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School Counselors Helping More Women Go Into Computer Science: Tips and Advice to Find the Fit

Angela Cleveland on episode 254 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Guidance counselors are challenged to encourage students into exciting opportunities that fit their skills and abilities but also to be careful not to stereotype. Today, Angela Cleveland talks about the tips, resources, and ideas to help encourage young women to go into Computer Science.

women computer science

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Enhanced Transcript

School Counselors Helping More Women Go Into Computer Science

Link to show:

Date: February 5, 2018

Vicki: Today we’re talking with Angela Cleveland @AngCleveland. She is the 2017 New Jersey State School Counselor of the Year.

But now, she’s working with school counselors across the United States, helping them help girls go into IT.

She’s co-founder of Reigning It (

So, Angela, how do we help counselors advise women or young girls to take a look at IT and computer science?

angela cleveland women computer science

Angela: First of all, thanks so much for having me on your show. I’m a big fan, so I appreciate this opportunity.

In terms of young women, school counselors and really all educators can help young women and really all of our students learn more about computer science and technology by thinking about how it intersects with every area of interest.

So it can mean just taking a look around at our world and thinking, “Hmmm, this is something interesting. How was this created? Someone had to invent this app that’s on my phone, or this way of solving a certain problem. How did that process take place?”

Really, thinking about how computer science affects every area of interest, whether it’s art or history or fashion or sports. It’s there somewhere. When we start to see that intersection as educators, we can have those conversations with our students.

Thinking about how computer science affects every area of interest

Vicki: What are some things that counselors do right, that actually work with helping girls? We’re not talking about encouraging a girl who may not be a good fit for that. But we are talking about having an open mind, right?

Angela: Right.

An open mind is really key. Sometimes we have to check our own bias about who we think is right for computer science.

In our society, there may be a certain perception that it’s maybe someone who is very quiet, who likes to work alone, and maybe a male, or maybe someone who’s very good at math or science. A lot of those, if not all of those, are really myths about who is right for computer science.

Today, people are working in groups. There’s a concept called Pair Programming, where students work together on a coding activity. Computer science is about problem-solving.

Computer science is about problem-solving

The biggest predictor of who’s going to be successful in computer science is someone who likes to solve problems. It doesn’t necessarily mean that you have to have a strong math or science background, but that you have an inquisitive and curious mind.

So if you have a student who likes to solve puzzles, or they like doing Sudoku, that’s somebody who would be great for computer science!

All of our students have this great ability to pick up on what may be some problems in our society. Talking to student about, “How would you fix that? Especially using technology, how could you address that problem?’

So that’s really important.

For school counselors, what’s key is that school counselors have the ability to look at the demographics of a school, to look at where students are going in terms of course placement.

They can look at, “Is there a gender gap in our computer science class?”

Or, “We’re running this after-school club, and we’re noticing that all the same types of students are gravitating toward this club.”

So school counselors have this ability to look at the system as a whole and to support students.

School counselors have this ability to look at the system as a whole

One of the most effective things that school counselors can do is to encourage young women to explore a club or a computer science class with a friend. Just having someone else in there who is like them, who they feel comfortable with, is really important. We find that there’s a lot of success with just having a friend in the class with you.

Vicki: So you’ve already named one mistake, which is stereotyping.

Angela: (agrees)

Vicki: Don’t think that they just have to be a loner, or that sort of thing.

Are there any other common mistakes that you think end up not helping young girls the way we should?

Angela: Right. Sometimes it has to do with the environment that students are going into in terms of the classroom, the actual setting itself.

School counselors — we’ve talked to them across the country — go into a computer science class and look around. You can get a sense, just from the posters that are on the wall, “Is this an inclusive environment? Is there a fair representation of all people?”

If you’re a young woman going into a computer science class, and you look around and you see posters with Mark Zuckerberg or Bill Gates, you start to maybe get an idea that, “Hmmm. This is a field for white males.”

It would be as simple as just having more representation in the classroom that shows women that there are people who are doing this job, and they’re in this industry, and they’re just like you. They have a background similar to yours.

Display more representation of women and people of diversity

Vicki: That’s so important, to show girls and give them models.

In my classroom, we talk of course about Augusta Ada Byron Lovelace, who was the world’s first programmer.

Angela: (laughs) Yes!

Vicki: Just realizing how many women (and people of) of diversity are really part of the computer science revolution.

So what are some of the resources that counselors can access that will help them in this area? Some counselors I know feel awkward talking about computer science because they’re not really very technical themselves.

What are some resources for counselors and other educators?

Angela: Absolutely. That’s a great question. I get asked that quite frequently.

I’m going to share with you one of my favorite resources. It’s completely free and very accessible.

It’s a magazine called “Careers With Code.” (

If you go to their website in the Shownotes, you can download a magazine that they have. It’s totally free to download. You can also order some copies of it. What’s great about this magazine is they lead with this concept called CS, which stands for computer science, plus X.
And X is any area of interest.

They have really fun personality quizzes in there, and they talk about how — whatever you’re interested in — if you’re interested in pop culture and you like to keep up with the Kardashians — there is a career in computer science for you.

They really demystify what computer science is, how it affects all of these different areas of interest, how it’s changing the world.

Then, there are extension activities. You can go onto the Careers With Code YouTube channel, and you can see more interviews with the people who are featured.

It’s a really great resource, and I think especially for counselors to see that there are different pathways to computer science.

It’s not so linear (pun intended) where people start at a young age, coding in their basement.

Oftentimes with young women, they come into computer science because there’s something they’re interested in, there’s a problem they want to solve, and technology provides a pathway for them to solve that problem.

Vicki: So Angela, as we were recording this recently, you were at Georgia Tech working with about 70 counselors in this area.

What are counselors saying about the conversations they’re having with kids — particularly girls — about this topic?

What are counselors saying about this topic?

Angela: Right. When we meet with school counselors, one of the things that we share out is the data regarding Bachelor’s degrees that are being conferred in this country, and the number of jobs that are available.

This is something that really resonates with school counselors because we’re very much focused on graduating students to go into post-secondary education, the military, or the world of work, and to have sustainable careers.

When we look at the data, we have the majority of degrees being conferred in the social sciences, but there aren’t enough jobs in this country for someone who just has a degree in the social sciences.

The reverse is happening in computer science. Sometimes when we’re talking about STEM, we’re looking at science, technology, engineering, and math.

But really, the jobs that are coming up in the STEM fields are in the computing industry. There are so many jobs available, and not enough people with those backgrounds.

So when we talk to school counselors about — ultimately, as I said, our job is to graduate students to have sustainable careers and to be happy and to have rewarding careers — the way for them to do that is to think about how — whatever their area of interest is — how it’s being transformed by technology. That will prepare them to enter a major or to enter a workforce.

Vicki: Wow. Are counselors feeling overwhelmed by all of this change?

Angela: You know, I think it’s something that really resonates with what school counselors believe in.

It’s really tied to our ethical code as school counselors.

We’re kind of a very unique profession, where not only are we addressing change with individual students, supporting that individual child, but we’re also — as school counselors, part of our responsibility which many people don’t know about is looking at a system (whether it’s our educational system in our district or looking bigger picture) and making sure that we are providing optimal learning environments and equitable access to all of our students.

This is at the heart of what school counselors do.

Looking at the big picture is at the heart of what school counselors do

When they see that there’s a way for them to achieve this goal and support their students, it actually feels very accessible to them.

It takes a problem that feels very big, and it provides the pathway for them to support students with something as simple as, “Hey, here’s a computer science class. Why don’t you and a friend sign up together, and I’ll make sure you’re in this class.”

Vicki: Well, school counselors and everyone listening, the counseling job is such an important job.

There are also many times that teachers of high school kids find ourselves wearing a little bit of a counselor’s hat, maybe not quite as much, but kids will come to us.

I think that we’ve heard some very important concepts to encourage all of our students to take a look at STEM jobs and IT jobs, and to kind of have an open mind about things because we do want our students to be successful and lead successful lives.

Part of that equation is not only building relationships and living healthy lives, but also finding a career that they love — a successful career for them.

So take a look at these resources. I’m particularly interested in the “Careers With Code” magazine. I’ll be sharing that with my students.

Thank you so much, Angela!

Angela: Thank you so much for having me!


Contact us about the show: 

Transcribed by Kymberli Mulford

Bio as submitted

Angela Cleveland, M.S.Ed., M.Ed., MA [] advocates for equity and access to STEM opportunities, she consults for the National Center for Women & Information Technology (NCWIT)’s [] Counselors for Computing [] division, PBS’s SciGirls, [] and Accepted to School. []

Angela has 15 years of experience as a professional school counselor and is a Google Certified Educator. She is an executive board member and webmaster for the New Jersey School Counselor Association (NJSCA). [] Angela co-founded ReigningIt, [] a non-profit dedicated to creating a STEM dialogue inclusive of every woman.

Angela is a technology contributor to national publications, such as Edutopia, [] she presents on a national level about computer science and the school counseling profession, and she is an adjunct professor at Caldwell University. []

Angela’s advocacy has earned her recognition, most recently the “2017 NJ State School Counselor of the Year” award and was featured in Amy Poehler’s Smart Girls blog. []

In her free time, Angela enjoys writing and is the author of several therapeutic children’s books. [] Learn more about her: []


Twitter: @AngCleveland

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post School Counselors Helping More Women Go Into Computer Science: Tips and Advice to Find the Fit appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

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Hearing the Sound of Silence and Knowing When to Break It

Day 39 of 80 Days of Excellence

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Silence is not always golden, sometimes it is very dark and needs the light of the right word spoken at the right time. To be a good listener, we must not only hear what people are saying but also to hear the sound of silence. Learning when to speak and when to break the silence can make all the difference in whether we can be a more excellent person or whether we sit by and let things go unsaid and miss out.

Martin Luther King, Jr said,

“In the end, we will not remember the words of our enemies, but the silence of our friends.”

Way too often we say words that need not be said and hold back what we really need to say the most. Why do we do that? Silence always says something.

George Bernard Shaw said,

“Silence is the most perfect expression of scorn.”

Don’t just talk to speak, though. Pythagoras said,

“Silence is better than unmeaning words.”



Silence can be caused by many things:

  • Deep wounds
  • Deep shame
  • Deep dissapointment
  • Deep disagreement
  • Deep scorn
  • Death

While silence is something we all need sometimes, I’m talking about the silence between people who know and love each other. Or silence to speak out against injustice. Silence over things that should be said. Silence about love.

People are irreplaceable. And those with whom we’ve grown up, made memories and loved are not disposable. You can’t throw away those relationships like an old shoe. The relationship is worth fighting for even if you’ll never agree.

Sometimes the hardest thing to do is to break the momentum of inertia and pick up the phone, go see someone, or stop them in the hall.

There is a time to speak and a time to be quiet. And the wise among us know that often the hardest but greatest thing to do is to break a silence that deserves to be broken.

I wish I could wave my magic wand and help you build rebuild bridges torn asunder by differences of opinion. I wish there were easy answers. I only know that people are important and worth the effort to try to speak when it is just easier to be silent.

As you seek to be excellent, ask yourself if there are injustices, love, or great wrongs that require you to speak. Time passes and there can come a time when words can no longer be said.

Silence isn’t golden, sometimes it is a darkness that needs the light of the right word said at the right time.

This post is day 39 of 80 days of excellence. I’ve created an email list below for those of you want to be emailed the full posts written as part of this series.

The post Hearing the Sound of Silence and Knowing When to Break It appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

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Teach the Whole Preschooler: Nurturing Developing Minds

Cindy Terebush on episode 254 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Cindy Terebush talks about the common mistakes of preschool programs. She also shares awesome success stories and tips for helping your preschool be the best in today’s era. She shares the challenges of teaching things at a younger age and why standards may not be a problem while implementation can be.

Cindy Terebush teach the whole preschooler

Sponsor: The US Matific Games have warm-up week running from February 14-20. Then, the games run from February 21-28. Try Matific free and sign up to join their Math games. Now is the time.

Matific is a fantastic site full of math manipulatives and customized playlists of activities to help students at every level master math. This fun, gamified site is sponsoring Math games this February and students can compete to win prizes for themselves and your school. Set up is easy, send them their class rosters and they’ll have you set up in 24-hours. This is a great way to try out matific, help your kids boost their math skills and have fun. And it’s free!

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Enhanced Transcript

Teach the Whole Preschooler: Nurturing Developing Minds

Link to show:
Date: February 15, 2018

Vicki: How should we be teaching preschoolers?

Cindy Terebush @earlychildhood7 is an expert, and she’s author of Teach the Whole Preschooler: Strategies for Nurturing Developing Minds.

So, Cindy, as you started to look at preschool today, what do you think the biggest issues are for where we’re going wrong?

Cindy: I think that there are a couple of issues, actually.

I think that we’re living in a very high pressure world right now, in a very immediate gratification world. So what’s happened is that we’ve gotten away from respecting the process of early childhood learning.

Respect the process of early childhood learning

You know, it is a process. And those of us who are adults, we’ve gone through that process. We know it. We know that there are certain skills that children have to obtain before we can realistically ask them to do some of the more academic things that adults want them to do. But I think we’re just so used to having everything at our fingertips that we’ve lost patience with that.

I also think that the demands that are going on right now in our schools have dropped the curriculum. So what used to be taught in second grade is either being taught in first or kindergarten, depending on where you are. And what used to be first grade is now being taught in kindergarten or preschool, depending on where you are.

Our schools have dropped the curriculum from kindergarten into preschool

It used to be that I would speak in front of a group of kindergarten teachers, and I would say — maybe 5 years ago — “What grade level are you teaching? Where was that learning 5 years ago?”

They would say, “It was in first grade.”

And now when I stand in front of a lot of kindergarten teachers, they tell me they’re teaching second grade work.

And so it has also fallen down to preschool. So the preschool teachers are scared.


Vicki: So a lack of patience, and — it’s not that the standards are too high, but the standards are not age-appropriate — is what some have told me.

Is that what you’re thinking? Do think that we’re pushing them to do too much, too fast, too early?

Cindy: You know, I don’t know.

I’ve read the standards. And I don’t know that they are so inappropriate if they are implemented correctly. And I think that’s the problem.

I think, when I look at preschool standards, for example? They say, “Children should be exposed to (or have demonstrated) an interest in…”

None of it says “Mastered”… Mastery of things having to do with letters, and sounds and reading and math are part of the kindergarten standards, not preschool.

The problem is not the standards, but the implementation of them

So, you know, when we look at preschools — what they’re doing is, instead of taking the children where they are today, looking at the children and saying “Where are you today? How can I lift you a little bit? How can I add to your knowledge?”

What they’re doing is they’re looking ahead. Our preschools have definitely become a feeding ground for preparing for the future versus nurturing today. And it really comes from fear.

The standards themselves are not so inappropriate. It’s the implementation of the standards, that I think are very challenging. I think that the standards for kindergarten are the ones that say, “Children need to have mastered certain skills,” not preschool. Preschool is all about exposure and experience and exploration.

Preschool is all about exposure, experience and exploration, not mastery


Vicki: So do you think that how we’re doing these standards-based report cards — where we have the “M” for mastered, or whatever — Is that where we’re falling short, by actually grading them on mastery, instead of just exposing them?

Cindy: Yeah. And I think mastered for one child is different than mastered for another. These are individuals.

Our school systems were really designed on the factory model, when we think about it, sort of like the Ford assembly line. You know, we’re going to take them children, and we’re going to teach them. Then we’re going to move them ahead and teach them this here. Then we’re going to move them ahead and we’re going to teach them this here. And move them ahead and teach them this there.

The industrial age model doesn’t work — especially for preschool

But the problem with that is that we’re dealing with individuals, with different levels of experience, development, and ability.

So I think to kind of “blanketly” say, “Well, you’ve mastered this, that’s great. But the person next to you has not.” At the age of three, four, and five? This makes it very challenging for the teachers.


Vicki: OK, so we’ve talked about some problems. Is there anything we’re doing right, that’s kind of new, that you think we’ve got right?

Cindy: I do think that it’s great that I’m noticing that the pendulum is swinging back to understanding the importance of play in the early childhood years.

The pendulum is swinging back

There are a couple of states that have taken the core standards and put a statement in front of them saying, “We need to be sure we’re emphasizing play.” I think that’s great.


I do think that it’s going a little bit back to people understanding the importance of experiential learning. So the pendulum swings slowly, though. That’s the problem. That pendulum swings really slowly.

And we need to — as early childhood professionals — be looking at the world which these children are entering, which is very different than the world you and I entered after our early childhood experience.

Looking at the knowledge that we have about how young children learn, and saying, “What do they need for the world they will go to?” which is frankly, something you and I probably can’t even picture at this point, with the speed of technology.

The world they will enter is very different from what ours was


Vicki: (agrees)

And with smart machines coming… I mean, I’m reading a book. The title is Humility, and it’s about how it’s important in the smart machine age — things like creativity and innovation. People skills are so important. We’re spending so much time focusing on some rote knowledge, at some points.

Cindy: We really are. And you know what? If you look at the standards, too, social-emotional is in there, and it can’t be ignored. It should be the first standard, because it’s really what these children are going to need so much. Information at their fingertips.

I was in a classroom with 2-year-olds. One of them asked me a question, and I said, “Oh, I don’t know… I’ll find out.” She said, “Where’s your Google?” She’s two! (laughs)


Vicki: (laughs)

Cindy: She knows to look in Google. (laughs)

They’re growing up with that. They don’t need to sit and rote memorize as much as we did, but they certainly need their critical thinking skills, so that when they’re looking at that information online, they can think critically about it.

(They can) try to determine if it’s true or not true. They’ll know the right questions to even ask. You know these are the things they’re going to need to know– how to analyze things through, to get the information out.


Vicki: So Cindy, you travel the country, and you take a look at a lot of preschools.

Can you tell me an exciting story — and you don’t have to names names but you could. Tell me a story of “preschool done amazingly right.”

Preschool done amazingly right

Cindy: “Preschool done amazingly right”… There are a number of schools that I walk into now, that have stopped doing weekly themes (which we all did), have stopped doing “letter of the week” (which we all did)…


Vicki: (laughs)

Cindy: And they now realize that sort of thing is not deeper learning.

I love it when I walk into schools (like) one last week where they were doing more like “study topics,” where the children are investigating a particular topic for maybe a month or two months.

They’re really digging deep, and children were being observed by the adults as the adults kind of figured out by watching them, “What do you know? What don’t you know? How can I add to your learning?”

There were lots of hands on and experiments.

One of the soap boxes that I’m on right now has to do with — when I walk into schools, and everything will be great, and they’ll be doing all this experiential learning, but I still see them doing letter of the week.

We should know better now. That’s not really how children learn alphabet best. That also needs to be individualized and based on each student.

So there are some schools I walk into where the children are learning letters in the order of what’s important to them, like their name, and then maybe their parents’ names, and their street name. That’s wonderful! That’s really doing it right.


Vicki: Oh, but isn’t it so hard to have every child learning different letters in a different order?

Cindy: You know, it is, but it’s all about your classroom management. Sometimes teachers will say to me, “How am I supposed to do that? I’ve got 15 kids in here!”

So how you do that is you divide and conquer.

Classroom management: divide and conquer

Instead of doing it all together as a large class, you sit them down in small groups and work with them, maybe four at a time. Generally speaking, early childhood classrooms have ratios so that there’s more than one adult in the room.

That’s how you do it. You divide and conquer.

Teachers have to remember that the large group time, when everyone is gathered or listening to you is not actually the optimal learning time. It’s when they’re sitting with you one-on-one or with a small group.


Vicki: Wow. But then the teacher says, “How can I have one-on-one time with everybody to teach everything?” That would be ideal.

Cindy: (laughs) You can’t.

It would! It would! You can’t have one-on-one time with everybody everyday, that’s for sure.


Vicki: Absolutely.

Cindy: You can have some small group time, like one-to-four or one-to-five almost every day.

Each day, maybe you pick another child or a couple of children where you think, “I’m going to do some work with these children today, and these other children tomorrow, and these other children the next day.”

I think we do have this very adult need to do everything with everyone at the same time. And it’s just not how they absorb information the best.


Vicki: Cindy, give us a 30-second pep talk for preschool teachers about going out there and really bringing it for their preschoolers this week.

Cindy: OK, so my 30-minute elevator speech about the importance of bringing it for preschoolers.

The importance of bringing it for preschoolers

When we work with preschoolers, we’re touching the future.

When I ask adults, “How would you like the world to be?” they tell me, “I would like the world to be kind and compassionate. I would like it to be respectful. I would like there to be a respect for intelligence and knowledge.”

That’s what we do in early childhood education. What you want the world to be, it’s what you’re creating. So I think we have to remember that when we’re sitting and speaking with early childhood learners and when we’re interacting with them.


Vicki: Well, preschool teachers, you’re so important. It is so refreshing to see that we are swinging back toward some things that make a little more sense.

But we do have to remember that these are precious, beautiful children. We can get so caught up in numbers and standards that we can forget that they are children. I know that you great preschool teachers out there — you keep that front and center, and that’s part of your job, is to advocate for those kids.

So get out there, and thank you so much for what you do.

Contact us about the show:

Transcribed by Kymberli Mulford

Cindy Terebush – Bio as submitted

Cindy Terebush, author of “Teach the Whole Preschooler: Strategies for Nurturing Developing Minds” (WW Norton – publisher), has worked with young children for 20 years. She has experience teaching and directing in daycare, preschool and school age programs. Cindy is a sought-after workshop facilitator, keynote speaker and professional development provider for early childhood professionals and parent groups.

Cindy writes about issues related to both teaching and parenting young children for a variety of venues. She is the author of the popular blog “Helping Kids Achieve with Cindy Terebush.” She was an online reporter for “The Shriver Report: A Woman’s Nation Pushes Back From the Brink.” She has been a guest writer and interviewed expert for print publications, podcasts and other media. Cindy has appeared as both a panel guest and on an interview Up Close segment on the PBS show “Caucus: New Jersey with Steve Adubato.”

Cindy is a Child Development Associate (CDA) Professional Development Specialist and class instructor. She is an approved New Jersey Workforce Registry Instructor and is a trainer for the Grow NJ Kids Quality Rating Initiative System.

Cindy earned her Bachelor of Arts degree and teaching certification from Kean University (formerly Kean College) with graduate work from Walden University. Cindy also completed the State of New Jersey Director’s Academy for Early Care and Education. Cindy has earned a certificate of training completion in Healthy Lifestyles for Preschool Families from Rutgers University, The University of Arizona and Prevent Child Abuse New Jersey. Cindy earned her Certified Professional Coach & Certified Youth, Parent, Family Coach credentials from the World Coach Institute.


Twitter: @earlychildhood7

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post Teach the Whole Preschooler: Nurturing Developing Minds appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

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You Might Win On a Day But You Don’t Win In a Day

Day 38 of 80 Days of Excellence

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

You might think you could win an Olympic Medal in a day, but you can’t. You might win it ON a day, but you don’t win it IN a day. Many days spent IN preparation and perspiration are required to achieve excellence ON one given day.

“People often say that motivation doesn’t last. Well, neither does bathing – that’s why we recommend it daily.” Zig Ziglar

While watching people ascend podiums or receive trophies, it is easy to be envious. However, if we could see all the days before, we might not be so envious at all.

Achievement is daily. Many people want the result but so few want the habit of achieving.

You can’t lose 50 pounds in a day.  Pushing away the cake. Picking up the pen. Eating something else when everyone else is digging in at the office party. You make choices IN every day, so one day you can stand ON that scale and see the results.

You can’t write a great book in a day. Picking up a pen when you’d rather be reading. Missing out on a nap. Not lingering long at the supper table. Putting writing and proofreading and fact-checking in your daily calendar when you’d rather be speaking or talking to friends. Great authors put these things into their day so one day they can see their book on the New York Times Bestseller list.

The daily habits of achieving success on a certain day look and feel like work, pain, exhaustion, and struggle. And who likes that?

I once read a report that showed that good and bad students hate the same things: studying, homework, and listening. What is the difference? The good students do them anyway.

Everyone wants the prize, but few people want the pain.

Success may happen on a day in the future, but it begins in what you every day right now.

Are your daily habits leading you towards success? What practices are in your day that will put you on course to success in your chosen field.

If we want success on a day in the future, we must put future-minded pain-inducing tiring habits in our today, so we can get there.

This post is day 38 of 80 days of excellence. I’ve created an email list below for those of you want to be emailed the full posts written as part of this series.

The post You Might Win On a Day But You Don’t Win In a Day appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

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