Misconceptions About Today's Youth

I'm fortunate to have lots of time to spend with my grandchildren. Watching them grow has reawakened an interest in how people learn, the sorts of things that stimulate their learning, and the way they process and make sense of things. Too often we act on incomplete information or misconceptions. As a former middle school teacher and principal I'm keenly aware of how misconceptions about students can shape the response of adults. eSchool News recently included a story about common misconceptions about today's youth. The article debunks some beliefs that are commonly held about today's students. Included are five myths that are just not accurate.

• They're all tech-savvy.
• They're disengaged.
• They're not good communicators.
• Students from poor families can't succeed.
• They're never outdoors.

This article really made me think about the myths we carry around with us about youth. Our beliefs shape the way we teach and interact with students. We must assure that they are accurate and that we don't judge students, and their potential, based on misconceptions.

I'd welcome your thoughts about today's youth and the power of beliefs to shape the way we lead our lives.

Student Use of Technology

Students are far more familiar with how to use technology than most adults. I was reminded of how creative students can be a few days ago when I met with four principals from the L'Anse Creuse Public Schools (MI). They shared three incidents that illustrate how technology continues to impact principals' work. Each of the incidents involved texting.

• A middle school student failed a math test and sent a text to their mother about the results. Within minutes the child's teacher received an e-mail from the mother demanding extra help for their son and the opportunity to take the test again.
• The other incidents also involved texting. In one two students were accused of some infraction. Once confronted and while briefly left alone before meeting with the assistant principal, they exchanged texts about the alibi they would use. It's a creative way to "get your story straight."
• The third incident also involved a parent. In this case a student broke his thumb while participating in a physical education class. He sent a text about the accident to his mother and she arrived in the school office before her son arrived from the locker room.

I'm fascinated by the ways that technology has changed all of our lives and enjoy learning about the ways that schools are using technology to improve their instructional program. It's clear that students and their families are also skilled at using technology to stay in constant communication. These are three great examples. I'd enjoy hearing about your experience with the growing use of technology.

Valuing the Student Voice

When I was a principal I was always interested in how students perceived my school and its program. Too often we rely solely on test scores and other quantitative data to assess our success. There are two strategies that value the student voice and allow principals and teachers to gather insights from students.

First, is a Student Shadow Study. Originally developed by NASSP a shadow study charts the experience of students throughout a school day. Observers follow randomly selected students and record the ebb and flow of activities every five-to-seven minutes. Of course, students quickly figure out that something is going on. I suggest talking with the student you shadow before you begin and explain that you are not evaluating them or their work. It's also a good idea to talk with the student at the end of the day to gain additional insights into their experience.

Shadow studies work best when several observers collect data by shadowing students. The December 2009 issue of Principal Leadership provides more detail about this approach.

The second technique is to conduct a series of focus group meetings with students. A focus group is a set of people brought together to participate in a guided discussion about an issue---your school. While not a formal focus group, a principal I met in North Carolina invited groups of students to meet with her during lunch. She asked students to tell her about their school and their classes. She listened and looked for patterns among the students' responses.

Students are incredibly insightful and are able to provide useful information that can be used along with other data to improve schools. I recommend both strategies to you.