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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
A shocking statistic in education reveals that 70% of K-12 teachers work under chronic stress. This revolutionary new book explains how removing stress from the classroom holds the key to improving education. The book also explains what administrators, teachers, parents, and communities can do to help accomplish a stress-free classroom. For years, the expert voices said "disengagement" was the crucial issue behind poor educational environments and results. Naturally, only massive reform could fix it. But what if the enormous restructuring and expenditures attacked the wrong problem? MindShift, an organization that reframes tired and clogged conversations, pushed the old conclusions off the table and started fresh. They gathered diverse leaders in education, leadership, neuroscience, architecture, and wellness in working forums around the nation. These pivotal meetings produced WHOLE, a game-changing approach to education. This book captures the story and details of how the system can be remade for real and lasting benefits to everyone. With the authors' expertise, the book exposes the exhausted and antiquated thinking that led to the present crisis. But, WHOLE also proposes a new era of disruptive change that can produce happier, healthier, and more successful education for the 21st century. The book introduces the outliers, tells the stories, and presents the roadmaps to: * Why teachers should be seen as high-performance athletes, requiring time for recovery and preparation * How schools can become "field hospitals," combining learning with healing * Why space matters, how redesigning and refurnishing schools can eliminate stress and produce learning environments that are more open and inviting * Ways to properly integrate schools within communities, building honest relationships, increasing social capital, and achieving transparency that increases success Packed with real-life examples, new research, and solutions that you can introduce to your own schools, students, and communities, WHOLE shows us how to move schools from the age of stress and insecurity to an age of true educational flourishing.
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Seitenzahl: 471
Veröffentlichungsjahr: 2020
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Table of Contents
COVER
FOREWORD
FOREWORD
ACKNOWLEDGMENTS
Thank You, Underwriters
Thank You, Summit Hosts
Thank You, Specialists
ABOUT THE AUTHORS
Part 1 Dying to Teach
CHAPTER 1: Dying to Teach
Who Cares?
The Next Jump
“I Just Got a View of Everything I Can't Do”
Wounded Warriors
“A Thousand Invisible Betrayals of Purpose”
Notes
CHAPTER 2: Schools Are Killing More than Creativity
The Learning Flywheel
Teachers and Students Relationships
Why Mastery?
What Is Mastery by Default?
The Caregiver's Dilemma
What about Students Who Disconnect?
What about Students Who Connect with Reality?
Notes
CHAPTER 3: Fear Is the Off Switch
Fight or Flight
Cat Hair Contagion
An Amygdala Hijack
Jumping to Conclusions
Hijack in the Hallways
A New Story for Schools?
Notes
CHAPTER 4: The Body Remembers
PostSecret: The Power of Releasing Secrets
A New Understanding of Emotional Hygiene for Teachers
Trauma Is Now a Classroom Norm
“Oh, Daddy, I Can't See. What's Happening?”
Unraveling Michelle's Mystery
Let's Start by Washing Our Hands
Removing the Stigma
Notes
CHAPTER 5: Having the Stress Conversation in Your School
The Art of Story Telling
The Truth About Stress
Emily's Story
What Happens in Holland Stays in Holland
Part 2 Changing the Story of Education
CHAPTER 6: To Change the Story
The Power of Story
Reclaiming the Narrative: Teachers Speak
The Superhero Story
From What's Wrong to What's Strong: The Atlanta Story
DaVerse Lounge: Rewriting the ACE Stories
Time to Stand and Deliver
Notes
CHAPTER 7: The Early Childhood Challenge: Pay Me Now or Pay Me Later
A Day at the Early Learning Center
Deep Design
Pay Now or Pay More Later
The Kindergarten Effect on Earnings
The Momentous Institute: Getting Beyond Sucking Up, Giving Up, or Blowing Up
Notes
CHAPTER 8: The Teacher Athlete
Addicted
Heart Rate Variability (HRV)
WHOOP and HRV Technology
Restoring Vitality
Is the Strain of Teaching on the Level of Professional Sports?
Notes
CHAPTER 9: Are Schools the New Field Hospitals?
A System at the End of an Era
Kintsugi: Golden Joinery
M*A*S*H
and Pope Francis
Teachers at Risk
Start with the Basics
What Does a Field Hospital Need?
Teacher Physicians
What Is a School?
Notes
CHAPTER 10: “Shots Fired”
Welcome to the Era of Wicked Problems
Three Schools, Three Strategies
Common Traps
Hard Conversations
What Can We Do?
The Real Villain
Notes
CHAPTER 11: Do Healthy Buildings Improve Learning?
From Green to WELL
How to Live and Work Healthier
The Building Is a Teacher
Lee Elementary: The Bridge between Greenand WELL Buildings
It's Time to Play Catch Up. Fast
Things You Can Begin to Do Now
Notes
CHAPTER 12: The Heart-to-Head Connection: Managing Emotions to Support the Brain
The Contagion Effect
Imagine Augmented Reality and Classroom Management
Response-to-Intervention: The Conventional Approach
Educating the Heart-Brain Connection
Coherence and Incoherence
How Do We Start?
Notes
CHAPTER 13: Community Before Curriculum
Scalable Simplicity
When Social Capital Is Lost
From a Community of Strangers to Our Town
Holland, Michigan: A Story of Renewal
Where to Begin Building Scalable Simplicity
What Is Revillaging?
Notes
Part 3 Putting Into Practice
CHAPTER 14: Waking the Dead: The Sleep Solution
Dan's First Experiment
Dan's Second Experiment
When Change Affects the Body and Soul
Could Sleep Be a Silver Bullet?
The Circadian Rhythm Shift
The Hamilton High Survey
Why Deep Sleep (SWS) Is Critical
REM Sleep
The Sleep-Deprived Brain and Risk
What Are the Possibilities?
Your Sleep Audit
Notes
CHAPTER 15: The Magic of Movement and Mini-Breaks
Mrs. O
Stand or Sit?
Network Effects
Whatever Happened to Recess?
The Cost of Maximizing Classroom Time
N.E.A.T.: A Simple Way to Make Big Differences
Reminder from Little Hawks
Notes
CHAPTER 16: Physical Education: The Gathering Storm
The Real Villain
Houston, We've Got a Problem
How Did We Get Here?
How Physical Fitness Became a Strategic Initiative to National Security
The Perfect Storm
Growing Up in the Era of the President's Council on Physical Fitness
Why We Need PE in School More than Ever
Bold Leadership for Physical Fitness
A New Generation of Physical Fitness
Physical Education Curriculum Beliefs
A New Commitment to Health
Notes
CHAPTER 17: How Small Changes Make Big Impacts
A Voice of Hope: North Rowan High School, Spencer, NC
Lessons for Healing Children
Publicolor: “Injecting Joy in Lifeless Places”
A Small Nudge in the Right Direction
What is a Nudge?
How Do We Make Our Choices?
The Six Pillars to Effective Nudges
Gardens: A Forgotten Teacher of Wisdom and Truth
The Green Bronx Machine: “Planting Seeds, Harvesting Hope”
What Does This Mean?
Notes
CHAPTER 18: Leading Change: From Compliance to Ownership
Moving to Jazz
The Worlds of PUSH and PULL
The Journey from Compliance to Ownership
The Ownership Model of Education
The Distributive Leadership Model
Thinking Creatively
Inside
the Box
“You Have to Be Fearless”
The Chick-fil-A Model
What Does That “Point of Excellence” Look Like?
New Leaders Manage the Emotional Journey of Their Organizations
Notes
CHAPTER 19: What Teachers Really Need to Help Students Thrive
The Classroom Battlefield
Teaching and the Art of Motorcycle Maintenance
Dying to Teach
The Cowboy Yogi
Settle Your Glitter
Pay Attention to What You Pay Attention To
Make Room for Joy and Play
Running on Empty
Essential Conversations
Don't Wait for Permission
Notes
APPENDIX A: CONTRIBUTORS
Lead Contributors
Summit Leaders
Summit Participant or Contributor
APPENDIX B: SLEEP HYGIENE TIPS
Note
WORKS CITED AND FURTHER READING
INDEX
END USER LICENSE AGREEMENT
Guide
Cover
Table of Contents
Begin Reading
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Praise for WHOLE
Many people talk about teacher burnout, but few have taken the time to really understand the problem and propose solutions. Rex and his team have. Highly recommended.
—Tony Wagner, best-selling author of The Global Achievement Gap and Creating Innovators
Growing up poor in Hell's Kitchen, New York, with a single mother who immigrated to the US at a young age, education was both critical and challenging. I knew it would be the most important factor in my ability to succeed in life. As the Chief Education Evangelist at Google, or any of the other organizations I am involved with, my mission is to give the millions of students who are growing up under similar conditions the opportunity to succeed. WHOLE is a bold book that successfully takes on the challenge students are facing today. It provides a roadmap for administrators and teachers to bolster teacher well-being and help students thrive.
—Jaime Casap, Chief Education Evangelist, Google
Too often technology becomes one more thing teachers must learn, which adds more work and stress. If applied properly, technology should instead reduce the load and free a teacher to engage more with each of their students in higher-quality interactions. I recommend reading WHOLE to think through ways to reduce teacher stress and improve their health and well-being. Less-stressed teachers are key to unlocking learning.
—Michael B. Horn, coauthor of Choosing College and Blended and cofounder of the Clayton Christensen Institute
In order to learn optimally, children need to feel safe and cared for. Teachers want to provide environments that give students what they need to thrive, but often find themselves so overworked and highly stressed, that they're unable to be the kinds of teachers they set out to be. WHOLE looks at the current challenges and obstacles our teachers and schools are facing, how they are impacting health, mental health, and the vitality for learning, and offers practical suggestions for bringing wholeness into our schools.
—Tina Payne Bryson, PhD, LCSW, co-author of The Whole-Brain Child, No-Drama Discipline, The Yes Brain, and The Power of Showing Up
Finally a book on conscious schools!! Schools have become places that demand our children to conform and perform. WHOLE does a wonderful job of exposing how this pressure is shutting down students and raising the stress on teachers. Neither can perform under these conditions. The stories and research WHOLE shares of schools that have broken out of this cycle provide hope and a path forward for your school and your classroom.
—Dr. Shefali Tsabary, acclaimed speaker, clinical psychologist, and author of The Awakened Family
Nothing is more important to me as a Superintendent than graduating students who are healthy, happy, and well-prepared for life. However, I'm concerned over the trend we are seeing with the levels of stress and anxiety our students and teachers increasingly experience. WHOLE has provided us with new insights into the problem and tools that have allowed us to launch a student-led, district-supported movement to reverse the trend. Every Superintendent and teacher needs to read WHOLE. It's the first book for educators to comprehensively tackle the mental health crisis we face and provide effective strategies and tools to make our schools safe havens for learning.
—David Tebo, Superintendent, Hamilton Community Schools, Hamilton, Michigan
Traditional education prioritizes the transfer of information by teachers and the passive consumption of that information by students. It is grounded in uniformity and compliance. Yet, what students need to be successful in a rapidly changing world is creativity, curiosity, and adaptability. Our educational system is out of step with the needs of today's students. Schools are producing students who are dependent, passive, and disengaged. The lack of engagement, personalization, and human connection in many classrooms has negative impacts on both teachers and students. WHOLE examines how we are harming the mental and physical health of teachers and students with our current approach to education. WHOLE is a fascinating book that explores neuroscience, wellness, and the work-life balance to shine a light on what is possible in education if we are willing to question the status quo.
—Catlin Tucker, Google Certified Innovator, best-selling author, international trainer, and keynote speaker
Once again Rex Miller has nudged and jolted us into understanding the complexities of teaching and health. Mixing stories with brain research and new understandings of how our bodies respond to stress, Rex offers insights and recommendations that will help teachers as they pursue their passion. Most importantly, as those teachers walk alongside their students, they will flourish together.
—Jonathan Eckert, Professor of Education, Baylor University, and author of Leading Together: Teachers and Administrators Improving Student Outcomes
WHOLE artfully weaves together the science of the brain and nervous system, brave and inspiring stories from outliers, and plain old mindful common sense. The resulting “whole cloth” shows how better care for teachers is the most cost-effective strategy for improving their well-being and the health of our schools, resulting in healthier, happier, and better-educated children. This book is an infectious plea to restore passion and love in our schools, from authors whose own passion and love shine through.
—James Gimian, Executive Director, Foundation for a Mindful Society
WHOLE recognizes and acknowledges the soulful (full of soul) work done by those who answer the call to teach. The unfortunate reality for many such people is that teaching as a profession is at odds with teaching as a calling. WHOLE honors, respects, and shows how to reunite the profession with the calling. If you're interested in the topic of education, and we all should be, this book serves as a beacon of hope, that taking care of our teachers is a critical part of taking care of our children and therefore taking care of our future.
—Andy Smallman, Founding Director, Puget Sound Community School
Incorporating up-to-date scientific findings on stress, neuroscience, neuroimaging, and brain functioning, Rex Miller has launched an innovative path for schoolteachers and administrators to make a difference in students’ lives. Written with a creative spirit and sharp analytical thinking, WHOLE offers educators a path for hope, optimism, and rejuvenation for the stress-ridden classroom setting.
—Dr. Jay Faber, Amen Clinic
School districts across the country are caught between improving academic outcomes and meeting the higher social and emotional needs of students. District 59 has been a pioneer in adopting social and emotional health (SEH) as an integrated part of learning. WHOLE is the first manual to capture these new social and emotional realities. WHOLE provides a science-based roadmap for us and others to continue meeting the growing needs of our students and community.
—Art Fessler, Ed.D, Superintendent, Community Consolidated School District 59, Elk Grove Village, CA
WHOLE
WHAT TEACHERS NEED TO HELP STUDENTS THRIVE
REX MILLER
BILL LATHAM
KEVIN BAIRD, AND
MICHELLE KINDER
Copyright © 2020 by John Wiley & Sons, Inc. All rights reserved.
Published by Jossey-Bass A Wiley Brand111 River Street, Hoboken NJ 07030www.josseybass.com
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Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.
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Library of Congress Cataloging-in-Publication Data is available for this title
Hardback 9781119651031
Cover image: She creates such a happy classroom © STEEX/Getty Images Blank blackboard © kyoshino/Getty Images
Cover design: Michael Lagocki
Interior illustrations: Michael Lagocki
FIRST EDITION
To Mrs. Stavoe, my first grade teacher; Mr. Roubidoux, my eighth grade teacher; Professor Clifford Christians; and my mom. These were the four guiding lights and inspirations throughout my education. It is because of them I maintain the belief we can and must do our very best to give every child a similar love for learning, throughout life.
FOREWORD
Many books have been written about how and why the industrial model of education fell out of step with the times. These books explain why education now kills creativity and creates growing inequities in the system. But WHOLE is the first book to examine the psychological damage to teachers and students in a system that no longer reflects society's demands upon it. And teachers are caught in the middle. On the one hand, they are expected to achieve higher standardized test scores. At the same time, they must also work with kids who are emotionally not ready to learn.
Yet, many school leaders just hope teachers and students will just somehow grit it through, that teachers will just figure out how to get kids to grade. That is a recipe for teacher burnout; it will assure more students get left behind. Schools that remain there will not achieve the excellence they can and must deliver if America's schools meet the realities of the twenty-first century.
The University of North Texas Dallas was specifically designed to address those new realities. More than 80% of the students we serve are classified as low-income. But the challenges are deeper than economic. Most are students of color, living in vulnerable neighborhoods, and characterized as under-resourced. Many are learning English as a second language. Children who live in these communities experience some of the most turbulent, volatile, and traumatic experiences in life.
That's why schools are becoming the new field hospitals—think M*A*S*H—in America. What kind of services and training and support would people need to work in a field hospital? Because WHOLE digs deep into that question, it gives us a field manual on how to prepare teachers for those conditions. This book tells us how to develop resilient teachers with a new sense of mission.
I was able to participate in the unique process that produced WHOLE. And I believe we all built a bridge enabling your school and community to lift the health and happiness of teachers and students. I believe we live in a golden moment; we can shift the social narrative and priorities.
But doing so means that schools need to re-mobilize around making sure the collective central nervous system of the team of adults in the building is being cared for. After all, these are human beings! They have brains and bodies. Our society must rise to preserve and protect the collective well-being of the humans charged with such a high calling. We must attend to them with urgency, genuine concern, and excellence of care for the WHOLE person.
Our future requires that.
—Dr. John Gasko,Special Advisor to the President of UNT Dallas,Dallas
FOREWORD
Whatever good things we build end up building us.
—Jim Rohn
Most of us know the pace of technological, social, and cultural change steamrolls many school districts and classrooms. But, you may not know teaching has become the fourth most stressful occupation in America. WHOLE captures the story of a revolution in education as schools respond to these new realities. Bottom line: We must take care of the whole teacher: body, mind, and soul in order to engage the whole student. That requires the courage to reimagine roles, skills, support, and new environments that will adapt to increasing demands.
Teaching is tough. Today, more than ever, educators must prepare learners for jobs and technologies that don't yet exist. The speed of change requires teachers to train students for a society that has not even arrived yet. That means educators must have spaces that are flexible, that can adapt to the tsunami racing below the surface toward our shorelines. That means those in my business must design and build the innovative spaces that inspire every stakeholder in the learning process—teachers, students, administrators, parents, legislators, and every member of the larger community.
Every kid is one caring adult away from being a success story.
—Josh Shipp
The magic of learning requires meaningful connections between students and adults who care. But too many of today's parents are absent or overwhelmed. While we must try to reach and support them, we must also locate, train, and equip teachers who can step into that gap now. Shipp is right; one caring adult can make the difference between failure and success. We all know that; you and I can name the teacher who made that difference for us.
That's what makes the WHOLE story so exciting. The book provides examples of teachers and schools that dared to break out of outdated mindsets. But, the reader will also see the critical importance of the right type, size, and quality of learning space. As Rex Miller told us in a previous book, Change Your Space: Change Your Culture, designed space carries the power to build a culture that equips students to move competently and confidently into the rapidly approaching future. Welcoming spaces, open areas for relationship building, vibrant colors, and natural light are some of the elements that cultivate a trusting environment and a positive school atmosphere.
The greatest wealth is health.
—Virgil
Finally, this book addresses the holistic experience for all users. Designers are focusing more intentionally on the design of school spaces and schedules. For example, we know that casual interaction and cross-disciplinary activities improve the learning experience for everyone. Designs that provide designated spaces for reflection and relaxation, loud group activities, and individual quiet work, as well as brain breaks and movement, can alleviate increasing demands and stress levels.
Throughout my career with DLR Group, I've had the pleasure of meeting educators from around the world. I'm constantly in awe of their passion for nurturing young minds and for their devotion to the profession. WHOLE helps the design world to visualize how we can better support those educators, and those they teach, with space that allows the human spirit to soar!
—Jim French,DLR Group Senior Principal,Kansas
ACKNOWLEDGMENTS
WHOLE grew out of a cohort of educators and experts who were not ready to go home after finishing our earlier book, Humanizing the Education Machine.
Bill Latham was the catalyst for that book. He came to me because I had developed a process that resolved complex problems in large capital projects and corporate cultures. Bill and his team at MeTEOR Education persuaded me to use our MindShift process to help them in their quest to re-humanize the classroom. That book became the spark for change we all hoped it might be.
At our final gathering, we toasted one another, sang “So Long, Farewell,” hugged, and went back to our respective fields in education, architecture, psychology, and various places in the corporate world. But, MeTEOR and the educators who came together continued their crusade. They operated much like a reserve army. They continued to meet, stay in shape, study new literature, share activities, stories, experiences, and new research on a virtual project site created for the Humanize project.
Although I didn't stay very active on the site, one day I posted some questions, “What if the problem isn't disengagement? What if it's deeper? What if fatigue and burnout look like disengagement?” A loud and emotional “YES!” quickly rippled through our network. Stories poured out; teachers told why they quit. Not because they didn't care, but they were worn out. Depleted. Running on empty.
Bill suggested we dig deeper. He brought Kevin Baird into our conversation. As the co-founder of the Global Center for College & Career Readiness and with his seminal work inside the education policy world, he understood the nature and scale of the new challenge. Kevin signed on as co-author; he also bridged our research to the complexity of a national conversation.
When Michelle Kinder served as the Executive Director for the Momentous Institute, she walked me through their work in Social and Emotional Health (SEH). That work became a compass for our new WHOLE work. I knew we needed her help, her resources, and her ability to communicate a still emerging mindset to educators and the public.
Our team was complete. Bill provided the passion and belief in the cause. Kevin brought his strategic overview of the stakeholders. Michelle understood the toll on teachers. And I was the war correspondent, doing my best to make the “fog of war” understandable for the folks back home.
We also had help. A lot of help. More than 120 educators, experts, parents, students, and leaders rallied to the cause; they engaged the good fight. Although we list our most active participants in Appendix A, I must thank those who made key contributions.
Thank You, Underwriters
Leaders win through logistics. Vision, sure. Strategy, yes. But when you go to war, you need to have both toilet paper and bullets at the right place at the right time. In other words, you must win through superior logistics.
—Tom Peters – Rule #3: Leadership Is Confusing As Hell, Fast Company, March 2001
We held four summits in four cities over fifteen months. We visited dozens of schools, working with more than 200 people. We chased the stories, gained backstage access, and arranged food, transportation, and technology. We recorded the events, studied the research, and pulled clear signals from the noise.
None of that could have happened without the support, the networks, and the guidance of MeTEOR Education, the DLR Group, Carroll Daniel Construction, Paragon Furniture, Interior Concepts, the Mein Company, Tarkett, and In2 Architecture.
Each firm is a leader in the K-12 market. I want to extend a personal thank you to Jim French, Brian Daniel, Mark Hubbard, Remco Bergsma, Russ Nagel, Jonathan Stanley, and Irene Nigaglioni. Their willingness to support and assign some of their best talent to our work, share research, and open doors paved the way for many warm and welcoming site visits and interviews. Instead of coming in as strangers, we were received as friends of the family.
Thank You, Summit Hosts
I thank Matt Wunder, the CEO and one of the founders of DaVinci School in Los Angeles, and Carla Levenson, their Director of External Relations, for hosting our California summit. DaVinci is a distinctive ecosystem of five free public charter schools, serving 108 zip codes. They also coordinated our tour to RISE, an exceptional high school serving about 200 homeless students in South Central Los Angeles. DaVinci School provides an extraordinary model for innovative twenty-first-century learning—within the urban struggles faced by many students and their families. I get inspired each time I visit and hear the new stories of kids thriving. Matt represents the school administrator of the future. His entrepreneurial approach designed a solution fit for the school's demographic. To do that forced him to build a public-private partnership of support inside a traditional urban public school district and continue to walk the line between the competing agendas from all sides.
Matthew Haworth, the Chairman of Haworth, headquartered in Holland, Michigan, has been a friend for several decades. I reached out to Matthew when I read the story of Holland in James and Debra Fallows’ book, Our Towns. I described our mission and desire to dig deeper into Holland's education and community story. He immediately offered to host our summit at their beautiful and inspiring headquarters. Matthew also made personal calls, opening doors to community and school leaders for us.
I also thank Dan Beerens, another longtime friend and a nationally recognized educator, who also lives in Holland. Dan served as our tour guide for the five schools, giving us the advantage of being accompanied by someone who knew everyone we met.
Dr. John Gasko hosted our final summit at the University of North Texas in Dallas. He took us deep into social emotional literacy. We learned how to process emotional and polarizing topics with the help of students from Cry Havoc Theater, led by Mara Richards Bim. Will Richey, founder of Journeyman INK, introduced us to his tribe of artists, and ushered us into their world of transforming students who carry deep and painful wounds. Will took us into his Deep Ellum neighborhood in Dallas for a stirring evening at DaVerse Lounge. Dr. Jay Faber, a psychiatrist who specializes in neuroimaging, walked us through brain images ranging from healthy, to ADHD, to chronic stress, to the damage of trauma. We learned why the practices of social and emotional health restore much of this damage.
Thank You, Specialists
Good editors are like magicians. They bring the writer's intent to life. Ed Chinn is more than a good editor. He traveled to our summits, met and interviewed the participants, and joined the process. WHOLE was his fourth MindShift book project. When he received my manuscript, it was like a crisp handoff from a quarterback to a seasoned running back who knew the play and found the end zone. His experience and our relationship go beyond editing to collaborating. While I was in the weeds of writing, he often helped me see a clearer path or sharper angle.
Michael Lagocki, the illustrator for the book, designed the cover (his first for a MindShift book) and a companion comic book. He is more than an artist; he choreographs our summits. I build the theme and establish the goal, but Michael designs and manages the flow and rhythm. One of the main reasons our summits attract distinguished thought leaders is they have never experienced an event like what Michael designs. Many have told me they've never participated in enterprises that challenged, informed, inspired, and produced the level of collaborative work like MindShift. Thank you, Michael.
Richard Narramore has served as my Senior Editor at Wiley for four books. He has also coached me with great skill and finesse through each project. When I presented WHOLE, he validated our topic but felt it would be better stewarded in another division of Wiley. He generously introduced us to his counterpart at Jossey-Bass. Thank you, Richard, for your endorsement and preparation for this project.
Marilyn Dennison, a crucial part of the DLR Group team and a former assistant school superintendent, became an invaluable guide for our team. She helped us to better understand the needs of students and teachers. Marilyn also explained how her team leads a school district outside its comfort zone and into transformation.
Dr. Lynn Frickey has been one of our strongest supporters. Her career work with high-risk students helped us appreciate the very human side of our work. But, she also brought the academic rigor we needed to collaborate with educators.
There would be no WHOLE without Irene Nigaglioni, Chelsea Poulin, Ed Chinn, and Lisa Miller. As a team, they created a book cover using the Japanese art form of Kintsugi to convey the beauty of broken lives finding wholeness through education.
I invited Joe Tankersley, a longtime colleague, futurist, former Disney Imagineer, and master of storytelling to join our Holland summit. Joe went far beyond his workshop. He helped three students from Hamilton High School and their superintendent with the work and helped me integrate that work into the book.
Those three Holland High students—Colin, Haleigh, and Luke—developed a project and provided the material for one of our most important chapters, Having the Stress Conversation in Your School. Their superintendent, Dave Tebo, agreed to loan them to our project. He also secured approval to let them design the project for credit toward graduation. After learning the basics of designing and conducting surveys, they administered the survey, synthesized the data, and delivered the story of an American high school.
Chris Irwin, a former ISD Superintendent (and now part of Carroll Daniel's team supporting schools), received the call that administrators fear, an active shooter inside the school. He told me the timeline of events as if it happened the day before. His account was riveting and disturbing. Chris gave me a new appreciation for the ability of administrators to calmly navigate through chaos and later through the healing process. The next day I watched Chris and Brian Daniel guide a school's leadership through how to prepare for the worst.
I called Ron Burkhardt, the Managing Director of Newmark Knight, a commercial real estate brokerage, before our Los Angeles summit. I asked if he could produce a historical analysis of South Los Angeles to provide us a better understanding of the shifting demographics and the gentrification of the area. When he heard we were visiting RISE and researching the stressful condition of teachers and students, Ron asked his team to give us the reports they would produce for a potential client moving to the area. The excellence and detail of the report blew us away. Thank you, Ron.
I want to express my deep gratitude to my wife Lisa and our now-grown children. Lisa helped me sift through research on childhood development. She also took part in each of the summits. Our family became a laboratory for exploring new topics. They allowed me to share their school sagas. While they sometimes rolled their eyes when I described what I was doing, they support the mission. Thank you, Lisa, Michelle, Nathan, and Tyler.
The sheer expanse of the project—we left another big book on the editing floor—means I've almost certainly missed some people I should thank. I'm sorry.
This is the first book to tackle the vast terrain of mental health and well-being in education. I hope WHOLE becomes the catalyst for bringing more happiness and resilience to teachers and students and helps schools enter the twenty-first century. We are all stakeholders in that magnificent challenge. And those stakes are very high for every student, teacher, family, and neighborhood across the nation.
ABOUT THE AUTHORS
Rex Miller is a six-time Wiley author. The Commercial Real Estate Revolution and Change Your Space, Change Your Culture and The Healthy Workplace Nudge have won international awards for ground-breaking innovation. His book, Humanizing the Education Machine, has become a catalyst for rethinking education as a uniquely human and relational experience.
He is a respected futurist, frequent keynote speaker, and an elite leadership coach. His MindShift process applies a unique crowdsourced approach to tackling complex leadership challenges. Miller was named a Texas A&M Professional Fellow for his work combining leadership and scholarship to innovation. When organizations and industries are stuck, the MindShift approach to “wicked” problems has found breakthroughs by creating a uniquely human touch.
MindShift also guides organizations through the difficult change process of improving the project, team, and organizational culture. Recent clients include Google, Disney, Microsoft, GoDaddy, Intel, FAA, Delos, Haworth, Turner Construction, Balfour Beatty Construction, DPR Construction, MWH Constructors, MD Anderson Hospital, Universal Health Systems, Oregon Health Science University, University of Illinois, Texas A&M, University of Denver, and many others.
Miller is also a USPTA certified tennis professional, a member of the National Speaker's Association, and actively mentors young leaders. He believes leaders come from anywhere in an organization or community and hopes his work helps empower hidden leaders to step up and step forward to create positive change. He can be reached at www.rexmiller.com and on LinkedIn at linkedin.com/in/rexmiller
Bill Latham is a leader in a movement to design and implement High Impact Learning Environments in schools. He is a co-author of Humanizing the Education Machine, the Thinking Guide for Educators, MeTEOR Connect Courseware for High Impact Learning Environments, and Cognitive Demand and High Impact Learning Environments.
He is an Accredited Learning Environment Planner (ALEP) and today creates accreditation courses through the Association for Learning Environments for architects, educators, and consultants.
In October 2001, Latham acquired the assets of Contrax Furnishings with his business partner. Through his experience at Contrax, Latham was involved in some of the largest bond-funded school building initiatives in the United States. Those projects, funded by local communities and governmental programs, often had stated goals for school reforms which did not materialize.
Latham's observations of failed school reforms led him to create an approach now widely known as “Space Hacking”—the intentional use of disruptive school spaces to directly support the acceleration of high impact instruction and student inquiry. Latham contributed to an extension of the work of Dr. Karin Hess and Dr. Norman Webb in cognitive demand, creating a new model of immersive learning practice which leverages research-based learning environment design.
Latham spent his childhood moving from school to school as part of a military family. He earned a Bachelor of Science in Chemistry and later an MBA through the University of Florida. His early work at Clariant included the development of patents related to high purity alkoxytrimethylsilane3 and branched phenylsiloxane fluids (US5847179A; EP0855418B1).
Latham lives in Central Florida with his wife and three children. He is active in martial arts with his children and competes at both the national and international level.
Kevin Baird is a noted leader in global College & Career Readiness and an expert in accelerated human development. He is one of the world's first researchers to measure learner engagement through content immersion and psychological safety using real-time neuroscience technology. As well, he is part of the world's largest study of student engagement and classroom self-efficacy.
Baird has contributed to the development of the most widely used reading and language acceleration programs; designed K-12 artificial intelligence/predictive systems; and is the author of the National Implementation Pathway for College & Career Readiness. Kevin is also an Accredited Learning Environment Planner (ALEP). He reviews inquiry frameworks developed for high impact learning environments and consults on the development of new AI systems for classrooms.
Baird has trained administrators worldwide through his graduate-level College Career Readiness Black Belt Certification program, in partnership with the University of Southern California's Rossier School of Education. He is the co-creator of the ProSocial Paradigm for positive learning environments and is the principal designer of the Audible Learning Framework, Chairman & National Supervising Faculty of the non-profit Center for College & Career Readiness.
Outside of education, Baird is a patent-holding inventor in predictive analytics. He initiated the Huafeng partnership with the People's Republic of China, where his media has been viewed by a daily audience bigger than the Super Bowl.
Connecting classrooms with pragmatic, practical approaches which speed student learning is Baird's primary mission. He tweets regularly at @KevinEBaird.
Baird holds an MBA in Global Management, Bachelor's degrees in Sociology and Anthropology, has served as a member of the Secretary's Circle of Phi Beta Kappa, is a Beinecke National Scholar and a Wingspread Scholar, and supports global education efforts through EdLead: The Baird Fund for Education.
Michelle Kinder is a nationally recognized social emotional health expert. She is a keynote speaker, writer, and leadership coach and is the former Executive Director of the Momentous Institute. She has worked in executive leadership for over a decade, in children's mental health for more than two decades, and is a Licensed Professional Counselor. At Stagen Leadership Academy, she is the Director of the Social Change Leadership Programs. Michelle graduated from Baylor University with a Bachelor's degree in Theatre Arts and the University of Texas with a Master's degree in Educational Psychology.
Under Kinder's leadership, Momentous Institute was named one of the top 100 Best Workplaces for Women and one of the 50 Best Workplaces in Texas by Fortune magazine and Great Place to Work.
Kinder is a Public Voices Fellow and a Peer Coach with the OpEd Project and her articles have featured in more than a dozen publications, including TIME, the Washington Post, Texas Tribune, Dallas Morning News, Mindful Magazine, Huffington Post, and PBS’ Next Avenue. In addition to her opinion pieces, Kinder is a published poet. She is a member of the Leadership Dallas Alumni Association and serves on a number of community boards and advisory councils. In 2015, Kinder was named CEO of the Year by CNM Connect. In 2018, she was recognized as one of the Faces of Hope by the Grant Haliburton Foundation and as Dallas-Fort Worth Teach for America's Honorary Alumni. Recently, Kinder was honored as Juliette Fowler’s 2019 Visionary Woman and was selected by the Dallas Historical Society to receive an Award in Excellence in Education.
Kinder grew up in Guatemala and is fluent in Spanish. She lives in Dallas, Texas, with her husband, Patrick, and their two daughters, Maya and Sophia.
CHAPTER 1Dying to Teach
It is usually the imagination that is wounded first, rather than the heart; it being much more sensitive.
—Henry David Thoreau
Education is a habitat for heroes.
And, what else would we expect? Teaching tackles and fulfills one of the most foundational and primordial purposes of civilization. Teachers prepare children for adulthood and careers. More than that, they preserve the social order. That very milieu attracts those of heroic spirit.
That heroic dimension is why teaching provides an exceptional and recurrent focus for books and movies. Each generation of teachers can point to a printed or filmed story of heroes—Up the Down Staircase, Stand and Deliver, Mr. Holland's Opus, Dead Poets Society, Goodbye, Mr. Chips, etc. Each spoke to the hero's heart in millions of boys or girls, sitting in movie theaters or curled up in Dad's reading chair.
Our MindShift team also knows those heroes. They cared enough about the story of teachers to join our team. Lynn Frickey, Dan Bereens, Michelle Kinder, David Vroonland, Rachel Hucul, John Gasko, Denise Benavides, and other teachers (active or retired) knew the movies and books, and they knew the twenty-first-century educational machine that chewed teachers carefully and slowly before swallowing them up alive.
Another of those teachers, Dr. Marilyn Denison, was a long-time educator and administrator who specialized in launching new schools. She left education after two decades because of the stress. Six months into her new job with DLR Group she saw her doctor for her regular checkup. Her doctor had long been concerned about Marilyn's blood pressure. Soon after the checkup, her doctor called.
“Marilyn, what are you doing differently?”
Assuming a problem, Marilyn started to list several recent minor health issues when the doctor said, “No, that's not what I'm calling about. It's your blood work. You have NO stress markers at all. What changed?”
Marilyn told her the only thing that had changed was that she quit teaching and accepted a job she loved and a place where she was appreciated. Through subsequent conversations with her doctor, Marilyn clearly saw she had been dying to teach.
Who Cares?
The course of our work all over the country very naturally brought us into continuous interaction with the teachers on our team. As our work moved into stories of teacher and student trauma, as we talked to courageous and selfless educators, and walked through broken neighborhoods, we often saw our teachers suddenly look away, shake their heads, and wipe their eyes.
Sometimes it was like walking through old battlefields with the retired servicemen and women who once had fought there. In time, we all began to realize how much those old soldiers and sailors still care about those who remain in battle mode. Despite their own PTSD, some part of them wished they could return to the front.
Yet, even as we were surrounded with those genuinely intrepid teachers, we began encountering Gallup's reports that 70% of teachers have checked out and 20% are so indifferent that they poison the atmosphere. In fact, “teacher disengagement” sits at the center of the debate over school performance. So, there we were, working with teachers of generational, geographic, ethnic, and political diversity. But, they all cared. Every one of them. Deeply. And Gallup says 70% of teachers have disengaged?
What was going on?
The Next Jump
In January 2018, I attended a three-day leadership academy in New York City sponsored by Next Jump, the e-commerce company. As part of their passion for supporting educators, Next Jump's academy offers their unconventional philosophy, tools, and practices to teachers.
Next Jump's unorthodox approach grows out of their own unique history. After early success, they plunged to near bankruptcy during the dot-com crash. After surviving, Next Jump shifted its business platform from marketing to technology. That launched a period of rapid growth, an evolution that stripped away the culture which the founders built and cherished. As Charlie Kim, the driving founder, explained to our class, “We found ourselves with a small army of brilliant jerks.” So, one Friday afternoon, Charlie and Meghan Messenger (another founder) fired 50% of their programmers. They started over, establishing the right culture and character, and then rebuilt the business on that new platform.
Next Jump now employs around 250 people, and those people generate $2.5 billion in annual revenue. That is $10 million of revenue per employee! To put this in perspective, Google makes about $1.63 million and Walmart about $230,000 per employee. Next Jump is clearly a cult, in the best sense of the word (“cult,” as the root for culture).
The three-day academy felt like a group of little league baseball players showing up at Yankee Stadium for a day of training and workouts. It was a day of 90-mile-an-hour fastballs, magical curveballs, a lot of grins, and shaking our heads in awe of what we saw and did. The Next Jumpers were confident, transparent, genuine, and generous.
We watched young employees, just a few years out of college, quietly manifesting the poise and presence of seasoned executive leaders. That is part of their mystique and magic. Their transparency and willingness to go off script showed up the morning of our last day. Of course, that very genuine integrity and flexibility were a jolt to the group. But the whole Next Jump experience was an earthquake to my paradigm regarding employee and teacher engagement.
“I Just Got a View of Everything I Can't Do”
Charlie Kim kicked off the academy's final day by telling us, “The safest thing we can do is to follow our agenda. You'll have a great day, and at the end, we'll shower you with books and gifts, food, and a great send-off.
“But we think we might have screwed up the whole thing. We may have lost sight of the primary reason we held this academy. It is for educators, not for the VIP guests observing. You are very good people doing good work, but you are resource-starved, time-starved.
“I feel like we showcased our healthy food, exercise, and things you cannot imagine. We plopped you into how we run. That's why our team stepped back last night and asked, ‘Are we actually helping them?’
“Is today going to end where you educators walk away, saying, ‘Okay, that's cool, but I just got a view of everything I can't do.’ That's why I reached out to Peter Chiarchiaro, our Director of Wellness, to provide a summary of the vitals we took from you yesterday. We take the same vitals with every academy. We've seen it for the CIA, the military, Fortune 500 companies, every group.
“Let me read Peter's summary:
This group's energy efficiency is bad, very bad. It sucks, to be blunt. Of the twenty people, sixteen are in a survival state, four are in varying states of alarm, and none are thriving. The four alarmed ones are very distressed. To have 20% of any group on hyper on-guard state is a really bad sign. These teachers and educators seem to be in a major fight-or-flight mode. This is a super-humble group. The takeaway? This group needs recovery program times 1000. These educators are the least energy-efficient of the groups we've seen. This is backed by blood pressure tests.
Then Charlie continued, “If that is true, we want to help you. So, could you somehow let us know what would help you?”
Then, as requested, the teachers began to talk.
From Jess: “My value priorities for my students are to foster nuance and inquiry; slow, deep, and thoughtful learning. But your tools and approach to feedback support a different value than what I'm trying to craft on a day-to-day basis. That's the part I'm struggling with the most.”
Then Joe spoke, “You've been able to build a feedback culture from the bottom up. It works the way you want it to work. But, in a heavily routinized school system, where the feedback structure will not change, I am asking how Next Jump's approach can work in my world.
“I was really fascinated to hear how frankly ad hoc your system is. You can send an email, you can do this, you can do all these other things. In our environment, if someone sends a candid email, alarm bells will go off all the way up the ladder because it has… (pause) implications.”
“Hi, I'm Robert. I think we all recognize that schools run a different culture. So, there is naturally a lot of resistance to adding anything unless they have a high degree of confidence it will create value. I would be interested in going around the room and letting every person share one idea that you learned in this workshop that you think can realistically be used in your school. I'm starving for ideas to enhance what we're doing.”
Then Charlie spoke up, “The two industries we have aligned ourselves with, and give most of our company resources to, are the military and education. Both recruit very good people in the line of service.
“But, it's like the flight attendant's announcement before takeoff, ‘In case of an emergency the oxygen masks will drop down. First, place the oxygen mask on yourself and then help others.’ Humans are wired to serve other humans, which is what you do in education. The same is true for the military. However, you can't help someone else if your cup is empty.
“But, people in education forget to take care of themselves. They forget that when you don't take care of yourself, you can't go far in helping others.”
Wounded Warriors
When Charlie read the group's test results and interpreted the data, shoulders sagged, and heads dropped around the room. I heard long and slow exhales. We all saw that “survival,” just barely getting by, had become the norm. No one could recall what normal felt like.
That pried the lid off; we began to hear stories from the front lines. One teacher told us, “I used to work in schools designated as turnaround schools, where the culture was very aggressive and chaotic. There was no trust. It was all upstream and taxing. I tried as best I could to build a loving and accepting culture. Now, I'm just tired. These schools have an 80% failure rate. Mine was 50%. How can I feel good about that?”
Most of the teachers were in a constant fight-or-flight mode, the autonomic nervous system's response to perceived danger. The report described the teachers as “barely hanging on.”
When the academy finished, I immediately called Bill Latham. “Bill, what if disengagement isn't the problem? What if everyone has been working on the wrong problem for the last several decades? What if the real problem is battle fatigue that looks like disengagement? What if teachers are not disengaged but over-engaged? What if they care too much?”
And Bill responded, “If that's true, we've built a multi-billion-dollar industry committed to solving the wrong problem!”
“A Thousand Invisible Betrayals of Purpose”
The educational-industrial complex thought it was grappling with teacher disengagement. But, they were wrong. The premise was flawed. So, they had leaned their ladder on the wrong wall. It was a good ladder; nothing wrong with it at all. Except that it was giving the specialists and their power tools access to the wrong work area.
Gallup's 2018 Teacher Wellbeing Index reports that 67% of teachers and 80% of administrators work under high stress. These demands interfere with home life for three-quarters of them. The same percentage have experienced a variety of physical and mental symptoms and one quarter received a medical diagnosis from their general practitioner.
And no schools and districts we saw have plans for tackling the problem. The approaches are reactive, too late, and ineffective. To compound the problem, many teachers feel that raising red flags about stress would hurt their careers.
The most common daily manifestations come in the form of insomnia, irritability, tearfulness, difficulty concentrating, forgetfulness, dizziness, and anxiety. This condition has made teaching the fourth most stressful job behind working parents, active military, and police officers.1 And, most teachers are also working parents.
In fact, teachers have been absorbing the erosions of their physical energy, mental health, and souls. Dr. Jeff Jernigan, author and counselor, describes burnout as “A thousand invisible betrayals of purpose that go unnoticed until it is too late.”2
