Becoming Busy or Busy Becoming?
October 30, 2015
While I have served the MHSAA as an employee and several other organizations as a volunteer board member, I have gradually and probably too slowly learned to be more on the lookout for ways to help move these organizations from transactional to transformational business … from mundane and routine tasks that tread water to sea-change strategies that might cause an organization to alter its course.
I have tried to do this in different ways at different times with different organizations; but I was recently handed an idea that I think will work with almost every organization at almost any time. A speaker said, “Are we busy doing, or are we busy becoming?
That question captures the essential difference between transaction and transformation. If every board meeting and staff meeting and committee meeting would start with that question, and/or be used at the end of the meeting as the evaluation tool, the work would broaden in scope and deepen in impact. Little issues would give way to larger topics, and fascination with fads would give way to focus on future trends in our work or in society as a whole that could affect the enterprise in fundamental ways.
Are we busy doing things that will help us become not just a little but very much better at what we do? Are we striving to break down or through barriers that hold us back? Are we searching for fundamental changes not just in how we do things but how we see things? Are we enlarging our vision? Are we searching not just for new ways to do old things, but also to discover altogether new things to do that will cause us to become what our greatest aspirations desire?
Model Education
December 13, 2013
The athletic classroom is at least as pregnant with teachable moments as any other classroom of our comprehensive secondary schools.
I believe this so strongly that there is a tendency to overstate this truth; but if we include non-athletic activities like speech, music, debate and drama, I am even more certain it is true.
It is true in large part because nowhere in education will one find it to the degree we do in school activities that teachers are teaching what they want to teach to students who are learning what they want to learn, and both teachers and learners are willing to work hour after hour on their own time, even after the so-called “school day,” to make sure that everything that can be taught is taught and everything that can be learned is learned.
This is not a distraction from the educational mission of schools. It is a model of what more of education should be. And we shouldn’t hesitate to say so. Nor should we hesitate any longer to provide these model programs for younger grade levels.