If You Never Try to Be Brave, It Certainly Won’t Happen

On a conference call today.

Heard that some of the participants on a project I’m working on are waiting to see what the entire scope of the project needs to look like before they jump in and try something new in their classrooms.

The problem is, that we’ve recruited these participants for this project because they’re pretty darned good teachers.  We trust their judgment and their ability to take what they’ve done and fiddle with it, possibly even drastically change it up, in response to some of the ideas we’re experimenting and playing with. We also trust that their judgment and professionalism will help them to make good decisions when it comes to classroom changes.

In fact, we’re certain the entire project will fail if these participants, ninth grade teachers in northern Colorado, don’t take some risks in their classroom.

Tinkering with the seating arrangements, this isn’t.

It pains me that the climate in schools is so risk-averse and so anti-teacher that teachers who are really good at what they do are also hesitant to lean in to something different – for so many reasons.

And I can see myself in these teachers, as I think about projects where I’m not doing much at the moment, waiting for something else to happen before I make an attempt to try something new, big, or different. Or I’m just not willing to face the resistance to change, from administrative, social, or political forces.

And I want to remind those teachers, and myself, that you can’t ever be brave if you’re not in a place where bravery is required.

I want to remind myself of this:

So what of all the talk of what might happen, of mistakes that could be made, of errors and missteps and failures imagined?  It might be, just might be, that when we give folks opportunity to do well, to dream big, to step forward and offer something big, bigger than we knew we could, to dream hard for something better and more beautiful than we knew we could be, well, maybe we can.

We’re all struggling the best we can to do right by children, and the conflict sometimes is not because we don’t all want to succeed, but it’s because we’re afraid we might.  And when we stumble, it’s not because we don’t mean well, but because we get stuck on the way to greatness.  Distracted, even.

But we can do hard things. Of course we can do hard things.  Look at how far we’ve come.

That’s what I’ll bet on. On hope. The hope that we can be better. Let’s do good. Let’s bet on someone being great.

And let’s let that someone be us.

If you don’t ever face the scary things, you can’t ever work on being brave.  And being brave, even just a little bit and even just a little of the time, is so important.

So, to you, and to me – Let’s try.


“The System Won’t Let Me”

System Lock

System Lock by Yuri Samoilov

The other day, I pulled up to a fast-food joint, trying to grab a quick bite.1

I ordered the value meal2, but I quit drinking soda a year or so ago, so I asked if I could just have water. I didn’t mind getting charged for it, I told the disembodied voice out my car window, I just wanted to not have a soda.  Could they please, I asked, just put water in the cup?

The gentleman at the other end of the speaker wasn’t able to help me.  When I made the initial request, he got quiet, and I heard the electronic beep of buttons pushing, and then he told me that he couldn’t not give me a soda.

The system, he said, wouldn’t let him do otherwise.

The system.

I argued this for a minute or two.  Could you type in “Sprite” or something, but just, you know, fill the cup up with water?  Or just put water in a cup and hand it to me with the burrito and tots?

Nope.  The system just wouldn’t allow it.

Being someone who can’t support systems that won’t let folks do things, I drove off without making a purchase.

As I think now about the beginning of a new school year, the first one in fifteen years I’m experiencing as an observer, I’m wondering about the systems you might find yourselves in.

Do you work, promote, or build systems – in your classroom, school district, or organization – that allow for choice and change?  Or do you work, promote or build systems that are lockstep systems, systems predetermined to know the answers that resist and/or require participants in them to remain locked in?  Does your system, instead of your judgment, shape all the interactions that occur within it?  When can the system be overridden, and how often do you do so?

And if you are in a system that’s locked down and doesn’t allow for change or choice, how are you going to resist or challenge that system this school year?

How will you teach your students to resist such systems, too?

I’m asking for me, but I’m also asking for my children.  I don’t ever want them to find themselves in a situation where they can’t do something they might like to do because “the system won’t allow it.” Worse yet, I can’t fathom them becoming people who are bound from doing what’s right or better or good because they feel stuck inside a “system” that’s beyond their control.

And I suspect you don’t want that for your students or children, either.

  1. Okay.  It was a Sonic.  I really, really like breakfast burritos, and I can get one there pretty much any hour of the day.  Eggs and bacon is the “fast food” I eat these days. []
  2. Because tater tots. []

The Podcast: Future Ready?

Last month, I had the privilege of giving the keynote address for The Future Ready Summit in Denver.  Ben recorded the audio, and was kind enough to share it with me.

So I’m sharing it with you.

Direct Link to Audio

Not sure if it’ll translate without the visuals – so the slides are below if you’re curious.


Stop Filling Pails

The number of people who believe that education is simply pouring facts into children, whether those children like it or not, is astounding to me.

We won’t serve children better by buying better funnels for those facts, or better shovels for those facts, or better containers for those facts once we get them into the children.

Admiring the hoses, shovels, and funnels is certainly not a productive way to improve learning for children, nor do fancy shovels make the process any better for the children involved.  Fancy tools used for terrible pursuits are a tremendous waste of resources.

We won’t serve society((Or the children.)) better by making sure the students sit more quietly, obediently, or patiently while we shovel, pour, or toss those facts, either.1

That is not what education is, should be, or could be.

Not even close.

  1. And children reacting negatively to having their time wasted is not the fault of the children, nor should it be used to justify more pouring or shoveling. []

“A Way of Caring”

Two things from today that intersected in a useful way:

Early this morning, a teammate noticed another group at the library had a big pile of work on their hands.  She asked my permission to help them.  Because the person who used to sit in my seat at the library valued keeping teams separate.  Their work is their work.  Ours is different.  That was the old message.

My teammate’s desire, when she saw a need, was to help fill it.  She wanted to make sure I was okay with that.

Boy, was I.

I encouraged her to always help someone on our big team, the entire library team, when she saw somewhere she could contribute.1

Also earlier today, Zac wrote a bit about what it means to be someone’s teacher after they finish your class.  Here’s the important piece:

That’s a world I want to live in, and it’s what I want to model. I want my students to know I’ll be here. I want them to see that as a way of caring for those around them.

As I grow into my new role as a manager of the work of others, that’s what I want, too – not to direct too much, or dictatorially, but to be someone who walks a walk that suggests that it matters more that we’re helpful, kind and considerate, rather than we’re the best team of the teams.

I don’t much care how many email hacks you know, or what browser extensions you’ve mastered, so long as you’re trying every day to be a kind and compassionate person.

Tech is simple compared to that.

Today, I started an email migration project, moving from one platform to another.  It’s going pretty well. But the work I’m proudest of this week is when my teammate knew that I’d be okay with helping, and that I’d give her permission to care.


  1. Her heart already pulled her there.  It’s too bad a former supervisor interfered with that inclination. []

A Library Is Somewhere You Can Take Things Home to Explore

Earlier today, I enjoyed reading Barry Joseph’s piece at DML about a digital pen that’s changing the experience at one metro museum.  But what really struck me was how he framed the difference between a museum and a library, and what that framing said about what a library is.  In talking about his experience, he wrote:

As I walked through the exhibit, I found that I was experiencing a museum in a totally new way. When I visit a museum, I am often collecting information or inspiration. I know I won’t remember the details, but the feeling will linger in my bones. But now, with the Pen, the museum has also turned into a library or sorts. I am collecting information and inspiration I can explore later, at home. 

You should read the whole piece, but think with me here for a minute:  Is what makes a library a library is that you can take stuff away, if at least for a little while?  Is the definition of a library a place where you can collect “information and inspiration (you) can explore later, at home”?

I like that idea very much.


“Let’s Find Out,” Writes Cogdog

Bud & cogdogI’d never really thought about it, but I didn’t realize until a couple of weeks ago, when Alan Levine said that he’d be in the area and we should meet up, that he and I had never been in the same place at the same time.

We know plenty of the same people, we play on intersecting online spaces.  He’s been a teacher and occasional collaborator of mine for nearly ten years. But we’d never been in the same physical space in a similar time window.

So yesterday we got to spend a few short minutes together.  Overdue.

He reminded me while we were talking about one of the things he found so great about writing.  He said1 that he enjoyed writing, that it was important for him to write, because as he sat down to write what he thought he wanted to say, he ended up discovering something better – that what he wanted to say wasn’t what he thought it would be.  For Alan, part of creating is discovering what he wants to say.

Love that.  Needed the reminder2.

I don’t know what the word is for being in the middle of a long digital conversation punctuated by short moments of physical interaction.  But it happens frequently enough in my work and world and life, that I really wish I had that word.  It’s pretty great.

Come back soon, Alan.  In the meantime, let’s keep barking.


  1. I think he said this.  He said it better than I’m writing it right now, but he was preaching gospel, so I wanted to try to capture it. []
  2. He also shared this killer collection of interactive documentaries that’s way too good for you not to spend some time with. I needed that, too. []

Nerd vs. Geek

We’re starting to revamp some of our technology help here at the library.  And we are expanding our maker-y programming, too.  To move us forward in both areas, we’re going to launch a nightly “Ask a _____” booth, where our technical team will be on the floor to demo things they’re experimenting with, as well as help people with drop in computer, ereader, and other technical assistance.  We’ll be leaning into and demonstrating our learning in a public way at the library.

But we’re having trouble with the name.  We want to own our passion for learning and exploring technology – and to label ourselves in a way that says we are really, really into the thoughtful application of this stuff.

So, does that make us nerds, geeks, or something else?  When you come to the library would you rather:

  1. Ask a nerd
  2. Ask a geek
  3. Ask a _______ (but what’s the something else?)

Inquiring minds want to know.  We launch the new program pretty much as soon as we know what to call it1.

  1. There’ll even be a Lucy-esque booth.  With a can for nickels, of course. []

Be Less Hesitant

This post is a bit dated – found it in the drafts folder, dusted it off, and am sharing it now.. The request hasn’t left my mind since offered a couple of months ago.

I ended up have an unexpected visit with a mentor of mine yesterday.  It’d been a while since we’d talked and the visit was unexpected. At the end of our visit, I asked him if he had any words of wisdom to share.

No, that’s not right.  What I actually said was, “Is there anything I can do for you?” His answer wasn’t expected, but has been on my mind ever since.

What’d he say? Three words:

Be less hesitant.

For the last couple of years here and online in other spaces, I’ve been holding back a bit.  I don’t know exactly why, but certainly there are multiple reasons why I’m not as forthcoming online as I once was.

After almost ten years of blogging, it’s still hard, on a very regular basis, to push the publish button.  The what ifs always, ALWAYS, run through my head:

  • What if I’m not smart enough?
  • What if what I write makes people upset?
  • What if I’m not right?
  • What if this isn’t important?

They go on. And on. And on. And on.

We all need a good kick in the rear sometimes to be reminded that the struggle is the value in the thing. Especially this thing of writing and sharing about our practice in order to be be better teachers, better learners. Better people.

And I’ve always claimed that it’s the job of a writer to write things, not necessarily to decide if they’re the right things1.

Pushback sharpens arguments.  It clarifies positions.  Sometimes, even on the Internet, it can change minds.  And, in the case of the questions up above, maybe I need to be pushing back on me a little bit more.  The friction is a good thing.

So I’m trying very hard to get back to being less afraid to push publish, to silence the editors in my head that work so hard to silence me.  I’m trying to be less hesitant.


  1. Actually, I think I’ve argued that social media spaces are spaces where the poster should post what he or she wishes, and not worry so much about whether or not another person would want to continue to pay attention to them. But that’s probably another post.  Or series of posts. I might not be right about that.  Then again . . .wait. I’m being hesitant. []

Making a Maker Space. Again.

At the library, I’m working with a team of really smart folks who want to offer the best opportunities for our patrons1.

One of the reasons I wanted to work with the Clearview Library District was the intensity with which they run programs and events. They – now we – are always hosting active, hands-on maker-y events. We were doing maker programming before it was cool, and we want to scale it up.

One of the biggest constraints on the library at present is the lack of physical space for all the events and activities we do. And as we want to expand our active, hands-on programming, that’s a problem.  Taking down.  Setting up.  Rinse.  Repeat.  And more activities and events than we have spaces to put them in.

We want a permanent makerspace of some kind. Two questions:
1. What do we want?
2. Where in the world will we put it?

IMG 2058This morning, at the #COMakerEd event, we decided for a few minutes to ignore the second question, and focus on the first, working through a quick ideation cycle to brainstorm as a team what we’d like to see. Because we support making of many types at the library – crafting, painting, gaming, robotics, cooking, etc – and we want to include more – the team realized that we need to build some spaces that privilege the types. But the genius idea2 below is the idea to build a workspace in the middle that’s common to all interests.

One of the greatest assets of the library, the public library, is the public. We have such a wide variety of people with varying interests, passions and expertise. And at the library, they can mingle and intersect. The best projects, I suspect, will emerge from and within the diffusion of interests that can occur in a common work area. Different folks and different passions. Mixing it up.

We’ve got to solve the second question, and we’re working on it. But I’m so pumped to work in a place that wants to build and support spaces like these.

  1. I’m still getting used to calling the people I serve “patrons.” But I like it. []
  2. I had stepped out of the room when the sketch on the corner of this photo was made. []