Staff and Faculty

Motivating The Unmotivated

Dwight Carter Focus on Students, Leadership, Staff and Faculty

One of the hardest challenges we face as educators is working with someone who isn’t motivated. I bet someone popped into your mind the moment you read the title of this post.

What makes motivating an unmotivated person so challenging? During our professional learning day last week, I heard, read it in the virtual chat, and talked to a few people about this topic, and it’s a significant point of frustration. I know many of you can relate to this. So, I’ve been thinking about this quite a bit as I am experiencing an unmotivated child at home. Well, she’s intrinsically motivated when she’s interested!

Let’s start with how we define motivation: the general desire or willingness of someone to do something. So, if motivation is about one’s will, how do we help ignite that spark without forcing it? The truth is we can’t motivate someone, but we can create the right conditions to inspire it. We can coax, threaten, bribe, beg, or lecture, but these strategies may breed short-lived results. My wife and I continue to try new things and have found that we have to keep the ideas fresh by making connections between my daughter’s interests (at the time) and the homework or other tasks she needs to complete. What makes this even more challenging is that, like many of you, my wife and I are intrinsically motivated—and always have been—so it’s hard to understand why others aren’t. This lack of understanding can lead to judgment, frustration, and apathy.

If you are in the same boat, Here are a few practical strategies that have worked for my family and may be helpful in your classroom:

Set Clear Goals– Set clear, attainable goals so they can experience success. However, it’s important to note that setting these goals can be a challenge, as they need to be both challenging and achievable. Maintain high expectations but break them into manageable steps to help students experience success.

Give Responsibilities– Making students responsible for tasks that help the classroom or lab function better increases the likelihood of them understanding what it feels like to be motivated from within. Be sure the responsibilities aren’t punishments but add value to others, including those responsible. For example, assigning a student to organize materials or lead a warm-up activity can foster a sense of ownership.

Make Learning Relatable– Learn about your students’ interests—what they’re reading, watching, listening to, or doing outside of school—and connect that to the content. For instance, if a student is interested in sports, you can use sports statistics to teach math. If a student is a fan of a particular book series, you can use that series as a basis for a literature lesson. This might require adjusting how you deliver instruction, but the payoff is worth it.

My daughter’s interests change often, so we have to listen carefully during our conversations to learn how to connect them to upcoming tasks. For example, she loves listening to podcasts, which are about 15-20 minutes long. Over the weekend, I set a timer for 20 minutes for her to complete an assignment and gave her a five-minute break. During the break, she challenged me to a game of Speed or Checkers. Once the break was over, she got back to work.

Positive Feedback– My daughter thrives on written and verbal praise. We’ve learned to highlight her effort, especially when she’s learning something new, to help her recognize the feeling of intrinsic motivation. Strive for balance—too much praise can lead to complacency, while excessive criticism can discourage progress.

Collaborative Learning– Learning is social. Providing opportunities for students to work together improves engagement and develops essential employability skills. What better way to strengthen collaboration than through group tasks and projects?

Motivating an unmotivated student isn’t about having the perfect strategy—it’s about trying, reflecting, and adjusting. This week, identify one unmotivated student and apply one strategy consistently for two weeks. Reflect on what works, what doesn’t, and what adjustments you can make. This process of reflection and adjustment is a powerful tool in your hands. Share your experience with a colleague—or better yet, with the whole team.

You don’t have to be an educator to try these strategies. If you, a family member or a colleague need a push, try one yourself, then celebrate the progress!

Be Great,

Dwight

Attitude in Action: Five Strategies to Shape Your Mindset

Dwight Carter #CultureEd, Be GREAT, Leadership, School Climate, Staff and Faculty ,

“Control the controllables.”-Viktor Frankl

I’ve thought about this quote often since the start of the 2025. With so much going on around us, we can get easily swept into an emotional tornado, flailing and hopelessly fighting to get out. However, that is a choice. It’s controllable.

We can control our attitude: how we show up and respond. In the first chapter of my book Be GREAT: Five Principles to Improve School Culture From the Inside Out, I wrote:

Our mindset determines how we respond to life. Our mindset determines how we engage with, and interact with others. Our mindset determines how we react to life. Our mindset determines our everything. Unfortunately, our feelings often hijack our mindset based on past experiences, unfulfilled dreams, heartache, disappointment, regret, fear, and my personal default feeling, frustration.

Educators face what feels like insurmountable challenges; however, we have successes and create wins every day! We just need to recognize them! So, how can we shift our mindset when challenges arise? Here are five strategies that can help reshape attitudes and impact actions:

Model Positive Attitudes Daily
Actions speak louder than words, so we can demonstrate a positive and growth-oriented attitude in the classroom. When challenges come up, model emotional control and a constructive response. “More is caught than taught.” By controlling our emotions, we can create a culture that teaches students that their mindset is a choice they can control.

Encourage Reflective Practices
Reflection is the heart of our practice, and we reflect throughout the day. To move reflection to action, incorporate journaling, group discussions, blogging, podcasting, or vlogging to make the learning visible and action-oriented. Reflect on questions like, “How did my attitude impact my behavior or decisions?”

Teach How to Understand and Manage Emotions
Develop and model strategies, such as mindfulness exercises and stress-relief techniques, to assist others in managing their emotions. Emotional regulation is a skill that must be sharpened daily. It begins with awareness of why and how we respond the way we do. This helps prevent negative feelings from overwhelming one’s mindset. Slow down, fix one’s face, remain calm, and respond according to the situation. Again, control the controllable.

Create Space for Goal-Setting and Prioritization
Help students and staff identify clear goals and prioritize their tasks while maintaining an attitude of flexibility. Encourage them to revisit these goals daily to ensure their focus remains on personal growth rather than being overwhelmed by to-do lists. More importantly, share your goals with them and allow time for them to reflect on their progress with each other, which will create a culture of accountability.

Celebrate Effort Over Outcome
Shift the focus from performance-based results to participation and effort. No, I’m not saying everyone gets a participation trophy. However, I acknowledge that recognizing and rewarding the mindset and behaviors that lead to improvement, fostering a sense of accomplishment, and encouraging positive attitudes toward learning and challenges will garner positive results.

Maintaining a positive attitude doesn’t mean ignoring challenges; it means refusing to be controlled by negativity. What we focus on and think about is what we become. Which of these strategies resonates most with you? Pick one and commit to applying it this week. Share it with a colleague and hold each other accountable for a mindset shift.

Be Great,

Dwight

“We Don’t Choose What People Remember”

Dwight Carter Focus on Students, Leadership, Staff and Faculty

A couple of years ago, I walked into my office to begin my day, sat down to turn on my computer, and noticed a slither of red illuminated my phone receiver. I briefly shrugged it off, deciding I’d check in a few minutes because I was on an emotional high from an email I received earlier that morning.

The email was from a student I had my first or second year of teaching 8th grade US History (1994-95). He had become an elementary principal in a local school district. Mind you, I last saw or talked to him when he graduated from GLHS. My book had just been published, and unknown to me, he read it and wanted to share his thoughts. It was a glowing review of the book and a couple of stories of things I did or said to him as a student that positively impacted him. His kind words surprised and humbled me because I didn’t remember what he experienced. I was grateful for his kind gesture and felt great coming into the office that day!

Once I turned on my computer and checked my work email, the illuminated phone receiver shined brightly as a reminder to check my voicemail. I picked up the receiver, pressed the voicemail button, tapped my password, and listened to the prompts. I selected the first prompt and heard the following words:


“Hello, Mr. Carter. You may not remember me, but I was one of your students when you were Principal at Lincoln High School. I just wanted to tell you that I hope you aren’t doing to other students what you did to me. You embarrassed me during an expulsion hearing and made me feel so small in front of my mom. Your words hurt me deeply, and because of you, I am pursuing my doctorate in cultural anthropology. I am better than you, smarter than you, and despite what you said, I will always be more educated than you…”

The caller continued to share how my words broke them. My head was spinning as I tried to recall this interaction. With a shaky head, I scribbled the caller’s words on any piece of paper I could find as quickly as possible. I was shaken, embarrassed, and, quite frankly, confused. After a few more colorful and choice words, the caller politely ended the message and hung up…

I sat back in my chair, dazed and defeated, and tried to process the situation. Who was this person? When did this happen? What am I going to do about it? I slowly sat up to look at the incoming number, but it didn’t match the caller’s name. Should I call them? Will I get defensive if we talk? What should I do?

In an instant, the joy I felt from the email was quickly replaced by shame and worry. What popped into my head were the following words of Dr. Joe Sanfelippo, former Superintendent of Fall School School District in Wisconsin,

We don’t get to choose what people remember. Treat every interaction as if it matters because it does.

I took a few more minutes (days) to see if I could recall any experience like that, but my mind was blank. Whether I remembered or not, what mattered most was that the caller remembered it as it happened to them. I appreciate the lesson and reminder to treat everyone with the dignity they inheritedly deserve.

The last few weeks of school can be stressful, so let’s remember Dr. Joe Sanfelippo’s words and create moments that create positive memories for ourselves and others.

Be Great,

Dwight

Get your copy of Be GREAT: Five Principles to Improve School Culture From the Inside Out here!

Perspective

Dwight Carter Focus on Students, Leadership, Staff and Faculty, Technology Integration

The last two years have forced us to think differently about educating students. When we created online and blended learning models in response to the pandemic, we could see what was possible on a much larger scale than piloting a new delivery model in a single classroom or grade level. Some flourished while others floundered. We had to break any thinking trap that prevented us from creating a different education model.

It’s easy to fall into thinking traps about ourselves, our work, and other people. It may take a new experience, perspective, or vision to get out of those traps and change how we see the world around us. However, just like the traditional education model doesn’t work for every student, the change to online or blended learning models doesn’t work for every student either. It’s about providing several options for students and families.

Students, families, and educators are started to demand options because their perspectives have changed from the experiences of the last two years. Some ask why we can’t offer online options for students who want them. Why can’t we provide flexible work schedules for teachers and administrators who wish to offer student scheduling options? Again, perspectives have changed, which has led to discussions about what significant, systemic changes are possible for education.

I work in a Career Technical Education district, and when the pandemic first hit, we, like all schools, created a schedule to cope with the sudden disruption of forced closer. We scrambled to keep learning relevant. Students were used to spending half their day in their Career Tech Labs. We struggled to transition those types of experiences to an online environment. Quite frankly, it was impossible.

When the 2020-2021 school year started, we were committed to getting our students back on campus. We discussed various scheduling options and the logistics to make them a reality. Our perspective focused on allowing students to experience relevant hands-on learning in an environment set up for those experiences. We had to get our students back on campus.

After a few weeks, we brought students back on a hybrid schedule where they came for lab only and completed their academics online. It was not ideal, but we made it work, and our students responded well to it. We were intentional about it and took several iterations to find something that worked for the most part.

Often, this takes some intentionality, but it could happen after a little happy accident (Bob Ross!). Watch the video below to see what happens when an ostrich accidentally trips into a new vision, which ultimately creates new possibilities for the entire flock. As you watch it, I encourage you to think about the following questions:

What new opportunities will you create for yourself and others around you with a bit of change in perspective?

What intentional steps can you take this week to broaden your perspective to meet the changing needs of students and staff?

Be Great,

Dwight

“Start Slow, End Strong”

Dwight Carter Leadership, Staff and Faculty, Technology Integration

I recently listened to an episode on George Couros’ Mindset Monday podcast called, “Start Slow, End Strong.” He shared a story about how he approaches running marathons. It’s more of a slow roll rather than a high-energy burst at the start. I was reminded of something my grandmother told me many years ago as I listened.

About 25 years ago, I got serious about my relationship with God. I attended Bible Study every Wednesday night, Sunday school on Sunday morning followed by a two-hour service, and I attended the small group sessions during the week. I felt like I was called to be a preacher, and I spent many hours studying on the weekends. My grandmother, Grandma Carter, is a wise woman with a gentle spirit. She is the family’s matriarch and has earned that title through her love and actions. She is observant, always thinking, but rarely interferes with our lives. However, she will impart nuggets of wisdom when she is moved to do so.

She recognized an all-too-familiar pattern of behavior in me and wanted to prevent me from starting fast and fizzling out way before I should. She called me one lazy Sunday evening and asked how I was doing. We exchanged pleasantries, talked about my job, her health, and whatever else was going on in our lives. Then she asked, “How are things going at church?” I enthusiastically shared what the sermons were about, my notes from Bible Study, and how my preparation was coming along. She listened without saying much. When I finished, she sighed and said, “Baby, slow down.You will get there, but take your time. I know how you are.”

I’d be lying if I told you I wasn’t annoyed by that. I thought, “Man, she is always so worried about me. Stop trippin’.” But, what I said to her was, “I know Grandma. I know.” Ten years after that conversation, I was utterly exhausted from studying; in fact, I was sick of it. I grew tired of everything related to the church. I was in such a hurry to learn as much as I could as fast as I could that I lost the joy in the process. I was done. Grandma was right…

I did the same thing when I got my first teaching position. I’d spend several hours each night preparing lessons, trying to soak in every piece of information about the subject matter, and planning engaging lessons. That’s how I tackled most things in my life. When I committed to something, I was all in 100%. No balance; I had to learn as much as I could as fast as possible. It was like I had to prove I was to be taken seriously in the space (teacher, preacher, learner, leader, you name it). When I learned how to use social media as a school leader, I was all in, tweeting and posting as much as I could and whenever I could. It became a part of my identity as a leader for many years. And then, one day, I just grew tired of it, all of it.

Grandma was right, but I finally understood what she meant this time.

George mentions how he started his podcast. Instead of buying expensive equipment, he purchased a $10 microphone, connected it to his phone, and started talking. Over time, he enjoyed the process and became more intentional about his episodes. “Start slow, end strong.”

I recently started a new position, which I absolutely love. Shortly after being board-approved, my mind started racing about everything I wanted to do. I created this sense of urgency. I began to worry about way too much, and then I remembered my grandmother’s words: “Baby, slow down. You will get there, but take your time.” I am taking my time to learn the role, connect with others in similar positions, observe, and reflect while also doing the work.

What new things do you want to try as we start a new semester? Whatever it is, start slow, be consistent, and you will end strong.

Be Great,

Dwight

Find Ways to Use Your Strengths

Dwight Carter Leadership, School Climate, Staff and Faculty

Have you ever questioned why you do what you do? Have you questioned your excitement or passion for what you do? I hesitate to use the word “passion” because it’s overused and misunderstood. It’s at a point where some may believe that they have to find something else to do if they are not passionate about their work. One can be passionate about something apart from one’s career. Many are and are living successful, fulfilled lives.

Instead of questioning your passion, I encourage you to examine if you are using your strengths. Are you operating in your character strengths regularly, or are you stifled by your title or job description?

Several years ago, I began speaking and coaching while I was also a building principal. I loved the work. I made connections with others who do the same who I am blessed to call my friends. I enjoyed helping other leaders and educators work through challenges or inspire them to try new things. After a presentation or coaching session, I’d return to my building on fire and ready to take on the day. I noticed it, and others saw it as well. Soon after, I would become bogged down with the minutiae that are just a part of the job. Over time, I became discouraged and somewhat disheartened. It was a struggle. I decided to change districts, thinking that I would find my joy in the job with a fresh start.

While I enjoyed working in another district, I quickly learned that it wasn’t the district. My issue was internal. I still got a charge from many parts of being a building principal, especially creating the conditions for students to succeed and staff to teach and grow professionally. There were also parts that I just couldn’t stomach any more. After many months of reflection, talk therapy, and soul searching, I learned that the one thing I enjoy most is teaching. I continued to coach and speak, and I decided to leave the principalship to coach, present, and consult full-time.

Teaching can occur in many forms: coaching, using staff meetings as learning opportunities, speaking, and presenting. I love the entire learning process and found myself unable to do it as much as a building principal because the principalship is multi-faceted and layered.

A few years ago, I worked with a leadership coach named Jack Slavinski (@jackslav) to identify my strengths. Through the process, I learned why I succeeded in some principalship areas and struggled in other areas. Regardless of your position, you can still learn to use your strengths to help yourself, others, and your school or district. After a year as a full-time leadership and effective coach and presenter, I returned to building leadership as an assistant director at a career and technical school. My transition back to the building was not easy, but I learned to lean into my strengths and find ways to use them to have a positive impact on my team, staff, and students. I have a better work/life balance, my mind is clearer, and I can support our director because of my experience in the position. Here are three things I did to find more fulfillment in my career:

1. Use a research-based assessment to learn more about your character strengths and reflect on what you enjoy most about your job. I highly recommend the VIA Character Strength Assessment. I’ve taken it twice in the last two years, and my top five character strengths have remained pretty consistent, which is consistent with the research. Putting words and descriptions to my strengths has allowed me to be more intentional about my daily work.

2. Share your strengths with others and let them know how you use them to serve others. Take it a step further and share your plan on how you will better operate within your strengths to add value to others and your school. For example, I am now in my second year as an Assistant Director at Eastland Career Center. I am relatively new to CTE and have found many ways to use my strengths to help my district. I help facilitate staff meetings, collaborate with district staff to plan our professional development, and find ways to lead up, meaning helping our leaders lead better. The John Maxwell Company shares nine ways to lead up:
● Lead yourself exceptionally well. The key to leading yourself well is to learn self-management. In order to be successful, we must make the right decisions early and manage those decisions daily. Then, we are prepared to follow through on them with consistency.

● Lighten your leader’s load. When the boss succeeds, the organization succeeds. Conversely, it is almost impossible for you to win if your boss fails. Be a team player and lift the load on your boss’ plate. By helping your boss in a great way, you are a part of something bigger and will have the chance to celebrate success in the end.

● Be willing to do what others won’t. Few things gain the appreciation of a top leader more quickly than an employee with a whatever-it-takes attitude.

● Do more than manage – lead! Managers work with processes – leaders work with people. Think within a broad context about how your decisions will impact the entire organization. You’ll prove you can move past management to leadership.

● Invest in relationship chemistry. People won’t go along with you if they can’t get along with you. As a leader, our job is to connect with people. We must connect with those we lead, our peers, and those who lead us. In order to lead up, be a champion of what your leader desires.

● Be prepared every time you take your leader’s time. Time is the one commodity that cannot be increased, no matter what a leader does. Take steps and research to prepare yourself and your leader for your time together. Preparation paves the way for both leaders to add value to each other.

● Know when to push and when to back off. Successful leaders make the right move at the right moment with the right motive. Knowing the right time to push and when to back off will determine if you get pushed right out the door. As leaders, we must read the atmosphere of the workplace to determine appropriate next steps.

● Become a go-to player. All leaders are looking for people who can step up and make a difference when it matters. When they find such people, they come to rely on them and are inevitably influenced by them. To be a go-to player, we must always produce excellence. Leaders will trust us and count on us in moments that count.

● Be better tomorrow than you are today. The key to personal development is being more growth-oriented than goal-oriented. Goals are valuable, but growth helps you achieve those goals. Focus on growth every day, and your leadership journey will be life-long and fulfilling. Ultimately, you’ll benefit your entire organization when you aim for personal growth.

3. Work on your strengths as you plan, prepare, and practice while doing your daily work.

If you are frustrated, disenchanted, discouraged, and questioning your effectiveness as a leader, teacher, coach, or whatever, take some time to identify your areas of strength. Reflect on the moments you experience joy in your work and consider why. Then do something about it. Take the VIA Character Assessment and examine your profile to identify ways to find more purpose in your career. Your colleagues, staff, and team will experience the difference, and thank you for it. Feel free to share your results and reflections in the comment section or email me at mrdwightcarter@gmail.com.

Be Great,

Dwight

Cope, Adjust, and Transform (#CopeAdjustTransform)

Dwight Carter Leadership, School Climate, Staff and Faculty, Technology Integration , , , , , , , , ,

I had the pleasure of co-authoring a book with Mark White (@MarkWhite55) titled, Leading Schools in Disruptive Times: How to Survive Hyper-change. In it, Mark White and I introduce a problem-solving framework we call, CAT: Cope, Adjust, and Transform. CAT helps school leaders successfully deal with change, especially the sudden disruptive events that often are sprung on schools without warning. In the CAT framework, school leaders do the following:

1. Recognize the disruptive event and cope with it immediately. When a crisis occurs, the goal is to resolve it as quickly as possible, usually within hours or days of its inception.

2. Adjust school practices and operating procedures in the days and weeks after the incident to prevent its reoccurrence or to handle it and other disruptions more efficiently.

3. Continue to transform lead staff through a process to adopt new philosophies and change school culture through study and reflection in the months after the incident. The ultimate goal is to transform thought processes, and adaptive strategies will be deepened in the future.

https://supplychainbeyond.com/disruption-or-digital-transformation/
You would be hard pressed to talk to a teacher, secretary, or school administrator who would say we are not experiencing some disruptive times in education. Since 2008, public perception of educators, in general, has been less than favorable. One might say we face one disruption after another, yet we continue to find ways to meet the needs of our students, engage parents, respond to community desires, and do what is best for all stakeholders.

We explore seven disruptions educators face today and describe how to apply the CAT framework to each one. The disruptions are as follows:

1. The emphasis on student safety, including the fear of school shootings, the laser-like focus on social/emotional development, and efforts to combat high-stress levels in today’s students and families.

2. Accelerating technology advances that change how students learn and how schools operate, including the influx of smartphones, wearable technology, and the impact of social media.

3. A system of reform efforts such as A Nation at Risk, No Child Left Behind, Common Core State Standards, and the Every Student Succeeds Act that has resulted in complex school accountability ratings that drive instruction, learning, hiring practices and budgeting.

4. The generational challenges that occur when baby boomers, Gen Xers, Gen Yers, and millennials work together in the teaching force, and Gen Z’s demands and Gen Alpha that are leading to new types of teaching methods and spaces.

5. The explosion of knowledge and getting students global-ready, including the challenge of teaching global skills in a rigid, test-driven curriculum and attempting to answer the question, “What does it mean to be educated in the 21st century?”

6. Dealing with increasingly complex diversity issues, including racial tension, ethnic differences, political polarization, and LGBTQ issues.

7. The growing demand for transparency by parents who want access to school information, including 24-hour access to student grades; their need for prompt responses from educators to their questions and demands; and their constant examination of the school’s curriculum, clubs, and overall grades.

In the book, we share stories from 21st school leaders and educators who have faced one or more of these disruptions,

https://feedingmissouri.org/seeing-hope/
we highlight what they learned, and emphasize what they would do differently in the future. Through their stories, the reader can reflect on their daily work using the guided questions and CAT Framework activities at the end of each chapter.
I encourage you to use the CAT framework as a guide to handling disruptions at your school and to share how you are embracing these disruptions on social media by using the hashtag, #CopeAdjustTransform. We need each other, and one of the best ways to learn from shared experiences is to connect with your PLN through #CopeAdjustTransform. I look forward to celebrating with you as guide your students and staff through these disruptive times!

Be Great,

Dwight

Parting Words of Wisdom to New Albany and the Class of 2018

Dwight Carter Focus on Students, Leadership, School Climate, Staff and Faculty

Mr. Sawyers, the Board of Education, parents, staff, and faculty, THANK YOU for embracing my vision to create a school where every student has a sense of belonging, a belief in their abilities, and a desire to grow. Thank you for standing by us as we navigated the waves of change and overcame unforeseen obstacles. Thank you for welcoming and embracing me into this school community!

Graduates, THANK YOU for allowing me to play a small role in the most important years of your lives thus far. Thank you for your perseverance, for using your voice to promote change, and your determination to take advantage of everything New Albany High School has to offer. You will forever be a part of my life!

I have asked a great deal of you the last four years and I cannot let you go without making one more request.

For the next two minutes, pretend you are sitting in your first period class and the 8:00 am bell rings to signal the start of the school day. Imagine hearing the “chime” of the public announcement system and your ears perk up as you await the all-too-familiar greeting you heard for nearly 725 days:

Good morning, New Albany High School Class of 2018. This is Mr. Carter with a few parting Words of Wisdom.

As you embark on a new chapter in life, ask yourself the following questions:
Am I giving or taking?
Sustaining or draining?
Contributing or withholding?
Connecting or conniving?
Uniting or dividing?
Whatever you decide, it’s up to you!
– Jon Gordon

With so much information coming at you each day, “take time to put silence between your conversations. You may even start remembering what you said and discovering what you can learn from others. “ -Melody Beattie

“When things aren’t adding up in your life, start subtracting.” -Anonymous

If you want to change your life, change your daily habits.

“Time is more valuable than money. You can get more money, but you cannot get more time.” So, don’t wish away what is NOW by focusing so much on what’s NEXT. -John Rohn

“You’re less of who you could be when you’re trying to be someone you’re not. Therefore, get to know, accept, and embrace the real you.” -Melody Beattie

In your pursuit of happiness, “be happy not because everything is good, but because you can see the good side of everything.” -David Roads

“Allow yourself to be a beginner. No one starts off being excellent.”
-Simple and Inspired

In a society that is so contentious, remember that “It’s impossible to argue when one person refuses to fight and instead responds only with peace. Be the person that responds with peace.” -Melody Beattie

“Be the person who smiles politely when people look at you. Be the person that says the positive thing when everyone else is complaining. Be the person that gives advice from the heart. Be the person that tips generously. Be that person.” -Anonymous

“Life and the people sent to us– the people we love– are gifts. Love people for who they are. Let yourself be you. Feel whatever you feel. Do the work for the sake of work instead of for the results you hope to get.” -Melody Beattie

“A good boundary to establish for yourself is to talk about a person the same way you talk to a person.” -Melody Beattie

“Let your words be like wind chimes. Communication is more than what we say; it’s how we say it and how we sound.” -Melody Beattie

Be careful with technology. What is supposed to liberate us can actually enslave us. Every aspect of your life doesn’t have to be shared on Twitter, YouTube, Instagram, SnapChat or any other form of social media. Please Pause Before You Post.

“As long as you are fighting for what is right instead of who is right, you can never lose!” – Rory Vaden

“Enthusiasm is free and it is contagious-but so is negativity! Choose wisely!” -Amber Teamann

At times our emotions run high. Never make a permanent decision based on temporary feelings.

“Don’t worry about what people say behind your back. They are the people who are finding faults in your life instead of fixing their own.” -Anonymous

Finally, in the words of AP Psychology and Humanities teacher Mr. Daryl Sycher, “Be brave, be bold, and care for each other.”

With something to think about, this is Mr. Carter. Make it a great life… or not. The choice is yours. Thank you!

Be Great,

Dwight Carter, Principal
New Albany High School

Learning Is Irregular

Dwight Carter Focus on Students, Leadership, Staff and Faculty, Technology Integration , ,

http://iteach-and-ilearn.blogspot.com/2013/03/school-and-life.html
http://iteach-and-ilearn.blogspot.com/2013/03/school-and-life.html
Outside of school, most people apply learning across disciplines, scenarios, and experiences. For a majority of our lives as students, we are taught in a system that creates blocks of time for learning specific content, much like the factory model of production. However, learning should be life and there is nothing linear about life.

Life is irregular—thus, learning is irregular.

We are in the midst of one of the most disruptive, yet exciting times in history: The Information Age. The rate of change has increased exponentially due to the rapid creation of new content that is produced as technology and life have become seamless. The rate of change continues to have an impact on our education system because students today, or Generation Z, have only known life with touch screen technology. Vast amounts of information is readily available to them with the touch of a button or finger swipe across a screen. They are also creating more content than any generation in history, thus they learn in some fundamentally different ways than we are used to.

The linear, factory system of education is counter to the messy, irregular, and creative learning process that our students have grown accustomed to outside of school. Following are three key points to consider as we are challenged to meet the needs of Generation Z.

1. Asynchronous technology makes learning a constant activity. With the emergence of online learning platforms and social networking, students are able to connect, communicate, and collaborate with their teachers and peers to extend learning beyond the walls of the schoolhouse and school day. Time, space, and location are now variables in the learning process whereas they used to be constants. Author Daniel Pink wrote in the Foreword to the book, The New Social Learning,
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The use of technology greatly enhances students’ power to learn on their own time, in their own space, and in much deeper ways than ever before. So, let’s embrace it!

2. We must change how we deliver content due to shorter attention spans. We have quickly become a “sound-bite” society in that we are used to chunks of information shared in a compelling manner. MultimediaGen Z takes in thousands of digital images and messages a day, so to make learning more relevant to them, we must not only incorporate all forms of multimedia, but empower students to create and integrate multimedia to demonstrate their learning. If we adopt the use of technology in the classroom, this is a natural byproduct.

3. Focus on global skills development through the content we teach. It is often said that Gen Z will change careers 10-14 times before they retire. If this is true, it is impossible to teach them all the content they will need to be prepared for life. Global SkillsWe must consider ways to develop the four key global skills of communication, collaboration, creativity, and critical thinking through our specific content areas. Another approach would be to create interdisciplinary courses that provide students the opportunity to apply content in meaningful ways. We should also integrate technology to help students determine what local, regional, national, and global problems they want to solve. This will, without a doubt, create the conditions for students to develop the necessary skills that transcend careers and jobs.

As we grapple with how to catch up to the changing times that occur in every industry outside of our own, we must consider the messy, irregular, and nonlinear learning process and embrace strategies that empower students to demonstrate their learning in meaningful ways.

Be Great,

Dwight


Ideas from What’s in Your Space? 5 Steps for Better Schools and Classrooms by Dwight Carter, Gary Sebach, and Mark White, to be published by Corwin Press in March 2016; available at Amazon

Week 26 at New Albany High School!

Dwight Carter Curriculum and Instruction, Focus on Students, School Climate, Staff and Faculty

Staff News
Congratulations to Math teacher Chrissie Bolan and her husband as they celebrate the arrival of Jay Abbott Bolan, a beautiful healthy 8 pound 11 ounce baby boy!

Guidance Secretary Shelly Santantonio’s father was recently diagnosed with throat cancer. They do not yet know the severity of the diagnosis, but he is in good spirits. Please keep Shelly and her family in your prayers.

Secretary Karen McCullough officially joined our team on Monday, February 22nd! I have seen several you of stopping by her desk to introduce yourselves and to make her feel welcomed. Thanks to Beth Johnston for helping her transition into her new position.

Please welcome long-term math substitute teacher Tyler Rogers to Team NAHS. He is taking over the reigns for Chrissie Bolan. I would like to thank math teachers Karen Morlan, Chrissie, and Lindsay Bennett for leading the interview process to select Tyler to join us.

English teacher Lynette Turner, Math teacher Sara Shon, and Science teacher Clair Monk recentlyEdLeader21 attended a dynamic EdLeader21 Workshop held at the Columbus Museum. EdLeader21 is one of the premiere education organizations that develop rubrics to measure student creativity, collaboration, critical thinking, and communication skills. They were able to connect with a number of educators from Ohio and other parts of the country. Following are the learning targets for workshop attendees:

Learning targets:
• Understand the key elements in the EL21 Critical Thinking rubric
• Learn how to design performance tasks that strategically integrate Critical Thinking in the context of ELA, science and mathematics
• Learn strategies for helping students self-assess Critical Thinking skills
• Use the EdLeader21 Critical Thinking Toolkit to strengthen your systematic implementation of 4Cs instruction and assessment

They participated in several design challenges as they examined the key global skills previously listed. Following is a list of potential design challenges EdLeader21 recommends for students:
1. How can we improve the landscape of our school?
2. How can we design a blade that generates the most speed and electricity on a turbine?
3. How can we, as biographers, create a legacy for our local heroes?
What they learned aligns perfectly with our Rigor work as we challenge ourselves to examine our instructional design and student learning to ensure students are developing the necessary skills for success.

Students As Learners
Science Olympiad 1Congratulations to our Science Olympiad Team for their outstanding performance in at the New Albany Invitational last Saturday! Following is a recap by Coach Sudha Ganesan:

Our varsity team won a fourth place trophy, while our JV came in 25th place. I cannot begin to tell you how proud I am of your students. They took such initiative to set up the HS on Friday last, they made sure each room had the right signage, the right number of tables, chairs, all school property was secured away from testing areas, all teacher’s resources put away safely. On Saturday morning, they were there in the lobby, greeting schools, walking them to their homerooms, getting rooms unlocked, lights turned on – true school ambassadors. During the day they helped visiting teams navigate our school campus to events, helped event supervisors with overhead projectors, internet connections, all this while they successfully competed in their many events earning a rich haul of medals and ribbons.
Our students are confident that we are on track to bringing home a top three trophy at the Grandview Heights Regionals in two weeks. Congratulations to our our amazing medal/ribbon winners.

Bhagee G. – Anatomy & Physiology (2nd), Experimental Design (3rd),
Protein Modeling (3rd), Cell Biology (7th)
Nishant C. – Wind Power (3rd), Wright Stuff (3rd), Air Trajectory (5th),
Robot Arm (7th)
Gunnar W. – Bridges (3rd), Wright Stuff (3rd),, Air Trajectory (5th)
Aditya M. – Protein Modeling (3rd), Wind Power (3rd), Write It Do It (7th)
Nikhil P. – Protein Modeling (3rd), Detectives (4th), Chem Lab (6th)
Harshitha K. – Hydrogeology (3rd), Dynamic Planet (4th)
Mihir P. – Bridges (3rd), Fossils (6th), Chem Lab (6th)
Olivia S. – Hydrogeology (3rd), Fossils (6th)
Parker L. – Game On (1st)
Wilson W. – Game On (1st)
Jovitha N. – Anatomy & Physiology (2nd)
David Tan – Astronomy (4th), Dynamic Planet (4th), Forensics (5th)
Nikhil M. – Astronomy (4th), Disease Detectives (4th), Cell Biology (7th),
Pranav G. – Robot Arm (4th)
Sidharth S.- Robot Arm (4th)
Shota N. – Forensics (5th)
Aayush S. – Experimental Design (7th)
Arjun K. – Robot Arm (7th)
Catherine T. – Write it Do It (7th)
Shanvanth A. -Experimental Design (7th)
Tejal R. – Experimental Design (7th)

American History teacher Jeremiah Hunt introduced his students to a concept called, “the silentsilent debate debate”, which led to high level academic discussion and student engagement. As I observed the class, the depth of student learning impressed me, and asked Mr. Hunt to provide a description of the activity to share:

The night before the debate, I asked half the class to read a document supporting the Truman Doctrine and half the class was assigned to read/analyze a document criticizing the Truman Doctrine. The next day, students partnered up with a person in the class who read the opposing viewpoint. Instead of debating back and forth verbally the students took turns debating back and forth by writing their positions on a piece of paper. Each statement the students wrote was taken from the document and used text evidence as support. The activities allowed me to emphasize document analysis skills and supporting a position with text evidence.

I am certain this can be used in a variety of courses, so consider giving it a try. Thanks, Mr. Hunt!

Rigor/Relevance Framework
Rigor/Relevance Framework
Each year, students in American Literature 11 write their own poems based on a significant historical event or historical artifact in America. Before students begin writing, they study poetic structure through the works of Gwendolyn Brooks, Edgar Allan Poe, and Henry Wadsworth Longfellow and they learn to “scan” a poem and write explications. After studying the poetic art form, students begin writing and then present their poems along with a 3-D project. This year, the students worked harder than ever and Regina Morlan and Nicki Cray were so impressed with their efforts. The final products ranged in topics from Columbine to Vietnam Protests to Dr. Martin Luther King and The Statue of Liberty. Here is an excerpt from junior and new student, Yvonne Ologo: “The American Dream:”
Whoosh, whoosh, whoosh, the wind blew
Rushing leaves form my feet and toward her flew
There stood a silhouette, grey, pasted in the blue
Even with no expression my agitation grew.

Why do I have to shut up and follow the crowd?
Why can’t I do something, be creative, make myself proud?
She reached out to touch me, so gentle with care
Her face was so graceful, couldn’t help but revere…
The Statue of Liberty
And there it was in her silence she had answered me
America, yes, the land to be
Land of persistent differences but unity…

A job well done by Mrs. Morlan and Mrs. Cray!

Upcoming Events
Monday, March 7th- Department Chair Meeting 3:00 pm Professional Library
Wednesday, March 9th- Staff Meeting 7:15 am Jefferson Room;
Senior Brunch
Thursday, March 10th- Staff Meeting 7:15 am; House Jeopardy
Saturday, March 11th- SAT

Articles Worth Reading
Want to go to College in U.S? Show Compassion, Not Test Scores: Proposal

How to Turn on the Part of the Brain That Controls Motivation

Be Great,

Dwight