Do All the Things


Over my entire career, but even more so in the past several years I have continued to push myself to learn and grow.  I realized a while ago I would not be able to do everything, nor could I learn everything.  Instead, I made it a point to focus on the things I needed or that I was most passionate about learning. Doing so has lead me to some incredible experiences.  In the past few months, I have heard more than ever before, “I don’t know how you do all that you are doing!” I am by no means the busiest person I know, nor the most accomplished.

It made me think more about the “how” in what I have been doing rather than the “what” or the “why”.  I have talked on social media, at conferences, and in general discussions, about the need for kids to learn time management.  As someone who struggled with many executive functioning skills as a child (organization, time management, and more) I have repeatedly called for the scaffolding and building of these skills.  The “how” in  creating that is the subject of other posts, and possibly many other ways of sharing.

Instead, I am focussing on the “how” of getting things done as an adult, a full time educator, and a full time parent.  Getting things done comes down to two things, time management and wanting to get them done.  You cannot learn the desire, but you can learn the time management.

Being an effective manager of my time starts with a few simple things.  First I start with some questions:

  • What is the most important thing/things I need to do today?
    • This typically involves my family or my job, or both.
  • What times do these things need to happen?
    • We ask this for 2 reasons
      • 1. If it is the most important thing it is going to get done regardless of whatever else I put on my schedule.
      • 2. I don’t want to assume I will get anything else done during those times.
  • What other projects am I currently working on that I need to fit into my schedule?
    • I typically have 6-10 different projects I am working on at a time.  Some of them have long term deadlines, others have no deadlines.  Occasionally they have a short turn around.
  • What part of that project can I achieve?
    • It is good to look at how I can break a project into smaller parts.  I cannot accomplish an entire project in the short periods of time that I typically get to work on these “non-essential” projects.  They need to broken down into smaller tasks.
    • Accomplishing a small task gives a sense of accomplishment and moving forward in a project rather than one of procrastinating.  I am not putting a project off, I am making small but steady progress toward my goals.
  • Do I have all the things I need to complete this part of my project?
    • If yes, I have no reason to put it off.  In the one or more hours I can devote to ancillary projects during a given day, I make sure that I work on that task for some amount of time.

This is just a simple process that takes place in my head at all times.  Today, my goals included getting a new blog post up, reading some of a draft manuscript for a friend, and completing some paperwork.  The most important things on my schedule were to spend quality time with my family (which took place from the time my daughter woke up, until the time she went to bed) and to get a few items from the store to be ready for the week.  Once both of those were accomplished I was able to write a blog post, read a few chapters of the manuscript, and even enjoyed time for some relaxation (watching a movie.)  I found I was unable to complete the paperwork because the site required it be completed before I was able to start.  That changed what I could accomplish and thus I now adjust where that goes during my week.

All of this seems simple, but really working to manage time is difficult.  I still sometimes fail to successfully juggle all the things.  Setbacks don’t mean I stop picking up the balls and tossing them.  I do not claim to be an expert on time management, and I marvel at people doing far more than myself.  Having multiple people comment on how I do “so much” simply made me reflect and take a closer look at a process that I have internalized.  Perhaps it will cause others to reflect on what they do to make sure they can “do all the things?”


Standing in the Margins


My job as an educator is to help kids become good human beings.  Part of that involves living the things you teach.  In doing so, I have had to speak for those whose voices are least heard.  I have had to stand between those that hate and those who are hated.  This is part of my job, not for some students, but for all of them.

Several years ago teaching first grade, I met a student that changed my perspective on many things.  She joined my class in January.  Immediately it was difficult to fit in, but over time she slowly started feeling more comfortable.  Even so, I noticed she tried hard not to be noticed.  In a class of sixteen, it is hard to blend in.  While she was starting to make friends and growth, I had worries about the future and I was concerned..  

During my time with her, we developed trust, both with one another, and with the her family.  Fast forward two years and I found out she was about to make a public transition to her true gender identity in our school.  As a third grader, she was about to become herself in public for the first time.  

One of the things that struck me was that we had such a good relationship, the classroom had been such a welcoming place for her, yet she and her parents were not ready.  Our community embraced her transition as well as I could have hoped.  She has known great friendship, caring teachers, and a generally safe school.  Even in a supportive community she faces serious discrimination.

I share all of this because I have seen firsthand the benefit of this girl being able to express her true self.  While she had become part of the culture of the school, she had yet to thrive until she could be herself.

Knowing her, seeing how her life has changed since she was able to transition, is what draws me to this cause.  Knowing her makes this real.  She isn’t a trans girl, or a trans person. She is a girl, she is a person.  Her rights ought to be the same as any other person.  Her rights are important, and so are the rights of every other trans person.  Here is why:

Being around trans children exposes children to diversity that will help them learn to understand people who are different than themselves.

Perhaps the most frequent argument against policies in place to protect the rights of Transgender youth expresses that being exposed to trans kids will somehow corrupt or damage their children’s sense of morality and virtue.  It is easy to be moral and virtuous in a bubble.  What makes a person truly virtuous is the ability to treat people well when their views or norms do not conform to their own.  Our children will be faced with a world full of incredible diversity outside this bubble.  If we continue to insulate our children to “protect them” we do them an incredible disservice.  Trans youth are not invaders of morality and virtue, they are children; children that deserve the same right to feel safe as any other person.  

There is should be no argument from a religious standpoint for two reasons.  First, we are talking about rights in public places in our country, our state, and our schools.  Religious values are not the law, but there are a number of laws already in place that defend our students from discrimination.  The issue is that these laws are reactionary.  In this case a trans student must have been harmed in order to invoke the laws.  Are we saying that some people only get protection after they have been injured?  The second is from a religious angle itself.  The strongest opposition to Trans rights comes from Christians.  Let that settle in.  Christ was a man who washed the feet of sinners, who accepted the least desirable social groups of the time in the same way he did anyone else, and who loved everyone.  If he felt people were sinners he prayed for them.  I won’t try and dissuade anyone of their beliefs, but if you believe in the teachings of Christianity, then you should love all people.  Discriminating against Trans youth and Trans people is a form of hate, and goes against the very values Christ sought to teach.

Trans children are at the greatest risk of suicide and self harm of any group.

At this point nobody should be surprised by this statistic and yet it needs to be part of EVERY discussion of Trans rights.  According to a 2009 study by GLSEN 82% of Trans students felt unsafe at school.  Nearly 50% of them had reported skipping classes or days of school because they felt unsafe.  Nearly 90% of Trans students reported having been verbally harassed at school, and 44% reported being physically assaulted in the past year.  There are dozens more equally horrifying numbers associated with Trans youth from this study.

You may argue that the study is 8 years old, so things are better now, right? Wrong.

In a 2015 study from the Cincinnati Children’s Hospital they reported 30% of Trans youth (aka CHILDREN) have attempted suicide.  That number is nearly seven times higher than the 4.5% of average youth in America.  It also stated that a staggering 42% of Trans youth had attempted some form of self injury.  According to Trans rights activists, these numbers are low.  Even so, they point to an alarmingly important conclusion: Trans youth are the most marginalized, unprotected group in American schools, and it is literally killing them.

Trans  children are still children.

This is all there is to say.  These are children, struggling to make sense of a world that has not embraced them.  At the same time they want what every child wants, and they deserve the same right to a free and appropriate public education.  Unfortunately it will not be free of discrimination no matter what policies are passed, but it is our job as educators and schools to make them feel as safe as possible and enable them to learn.


Here are the arguments being used to negate trans rights.

What about my child? Exposing them to this will corrupt them? (Go back and read above)  Exposing your child to people other than themselves provides them with an opportunity to learn.  If we hope for our children to be successful, moral, and virtuous people, they will need to learn to exercise such virtues in diverse situations.  Being a good person means being a good person to everyone, even those with whom you disagree. (Despite my feeling that disagreeing with a person who is attempting to be themselves is wrong, the value judgement is insignificant.  Either way, being a good person involves treating others with the respect and dignity they deserve simply because they are another human being.)

This is a state’s rights issue.

“If it isn’t in the Constitution then it is a state’s rights issue”  This argument is what I am referring to with kids when I explain the value of learning history.  We, as a country, have tried many times to make civil rights a state’s rights issue.  Each time we have seen the interests of the strong in a number of places trample upon the civil rights of the few.  Civil rights, human rights, are not an issue for the states to decide.  If we, as a nation, cannot uphold Civil rights for our citizens, what kind of nation have we become?  If you are arguing state’s rights outweigh Civil rights, you will find yourself on the wrong side of history again and again.  Trans people are human beings, they are citizens of this country and as such, legally deserve to have the same rights as anyone else.  (Notice again, your opinion on Transgender expression doesn’t matter. This is simply a case of attempting to limit the rights of a particular group of people, which isn’t legal or morally right.)

What if men just decide to start using the women’s bathroom?

What if cafeteria workers just decided to start putting fingernails in the food? We could play this game all day because it is simply absurd.  But, for the sake of those who don’t realize this, I will indulge.

There simply aren’t cases of Transgender people assaulting others in restrooms.  In the 18 states that have laws protecting trans people’s right to use the facility of the gender they live every day, none have seen an increase in sexual assault in restrooms.  What there are however, are statistics that support the opposite.  In a 2009 survey done by UCLA’s WIlliams Institute, nearly 70% of transgender participants report having been denied entrance to or verbally abused when attempting to use the restroom.  9% reported being physically attacked.  I cannot imagine being physically attacked for needing to use the restroom, but for trans people the fear is a reality.

So let’s return to those men who want to use the women’s bathroom.  A man who would intentionally violate another person’s privacy while they use the restroom has a name: sex offender.  Someone who would perform a heinous act like this is not going to be saved from their depraved actions because of legality.  When we start legislating against other people’s rights because we assume Americans are so morally reprehensible, we have a problem.  Not only would this defense of a criminal activity not suffice, it should not be the basis for endangering the health and well being of American citizens, and American children.

We have an opportunity. Here and now, we have the opportunity to speak for those who have no voice.  We have the opportunity to stand in opposition of hatred.  We have the opportunity to demonstrate our moral virtue to others in the world.  If we don’t have the courage to protect the most vulnerable of our kids, we do not deserve the schools we claim to love.  Our job is to help create good, well rounded human beings by providing all kids with education in a safe and nurturing environment. Don’t talk about doing what is best for kids if you are not willing to stand for those kids most in danger and provide them with some hope of a safe learning environment.  Take this opportunity now and start living the messages and values we try to instill in our children by standing for these children who have been pushed into the margins.


*several articles and studies have been referenced in this post:

Borello, Stevie.  (April 22, 2016) Sexual Assault and Domestic Violence Organizations Debunk ‘Bathroom Predator Myth”, ABCNews.  Retrieved from:

Brady, Jeff. (May 15, 2016). When a Transgender Person Uses a Public Bathroom, Who is at Risk?, National Public Radio. Retrieved from:

Graytek, Emily A., Kosciw PhD, Joseph G., Diaz, Elizabeth M. (2009).  Harsh Realities-The Experience of Transgender Youth in our Nation’s Schools, GLSEN, Retrieved from:
Cincinnati Children’s Hospital Medical Center. “High rates of suicide and self-harm among transgender youth.” ScienceDaily. Retrieved from:

Building With Imagination

I have been making a lot of games lately.  Over the past few weeks I have been pushing the depths of my own creativity togame-amker build games for various purposes using simple, easy to reproduce tools.  Between choose your own path (adventure seems like the wrong word when trying to survive the Great Depression) and Digital BreakoutEDU games I have been consumed by game making so much so, I often feel like the head game maker for the Hunger Games (only I am pretty sure  no one dies.)

If you are familiar with frequency illusion or the Baader-Meinhof phenomena you will understand what I am currently experiencing.  Everything I am seeing is being translated into riddles, clues, alternate paths, and puzzles.  I am finding ways to repurpose simple things to make mind bending challenges.  I believe these to be enjoyable, meaningful learning experiences for my students.  I also worry that in my excitement as I travel deeper down this rabbit hole, I will become too dependent upon something simply because I enjoy it.

I am enjoying this process because I get to push the boundaries of new technologies and their applications.  I have always had an active mind.  This is a way to engage that mind and challenge myself to learn more.  While I am conscious of potential to overuse these tools as experiences for my students, I am also eagerly awaiting the next opportunity to create, the chance to gain feedback, and create something better.  I love doing this, and I love when others enjoy or are inspired by my creations.  So, please feel free to try some of them.

Digital Breakouts:

Let the Race Begin

Cracking Enigma

Frosty’s Missing Magic Hat

Rescue El Copa Mundial

Pi Day Challenge

Choose a Path:

The Great Depression (see link above)

and my newest hybrid

The Case of the Missing Torch inspired by a childhood favorite: Where in the World is Carmen San Diego.

This list doesn’t include games I have made that are content specific for my teachers, just things that I have done for fun. Yes, I am a little crazy for doing these things for fun, but these things engage my mind.  I hope you enjoy them, and if you are ever inspired to create them, please know I am happy to help!


Dear Betsy: An Open Letter to Betsy Devos

Dear Betsy,

This is not acceptable.  Please allow me to elaborate.screen-shot-2017-02-11-at-9-37-41-pm

Whether teachers agree with it or not, you are now the Secretary of Education, and we have the option of a perpetual standoff or trying to engage in meaningful discussion.  You lead the department that oversees many crucial programs to America’s public education system.  In doing so, you now have a profound connection to America’s public school teachers.  I am not looking to talk about policy yet.  I am hoping to set the tone for what could hopefully be a working relationship between you and the public education community.  How you choose to proceed is up to you.


I would like to introduce you to the people you are going to work with over the next several years: Educators.

We are passionate.  I don’t want to speak for other professions, but as an educator and someone who often communicates with other educators, this is incredibly important.  The vast majority of educators across this country care deeply about the young people whom they serve.  There are many issues I never personally invested in before becoming an educator and knowing a child that would be impacted.  


Not all of us are afraid of change.  Many of us work hard to create positive changes in our schools.  We explore, experiment, and implement a variety of things each year in order to better serve our kids.  It is part of what makes education an interesting field for me.  I love that there are always new things to learn.


You may have noticed a pattern.  I don’t just call them students.  They are my kids.  I don’t say I teach them; I serve them.  

Education is a service profession that provides so much more than what federal and state data attempts to quantify.  This is the cornerstone of my career, and I know I am not alone.  The parents of students I have worked with will be happy to tell you what it means.

Most of us understand the need for accountability, the desire to make education better for all of our kids, and the value of developing quality educators.  We recognize there are some teachers in our ranks, like in every profession, who are not good enough or who have lost their drive, but that is a small minority.

This is a short introduction to the people with whom you work and communicate.  For the sake of public education in America I hope you learn to communicate.  You tweet you sent at the end of your first day speaks volumes.  I am not someone who believes you need to have attended or worked in a public school to lead the Department of Education.  It wouldn’t hurt, but it isn’t a requirement.  What is required is that you attempt to understand public school teachers, parents, and students are, and the realities we face. This tweet is evidence that you do not yet.  I believe you want to work with us to make schools better.  However, it is a patronizing attempt to endear yourself as “one of us.”  Let me be clear about this, you are not.  You will likely never be one of us.  Please don’t pretend otherwise.  It is better for all Americans if we face hard truths?

What else would help all Americans?

Visit public schools.  Talk to teachers about their experiences.  I understand you have been rebuffed from school visits, accosted, and treated in a manner you surely feel is inappropriate.  Rather than run from those people, address them.  Rather than ignore their frustration, embrace it.  Teachers are passionate and dedicated professionals and passions have run high.  We should work together to create powerful, positive change in education for the good of Americans.  Please persist in  visiting public schools.  Please spend time getting to know what educators do each day.  Address the anger teachers feel by offering to listen to them, observe what they do, and the struggles they need to overcome on a daily basis.  Spend time with public school students.  Shadow students in various classrooms at various age levels.  Find out what it is like to be a child in public school.  

This is the path forward to forge a working relationship with America’s educators.  I understand the relationship has not begun well.  You were not our choice, you are not one of us, but that shouldn’t stop us from working together to help America’s children.  Please  take the time to understand us, understand what we do, and understand a different view.  A recent common saying for educators is “the smartest person in the room is the room”, meaning the best ideas are generated in a room full of intelligent people during positive discourse.  That will be hard work for you, and for us.  I, for one, am willing to do it if it means improving the future for our kids and I hope you are as well.



Brian Costello

Carry On


I felt an all too familiar sense of dread when the penultimate vote was cast.  I don’t remember ever watching the vote tallies in the Senate before today.  Officially, Betsy DeVos will become the next Secretary of Education.  Why is this bad? Throughout her life not only has she led policy efforts to privatize and create for profit public education systems, but she has failed.  When she had the opportunity to speak to stand as an advocate for the children she claimed to want to help, she failed at almost every measure.

I could go on to describe the inadequacies, the inequalities, and the inexplainable shortcomings that our new Secretary of Education brings to the position, but that debate doesn’t matter.  This is the hand we have been dealt.  For eleven years I have worked in education watching the the same things happen.  Funding gets cut, teachers tighten up.  The most capable teachers move on to places that can afford to pay them a living wage (I am guilty of this as well), meanwhile our neediest students are left in overfilled classrooms that are often under supported and under funded.

This is likely going to get worse.

Let me repeat that, allow it to sink in.  This is likely going to get worse.

As an educator I have gotten used to this requirement, though it does at times take it’s toll.  Do more.  We expect high standards, which I believe is fair.  I have always had extremely high expectations for all of the kids I serve.  I tend not to measure them in the same way as the Department of Ed has done recently, but none-the-less, I have expected great things from my classes.  At some point however, it isn’t about doing more, it is about doing differently.  The idea that we can continue this accelerated path of learning is detrimental to kids.  Sure we can make learning better, but that shouldn’t mean moving the bar on what is developmentally appropriate.  We as teachers are going to be expected to do more, to produce at incredibly high levels of excellence.  I already expect that from myself, the problem comes in that we are constantly expecting more rather than better.  Better means higher quality, not greater in quantity of content.

For each of the last 8 years the schools where I have worked have been expected to plan for less.  Get less.  Our schools will be getting less.  I am not simply talking about funding, although we can expect a meaningful decrease on that front.  I am also talking about services, protections, and liberties for our most vulnerable children.  Those jobs that once had names, will fall under the crushingly weighty banner of teacher or administrator.  Where once we had hope that meaningful reform legislation enacted to protect those that could not protect themselves would uphold their liberties, now there is only work.  Our work.  The less we are getting is far beyond just money, it is all of the pieces that go into our children’s education that are so often taken for granted.

As the wealthy begin to flee these schools in distress (this already exists in many places), we will be left with mainly those that do not have the means to run.  We will be left to perform these great magic tricks with the Neediest among us.  Our clientele will continue to demonstrate greater needs while the supply and demand quotient is ratcheted up past 11.

This is likely to be our world.  As many among us have over the past decade, we will carry on.  We will continue to search for ways to improve teaching and learning, provide quality services for kids, and create art where once there was only a dream.  This will not be a time for the feint of heart.  We will lose many potentially great educators along the way.  Burnout, frustration, or simply seeking a less demanding, more financially feasible career will take many of our best educators from the field.  Those of us that stay will do so because this is our chosen path.  Education will continue to improve with or without the support we hope to receive.  I am reminded of an inspiring post written by my friend Dr. Wick Ed. (I do love saying Dr. Wicked). We will be forced to improve, not through support and mentoring, but by necessity and stress.  There will be times when the weight of it may crush you.  At those times know that you are not alone.  As educators it is our time to fly, our time to run.  But as Dr. Wick Ed. says, when you can’t run, you crawl, when you can’t crawl, you find someone to carry you.  Be that someone for all of your fellow educators, not just today, or the next four years, but throughout your career.  Know that there are others around you ready to step in and carry the load, and always remember that you are valued not by the numbers on a paper, but by the impact on children and their families.  We will be ok.

As it did before, allow this one to settle in.  WE WILL BE OK.  It may not be pretty, but we can, we must, carry on.

A High Flying Weekend at #TechRodeo

There is so much to say that I will most likely write about my own sessions and what I have learned from them in a separate space.  This past weekend I had the opportunity to be a part of something that wasn’t only a great day of inspiring learning, but an important step forward in creating a better experiences for kids across an entire region.

This story doesn’t start with my cross country flight on Friday morning, it instead starts on the train ride to the airport in Toronto.  It was there while I sat talking to Katherine Goyette (my fellow Google Innovator in our Toronto cohort).  She was telling me all about her ideas and this new big event she was planning.  She was incredibly excited to be bringing George Couros into California’s Central Valley to keynote a conference she was creating.  She talked about the strands she wanted to build and the more we talked on that 15 minute ride to the airport, the more it seemed like my coming to TechRodeo was going to be a possibility.  My Global Audience Project work was a perfect fit for her “Connected Classrooms” thread.

Two weeks later we were talking over social media and she said that in meetings with people, she had told them Google Innovators from as far as New Jersey would be at the inaugural Tech Rodeo.  We had to make sure it happened.  So less than four months later I was on a 630am flight to Fresno.  I was excited for a few reasons.  This was my first time in California (I will talk about this a soon), I was going to get to see friends from my #TOR16 innovator group, meet George Couros, and give my first ignite session for a group of over 150 people.

On Friday I arrived early enough to travel to some classrooms.  I love seeing what other schools look like, what their kids are doing, and how I can incorporate things into my own work.  On our way to the district we drove through the towns, the orange orchards, and across the valley.  I saw a big disparity between towns, I saw poverty, and I saw some inspiring things.  Visiting the Cutler/Orosi School District was a great experience.  Our schools on the east coast don’t have open campuses.  That was the first major difference.  One of the things I was incredibly impressed with was the ability of the school districts to provide fairly seamless wifi to their campus.  Students at the schools in Orosi were able to take their chrome books and work outside the classroom.  They truly were taking the walls out of play.  Another inspiring thing I saw was the recent alumni coming back and giving back.  We went into an AVID classroom, but instead of seeing exciting teaching and learning activities, I saw two first year college students that had come back to talk about their experiences with current students.  In an area where the culture of college attendance seemed to be a developing phenomena, these students giving back established for their classmates that college is within their grasp.  They may not have realized their impact, nor may the students asking questions, but seeing real people who knew 6 months before sharing their experiences brings a level reality to the college experience that can only make those students better. Finally, I saw some incredibly creative classroom designs.  Classes designed to inspire collaboration, foster learning opportunities, and maximize resources for their students were in several classrooms and epitomized by Ed Campos’s High School Math class.

On the day of the event there were many great sessions.   I choose to support my Google Innovator friends, Jennifer Shafer and Crystal Miller by attending their sessions.  During our three days in Toronto I learned how incredible these people were, but it was amazing to get their perspectives during their sessions.  Jennifer shared her incredible knowledge of Google tools.  I wasn’t expecting to learn nearly as much as I did.  I found her session remarkably informative and I learned a bunch of new tools I want to implement.  Crystal’s session was more inspirational.  She inspired me to focus on the value my PD was adding to my teachers.

The rest of the day was consumed by my own sessions, which I will evaluate in another post.

In the end I spent only two days in Central Valley.  These days included an opportunity for me to meet up with old friends and new.  I enjoyed wonderful hospitality, the fantastic classroom environments, and an incredible day of learning.  I hope to be able to return to Tech Rodeo in the future as the event was fantastic.  If you want to read more about the weekend, here are posts about George Couros and my sessions.


What I Learned from Seeing George Couros


George is the author of Innovator’s Mindset and I had the fortune of seeing him deliver the keynote address at Tech Rodeo in Tulare, California.  While I genuinely value George’s message, it is one that I have been trying to live for several years.  He has done a great job of putting it to words, and if you are interested, go ahead and read them, or go see him speak.  It isn’t his message that I learned most from during this most recent trip, it was his art.


I have always considered teaching an art.  That art is often informed by science and math and improved upon by learning to communicate and read others.  It is why we fail often, why we continue to strive to overcome those failures.  The art is what makes teaching an imperfect quest.  The heart of that art, is building relationships with your students.  I was one of those students in the crowd for George’s talk(I am going to call him George despite not knowing him much better than most other educational acquaintances for reasons I will allude to later.)  Nearly 200 of them.  The concept of a class of a few hundred terrifies most teachers because, let’s be honest, building relationships with several hundred people is hard.  So how does one do that in an hour?


As an educator that is trying to have more opportunities to see and impact education on a broader scale, I was particularly interested in this keynote.  I wanted to observe it in the analytical way in which I tend to observe most things; not as a passive consumer of the message, but as a critical evaluator of the how and why.   In part, I was curious because later in the day I would have the chance to speak in front of about 150 people (for a much shorter time) and I wanted to learn more about how to do it well.  Whether this talk was excellent or awful, I would certainly learn from it.  After an hour I can only call what George created as an artistic masterpiece.  His keynote captivated and inspired the audience, his message was received, and the day was off to an excellent start.  By observing this talk, and without giving away too many details out of respect for the artist, I want to share what I have learned about speaking from his talk and others along the way.


(In an uncharacteristic style I plan on listing my learning to make it easier to digest.)



  • Make it personal: How on earth do you connect with so many people so quickly? Start with a personal story.  In truth, it was Rafranz Davis who taught me this one.  Her stories are some of the most amazing and I would love to see her deliver a full keynote some day.  I recognized it during this talk, when George talked about his daughter, about his own worries, fears, hopes, and personal struggles with her (she is 5 months old, if you are reading this, gear up George that roller coaster is going to go higher, lower, and much faster!)
  • Be a People(As Doug Robertson would say): George is larger than life.  Literally, he was about 6-8 inches taller than me.  He has done many things in his career and has experienced great success.  He exudes that confidence when he stands in front of a crowd.  He could easily stand and produce an hour of engaging stories about success, but not every story was about his success.  The beauty of this art was that it was also about struggle.  Struggle is what most educators can relate to on an everyday basis.  In the ever expanding net of social media (which I will henceforth refer to as media- via Crystal Miller) education tends to be the “Everything is Awesome” space.  Everyone everywhere shares their awesome.  They should, it is important to help people find what works and how to replicate it.  It is also important to tell the stories of your school and your students being successful.  Conversely, it can be overwhelming to think that so much awesome exists in the world.  The awesomeness can overwhelm people and they forget you are a real person that struggles, that failed before you succeeded, and that needed the support of others along the way.  George’s talk managed to meet those points while stressing his message, and reminding us that the awesome things only happen when we persevere.
  • Keep the Balance: As a speaker and as an educator, you have to know when to let the crowd dangle over the cliff and when to pull them back up again.  Finding the right combination of heart-warming examples, grief-inducing struggles, and balancing it out with humor (especially humor that reminds people of you “being a people”) is the best way to build off of the personal connections you made during the beginning.  If you take your audience to the edge and then throw them off, there is no coming back from that.  You instead need to show them the ground, tie the bungee cord to their feet and jump along with them.  The fall may be a little hard on some, but it is important that you help them bounce back.  Keeping a large group engaged involves a good story.
  • Be a Storyteller: So this is another I learned well from Rafranz (this is really the first keynote I have seen since getting to meet her.)  My message is incredibly important to me.  It should be important to you, but it isn’t.  Why isn’t it important?  Simple, I don’t care enough about the characters.  As an author, I learned a valuable lesson learning about story telling.  If I don’t care about the character in the first 15 minutes of a movie (first 5-10 pages of a book) I don’t want to keep going.  In writing you typically have your main character lose someone/thing important, or save someone/thing important.  George talked about his dad, about his journey, and about losing him.  All that was incredibly personal, but it was also a great story.  The stories about others that were told through his voice were equally great stories.  Anyone can be a storyteller.  Talk to the audience as if they are your old friends.  From both George and from Rafranz as well, when they told stories, I felt as though they trusted me with a bit of themselves.
  • Complete the Loop: I am reminded of a famous quote by T.S. Elliot, “We shall not cease from exploration, and the end of all our exploring will be to arrive where we started and know the place for the first time.” The story starts and ends with a message, as well as George’s family.  The message: take risks, be willing to try, and always keep learning.  In the end, we understand this message through the eyes of George’s mother.  The circle completed, our journey brings us back to the beginning, only this time, the audience as a stronger understanding of what has been said.
  • The Challenge So this wasn’t explicitly a part of George’s talk, though I wish it would have been(it was still implied.)  In Crystal Miller’s session later that day she said something that stuck with me (I will paraphrase) “If we give professional development and it’s not making an impact in classrooms, take it personally and make it better.”  I left my Ignite at the end of the day with a question, “What will you do to open up a larger world of possibility for your students?” We have to leave our audience inspired to act.  If they don’t take that message and use it to make a change, what good was all of the rest of it?  



The talk George gave was a work of art.  I continue to refer to him as George not because of a particularly funny moment in the keynote, but because in that short time, he was able to make a connection.  Through his stories, I feel as though I know him.  His message permeates through the structure and story of the whole thing, and in the end, it was heard by so many because of the connection between the person and the abstract idea we were supposed to take away.  I hope to become a speaker of that quality.  Even in writing this I have learned more, especially in seeing how all of the things I learned from Rafranz Davis about telling my own story were expertly woven into a message to inspire people. There isn’t a formula for art that will make it beautiful, powerful, or moving.  There are, however, a number of useful techniques that, when perfected, come together to bring a gravity to the whole.  This is what I hope to achieve personally, and what I was treated to during this talk.


(After having reflected upon this post, many of these realizations are things that I learned from hearing Rafranz Davis talk about telling your story while at the Google Innovator Academy in Toronto.  Seeing them play out in George’s speech was a light bulb moment of how they can come together.)

Teaching Coding 3: Anything is Possible

code-org_logoThree days is not enough to teach coding, nor is an hour. So when I tried to figure out how to squeeze coding into three class periods for all of the students I teach, I wasn’t sure how to make it work.  I wanted them to understand what coding was and how it worked.  Just as importantly, I wanted them to understand what was possible.  So many things in the world are made with code and so many more will be made with code in their lifetimes.

To introduce them to the possibilities, we worked with Ozobots.  Our school had purchased 30 of them last year to start incorporating more robotics and coding into the curriculum.  This was the first opportunity for many of the students to take control of a tiny robot on their own.  The first, and possibly most challenging step for the classes was understanding how to tell the Ozobot that you wanted to upload code from the computer.

Ozobots work by reading colored lines on paper.  They also work by interpreting a series of flashing colors that their Blockly coding program translates for the Ozobot.  This allowed the students to work in a format they were more comfortable using while still taking control of the robot through code.  It took many of them several minutes to get the process down.  I explained it by saying it was exactly like our unplugged activity.  If you are not deliberate and exact in the way you prepare your Ozobot for acquiring your code, it will not know you are giving it code.

Within ten minutes almost everyone in all of the classes had the process down fairly well.  They were following the shapes in the Ozobot Shape Tracer game and so many of them were excited to see their code come to life.  I saw so many students finding solutions, helping others, and getting excited about what they were creating.  My favorite part of the activity was the overwhelming excitement of the girls in my classes.  The girls I taught were more into coding these robots than anything we have done in class this year.  I had many girls ask about purchasing them, but even more exciting was that most of my best helpers were also girls. These tiny robots captured

These tiny robots captured the imaginations of my students.  At the end of three days of coding, I spent a moment reflecting with my classes.  Why did we do this? By the time many of them hit the legal driving age, self-driving cars will start to be more prevalent, labor jobs will be even more automated, and everything from your refrigerator to your light bulbs are going to be running on code.  The possibilities are endless.  Silly video games and tiny robots are not the end, they are the beginning.  Where they choose to take it is only limited by the possibilities they can imagine.

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Rediscovering My Voice #OneWord 2017

In 2015 I sought to empower others.  I felt good about it, but in reality I always want to do that.  I always want to do more in that area.  In 2016 my goal was to create.  After some great experiences, projects, and the creation of The Global Audience Project I would say it was at least a partial success.  I know I need to finish more.  I need to complete more this year and while “finish” would have been an interesting choice for my word this year, it includes a finality that I am never comfortable with using. All of the things I work on are constantly in a state of improvement.

I thought about skipping this year for a single word.  It was difficult to imagine how it would be sufficient to describe the many goals I have for myself. Reflecting on this past year has reminded me of something, my voice has been missing. I have spent this year in the background of many discussions.  After three years as an active social media user, blogger, and public educator, I realized how little I had shared this year through my public presence.  If I was not at an event or publicizing something I had created, my public presence has diminished.  That may be a natural thing for many educators.  My use of twitter and other social media has been about developing connections.  I feel strongly about the success of that in the past year, but I also remember how I created those connections in the first place.

I am indebted to the many amazing people with whom I have connected over the past three years, but what I haven’t done enough in the past year, is find new people.  I have found some great people in 2016.  Some of them have made my life immeasurably better, but the pool to choose from has become much smaller.

Ultimately, what I regret most is that I have not injected my voice.  I have shared many ideas in small groups, in quiet discussions.  I used to share that voice regularly, and it connected me with amazing people.  This year I will find a way to rediscover my voice.  I plan to recommit to blogging on a more regular basis, sharing my ideas and asking more questions in public social media, and ultimately reminding myself of what I value and offer as an educator.

This will most likely mean I bore some people. It may also mean I offend others.  This year I don’t plan on sugar coating my public persona, but I also don’t plan on hiding it as much either.  My voice is one that asks a lot of questions, one that thinks logically and analytically, and offers pushback on the all too frequent bumper sticker statements that clutter social media.  It may not always be what you want to hear, but it will be honest, it will be well thought out, and it will be heard.

Teaching Coding 2: How Does it Work?

code-org_logo After one great session with all of the students where we focussed in on the question, “What is Coding?” we next turned to the question of, “How does it work?”  The plan was for them to explore coding and start to see the basics of how a simple structured language can communicate with a computer to produce a desired result.  To do this we used the great resources compiled by for Hour of Code, but I wanted to ensure I wasn’t limiting them.  With hundreds of possibilities out there, leaving them with a single activity seemed unfair.

Instead, I asked them to find something that they thought was interesting, try it for five minutes, then decide if they were going to work on completing the activity or to choose another.  I also had given them the option of working on any personal coding projects they had already started (knowing that I had several students who already were engaged in coding activities.) Within ten minutes everyone had chosen something to work on in all of the classes.

I enjoyed a number of surprises during those periods.  I found many students, and also many girls who were really enjoying working with coding.  Not only did they seem to enjoy it, but they also were good at helping others around them.  Over the course of two days, I saw a surprising number of my students seem engaged and excited about what they were accomplishing in coding.  One of those students was by far a standout moment from the lessons.

She already had started working on coding through the school’s coding club.  On the first day, she had come to me with a challenge she could not solve using Codecademy’s Python courses.  I am far from an expert in any coding language, but it had been almost two years since I had done anything in Python.  I went back through some of the courses to familiarize myself with the basics.  When she came in for this lesson, we worked together to solve the problems in her attempt.

As we worked on it, I tried to think out loud to model the logical thinking process and also to see if anything I was saying would spark ideas for her.  Between the two of us, we were able to figure out the solution.  While most kids would complete a problem and be excited to quickly move on to the next challenge, she wasn’t.  Instead, she turned to me and asked, “How does it work?”

We then went through what each line meant in the code.  We discussed what each variable and statement did and how they impacted the lines that followed.  When she felt as though she understood everything about that set of code, she was ready to move on to the next challenge.  I was surprised to find out how many students were interested in how their code worked.  From that point on, I made it a priority to explain, however simple, how the lines of code worked in any example I gave.  It was a great moment for me as an educator, and a great experience for the students.