This summer, Jennifer and I welcomed a new puppy to the household. Izzy, a Chesapeake Bay Retriever, is our third puppy but the first that we have had since our children have left home. Our previous three dogs were all Labradors and each of them benefitted from the companionship of our two children Wilson and Allyson. Izzy is the first dog that Jennifer and I are training on our own without the presence of Wilson and Allyson, who often had no say as to whether or not they were going to walk the dog late at night or early in the morning. Izzy is on us.
The signs were there from the beginning, had we been paying close attention to detect them. “Why did you choose a Chesapeake?” asked one experienced dog owner. “Chessies have a mind of their own,” remarked another. “You know,” said my mother, “they like to run.” Such comments were easily dismissed by the two of us, duly proud of our successful experience with Labrador Retrievers, a breed that also has lots of energy, can have a mind of their own, and like to run.
After two months, we have discovered there is a difference in the breeds. So, last week I was not that surprised when a spectator at the football game noticed Izzy was a Chessie and told me she had once had one (we have discovered several people who have HAD Chesapeakes in the past!). “She was WILD,” said the spectator— “a sweet dog, but WILD.”
We are resolute that we will not be defeated by the high energy level of our new puppy. Accordingly, we take her on long walks. Most walks are geared around finding water for Izzy to enthusiastically explore. Like most retrievers, Izzy is drawn to water and loves to run, splash, and roll in it. She is discovering that she can also swim in it!
So, we spend a lot of time with the dog around water. We started with small streams and have worked our way up to larger creeks, brooks, and ponds. Izzy is learning and adapting as she becomes more familiar with that which she is drawn to. In watching her navigate the water, I have discovered that Izzy is not unlike all of us as she explores the waterways she meets. I also found it to be an apt metaphor for the beginning of a new school year.
Our learning and growth is like a journey through a series of connected waterways. They are not separate waterways, but a series of tributaries.
We start in a very small stream, yet are not really aware that it is a small stream because it is teeming with life and moves us along at a safe, but deliberate and accelerating speed. This is Pre-School.
This stream, though, is a tributary to a larger creek that meanders through twists and turns with greater speed. On this creek, we must learn how to navigate the waters of our journey, learning the skills of boatmanship and how to paddle with others. This is Elementary School.
This creek, though, is a tributary to a small but swiftly flowing river with unexpected rocks that speed its current, low hanging branches that must be avoided, and the allure (and sometimes danger) of following those ahead of us toward what seems to be the better direction–if it were not, then why would so many people be following the crowd. This is Middle School.
This river, then, flows into a larger river with fast-paced rapids through large boulders that must be negotiated, lest they capsize the boat and delay the journey. Sometimes the best strategy for negotiating rapids so strong is to find another way around them because attempting to run the rapids may not be a healthy risk. This is High School.
This river becomes a tributary to an even larger river that seems much less treacherous to navigate from a distance. As you enter its current, though, you realize that there are swirling waters and unexpected shifting currents that can pull you away from your charted destination. These are different and unexpected currents that are not easily seen until you are drawn into their force. But, you learn how to negotiate these currents through experience and by having to re-center on your goal after you have been pulled away. This is college and, for many, graduate school.
Ultimately, though, the streams, creeks, and rivers lead you to the ocean, a vast sea of opportunity. It doesn’t look like any of the other waterways, as the horizon is expansive and opportunities for direction seem unlimited. But, your experience on the waterways of your journey thus far have prepared you well for your ocean travel. Your experience has taught you how to chart a course, how to navigate, how to cope with challenge and setback, and, perhaps most important, how to enjoy the wonders of the journey. This is adulthood.
In Julius Caesar, Shakespeare writes: “On such a full sea are we now afloat, and we must take the current when it serves or lose our ventures.” Life is, indeed, about learning how to manage the currents in our lives, recognizing that these currents are constantly changing. Part of the challenge of a new school year is figuring out how these currents have changed from the familiar waterways of the previous year. No doubt that the currents will be stronger, but richer will be the journey as well. We have set course for a new school year at Trinity-Pawling and the waters promise to be rich with opportunities for learning and growth.
I miss Mr. Rogers. Last week marked the 50th anniversary of the beginning of the landmark television series, Mr. Rogers Neighborhood. Fred Rogers, who died in 2003, was perhaps the first teacher who made a lasting difference in my life and, hopefully, in the lives of my children. I have fond memories of time spent with Mr. Rogers after school in the early years of my formal education. Two decades later, the avuncular Mr. Rogers was also there for my children, teaching them about the wonders of creativity, imagination, and kindness.
The world has changed a great deal in the 50 years since Mr. Rogers Neighborhood was first aired on PBS. Yet, despite the many changes, I suspect that there would be tremendous continuity in much of the words from this sagacious teacher. I suspect that Fred Rogers would place our current culture within the same context that he approached his work with children for the entirety of his career. I suspect that he would remind the young people watching that they are each blessed with their own distinctive gifts and talents. I suspect he would remind adults that young people demand the utmost respect from us as well as our hard work in order for them to reach their full potential. I also suspect that he would emphasize the importance of creativity and guided reflection in order for young people to know who they are becoming.
Yet, there are distinctive challenges that children growing up today are facing that seek to influence, either positively or negatively, the adults they will become. What would his advice be to schools and parents in terms of preparing students for the globalized community that will influence many of the opportunities that will be available to them as adults? How would he advise his young viewers to prepare for a world of rapid acceleration and change? How would he work to prepare young people for a world that is increasingly characterized by tension, hostility, and isolation?
Again, I suspect that there would be much continuity in his messaging to both young people and their parents. Communities are enriched when they are broad and diverse, he would most certainly say, as is our engagement with them. I believe he would still be taking the time to put on his tennis shoes and his cardigan sweater as a visceral statement that one must find ways to push back against the accelerated pace of our lives, carving out time to ensure that one’s selfhood is not lost. I suspect he would be an advocate of mindfulness in schools. I suspect that he would want to ensure that, no matter what distractions or challenges come our way, nothing should interfere with a child’s opportunity to have the creative space to discover who they are as distinctive human beings. And, I suspect that he would remind us all that human lives are enriched by kindness, caring, and generosity—and they are limited by cruelty, selfishness, and greed.
While you will not see reference to this on our website, I believe the influence of Fred Rogers is evident in the life of Trinity-Pawling. Indeed, I see his legacy in the value and efficacy that is placed on the School’s community to be an active agent in the teaching and learning experience. His example is evident in Trinity-Pawling’s emphasis on being a student-centered school. It is evident in the School’s belief that each boy has distinctive gifts and talents that are there to be discovered and nurtured. It is evident in the importance placed on creativity and imagination. It is evident in the School’s focus on building an ethos of effort that is linked with aspiration and imagination. And, it is evident in the time and space we provide our boys to discover who they are becoming. After thinking about it, Mr. Rogers is not that far away after all.
I am a frustrated wannabe musician with nearly undetectable abilities. Yet, I love music – all types of music. I love listening to music and I love attending live musical events of all types.
My appreciation of music has evolved from an early age. I remember my parents listening to Johnny Mathis on summer evenings while my father cooked dinner on the grill. I remember transitioning from AM to FM radio and the joy of hearing Led Zeppelin’s Black Dog for the first time on a radio station that did not count down America’s top 40 songs each week. I remember my father telling me that a Dvorak Symphony could elevate my soul as he kept the rhythm on the steering wheel while listening to WQXR from New York City.
As a young teacher at Trinity-Pawling School, my interest in music was well known to the students. For the first two years of my employment, I was actually asked by the students to be the DJ at school dances. This honor was rescinded after my second year when I was unable to honor requests for Run DMC and Paula Abdul. Teenage musical trends can be fleeting and unforgiving. Yet, the love of music is a point of reference that generations share.
Recently, I had the pleasure to meet Charlie Sticka, Class of 1952 at Trinity-Pawling School. Charlie is a renowned athlete who was actually too good of a football player to play on the Trinity-Pawling football team (Headmaster Matt Dann allegedly did not want the School to be seen in a poor light by the enrollment of a “ringer”). Instead, he served as a coach. After playing collegiate football at Trinity College, he was drafted by the Los Angeles Rams. As important as athletics has been in Charlie’s life, he is passionate about the arts. Even though he lives in the Boston area, he never misses the Metropolitan Opera in New York. When the opera season is over, he continues his sojourns to New York for the Metropolitan Ballet. When the ballet season is over, he is off to Tanglewood each weekend to see the Boston Symphony in the Berkshires. As he said to me recently, “once I hear the first voices of the opera, I am reminded that its beauty is what compels me.”
In our early years at Trinity-Pawling, Jennifer and I discovered the treasure that is the Pawling Concert Series, a non-profit organization that provides Pawling community the opportunity to be enriched by distinctive musical artists who perform at the School. With one of the students babysitting our young children, we would slip away for two hours of musical solace. Whether it was a classical quartet, a choral group singing ancient Christmas music, or a jazz pianist lost in the improvisation of the moment, the concerts appealed to my interest in music and rejuvenated my soul amidst the frenetic pace of my personal and professional life.
My previous school, St. George’s Independent School in Memphis, TN, hosted an annual art gala. In the week leading up to the show, hundreds of expensive paintings hung on the hallways that were traveled by 700 middle and upper school students. When asked if I ever worried about vandalism, I always replied it was not a real concern for me. “What greater sign of respect shown to young people,” I would respond, “than to surround them with the beauty of art.” Of course, in our work with those students, we sought to be deliberate in teaching that the process of artistic creation is a gift to be respected. They never disappointed me. Moreover, their learning experience was enriched by the presence of so much art on campus. The same is true for the students and the campus at Trinity-Pawling. The arts enrich both learning and life.
The arts speak to our humanity. They touch aspects of our lives that can take us to the past, inform our present, and beckon us to the future by exposing us to something new. They not only speak to our interests, but they awake our beings to new possibilities and new appreciations. As I am sure Charlie Sticka ’52 would agree, they are gifts to be treasured.
I can think of no better place than to honor the gift of the arts than in a school setting that is designed to expose young people to a deeper awareness of themselves and the richness of their lives. The arts are a critical component of a well-rounded education. I am blessed that the two schools where I have worked have deeply valued the importance of the arts in the curriculum and the culture of the school. While the business of our lives seems to be accelerating with the overall pace of change, the arts allow us to pause, reflect, and be renewed.
Being new to a community can be a daunting experience. For the newcomer, any community seems to have its unwritten rules and expectations that are not clearly explained during an orientation period or in a handbook. When I travel to other nations and cultures, I know that there are cultural attributes that are unfamiliar to me. My tactic is always to watch, try to learn, and be grateful for any redirection that is politely directed my way. In any experience in life, those of us who are new are always grateful for the guidance of those who, by their experience, can confidently navigate the cultural norms of their surroundings.
The opening of the new school year saw the arrival of 106 new students to Trinity-Pawling School. The health of any community is always revealed by how it responds to the arrival of new members.
As a new freshman (or any new student, for that matter), being assigned to be the waiter for the first week of family style meals creates a daunting challenge. The new boy doesn’t know the routine. He doesn’t know the physics involved in stacking dishes and food on a tray. He hasn’t yet exercised the spatial skills necessary to pack up empty dishes and platters of food back onto a tray and navigate his way back to the kitchen with the burden of 20 pounds of breakable china. He doesn’t know the order of how to dispose of dirty dishes once he has safely navigated himself to the kitchen area where the image of dropping the tray in front of 300 peers seems to have subsided a bit. Every new boy assigned to be the waiter during the first week of school wishes he had been tasked with this responsibility at a later time.
Yet, what each new boy could not anticipate before assuming his responsibilities as a waiter during that first week of school was the outpouring of support from old boys, the veterans. Surveying Scully Dining Hall that week, I saw older boys helping new boys learn the skill of waiting on the table. I also saw many new seniors helping new boys negotiate the challenges of being a waiter even though their newly established status as a senior exempted them from this duty. Of course, each old boy has been, at one point, a new boy and had to learn how to cope with the challenges of this responsibility. It was an immediate, visible reminder that this is a community that reaches out and welcomes the newcomers and teaches them how to navigate certain idiosyncratic cultural norms such as being a table waiter.
During these opening weeks of school, this type of transference of cultural competency occurred in places other than the dining hall as well. Older students helped younger students deal with homesickness and the laundry system, and what to do with flex blocks in their schedules. As I observed the transfer of cultural competence from the veterans to the newcomers, I was struck by what was absent in this dynamic. What was motivating this transfer of cultural competence was not the reward received by the giver of knowledge to those seeking it. Egos were not being stroked and the status of older boys or returning boys was not being bolstered by such interactions. Rather, the transfer of competence emanated from a place of kindness, from a desire to promote the common good of this community. This was quality, effective leadership.
There is an observable difference between leadership skills that develop through the accumulation of status versus those skills that develop through being regarded as a nice, likeable person. Adolescents crave status and they regard it as an invaluable commodity that will guide them through the challenges of teenage and adult life. Research, however, confirms that leadership skills that develop based on status (roles, positions of authority, popularity, etc.) do not serve individuals well as they become adults.
Status, unless it is grounded on something more meaningful, can only go so far in one’s life. Rather, leadership that is grounded on a foundation of likeability, or being a good and kind person, is the type of leadership that matures over time and leads to later adult success. Research also indicates that such acts of kindness also promote greater health, happiness, and a more positive outlook on life.
One of the distinctive attributes of the Trinity-Pawling community is that the vast majority of the students value likeability over status. When the student body speaks of “The Brotherhood,” they are talking about those elements that bond the students to one another. It is the type of bond that allows older boys to reach out to a new freshman to ensure that he knows how to stack dishes on his tray during the first week of school. And, it is this type of kindness that research illustrates will lead to a healthier and happier life. Watching a freshman learn how to stack a tray full of dishes during the first week of school is to be reminded that the depth of the common good found in any community is built on kindness rather than status. Let it be so.
Did you make good grades in high school? As a parent, do you want your son or daughter to make good grades? Do you believe that the role of education is to make a meaningful life for the learner? Is it the responsibility of Trinity-Pawling School to make its students learn?
In his insightful book, Let Your Life Speak, the educator and spiritualist, Parker Palmer asks thoughtful questions as to how we regard education, learning, and meaning in our lives. Do we make our lives, he asks, or do we grow our lives? As a history teacher and Headmaster, I am intrigued by these competing questions and believe there are profound differences between the two. I suggest that the first question reflects an industrial perspective of looking at our lives; whereas, the second question reflects more of an agricultural perspective. In terms of education and school culture, I believe there are significant differences between these two perspectives.
I am not alone in suggesting that, for more than 100 years, the state of education in the United States has been distinguished by its correlation to the industrial age and an industrial way of looking at the world. Learning and schools have been departmentalized. Too often, there is an assembly-line approach to teaching and learning in the sense that students must learn this or that at this age or that age. In the world of high stakes educational testing, there is a “seal of approval” that a student has or has not received the necessary amount of knowledge in a particular area. Students are often segregated into different categories, or classes, based on an assessment of the quality of the product of knowledge.
In many learning environments, there are both explicit and implicit messages that students are given that can reinforce a culture of perfection -if I do not (or my child does not) make good grades, then is there something wrong? If students and teachers are responsible for “making” something, then should this be without blemish? Increasingly, students and parents in schools are entrapped by this perception of perfection.
By contrast, a growth oriented approach to teaching and learning acknowledges that there are stages, or seasons, involved in the cultivation of learning. Lessons are reinforced and the learner is challenged to take ownership of the material through meaning and experience. Mistakes and shortcomings can be seen as seeds of new learning and growth, rather than blemishes that point to something that needs fixing. Challenges are opportunities for growth, rather than solely an exercise to fix toward a goal of production or an image of perfection.
Recently, I spoke to the students in Chapel about my experience in chemistry. I failed most every assessment that I took in my junior year of high school. Nonetheless, I worked harder in that class than any other in high school. In terms of my grades, the effort was to no avail. I received low grades on most every exercise. I learned important lessons, though, in this process. I learned that pre-med would not be the course of study that I should pursue in college. More importantly, though, I learned that I possessed an ability to persevere, to stay committed to something despite disappointment and failure. This emerging self-awareness helped me to grow an understanding of the role of resiliency in my learning and maturation process and how it cultivated, in time, the emergence of greater self-confidence.
Trinity-Pawling aspires to be a growth-oriented school. What a student knows is not nearly as important as how that student learns and the meaning that is derived from this learning. This is why project-based and experiential learning are increasingly playing a deeper role in the learning environment at Trinity-Pawling. Progress is not something that is made at Trinity-Pawling. Rather, progress is the result of growth that has many different nutrients, including challenge, care, compassion, confidence, creativity, and character.
Perhaps most importantly, true joy comes from the discovery that we are learning and growing as human beings. Learning that is directed toward growth leads to opportunities of self-discovery, a deepening sense of self-awareness, and joy. To be sure, there is satisfaction that comes from achievement and goals are important to compel growth. True joy, however, comes with the revelation that life has meaning and is a journey of growth. At Trinity-Pawling School, we aspire towards such growth to reveal the greatness that exists in each of our students as learners and as Children of God.
When you drive south from Trinity-Pawling School on Route 22 you eventually hit Brewster, NY. Nestled amongst the various strip malls sits a building with a sign that reads “Wholistic Physical Therapy.” The sign immediately catches my eye because of its spelling. In fact, the sign is somewhat of a joke for many of us at Trinity-Pawling as we wonder how the owners of the facility could have spelled holistic with a “w.” Teachers are trained to pick up on such details. Catching a spelling mistake provides us with a Pavlovian-type reflex to look for our red pens.
Perhaps the sign’s spelling attracts so much attention for us at Trinity-Pawling because we often tout the benefits of the School’s holistic approach to education: the growth of the mind, body, and spirit through a student-centered approach to teaching and learning. While Trinity-Pawling is certainly not alone in its holistic approach to education, it is a value that we deliberately and passionately pursue as educators. It is because of this that the sign’s spelling catches our attention so quickly as we drive south. Each time we pass, we wonder why the owners of the facility don’t correct their sign’s spelling.
The reason they do not change their sign is because it is not spelled incorrectly. In the world of language geeks there can be fierce debate over the usage of wholistic versus holistic. While the two words have similar meanings, some argue about their specific usage. Wholistic generally refers to the whole of the body. Holistic, on the other hand, originally referenced the philosophy of “holism” which is the treatment of different parts of the body to impact the whole of the body. Despite their slightly different meanings, the words “wholistic” and “holistic” are often interchangeable. One is neither right, nor wrong in terms of their usage. Their use is a matter of preference or, perhaps, perspective.
This sign is a strong reminder for me to never assume my perspective is solely correct. This is particularly relevant for educators in our work with young people. Teachers at Trinity-Pawling have a profound impact on the growth of each boy. Trinity-Pawling is grounded in a mission that compels its teachers to challenge young men to grasp the greatness that each possess. As a faculty, we are guided by this approach to teaching and learning. As individual teachers, however, we each bring our own individual perspectives and, at times, preferences to our craft of teaching. Sometimes these perspectives will differ from those of our colleagues. Often, they will differ from those of our students.
Different perspectives that are part of a larger framework of a common purpose are healthy components of a learning community. They are not to be feared, nor should one perspective seek to shape or mold another. Teaching is a dynamic process and learning is the product of mutuality. As a teacher and as a school leader, I discovered long ago that I learn more from my students and my colleagues than I have probably taught. Their perspectives inevitably enrich and inform my own. And, hopefully they have found some value in my perspectives.
And, to those students who I corrected their spelling of “wholistic” to “holistic:” I apologize.
At the age of 11, I received my first “real” job. Once a week I delivered a newspaper to about thirty homes. I was paid poorly, but it was a job and I was proud to have it. When I was in sixth grade I received a much larger paper route, delivering a daily newspaper. I had this paper route for over three years, and during this time I made a sizable sum of money for a boy my age. In the 1970’s, to earn close to $75 a month at the age of 12-14 years old immediately distinguished me from most of my friends. To be sure, though, it was hard work.
Over the years of my working life, I find myself thinking more about the impact this early work experience had on my life. I have come to realize that this experience, perhaps more than any other in my youth, provided the foundation for my attitudes and approach toward work and commitment. Upon such reflection, certain key themes come to mind that relate my experiences as a paperboy with the world of work and commitment.
1. Responsibilities are a Priority:
My paper route was a priority for me. The papers would be delivered by 3:30 p.m. each day. I would need to fold them, put a rubber band around each one to make it easier to throw, stuff them into a bag and then deliver about 90 papers by 5:00 p.m. Wednesday, and Thursdays were always supplement days which meant that I had to stuff inserts into the paper before they could be folded.
This schedule and the routine became a priority. It affected what I could do after school and when I could do it. When I wanted to be with friends, it meant they helped me with the paper route before we could do something else.
Obligations with work will most often dictate the limits of one’s personal life. While work should never become the most important thing in anyone’s life, it will limit certain things you would like to do. The key to happiness in one’s work is to find the balance between a rewarding and enriching job, and a rewarding and enriching life away from work.
2. In Bad Weather Plan Accordingly:
The papers had to be delivered in the rain. On those days, they had to be placed inside the screen doors to keep them dry. If someone’s paper was wet, it was my fault not the weather’s.
Sometimes, conditions are not great. Outside factors force us to change routine. It is important to be prepared for this. These conditions will make the job more difficult and will require more time. But it doesn’t happen every day. It is always good to remind oneself that the job has its better days.
3. Be Polite When You Ask People For Things:
As the paperboy, it was my job to collect the monthly bills from those people on my route. The district manager would then collect the money from me. I had to record a list and keep track of the list’s accuracy and the money. Each month, I would knock on the doors and ask people to pay for their month’s worth of delivery. Most people gave me tips that I would keep in a separate pocket.
When asking people for money, or anything else for that matter, how one asks for it will have a great impact on how well the task is accomplished. This is true for anything, even when asking for something that you think should be expected without having to ask for it.
4. Sometimes, it is Necessary to Work at Odd Hours:
My route was an afternoon route, with the exception of Sundays when the paper came in the morning. People like to read the paper on Sunday morning, and adults tend to get up earlier than kids. Therefore, my paper route began on Sundays before sunrise, and I was usually done by 7:30 a.m.
Sometimes to get the job done and to get it done well, it is necessary to get up earlier or stay up later than I would normally like. Sleep is not the priority; the responsibilities are. Again, though, work should not compromise your long-term health. There are days that are longer than others.
5. Some People Are Nice, Others Are Not:
On my paper route, some of the customers were friendly and others were not. Some people gave me tips, some people never did. Yet, I learned that this inconsistency could have little impact on how the job needed to be completed. Some people would comment nicely on the job that I was doing, others expected the job done well as a minimum requirement. Sometimes, neither hard work nor a positive attitude on my part would prevent someone else from being rude or ungrateful.
In work, there are friendly people you will deal with and others will be less so. Some people will thank you or recognize your work, others will just expect you to get the job done and get it done well. Some people will encourage you, others will not. And, there will be some who are ungrateful and sometimes rude. Ultimately, it cannot affect your responsibilities. Often, though, consistency with effort and a positive attitude will wear down the selfishness and poor attitude of others.
6. Hard Work and a Good Attitude Is Often, but Not Always Rewarded:
I learned quickly that while some people may never be grateful for thoroughness and hard work, others were very appreciative. I also learned that these people often showed their appreciation through tips and Christmas bonuses. At Christmas time, for example, I usually collected over $200 in bonus money alone. I learned quickly that while some people may not recognize hard work, others will and it will often be rewarded.
With a job, there is never an immediate correlation between hard work and tangible rewards. In fact, often the immediate rewards of hard work and accomplishments results in being given more responsibilities and higher expectations. Hard work and a positive attitude that is sustained over time and that meets the challenges imposed by increased responsibilities often is recognized in the form of promotions and a salary increase. Yet, this type of recognition does not happen every time you do something extra. It is the result of hard work and a positive attitude that is maintained over time. Remember, though, that just because there is not always a “thank you” does not mean that the hard work is not recognized.
7. Choose Short Cuts Wisely:
On the paper route, people would get really annoyed with me if I cut across their lawn on my bike. Taking short cuts is an essential part of a paper route. Yet, I learned that you had to determine which short cut was worth taking and which created more problems than they solved.
There are opportunities for short cuts in any job. Sometimes they will help you get the job done more efficiently. In many cases, though, short cuts can create other problems. People will be offended if your short cut impacts them. When this happens, the time you save is not worth the problem you have created. Often, short cuts can lead to more time being spent to solve the other problems that have been created due to the short cut that was taken.
8. Delegate Wisely:
There were times when I could not deliver the papers. I would get sick or a family vacation took me away from the route for a period of time. In the summer, I often left for a month. During this time I had to find a substitute for the papers or risk losing the route all together. One time, I came close to having the substitute lose the job for me. When I returned from my month away, the district manager informed me that the substitute had done such a poor job that he had found someone else to take the route. I pleaded my case because I did not want to lose the position. I remember clearly the manager telling me that even though I was not the one who had been directly irresponsible, I had been the one who entrusted this responsibility to the person who did not care about doing the job well. I got the route back, but it was after much begging on my part.
In work, delegation is important. It empowers others and allows you to be more efficient and not be overwhelmed by what you have to do. However, delegation done poorly will create problems that come back to rest on your shoulders. If you give something important to someone else to do and they blow it, no one wants to hear the excuse that “it was the other person’s fault.” Delegate work to people you trust because their actions will reflect on you.
9. Beware of Dogs and Remember Where They Are:
There were many dogs on the route. Some were always friendly, some barked ferociously, but once they got to know me they became friendly. But there was always one dog that would bark and bite.
In every work environment, people can be like these dogs. It is important to know each dog’s temperament. To those who are always friendly, be friendly in return. To those whose bark is worse than their bite, know that they are testing you. Be yourself, as that is what they are looking to test. When facing those who bite, use caution but never be intimidated or afraid of them. Stand your ground if it is appropriate. Walk away if it is a battle that is not worth fighting or one you can’t win at that moment.
10. Saving Money Allows You to Buy Things You Want:
I earned a lot of money on this paper route. I spent a fair amount of it, but I also saved much of it. By saving the money, I could work toward a big purchase. I bought more than one bicycle with this money. I also bought a stereo and began my obsession with record collecting with money saved from my paper route.
To work towards ownership of big-ticket items such as a car, a home, a vacation, a stereo it is important to save and budget for them. Credit cards will bring much purchasing power to you, but you need the steady income of a job to pay the bills.
Of course, when I was young, I didn’t think of these aspects of my daily job. It was a job. I had to do it. Sometimes I wished I did not have to do it because it interfered with other things I liked to do. But, at the end of the month I was paid and I was reminded that it was nice to get the money.
As I have grown older, I am increasingly more aware of and grateful for the opportunities I had to learn from the experiences of my youth. As an educator, I often challenge students to remember that their futures are being forged by what they are doing today and what they have done yesterday. The joy and the blessing to be found in these continuities in life, is the powerful role that learning plays in adding meaning and growth to these experiences.
My daughter is a fan of Bikram Yoga, or “hot yoga.” While I am not a frequent practitioner of yoga, I have enjoyed it on several occasions. However, the thought of striking and holding yoga poses in a room with a temperature exceeding 100 degrees seems both unusually daunting and rather unappealing. Still, I have come to value the benefits of yoga to my overall health and well-being.
While certainly no master at yoga, I do appreciate the importance of balance and how this can strengthen my inner core. In my practice of yoga, though, there are often times when I am not in balance. With new, challenging poses, I find it more difficult to find that nexus of balance where my core will be strengthened. When I do, though, it is always the result of first being out of balance. In yoga, balance leads to growth. But, imbalance is always the precursor to balance and, therefore, growth.
In education, there is much to say about the importance of balance. This is especially true in a culture where there can be so many distractions. It is important for students to learn that there needs to be balance in their lives. This is why Trinity-Pawling embraces the value of a holistic approach to education, when a student’s mind, body, and spirit can be nurtured and nourished. Such a holistic approach to education, in my opinion, not only acknowledges our access to multiple intelligences and multiple modes of learning, it also leads to a life and love of learning. Balance is enriching.
With this said, though, I would also like to make the case for the importance of imbalance in learning and in life. As we grow, we are constantly in a state of imbalance. New, unfamiliar material is introduced. Academics grow more challenging. There are frustrations, sometimes failures. Where answers once dominated, questions now loom. As new goals are established, there is a feeling of discomfort that comes from unfamiliarity. Mistakes are made. This, though, is all part of healthy growth. If students are always in a state of balance, they will not move forward. Rather, moving forward through growth necessitates a certain degree of imbalance.
Imbalance should neither be feared nor should it be isolated from the experience of the learner or the teacher. If we seek to protect our students, children, or ourselves from the necessary periods of imbalance, we thwart possibilities for substantive growth. Imbalance allows for vulnerability. It is precisely at these points of vulnerability that can lead to the most significant growth. Vulnerability can lead to revelation, resilience, and confidence. If we are constantly in a state of balance, however, we lose opportunities for such vulnerability and growth.
In yoga, as in life, there is a quest toward balance. But, imbalance is a necessary ingredient in this objective and should not be feared. It is in the interplay between balance and imbalance where true growth is attained and our inner core is strengthened.
As we begin a new school year, it is my hope that it is a year filled with growth, strength, learning, and joy. May it be so.
This is an unprecedented time to be a student. It is a remarkable time to be an educator. And, it is a somewhat disconcerting time to be a parent. The world is rapidly changing, and the social, economic, and demographic implications of this change are extraordinary. Our students are growing up in a world that will look much different when they enter adulthood than when their parents did. It is estimated that by the time a student today is 38 years old, he or she will have had 10-14 different jobs. If the trends from the past decade continue, the jobs that will be most in demand when today’s high school student enters the workforce did not exist when that student entered high school. At the same time, 15% of the school-age population that is educated in India represents a greater number than the entire United States workforce. While no one can accurately predict the future, it is prudent to anticipate that the pace of change that has defined the recent past will continue to shape the future.
What are the challenges for schools to prepare students for this future? In addition to creating a foundation of academic knowledge, it is incumbent upon schools to also strongly emphasize those skills that will be necessary in this rapidly changing world: critical thinking, collaborative leadership, creativity, entrepreneurship and initiative, written and oral communication, analysis, and problem solving. In a world characterized by the ubiquity of technology and automation, these skills are representative of what cannot be easily replicated. It is the goal of Trinity-Pawling to deliberately highlight these skills in the curriculum because they garner greater individualized value in college and career. None of these skills, however, will be useful, unless the student also develops a deep sense of self-awareness of their own gifts, talents, and potential. The critical job of the educator today, therefore, is to build the skills that will provide value for our students from a foundation of developing self-awareness and autonomy. I believe that Trinity-Pawling is distinctively and deliberately poised to prepare our students for an ever-changing world as leaders.
In a recent column in the New York Times, David Brooks wrote of the need for schools to help students channel their energy and focus toward emerging interests. His argument is that a learning culture driven by the prominence of the G.P.A. forces students to spread their energy and focus across a wide spectrum of areas, instead of challenging student interest toward an exploration of their passions. While schools today do not live in an “either-or” choice between emphasizing G.P.A. or individual student interests, I do believe that many schools do not do enough to help young people discover their gifts, talents, and passions. The learning environment at Trinity-Pawling guides students toward greater self-awareness through the relational trust that characterizes its community. Here, there is room for boys to explore interests and pursue passions in a learning environment that encourages healthy risks and supports them in this process.
In the newly developed Practicum for Civic Leadership, Trinity-Pawling students will be afforded the time and resources to explore their interests on a deeper level, strengthening their foundation of self-awareness. Each rising senior is asked to ponder and select an area of personal interest they would like to pursue further. The School will help channel this exploration and, ideally, team each student with a mentor who has experience in this field. Each student will begin this independent exploration during the summer before his senior year. When he returns in the fall, the senior will be charged with creating an artifact that captures what he has learned through his exploration. For example, a boy interested in film may produce a screenplay; a boy interested in poetry may choose to create an anthology of original works; a boy interested in engineering may produce a schematic design for a new bridge; or, a boy interested in music may build his own instrument or piece of music. Students, in short, will be challenged to dig deep into an area of emerging interest so that they can discover something more about it and themselves.
In The Element, Sir Kenneth Robinson argues that self-discovery and self-awareness forge a skill set of productivity and maneuverability that will enable young people to better navigate the turbulent waters of the rapidly changing world. The “element,” according to Robinson, is “the meeting point between natural aptitude and personal passion.” People who are in “their element” are “doing the thing they love, and in doing it they feel like their most authentic selves….Being there provides a sense of self-revelation, of defining who they really are and what they’re really meant to be doing with their lives.” The Trinity-Pawling learning environment will continue to search for those spaces where a boy can immerse himself into self-awareness and discovery. In a culture in which girls outnumber boys in colleges by almost a margin of 20%, this type of discovery and awareness could be a game-changer in the life of a young man. As I said, it is an exciting time to be an educator at Trinity-Pawling!
In William Shakespeare’s Julius Caesar, Brutus says to Cassius, “On such a full sea are we now afloat that we must take the current where it serves or lose our ventures.” I have always been drawn to this statement and I remind myself of it often. At first glance, one could erroneously perceive a certain fatalism in the statement, a message that one has little control over one’s future. Far from suggesting powerlessness over events, Brutus is challenging Cassius to take advantage of the opportunities that present themselves. Of course, the saliency of the message needs to be removed from the deadly contexts of Shakespeare’s plot and the fate of Julius Caesar.
The wisdom of Shakespeare’s verbiage lies in the challenge that one must take full advantage of the circumstances that one faces, or else risk losing all that has been invested to date. Such wisdom has specific relevancy each day in the life of a school and in the process of teaching and learning. Learning and growth demand the exercise of certain healthy risks. If a student does not engage in the learning process with an initiative to learn what may seem unfamiliar and distant, then any learning will be superficial at best. Similarly, if a teacher does not engage each individual student in the learning process in challenging and dynamic ways, then his or her teaching will be diffuse and inefficient.
A teacher with integrity in his or her chosen profession chooses to teach because they have a desire to help young people grow toward a healthy, happy, and independent adulthood. In this context, dedicated teachers seek to take advantage of each opportunity that presents itself to help students grow and mature, both inside and outside of the classroom. To pursue this profession to its fullest extent requires tremendous investment, dedication, and patience. It requires that teachers take full advantage of each opportunity for a student’s learning and growth, recognizing that without such dedication the ventures of the profession will be met with less than positive results.
A school, if it is to take full advantage of the opportunities for the learning and growth of its students and its faculty, must cultivate and sustain a culture of connectivity. A culture of connectivity allows for relationships to flourish, especially those between teachers and students. A culture of connectivity creates a learning environment in which students feel comfortable taking healthy intellectual risks that will facilitate learning and growth. A culture of connectivity emphasizes the importance of respect in all that it does, including the ways in which it holds students accountable for their responsibilities.
Trinity-Pawling aspires to build and sustain a culture of connectivity to ensure that our pursuit of greatness is realized in the experience of our students. To paraphrase Shakespeare, it is on this sea that we are cast and we must take advantage of our vast opportunities to ensure that the goals of these ventures are not lost, but maximized. As we anticipate the rest of this and the next academic year, the faculty, staff, and I look forward to our partnership with you as we strive to reach the goals of our ambitions and ventures.
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