and then the family as part of all the practices of the school.
- Staff needs to view families as collaborators and partners.
- Staff Relationships With Parents + School Knowledge = Family Engagement As Confident Partner
- Staff needs to think of themselves as mentors to their parents.
- Family engagement is a way of thinking, not a practice.
- Family engagement is a value, not just a practice.
- There is no gene for race. Science saved the day!
- Race is an idea.
- Race is not culture.
- Race is something that happens, not something we are.
- It’s not about doing well in school, it’s about doing school well.
- Racism is usually pretty mundane.
- A system that confers privilege and produces disparate outcomes on the basis of race.
- historically-based systems
- actions/beliefs/policies/practices/conceptions
- confers visible and unacknowledged privilege
- Sometimes we set students up for failure by trying to not set them up for failure.
- Start with implicit biases, then move to structural biases.
- Racism can happen without anyone intentionally wanting it to happen.
Durability of Expectations
In a meeting I was a part of this week we developed a phrase that has caused me to do a lot of thinking: “Durability of expectations.” Our work was in the context of thinking about student success, outcomes, and what the profile of an Indiana high school graduate should look like. I like to combine all of this and talk about student success outcomes. Success looks different for all students and some students have not really had an opportunity to have success modeled for them or even know what success can look like. I have often said that it is ludicrous, in some cases, to ask our students what they want to be or do in life because they have not had the opportunity learn what all is out there. That is why I believe it is so important to make sure we are doing a great job of career exposure, career exploration, and career navigation for all students. We need to career coach our kids.
Success: “Knowing what one wants in the world and knowing how to get it.” ~ Dr. Felice Kaufman
We must make sure we are giving our students the opportunity to innovate, be creative, and take risks. This will help them to persevere, adapt, and develop a growth mindset and begin to understand lifelong learning. We need to help our kids understand what is out there and that getting where they want to go will be a non-linear process in many cases. Most of the career paths those of us in the baby boomer age are characterized of having relative stability. The career paths for today’s students are now times of discovery, restlessness, and exploration. The last I read, boomers will switch jobs 11 times during our lifetime, but millenials and younger will not only switch careers but change entire career trajectories. Therefore, the modern career trajectory isn’t necessarily a climb to a destination, but rather a continuum.
We will need to offer solutions to our students that help them understand and give them the opportunity to skill, re-skill, and up-skill as they embark on their non-linear career paths. This is why I am such a believer that we must begin to identify the transferable skills our students. These skills, according to employers, hold much more weight than the traditional way of looking at academic records or even work history. Life is not linear, it is more like a Jungle Jim, so we need to make sure we are facilitating learning for our students that gives them the transferable skills to have durable expectations of what they can do. In other words, our students can have a lasting expectation that they have the skills to start and understand how to stay skilled to make the desired career moves that become available. Even if our students take a non-linear path in life, if they have credentials and transferable skills they will have what is needed to provide the on and off ramps to whatever career moves come available. This will give durability to the expectations our students have as they move through life and professional careers.
The old adage that you can’t connect the dots looking forward, you can only connect them looking backwards is true, but we need to give our students the ability to zigzag. By preparing students through career coaching, exploration, work based learning, and transferable skills and credentials we will add durability to the expectations of our students and their parents. We have an obligation to make sure our students are prepared to see and be prepared to seize the opportunities no matter how unconventional or surprising.
Pushing Our Boundaries & Reaching Beyond Ourselves
As I was driving across Central Florida from Orlando to Tampa yesterday on I-4, I noticed a place that I will definitely have to factor into my next excursion for facilitating my Florida 3D Leadership gatherings. When I got to Polk City I looked over to the north and saw a place called Fantasy of Flight. As you all know, I am an avid student of the history of flight; particularly as it relates to the Wright Brothers. I have blogged about them so many times I am not going to put any links to posts here, but if you search Wright Brothers here in my blog you will find lots about the inspiration I have found from these two great men in our world’s history.
I say world’s history because I really believe that their tenacity and vision for the why of flight might be the single most important innovation ever. This is why I was so struck by the name of this museum and event venue – Fantasy of Flight. It is so perfect because for so many flight was a fantasy. But, the right brothers took the fantasy and made it a reality. This quote from the owner, Kermit Weeks, is so perfect (Not to mention that I love metaphors!):
“Flight is the most profound metaphor for pushing our boundaries, reaching beyond ourselves, and freedom. And…don’t we All…fly in our dreams?” ~ Kermit Weeks
As I continued across the beautiful Florida countryside I noticed many birds and remembered how the Wright Brothers studied the wings of birds and how they took off, landed, climbed in altitude, and glided. I can imagine them fantasizing about flying. It is hard for me to imagine what was going through their minds. I’ve never lived in a time without airplanes, so I am envious of their incredible, artistic, and creative abilities that it took to invent the first plane. They used intersective innovation by taking the design of the bird and applying it to the first flying machine. Amazingly, those same designs and innovations on the first Wright flyer are in use on the plane I am sitting on right now, preparing to fly me home.
Imagine the audacity to think they could build a machine that would fly. Remember, people made fun of them. Also, the audacity to know what being able to fly would do to affect all generations to come. In other words, WHY being able to fly would be advantageous to the human race. Basically, everything in the Smithsonian National Air and Space Museum , where their first plane is on display, is there as a result of the Wright Brother’s innovative leadership! Additionally, there would be no Fantasy Of Flight museum without the Wright Brothers.
I am so glad I was paying attention on my drive yesterday and saw Fantasy Of Flight. It also gives me something to look forward to exploring. I so want to meet Kermit Weeks. I also see where they have flying experiences available in bi-planes – I am so doing it! I can’t wait to fly out in the open air like Orville did on that fateful day in December, 1903.
The Wright Brothers believed that just because it had never been done before, did not mean that it could not be done. They were modeling for us how to push beyond the boundaries. Think about all the impossible things that have been conquered by man. These things might include, landing on the moon, landing a craft on Mars, curing many diseases, organ transplants, and yes – even first flight.
What are you working on that is pushing your boundaries? What is your Fantasy Of (insert here)? Go ahead, fly in your dreams!
Collaboration
The following is an excerpt from The 9 Dimensions of Conscious Success.
Collaboration
By David Nielson
There is a notion that Edison was a master inventor who wore a lab coat and sat in his lab all day working alone and coming up with amazing inventions. This is far from the truth; in addition to being a great inventor, he was also a master collaborator.
Edison brought in hundreds of collaborators to help create prototypes and commercialize his inventions—people such as investors, engineers, and others to help him develop and promote the products. This led to creating more than 200 companies. In 1890, Edition established the Edison Electric Company, bringing together his various businesses.
When Edison heard that Alexander Graham Bell was going to commercialize his phonograph and cylinders, Edison knew it would make his technology yesterday’s news. He did not tackle this problem alone; he gathered a team, and for three days they worked on a technology that would jump over Bell’s—and they succeeded.
The thing about entrepreneurs is they are fantastic at creating ideas, but they sometimes fall short by not following through and implementing the ideas. That is one of the reasons why they have to learn to collaborate with others.
“Many ideas grow better when transplanted into another mind than in the one where they sprang up.” ~ Oliver Wendell Holmes Sr.,
The Poet at the Breakfast Table
There are many other examples in history. Consider the teams that worked on putting a man on the moon. It took hundreds of a variety of people and talents to build the craft. They needed all sorts of engineers to figure out the trajectory, communications, and more to take a team into space, fly them to the moon, land and then walk on the moon, return to the craft, fly back to Earth, and finally safely land. It required tremendous collaboration to make that happen.
A great movie, Hidden Figures, emphasizes the critical role of three women doing very important math and technical work to support astronaut John Glenn’s flight, without which the flight would not have been possible. Again, great collaboration to accomplish
a common goal—a common purpose.
About David Nielson
David Nielson brings over four decades of corporate, Fortune 500, and private consulting experience in organizational change management, leadership development, and training. David has helped guide large-scale change initiatives and business strategy driven by ERP, mergers, restructuring, and the need for cultural change. He’s been a featured and frequent speaker at PMI, Project World, Chief Executive Network, Management Resources Association, TEC, IABC, Training Director’s Forum, and the Alliance of Organizational Systems Designers.
David has worked around the world delivering training and consulting Services. In all those years, those countries, those clients; David has observed, learned and collected great experiences and teaching points. David decided to work on a way to “give back.” His latest book, The 9 Dimensions of Conscious Success helps readers identify their definition of purpose professionally and personally to achieve conscious success.
Unintended Consequences: Minimizing the ‘Oops Factor’ in Decision Making
This guest post originally appeared on Forbes.
Unintended Consequences: Minimizing
the ‘Oops Factor’ in Decision Making
By Rodger Dean Duncan
“Unintended consequences” is the term for outcomes that are not the ones foreseen by a purposeful act.
When a manager consistently gives tough assignments to a worker who’s proven himself to be reliable, the go-to employee may begin to feel “penalized” by the additional load while the less reliable workers get a free ride. What was intended as a compliment and vote of confidence turns out to be an unwelcome burden.
In medicine, unintended consequences are called “side effects.” Have you listened carefully to television commercials for drugs? The list of side effects is often longer than the narrative promoting the medicine. Why would we be warned that a product purported to relieve a simple ailment may also produce paralysis, high blood pressure, thinning hair, skin rash, weight gain, blurred vision or even thoughts of suicide? Because the lawyers said so.
The old caution of “don’t operate heavy equipment while taking this medicine” seems to have morphed into “this pill will help your headache, but it also might kill you.” Caveat emptor indeed.
The fine print on an over-the-counter pain remedy I bought said it caused “irritability” in one in 10,000 users. It turns out that the first day I took one of those pills I was “irritable.” (I’m relying here on the assessment of an independent observer: my wife.) Irritable or not, I felt special. At that ratio there are fewer than 32,000 of us in the entire United States. We could rent Madison Square Garden and throw a party. The capacity of Madison Square Garden is only 18,200. But I’m confident a lot of us (at least those still taking the pain remedy) would be too grouchy to attend anyway.
I should be embarrassed to admit it, but sometimes I don’t bother reading the list of possible side effects. This behavior is risky, much the same as failing to read the terms and conditions on a contract before checking the box claiming to have read the terms and conditions.
As Isaac Newton observed, “for every action there is an equal and opposite reaction.” In business, as in the rest of life, most every action we take has the potential for consequences we didn’t anticipate. Some of those consequences may be serendipitous, like the “accidental” invention of the Post-It® Note by the guy at 3M Company who brewed up a batch of sticky-but-not-too-sticky adhesive. And some consequences are unpleasant, like a profit-based bonus system that inadvertently motivates people to trim spending on maintenance and safety issues.
Is there an absolutely foolproof way to make decisions? No. But there are some common sense guidelines that can help:
Again, most decisions come with no guarantees. But remember this uncomfortable reality: failing to make a decision is, in itself, a decision. With consequences.
***********************************
Rodger Dean Duncan is bestselling author of LeaderSHOP: Workplace, Career, and Life Advice From Today’s Top Thought Leaders. Early in his career he served as advisor to cabinet officers in two White House administrations and headed global communications at Campbell Soup Company. He has coached senior leaders in dozens of Fortune 500 companies.
School Is For The Student
I am reading an incredible book right now by Roger Daltrey, the frontman of The Who. As you know, I love rock music and am so intrigued by those who have artistic talent and took the risk to make it big. And, make it big The Who did…The Who is arguably one of the most influential formative influences during the development of rock and roll 🎸. I’m only half way through the book and now I want to meet Roger Daltrey. Oh…the places he has been and the things he has done!
“If anyone had ever once sat me down and explained that school was for me, not the teachers or the system, and there were reasons why I should stick at it, it would have been totally different. But no one ever did.” ~ Roger Daltrey, frontman for The Who in his book Thanks A Lot Mr. Kibblewhite: My Story/Roger Daltrey.
This post is about a statement in the book and the reason for the title. Mr. Kibblewhite was Roger Daltrey’s Principal who kicked him out of school. So…he’s thanking him? That really made me think. But then Daltrey wrote this statement: “If anyone had ever once sat me down and explained that school was for me, not the teachers or the system, and there were reasons why I should stick at it, it would have been totally different. But no one ever did” (Daltrey, 2018, p. 21). I haven’t been able to get this statement out of my mind ever sense.
Did you catch what he said? That someone should have explained that school was for HIM, not the teachers or the system. Part of the reason no one ever sat him down and told him this, is because we forget it, or never believed it to start with. School exists for the students. Period. Not for the teachers or the system.
Schools are such complex and contested institutions in my country 🇺🇸 and globally. While every member of our society is promised a good education, there are ongoing inequalities that are fueled by race, class, and gender. Somehow, I believe education failed Roger Daltrey. Now I get that he did things that caused the expulsion – he divulged those in the book. But, again, I go back to the statement I can’t get out of my mind, “If anyone had ever once sat me down and explained that school was for me, not the teachers or the system, and there were reasons why I should stick at it, it would have been totally different. But no one ever did.” Daltrey needed to know the “why” and no one ever took the time to tell him.
Now you can argue that had he not been kicked out of school that any number of the 100 different paths that Daltrey would have taken wouldn’t have led to The Who. You are probably right, but how many other students are lost that don’t have the grit of a Roger Daltrey? For some, then, schools are seen as a means for learning and mobility; for others they are “sorting machines” that maintain social inequality. I believe we need to make sure that schools are student centered and not school system centered.
I have said it many times that many of the things we have done around holding schools accountable have forced us [schools] to make decisions in order to make the school look good without any regard to what the students need. We have it backward. If our students are successful and achieving the outcomes necessary for postsecondary success, then certainly, the school has done its job. It’s really about considering questions of relevant academic content, methods of teaching, ways of learning, and overall educational aims.
Another statement Daltrey made in the book was, “There was the maths teacher who hated me because I hated maths. I just couldn’t get it to go into my brain. I don’t know why they don’t work out which kids are good at maths and let them get on with it and which ones aren’t and give them a break. We still haven’t worked that one out today. It’s mad.” (Daltrey, 2018, p. 15). What he is really saying is why didn’t anyone ever make math real for him? Why was school work not made to be like real work. Daltrey went on to say, “Obviously it helps in life if you can add up a few numbers but I could do that. How else do you think I managed to work out how much we were being ripped off when The Who started making proper money in the 1970s?” (p. 15). Think about if math would have been taught in the context of managing a band. We must make education relevant for our students. Otherwise, we will lose them.
Our schools are effective only when we refocus on meeting the individual needs of students rather than the needs of the education system or the broader society. We must have our students ready to be a part of and function in a global economy and society. Remember, school is for the student.
Reference
Daltrey, R., 2018. Thanks a lot Mr. Kibblewhite: my story / Roger Daltrey. New York, NY. Henry Holt and Company.
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