Nudging Enough?

In moving to Long Island this past summer, traffic (and trying to avoid being stuck in it) became an integral part of my life. in Baltimore, I had been blessed with a commute that could be measured in feet, not miles, and walking to work was an option, that in hindsight, I should have taken advantage of more often. Now as I get up each morning, I offer a short prayer that the Long Island Expressway is accident free so that my ride to and from work is without incident.

Prior to this, I probably would have passed on watching Jonas Eliasson's Ted Talk on How to Solve Traffice Jams. I have very little interest or skills in urban planning and this topic seemed a little further afield than the types of Ted Talks that tend to peak my interest. I clicked play, however, because I had just been caught behind the residue of several accidents coupled with congestion that had made my commute close to unbearable that morning.

Eliasson's analysis of the traffic congestion in and around Helsinki revolved around the use of a congestion charge that was levied on cars that were using a series of bridges to enter Helsinki (sounds suspiciously like how to get into Manhattan). These bridges were the bottlenecks that then led to backups in other areas around Helsinki. Eliasson's analysis of the situation showed that the congestion charge pulled enough cars off the road to have a serious impact on traffic congestion because of being a nonlinear phenomenon. In other words, once the traffic was reduced past a certain threshold, it appeared to be dramatically less.

Eliasson's comments about the experiment with traffic Helsinki brought two realizations to mind. The first was that the traffic congestion charge was equivalent to the classic nudge. It wasn't a significant amount, but it was just enough to get enough people to change their behavior over a period of time that it impacted the traffic patterns around Helsinki. Subtle, but perceptible guidance to change another's behavior can be more effective than getting up on your hobby horse and yelling at everyone to change.

The second realization is that you do not have to get everyone to change in order to create change. Despite our desire to view the world as having linear relationships (e.g. as x increase so does y), not everything does. We actually can impact change by just engaging with a critical mass of teachers, students, or other stakeholders to change the perception of things on the ground.

Too often, we fall into the trap of insisting on change as a mandate and pushing people towards it. I've frequently discovered, particularly with my two preschool aged daughters, that this strategy just doesn't work. It creates resistance and resentment. As I contemplate the changes that I would like to be putting in place at my school, I'm reflecting on how best to "nudge" and how to target that nudging to have the most impact.

Friday Letter - December 21, 2012

I like a good argument. There’s something about engaging in a passionate conversation about a topic that gets the adrenaline flowing. Now, I’m not suggesting that we run around picking fights with each other. A healthy argument includes respect for one’s opponent and a conversation that stays focused on the issues rather than on the ad hominem attacks that we see among some talking heads on TV. This kind of debate is a great tool in and out of the classroom as it allows students to see an issue from multiple perspectives and forces them to back up an opinion with reasoning and facts.

This week in the AP Government class, there were timely debates regarding the role of interest groups in our political system. Specifically, the role of the NRA was part of the debate.  Several AP Government students made solid contributions on this subject.

On Tuesday, Robin Stanton's English 10 Honors class participated in two debates.  Students spent the previous two weeks working in teams: researching and synthesizing source material, planning strategy, and polishing their presentations.  On the morning of the debate, students arrived in professional attire.  They presented their arguments with a poise and authority that belied their years. Debate results were released later that day on PawPrint Now.

The members of the Debate Club are learning how to present persuasive arguments in support of or in opposition to current controversial topics that have been in the news frequently. It has also been discussed that you do not have to personally agree with the side of an issue that you are presenting. An effective debater should know both sides of an issue. Some of the topics that have been or will be the focus of our debates are listed below.

1. Which presidential candidate should be the next president of the United States?
2. Are social network sites such as Facebook, Twitter, MySpace, or LinkedIn good for our society?
3. Do video games contribute to youth violence?
4. Do the movies produced in Hollywood have a bad influence on society?
5. Should athletes be allowed to use enhancement drugs?
6. Should medical marijuana be available in all states?

During each meeting of the club, two teams are selected to take different sides of an issue. Each team presents their arguments. Each team has an opportunity to a rebuttal of the opposing teams statements. Then each team gives a very quick summary of their  arguments. The team that gives the best presentation is declared the winner by the club adviser, Mr. Steger.

The high school student government has also been involved in a debate of substance, among themselves and with the faculty. In response to some planned changes to 10th and 11th grade minyanim, student leaders wrote a letter to administration expressing their concerns. Several meetings have been held to discuss both student and faculty concerns and a partnership is developing out of these passionate arguments about how to engage our students in tefillah. As they develop, I look forward to sharing with you our plans.


There is no argument that it is time for winter vacation. On behalf of the faculty and staff of the Upper School, I wish you an enjoyable and safe winter vacation.


Shabbat Shalom!

I Am Not Planning a Polar Expedition

I just watched a Ted Talk by Ben Saunders which concluded with his plans for an upcoming Antarctic expedition on foot. He detailed his experiences doing things that most of us probably wouldn't even dream about.

Watching this talk was inspiring. Now let's be clear about one thing. I am not planning a polar expedition. While I do prefer cold weather to warm weather, my idea of a challenge does not include dragging a sledge filled with supplies across Antarctica for four months. I can think of a large number of things that I would rather do with my spare time.

But, Saunders is not encouraging everyone to run out and join a polar expedition. What he is encouraging is for us to get out and experience life. Getting out of the house, to borrow Saunder's phrase, means stepping outside of your comfort zone.

I wrote about this in an earlier post when I was challenging myself to stretch my linguistics skills. Taking risks needs to be a part of education and equally applies to students and faculty. As an administrator, I've challenged myself to learn about design thinking and will be taking part in the Day School Collaboration Network that the Jewish Education Project is supporting along with UpStart Bay Area.

Normally, schools make changes gradually. We run a program, evaluate, and make the changes for the following year. Design thinking, however, challenges us to consider rapid prototyping - making quick sample products that you test out and then go back to the drawing board as you test out the ideas.

This approach runs contrary to what I'm used to doing and moves me out of my comfort zone. I'm looking forward to seeing how design thinking gets me out of the house in the upcoming months. I'll be sharing my experiences through this blog.

An Unexpected Linguistic Adventure

In getting ready for my trip to London to attend World ORT's Wingate Seminar on instructional technology, I thought about a number of things to make sure that I was prepared for the trip. I checked the weather to ensure that I had packed the right kind of clothing. I put the finishing touches on my presentation to the group on how our school uses Google Apps for Education as an instructional and administrative tool. I spoke with friends and colleagues who had traveled to London about things I should try to do or see. At no point, did I think about brushing up on my Hebrew. After all, I was traveling to an English-speaking country.

When I arrived at the World ORT house, I received my linguistic surprise. While the sessions were conducted in English, the vast majority of casual conversations were conducted in Hebrew as the bulk of the participants were from schools in Israel. For the last several years, World ORT has been collaborating with the Israeli Ministry of Education on a program called Kadima Mada which enhances science education in schools in Israel's periphery. Along with representatives of schools in South America, the Former Soviet Union, and South Africa, the Israelis were taking part in the seminar to grow their skills in instructional technology and collaborate with colleagues from ORT supported programs throughout the world.

Sitting at lunch or during a coffee break, I could hear the sounds of Hebrew around me and if I closed my eyes, I was suddenly somewhere in Jerusalem or Tel Aviv, not at a conference in the heart of London. It was in these moments that I chose to pick up the gauntlet of linguistic risk and begin to speak in Hebrew with my Israeli colleagues.

Linguistic risk involves taking your existing functional knowledge of a language and trying to stretch it. When you do not have a specific word, you try to work around it by using the vocabulary that you do have. Most importantly, though, it means being willing to make mistakes and to grow to from the feedback that you receive in the conversation.

I am not a native or fluent Hebrew speaker by anyone's definition. Like most language learners, my vocabulary is limited to specific situations, such as ordering in a restaurant or asking people about how they are doing. I lack the ability to talk about a variety of topics, including many aspects of my own profession. Yet, because I was willing to engage in linguistic risk when speaking with my Israeli colleagues, my skills in having this kind of conversation have grown and my confidence has increased exponentially.

All learning involves some form of risk. After all, you are attempting something new that you have never done before (otherwise it would not be learning). As teachers, it is our job to create an environment where students are willing to engage in risks. This means showing your support through appropriate encouragement and make sure that the risk falls within an acceptable range. The steps between learning concepts and skills need be just far enough apart that students stretch, but not so much that they fall on their faces.

I would not have taken my own linguistic risk if my Israeli colleagues had not encouraged me to speak and supported me as I stumbled my way through a conversation. After five days of continually taking this linguistic risk, I have grown as a Hebrew speaker. I am more comfortable struggling with the language and I have learned new words and phrases.

Imagine if we could constantly create this safe environment for our students to continually take risks in our classrooms, rather than just playing it safe. The opportunity for student growth could be amazing.

Friday Letter - December 14, 2012

For the last several weeks, it has been dark when I have left for school in the morning and dark again when I have arrived at home. With the winter solstice approaching, we will soon see increasing daylight hours, but until then, I find myself craving the light. Perhaps it is fitting then that the Festival of Lights arrives in the midst of this darkness imposed by the Earth’s axis and its rotation around the sun.

Fortunately, there has been plenty of (high)lights to go around this week. Saturday night brought with it the first night of Hanukkah and the closing performance of Shlemiel the First. This group of talented high school actors shown on the stage as they made the audience laugh until we cried with the antics of the residents of Chelm. The “wisdom” of the Chelmites defied logic and the performance amazed and delighted. Kol HaKavod to Joan Freedman Cohen and the cast and crew!

The days brightened some more with our Hanukkah Haggigah (holiday celebration). Middle school and high school students thoroughly enjoyed the rhymes, rhythms, and music of Bible Raps performer Matt Barr. Students (and Rabbi Bernstein and Rabbi Josh) joined in on stage for portions of the performance as they used this medium to explore the holiday and their connection to Judaism.

Glow sticks, strobe lights, and candle light pierced the darkness during the middle school dance. In addition to our own students, we were joined by students from Solomon Schechter Day School of Queens and East Midwood Hebrew Day School. This was a wonderful opportunity to bring students together from the schools within the Schechter Network. We closed the night with a communal candle lighting and the singing of Maoz Tzur.

There is a Talmudic argument between the houses of Hillel and Shammai over how candles should be lit during Hanukkah. Shammai’s disciples promoted starting with all eight candles lit and reducing the number of candles each day while Hillel’s students thought that we should should increase the candles until all eight were burning the last night. While everyone knows which school of thought we follow on this issue, it is clear to me that, at least this Hanukkah, we have seen the light increase as we have moved through the holiday.

Shabbat Shalom v’Chag Urim Same’ach!

Friday Letter - December 7, 2012

When asked about the origin and meaning behind the holiday of Hanukkah, most people will reflect on either the victory of the Maccabees over the Syrian-Greeks or the miracle of the oil lasting for eight days. Setting aside that the story of the miracle may have been a fabrication of the Rabbis to downplay the military victory, both of these origin stories only briefly touch on the reason for the name of the holiday.

Hanukkah means dedication. In the case of the holiday, it was more of a re-dedication, as the Maccabees purified the Temple in Jerusalem to make it fit for worship following its desecration by the forces of Antiochus. The military victory occurred to allow the Maccabees to liberate the Temple and the story of the oil stems from the lighting of Temple’s menorah as part of the re-dedication efforts.

It’s fitting then that our school calendar at this time of year brings with it several opportunities for our students to also engage in re-dedication to their academic studies. Report cards have been issued in the high school and were mailed today in the middle school. Parent conferences kicked off this week with the first round of high school conferences and will continue over the next two weeks for both divisions.

Report cards and conferences offer an opportunity for parents and students to have conversations about student learning. Students can take stock of their efforts and see where they need to make adjustments or change strategies. They can feel reinforced that their hard work is paying off or realize that they need to reach out for the many supports available at school.

So, this Hanukkah, rather than starting planning for your New Year’s resolutions and what new things you want to do, think about what you want to re-dedicate yourself to.

Shabbat Shalom v’Chag Urim Same’ach!

Fire, Fire!

Fire drills are one of those necessary evils of school administration. In the jurisdictions that I've worked, they have been legally required and it can be a struggle to squeeze the appropriate number in each school year.

It's not that I'm opposed to having the drills or the opportunity for a little fresh air that goes along with them. They are important. In a school, you have to have a measure of fluency with your emergency preparedness plans. With so many moving parts (read this as students, parents, and faculty), the potential for the unscheduled to occur is more probable than we want to think. It's the scheduling of the drills that drives me nuts.

I've been responsible for coordinating fire drills over the last five years in the two schools that I've been an administrator. Here's a short list of the factors that I've had to contend with when wanting to put a fire drill on the schedule.

• Transitions between periods
• Lunch time
• Dismissal
• Arrival
• Nap time
• Tests
• The day of the week or period of the last drill
• Admissions testing
• Donor meetings
• When in the period the drills scheduled for
• PE classes
• Special programs

Plus, of course, the weather. Is it any wonder why scheduling fire drills can drive me crazy?

Yet, somehow, I do get them scheduled. And having once worked in a school where there was a fire, they are important. Looking ahead to getting the rest of this year's fire drills scheduled, I'm thinking about how to do they smarter.

One thought continually comes to mind after a drill. We constantly evacuate the building using all available exits. But, if we can get through all of the hallways to all of their stairwells, where is the fire? This may be a bit sadistic, but I'm thinking for my next fire drill to have a staff member where a big red and yellow sign that says, "Hi, I'm the fire." and block off that exit. I wonder what the reaction will be.

Are there more ways to make fire drills more effective training tools? And how do we overcome the reluctance of some staff to accept this necessary interruption to the school day? How do you convey to students the seriousness of the drill? How do you improve performance from drill to drill?