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What I learned from a second grader


When times are tough there really isn’t much of an alternative to focusing on what matters most. By George Manthey


I


recently had an experience – one of those experiences most every educator could have but not everyone is lucky enough to have – that re-focused me on what’s most im- portant. A student I had almost 35 years ago contacted me


and caught me up on what has happened in his life since second grade. His story is a remarkable one. He’s had success in life by every measure one might choose to use: economic, influence, health, family, spiritual. He concluded his letter with this statement, “This may sound


like I’m bragging, but I wanted you to know that these are your accomplishments.” He is, of course, giving me way too much credit, but his observation got me wondering about what in the world I had done as his sec- ond-grade teacher that would make him still re- member me, let alone believe I had been such an influence in his life.


Becoming a learner I was a new teacher 35 years ago. To say I was


green and didn’t know what I was doing would be an understatement. This student credits me with teaching him to read when others thought he would spend his life in a special education classroom. But I had no special technical skill at teaching reading, although I did have a love for reading. He credits me for helping him become a “generally good per-


son.” I had no process in mind for character development; I did honor my students’ thoughts and feelings and expect them to respect each other. I doubt that this student remembers one spe- cific thing I taught him, but he remembers becoming a learner. I’m wondering, as we lead our schools and districts through


these tough times, how many of our students will be remember- ing us through such a lens. I’m pretty sure that we will never be remembered for keeping our school out of Program Improve- ment. I’m confident that in 35 years our current AYP or API scores will become inconsequential. I know that in 35 years no student will appreciate how smoothly (or roughly) we transi- tioned to the Common Core Standards. Of course, PI, AYP and standards are important. In fact, our


skill with them will determine whether or not we are a success or failure today – but not 35 years from today. What my former stu- dent helped me understand is that the key to leading in difficult times is to keep focused on the impact we will have in 35 years, rather than to be focused on how we will be impacted when the new school rankings are released.


What are your three wishes for your work?


How can this be done? Here are a few ideas: • Pull out those interview questions we use when hiring (for


example, “Why do you want to be a teacher/leader?”) and take the time to talk about them with your veteran staff members. • Lead your school or district through the


process of appreciative inquiry. (When did you feel the most successful? What brings you joy in your work? What conditions are necessary for success? What three wishes do you have for your work?) • Focus on your vision and mission. (Chances are excellent that it has something to


do with helping your students achieve their full potential.) • Celebrate success. • Share the stories that make you laugh. Every school is full


of them. • Learn something new. • Create forums for talking about the teachers/leaders your


staff remember most and why. • Support ACSA’s plan for creating stable and appropriate


funding for education in California. When times are tough there really isn’t much of an alterna-


tive to focusing on what matters most. For leaders that means creating conditions and environments where our students will discover what matters most. I learned what that was from a sec- ond grader, now grown into an exceptional man. n


George Manthey is assistant executive director, ACSA Educational Services.


November/December 2011 23


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