Tag Archives: Focus

Matthew Piercy

Pursuing Excellence Through Reflection and Effort

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I love the end of October. In the tropics, we may not see autumn colors, yet transition is definitely in the air. This is the season of harvest and renewal. Makahiki, as it is known in Hawaiian, refers to a full yearly cycle and is marked by the stars, moon phases, and agricultural rhythms.

I have always been drawn to beginnings and adventure, yet Makahiki, the ending of the cycle, has become my favorite time of year. Historically, it was a period of peace and celebration. For me, though a bit base, it means more time in the water and surfing as the waves return to our western-facing shores.

It is also the season of the migratory humpback whales. Some estimates suggest over 10,000 fill these waters to mate, give birth, and nurture their young. Preceding the whales is the lesser-known kōlea, or Pacific Golden Plover. This small bird offers lessons in self-reliance, resolve, and persistence. Taking a moment to contemplate its journey reminds me of the importance of reflection, effort, and tenacity in both teaching and coaching.

Tiny but Tenacious: Strength, Adaptability, and the Kōlea’s Journey

The kōlea arrives before the whales, migrating solo for approximately 3,000 to 3,500 miles (4,800 to 5,600 kilometers).

NONSTOP. 

The journey is completed in just three to four days, without resting or feeding. Unlike many birds capable of trans-oceanic migration, the 3–5 ounce kōlea cannot soar, glide, or swim. Without maps and less than a year old, the juveniles fly without parents. Each bird travels alone, guided only by instinct and celestial navigation.

Though the kōlea and humpback whales travel from similar regions, their reasons for being there are opposite. Hawaiʻi is where humpbacks return to mate, give birth, and nurture calves, while the kōlea breeds in Alaska. Humpbacks do not eat during their stay in Hawaiʻi, yet I recently watched a kōlea feeding in my neighbor’s yard. It is likely the same bird I saw last year, because kōlea notoriously return to the same yard, school field, or patch of grass year after year.

Compared to students who sometimes complain about walking across campus, the kōlea’s endurance and focus are awe-inspiring. In Hawaiʻi, they adjust their diet to survive while maintaining the energy needed for their return migration. The kōlea is a perfect example of strength, resolve, and adaptability.

Effort Meets Awareness: Using Reflection to Maximize Growth

Basketball season begins Monday, and I am excited to return as an assistant girls’ varsity coach. My goals are not to win States or even every game. The focus is on what each player can learn about themselves and how they can develop skills in self-reliance, resolve, and adaptability.

This includes growing their ability to reflect honestly, give maximum effort, and contribute their best part to the team. Much of this work is rooted in perception and the state of “flow.” After each practice, I am hoping to ask players to reflect on two questions:

1. What was the perceived difficulty of today’s practice?

2. What was the perceived level of effort in today’s practice?

Both will be measured on a 10-point scale, with 10 being high. Inspired by a conversation with a colleague about The Rise of Superman, a New York Times bestseller, we will use these reflections to gauge intensity. Extreme athletes continually break human performance limits, and their mastery of flow offers insights we can apply in coaching and teaching.

The reflection questions act as a thermometer. If the perceived difficulty of practice is a 5 but effort is not a 10, we have a problem. Conversely, if difficulty is a 10 and effort is only a 5, adjustment is needed. Effort should always aim to be 10. Maya Angelou said it best: “Nothing will work unless you do.”

Finding the Zone: Focus and Flow

Students often use the word “vibe.” This year, I hope our team’s vibe reflects a focus on getting in the zone, or to a place of flow. In the zone, lively bus rides and after-game meals become secondary (or hopefully tertiary!) to diving for loose balls and sinking free throws.

The Rise of Superman shows that people are capable of amazing things when they focus fully and allow themselves to enter flow. The same applies to the kōlea, whose solo persistence and unwavering determination remind us that we are far more capable than we often believe.

Again, consider the kōlea. 

Or, maybe BE the kōlea!

And play with a clear level of focus, resilience, and extraordinary effort.

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Jen Munnerlyn

Open the Door

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   A few weeks ago, this article, “A veteran teacher turned coach shadows students for two days—a sobering lesson learned” made the rounds on my Twitter feed. It shares what an Instructional Coach learned by shadowing two high school students for two days. The information was disheartening. The students sat for extended periods of time, were asked to listen instead of participating, and were redirected to the point of potentially feeling like their presence in school was a “nuisance.”

In thinking about it though, I wondered what would happen if the same Instructional Coach shadowed a teacher at that school for two days or a week. To get the full picture of course, would require arriving early and staying after school for meetings or events. It wouldn’t be a high-quality experience unless she shadowed the educator into the evening and maybe even through to the weekend workday.

I’m not defending the lackluster learning environment she encountered. Instead, I’m wondering though if this is the place to stop the search? Maybe we need to look more deeply into why teachers might be teaching the way they are.

When observing in a classroom, I search for an entry point to the teacher’s instructional practice which would allow me to focus on what she/he needs to do next, to improve. It is hard to do with all that is happening in a classroom setting, especially in a rich and engaging elementary classroom where there is so much going on. Watching to see what is going well and can be built upon, isn’t easy.

What I do know though, is I’ve never encountered a teacher who gets out of bed in the morning and says, “My goal is to be boring, ineffective, or lackluster today.” If it is happening there is a reason.

As a teaching principal, I believe my job is always to be on the lookout for ways to improve teacher practice. If I was to shadow a teacher all day for many days, I believe I would see and need to consider the following as affecting the both the teaching and learning:

Teachers might be hyper-focused in the wrong ways because of a lack of focus in the school. Often initiatives seem focused, when launched. However, depending on where each teacher is in relation to the effort, there are hidden, invisible steps for each person to get there. Add multiple initiatives, as many schools do, and suddenly it isn’t always clear what the goal is or where things will head. At that moment, we all hold on fiercely to what we can.

Teachers might not have the training necessary to teach effectively, especially if we are adopting new practices. We know that learning and understanding are significant tasks. We know it takes years for our students to develop real understanding. It is the same for our teachers; however too often we expect understanding and change after a weekend workshop or a book study. Teachers who need more time to learn, often can’t get it.

Teachers might be overwhelmed with all the other non-teaching things they have to attend to and manage. Teachers are not only teaching a course or class; they are also sponsors for clubs, coaches, and chaperones. While it might not seem like a direct link, it does speak to what we all do when we are busy, stay with what is simple and straightforward to manage.

Teachers might be struggling with the real pressure of working with parents. While this partnership is vital, it can be difficult. Today’s parents are highly involved and can cause significant stress for the teacher. Navigating those relationships is important. However, many parents feel comfortable when “doing school” can be easily labeled and quantified. For the teacher then, it can be easier to simply teach like we’ve always done it.

I would be hard pressed to find a teacher who would let me shadow them for two days or a week. It would be a highly revelatory and open experience.  It would take courage on the part of the teacher to do what they do and then trust me to learn from the experience as a way to help shape future decisions. However, as I write this, I believe it is something we should strive for: opening the door to being seen and to seeing.

Real change and real progress require real transparency. Until our schools (not just our teachers) can be places where honest inquiry into our work can be the norm, we will continue to hear stories like this and we will continue to be amazed things haven’t changed.