Thinking “Outside the Box”

Posted on June 19, 2018 by admin

In a recent Tweet, a public school educator commented that we need to be able to teach students to “think outside the box.” Although the term, itself, has become cliché to the ears of many, the skill is a powerful tool to have at one’s disposal. The challenge in teaching our students to “think outside the box” is that we must be able to “think outside the box,” ourselves, to teach it and it is not so easy to do.

Whether “thinking outside the box,” “thinking exponentially,” looking “outside the boundaries of conventional wisdom,” or “paradigm shift,” it is an incredibly difficult skill to master. It requires that we be aware of and continually remind ourselves of the fact that the human brain works to organize what we know and learn in a neat and readily accessible order. Having what we know in a well-organized format is essential to our growth, development, and both our intellectual and emotional well-being. Without the human brain’s ability to sort and store information we need in our daily lives, we would be overwhelmed by an infinite and incessant stream of sensory stimuli.

The tradeoff we make, unconsciously for most of us, is that the more comfortable we become within the context of our brain’s unique filing and organizing system (our paradigms), the more difficult it is to be aware of and to utilize information outside of our primary frame of reference.

Some of you may be familiar with a creative-thinking exercise that uses nine dots, configured in three rows of three:

. . .

The instructions for the exercise tell the participant to place their pencil point on any one of the nine dots and, without lifting your pencil off the page and without retracing or backtracking, connect all nine dots with four straight lines.

If you are not familiar with the exercise, I would encourage you to try it out before reading any further.

Often, a significant majority of people who attempt to solve the puzzle are unsuccessful because of the phenomenon I described above in which our brain, without our conscious awareness, organizes our sensory data into a familiar order. In the case of the nine dots, our brain organizes them in our mind in one of the most common shapes with which we are all familiar, a square. As a result, the majority or people striving to solve the puzzle are constrained because their brain has identified the nine dots as a square box. Inevitably, these individuals fail, repeatedly, to solve the puzzle because the space outside the square box is invisible to them. What they cannot see does not exist, therefore they seek solutions only within the square. Observing the possibilities outside the box requires a conscious effort to seek them out.

As a consultant, working with clients to help them solve organizational or process issues, striving to get even the most highly-trained and educated individuals to expand their paradigms or frames of reference was almost always challenging. This has been true in my attempt to get public school educators to consider the education model I have developed. When I suggest that they give each student however much time they need to learn, many educators reject the idea, automatically, because there is no time. In the reality in which they strive to teach there is no time and so their minds close. It is not until they are able to challenge their assumptions and step back sufficiently far that they can observe the current education model objectively, as an integral whole, that they will be able to envision an alternate reality outside the boundaries of conventional wisdom. An alternate reality in which other possibilities abound.

The unfortunate consequence is that millions of disadvantaged kids fail, repeatedly, fall further behind, and stop trying. They no longer believe they can be successful. Educators see the data in schools serving a high percentage of disadvantaged kids, a disproportionate percentage of whom are black kids and other minorities, but they have become inured to the damage that these children must endure. Educators are constantly introducing innovative approaches, methodologies, curricula and technologies in their schools and classrooms and these work for many students. Rarely do they work in schools with a high percentage of children who are disadvantaged and who have fallen behind.

The only way to reconcile their lack of success and the ongoing failure of their disadvantaged students is to draw one or both of two conclusions. The first is that the problem is societal and systemic and is beyond the ability of public education to fix. The second is that poor kids, black kids, and/or other minority children are incapable of learning. It is sad commentary but the reality is that a disturbing percentage of Americans are content to except the idea that the poor performance of these children is the best that we can expect.

A significant majority of public school policy makers, administrators, and teachers seem unable to contemplate that their might be solutions that can only be found beyond the boundaries of their conventional wisdom (outside the box). That the education process in place in our nation’s schools, both public and private, is nothing more than a logical construct designed to produce certain outcomes seems to be beyond their scope of experience.

The good news is that any process engineered by human beings to produce desirable outcomes can be reinvented to produce better outcomes. The bad news is that discovering and implementing such processes can only happen when decision makers make a conscious effort to challenge all of their assumptions and explore the possibilities that exist “outside the box.”

I do not claim to be any more intelligent or innovative than the leaders of public education, but I have two advantages that they do not have. The first is that my entire career has prepared me to employ the principles of systems thinking that require one to challenge his or her assumptions and to step back sufficiently far that I can observe a process as an integral whole. The second advantage is that my experience, over a period of ten years, of subbing in the classrooms of a public school district was an opportunity to walk in the shoes of public school teachers. This gives me a unique perspective.

As a result, I was able to develop an education model that will enable teachers to give each student the time and attention necessary to meet their unique needs. It is a model that will eliminate the necessity of subjecting our nation’s most vulnerable children to the devastating consequences of repeated failure. The reader is invited to review my education model and an accompanying white paper that provides the logical foundation for the model. All it requires is a willingness, on the part of a reader, to open his or her heart and mind to possibilities that exist beyond their own boundaries of experience.

Brainstorming Session!

Posted on January 15, 2018 by admin

How many times throughout your lifetime have you heard other people say “Well, that’s the way we’ve always done it!”

The way you are asked to teach your students, today in 2018, is because someone, many decades ago, sat down and designed an education system in a way they thought would make it easy to teach kids. In present times, we continue that tradition of one teacher per classroom of 35 or fewer children.

Now, imagine that you and the other teachers at your school decided to create an opportunity to spend a day brainstorming, without the participation of administrators telling you what you can and cannot do. Imagine that the challenge you were given was to create an education model from scratch that would enable you to do all the things you have always wanted but were unable to do with and for your students. Would it look anything like the education process in which you work today?

Go ahead and try it! Plan a brainstorming session some weekend and see what happens. What do you have to lose?

Like seeds, ideas germinate the easiest when planted in fertile soil so, to kick it off and get everyone in an “exponential-thinking mindset” so you can all think outside the box. Someone told me recently that “think outside the box” has become cliché. The phrase might be cliché but the process of getting outside of one’s frame of reference is an essential tool of creative thinking.

Suggest to your colleagues that they review my education model before arriving for your brainstorming session at https://melhawkinsandassociates.com/education-model-white-paper/ just to get a glimpse of what might exist beyond the boundaries of conventional wisdom. Then, set both my model and “the way you have always done it” aside and have at it. Start with a clean whiteboard and no constraints. There is no such thing as an idea too crazy to consider.

Start by going around the room and asking every participant, one after another, to identify anything and everything they can think of that children need in order to learn. Do not stop until there are no more ideas. Then, work together to try to consolidate and prioritize that list, but do not erase anything. Remember, you want to teach the whole child and even the smallest things might make an enormous difference. Once you have completed this step then start back around and begin to suggest ways you could organize yourselves to ensure that every child has every one of his or her needs, met.

Remind yourself that the existing education process was designed a century ago and things have changed since then; in fact, everything has changed since then, many times over. Educators have experimented with modifications and there have been many innovative approaches, tools, and methodologies over the decades, but the original model is still at work in public schools, as well as private and parochial school, all over the U.S.

The reason these ideas have not proven successful is not because they were bad ideas and not because teachers are incapable. The innovative approaches, tools, and methodologies have been disappointing because we tried to force them into an outmoded and brittle process. As I have written, before, it is like the parable of storing new wine in old wineskins that leak and turn sour the wine we had worked so hard to produce.

Today, you are teaching in an archaic structure and process only because that’s the way we’ve always done it. This would be okay if the way we teach worked for everyone. But, of course, we know it does not.

Some of you might be thinking, “it works in my school” but if there is a single failing grade in even one teacher’s gradebook, then a child has failed. There are many schools where it we be difficult to count all the failing grades that have been recorded in the gradebooks of all the teachers in a given school over the course of a semester.

We have been conditioned to think this is the best we can do and that the responsibility for the failure of children who live in poverty, a disproportionate percentage of whom are also children of color, must be borne by society, not our public schools.

As education reformers and other critics of public education have become more aggressive and are now offering alternatives to traditional public schools, it is only natural that public school teachers have grown defensive. That it is why it is vital that public school teachers, administrators, and policymakers step back and challenge their fundamental assumptions about what they do and why. It is my belief that teachers are in the best position to take responsibility for this process because they are close to the problems. Teachers live with the challenges of teaching every day and they witness the struggles and failure of children.

Consider one last chilling thought. We have noted that educators suggest that it is up to society to address the problems of poverty before teachers can be expected to teach millions of our nation’s disadvantaged students. Guess what? Society has done something to address the issues of poverty that make it so difficult to meet the needs of all our nation’s children; needs that are often extraordinary.

Over the past fifty years, American society has spent trillions of dollars building school buildings in communities all over the U.S. and have staffed them with the most qualified teachers our colleges and universities can produce. Society has been waiting on you, the best teachers we can produce, to find a solution because the American people don’t have a clue. You, America’s teachers—unsung heroes all—are the only Americans who truly understand the needs of the children with whom you work every single day.

America needs each of you to put your heads together and come up with a new way of teaching that will allow every child to learn and be successful in the classroom and that will refuse to let a single child fail. You know better than anyone that your students do not start off from the same point with respect to academic preparedness and with reference to your state’s academic standards; you know that they do not all have supportive parents; you know they do not all learn at the same pace; and you even know that there is no expectation that they will all arrive at the same destination. You also know that they are children and that they need us to like them, to be patient with them, to support them in every conceivable way.

You also know that our nation’s disadvantaged students, are the most vulnerable. They need us to tailor an academic process to their unique requirements and they are also the students who need us the most no matter how challenging it might be to teach them. Remember, the child who is hardest to love is the one who needs it the most.

What you may not have considered is that American society needs these kids every bit as much as they need us. We can no longer afford the enormous cost of caring for a growing population of Americans who lack the academic skills to support themselves and their families. We can no longer afford the incalculable opportunity cost that these generations of children represent if we are to rise to the unprecedented challenges the balance of this Twenty-first Century will present.

Finally, we all need to understand that we cannot legislate an end to the prejudices in the hearts of the American people. Neither can we legislate an end to the resentment, bitterness, and anger in the hearts of Americans who are frustrated that they are asked to pay taxes to support people whom they perceive to be unwilling to support themselves. What we can do, gradually, is to reduce the population of Americans who have become entrapped in a maelstrom of poverty, failure, hopelessness, and powerless; thus, leaving others to find something else to be angry and embittered about.

This is not something that can be done in a day. After all, it takes eighteen years to raise a child and it takes thirteen years in school to help them acquire the skills, knowledge, and understanding they will need to have choices about what to do with their lives to find joy and meaning when they leave high school. They must, also, be able to accept the responsibilities of citizenship in a participatory democracy.

Teachers, I urge you not to wait for someone else to fix the problems in our nation’s public schools. And do not forget that education reformers are working hard and spending huge sums of money to take that responsibility away from you. Scariest of all, these reformers haven’t taken the time to understand the real challenges in our public schools and are oblivious to the harm they do. You, our teachers, are the only ones who can stop the reformers and the only way to stop them is to render them irrelevant.