Follow through
Information is available everywhere. This isn’t news.
It’s not difficult to choose an outcome and find thousands of resources from people who’ve already done it telling you exactly what to do and in what order.
AI has made this even easier.
I can upload a book to an AI and have a personalised chat to it as if it’s a living version of the book who can speak directly to my context.
We all know what to do.
The new value is implementation. What’s ultra rare now is putting the knowledge into action.
It’s not hard to know what to do… but it’s increasingly hard to do what you know.
You don’t need to know everything, (someone else has done that for you)…
…but if you can be one of the few people who can action the things you need in order to get your desired outcomes, there is no limit to the impact you’re able to make.
The Hidden Fear That Stops Te Reo Growth in Schools… (And The Simple Fix Legendary Teachers Use)
The first time I heard it, I thought it was a one off. Something that just this particular teacher struggled with. But the more I talked to different kaiako, the more this hidden fear popped up; this wasn’t the the outlier, this seemed to be the norm.
Back when I was teaching kapa haka in a handful of schools, teachers would come up to me all the time, beaming about the waiata we’d just learned with the kids:
“I’ve never heard the kids use so much reo! I’ve tried to do this before… but I’m scared of getting it wrong”
There it is, I’m scared of getting it wrong.
This is something we can all relate to; no one wants to be feel like they are wrong. But of course when it comes to te ao Māori, the stakes are so much higher. Everything we include in our classrooms comes in context of a long and complicated history in our country. This fear of getting it wrong is our mind (and heart!) doing all they can to respect and do right by our Māori people and culture.
The worst thing? This hidden fear is actually perpetuating the exact thing it’s there to supposedly counteract.
Think about it, where does this fear come from? Well, for me I want to take care of our sacred taonga. I want my students to respect the culture. I want them to say the right kupu and pronounce them beautifully. I want them to understand the context of our history and how it relates to them, their own culture and our place in the world.
It’s easy to see how the fear of getting it wrong can look like a safeguard, right?
One thing I know from working with tens of thousands of kids, watching my nieces and nephews grow up and indeed from my memory of being a kid… it’s that fear fear doesn’t nurture growth, it narrows it.
Fear based discipline is gross. There’s no place for purposefully induced fear in the classroom. Students shouldn’t be afraid to fail.
Neither should teachers.
fear doesn’t nurture growth, it narrows it.
When we feel and perpetuate the fear of getting it wrong with te ao Māori, we aren’t creating a respect and care for our taonga, we’re actually creating a fear based relationship with it.
And what we believe, our students tend to adopt. So the fear of getting it wrong is modeling the same fear in the next generation of New Zealanders and guess where that leads? Teachers don’t even try, kids never learn and our unique culture slowly fades into obscurity.
The alternative then is to model the beliefs, attitudes and behaviors we want in our learners. We may know this, but when fear grips us, it has a great way of making us forget the fundamentals. Our students are looking to us to lead them, and as leaders we have a responsibly to dance with our own fear and lead our kids to grow their confidence.
When I first started teaching, I’d pore hours over the actions and translations for the waiata I was teaching. I wanted to get it just right. Sadly my lessons always fell flat when I was focussed on perfection. Both because perfection doesn’t exist and because I was teaching from fear. It wasn’t until I saw a colleague completely light the classroom on fire with her kapa haka lesson that I had to rethink my approach…
What was she doing differently?
Outcome
I decided to do a bit of investigative interviewing to figure out her recipe for success. The first piece to her success seemed to be her outcome. She said that all she wanted to do was feel a sense of energy in the room. Whether teaching a new waiata or learning about similes and metaphors, she is hunting for that life in her students. Compare that to my outcome, which was to get it just right.
Resource
She also had a different approach to resource to me; where mine was linear, her’s was like an all you can eat buffet (the Pizza Hut one they used to have). I had an ABC approach, where I’d do ‘this’, then ‘this’ and hopefully we could then do ‘that’. My colleague on the other hand, knowing that she’d be much more relaxed, had a brimming resource pool. She didn’t rely on a single source, she brought videos, audio tracks, interviews, a few games, worksheets, resource pages and personal anecdotes. Knowing that her outcome was to bring the lesson to life, she had a myriad of things to pick from to follow the natural progression of the lesson.
Flexibility
The final bit was watching her bring it to life in action; and this is the beautiful thing about teachers, we all have our unique style. When we have an empowering outcome and we’re loaded up with resource, we have the luxury of dancing through a lesson with our unique way of teaching. When we know what we’re after (like how my colleague’s outcome was to see that sense of energy in the room) and we’re flexible in our approach, the possibilities for getting there completely open up and suddenly we’re free.
This kind of freedom feels like a world away from being fearful. And it’s this freedom that got me into teaching in the first place!
When I talk to teachers about this antidote to fear they sometimes say to me that the fear keeps them in check. They’re afraid that if they lose the fear they lose the respect for taonga Māori. To some, ‘respect’ isn’t a useful word. For some teachers the word ‘love’ suits a bit better. What is it to love the Māori culture? So if you think the fear is your safeguard, maybe a ‘love’ for our nations culture can be your new safeguard.
This kind of freedom feels like a world away from being fearful. And it’s this freedom that got me into teaching in the first place!
You might also feel resistant to working in this way because you may truly be completely wrong and deliver a terrible lesson! The truth it we always run this risk. The stakes are always high for us teachers. It’s our willingness to still play when the stakes are high that makes our work special. As with any lesson, do the best you can with what you have, get resourced up, ask for help and get playful. When your intention is to bring life to the learning and deliver it with curiosity and love, I don’t think you really can fail.
The fear of getting it wrong is so common and worse still it hides in plain sight disguised as a guardian of te ao Māori. But protecting something using fear is a bit like the plastic covering over my Nan’s couch. Sure, it’s not going to get spaghetti bolognese on it… but then we never get to enjoy it in it’s full corduroy glory. (No offense Nani)
Culture was never meant to survive behind glass. A waiata survives because people sing it imperfectly at first, courageously over time, and together. That’s how we bring te reo to life in our classrooms and more importantly, that’s how the unique culture of Aotearoa survives and thrives into the future.
Have you felt a similar fear of getting it wrong? Comment below and let me know; what strategies do you use to dance with your fear?
You decide the frame
There were some classes at drama school I didn’t enjoy.
I guess I was just a punk kid.
Looking back now, I bet there was something to be learned in all the classes I had mentally checked out of.
The thing I now know is that no matter the experience, it’s up to me whether I take something useful away from it.
The trick isn’t just to learn anything though, it’s about bringing your own frame along to an experience.
What are you interested in right now? What are you working on? What are you wanting to grow or get better at?
These are your frames.
Take these along with you to any experience and by virtue of you being there with them as your point of reference you will have a learning experience.
It may not be THE one you had in mind but it will be AN experience.
You decide the frame and don’t forget to take it along with you too.
How you tell it
Recently I’ve noticed a pattern emerge in how I respond when people say “How are you?”
I mightn’t have noticed it if I only saw one or two people, but it happened five times so it really stuck out to me.
“Tired, but really glad to have some down time”
“Really busy, I just feel very behind”
“Yeah, it’s been a big few weeks”
Look, I’m an advocate for connecting to our true emotions and taking the bad with the good… but I’m also smart and I can see when patterns aren’t serving me.
The problem with the above responses is how I’m framing my experience for someone else. It’s a good litmus test because when someone asks how are you, you have to dilute it down to make it understandable in a sentence or two.
I also think these kinds of ‘it’s been hard but I’m surviving’ responses are so socially acceptable- people often nod and say things like ‘yeah, me too’.
It seems less safe, perhaps to say “I’m absolutely awesome!”
As if theres a fear that it’s weird to feel good or something.
My challenge to myself (and anyone else interested) is to choose carefully the story we tell others when they ask how we are.
Because it’s the same story we tell ourselves. And if we tell it enough times we start to believe it.
State
You cannot judge people based on the state they are in.
They may be hungry
tired
or maybe had too much sugar earlier.
It’s generous to give people the benefit of the doubt
More time than you think
I have to remind myself most often of this…
Because believing the opposite can make it feel true.
You have more than enough time.
Act accordingly
(and don’t waste it)
You just have to do it
You know the one.
The task that would actually only take 7 minutes and thirty seconds to do…
But you keep putting it off.
Here’s your chance to get it done.
The good stuff sticks
Learning new things is one of my favourite things on this planet.
Because it’s so important to me, the weight of retention weighs heavily on me. “How on earth can I remember all this, and how can I use it?”
Time Ferriss gave great advice on this, he said “the good sh*t sticks”
We can try different systems of note taking and revisiting, but at the end of the day we cannot remember it all…
…and we shouldn’t really try to.
Just trust that the things that strike a chord, that prove to be useful, that make a change, that shift our world view- these are the things that stick.
It’s the good stuff. And when it makes that kind of impact on us, we don’t have to worry about retention.
The little things
They are the ones that matter, and we know this.
We know that great things come from culminative efforts.
We know that in order to eat an elephant you take one bite at a time.
We know that nothing great was built by changing everything at once and doing everything in one day (or even a week).
The truth (that we know) is that it’s the little things, done over and over again that get you there.
The choice, then, is to select the right little things to get you there.
Reading an inspirational quote each day mightn’t help you write your book…
…but writing a sentence each day might.
Choose the little thing and one day you’ll get the big thing.
A new day
I love Mondays.
They give you the weekly chance of renewal. Like a mini New Years Day each week.
And just like New Years Day, it’s just another day.
So, just like the 1st of January, Monday is just a symbol for beginning again…
And we can do that whenever we want.