Self-reflection to kick off the New Year!

@rbishop_jr tasked the two of us with creating a blog post by January 2… it’s always good to have an accountability partner who supports you as a positive force to influence professional growth.  I find that blogging helps me organize thinking, cements learning, and holds me accountable for my professional growth. My hope is to get back to consistently (once a month) blogging in 2019, and I look forward to reading @rbishop_jr post in the near future.  So here is my post: Self-reflection to kick off the new year!

The conclusion of another calendar year is always a great time to celebrate successes while reflecting on how to improve our craft as we make resolutions for 2019.  We continually reflect on the effectiveness of our school culture and climate, instructional strategies, district initiatives, school improvement plans, curriculum and assessment, etc. Our PLCs collaborate by setting and monitoring goals that supports learning.  With that said, success of a building depends greatly on self-reflection as well as collaborative goals. If one truly want to sustain professional growth, then we need to think deeper than traditional performance reflection questions, while knowing that you are the only one who can truly answer self-reflection questions.   

Self-reflection question for 2019:  What does it take to be an Influencer? 

My colleagues and I have committed to meeting once a month to discuss what it takes to be an influencer within our organization.  Building leaders need to influence sustained professional growth to lead change. We decided to use Influencer: The New Science of Leading Change by Grenny, Patterson, Maxfield, McMillan and Switzler to guide our conversations.  The authors do an exceptional job identifying high-leverage behaviors that lead to profound change in an organization.  Influencer takes you on a journey of self-reflection by helping one find and clarify actionable vital behaviors to lead to positive results.  Too many of us focus on the results rather than the behaviors that lead to results. As a group we have spent time reflecting on the fact that successful influencers avoid spending time and effort on the wrong behaviors by drawing from vital behavior such as noticing the obvious, capitalizing on crucial moments, learning from positive deviants, and spotting culture busters:  

• Notice the Obvious:  Looking for behaviors that are obvious but underutilized.  How do we capitalize on these behaviors and develop them into our actions?  
• Look for Crucial Moments: Identify those times where everything is working against the results you want. Look for behaviors that can help you overcome those crucial moments. How do you prepare for potential barriers?
• Learn from Positive Deviants: Look for people that do well in a challenging situation even when you or others are having problems within the same scenario. Identify what they are doing differently that could help you or others succeed. How do we identify when we need to learn from others and their experiences?
• Spot Culture Busters:  Watch for crucial moments when shared vision and mission is necessary for success. How do we build our culture through shared leadership? Those that work against the shared vision and mission can destroy an initiative or organization.  How do we prepare for this and build capacity in others.

Understanding these four vital behaviors takes self-reflection.  Focusing on yourself and understanding the lens and behaviors you bring to the table will help in the quest to be a positive influencer.  How do you know if a behavior is vital to your influence? Like anything, if you are unsure, then track the behaviors and compare with your results.  If the behavior has a direct impact on the result then you know it is a vital behavior.

I look forward to self-reflection throughout the chapters of Influencer.  I already find myself considering the four vital behaviors, considering each when reflecting on past and future projects, curriculum reviews, and even interactions with staff and community stakeholders.  These four behaviors along with Six Sources that will be our focus within the next chapters will be my focus throughout 2019. I look forward to investigating our shared abilities while understanding motivation, defeat, and adjusting to change through the Six Sources:

• What is your personal motivation?  Are you motivated?
• How do you view your personal ability?  Are you able?
• What does your social motivation look like?  Do others pay attention to your advice?
• What is your social ability to enlist the support of others?  Can you enlist the help of others? 
• What does structural motivation look like?  Is there an incentive conflict? 
• How do you view the structural ability?  Do you have the tools to make it happen? 

These vital question, behaviors, and sources will continue to guide my focus as we maintain our commitment to leadership and balancing our influence to unlock the potential of our organization.  I will keep you posted as our reflection continues and Influencer guides our professional conversations.

As you reflect and set goals for 2019, start thinking about deeper self-reflection questions that will support your ability to Influence others.  Find balance and pick one or two vital behaviors that might resonate with you and be aware of how behaviors can change results. Continue to grow and embrace change, creating opportunities for professional growth, while enjoying the best job in the world… teaching children and growing capacity of others!

Making Connections

School starts Tuesday!!!!  As we look forward to meeting our students it is important to start the year strong, creating positive and long lasting relations with our students.  Below you will find 10 suggesting to get the year started:

1.     Morning Circle Time – Many of our teachers have morning meetings to start the school day.  Creating a morning meeting, allowing for students to learn about each other beyond school life, builds a classroom community of genuine respect and rapport.  Daily questions can focus on student backgrounds, culture, interests, events of the weekend, favorite foods/music/movies/games, special events, etc.  Becoming familiar with each other on a deeper level will support student self-awareness and acceptance of differences, which will decrease the likelihood of relationship issues during the school year.  Daily questions can focus on favorite experiences, field trips, project based learning activities, individual/class accomplishment or anything that was unique to your classroom.  

2.     Classroom Motto (start the year strong) – One teacher at our school starts the day by reciting the classroom motto.  He tells the students to push the button on their desk and all student proudly recites together, “feel good about yourself!”  Students truly feel good about themselves… not because they say it… because of the sustained teaching that goes along with saying it, creating a community of students who feel good about themselves.  His students feel good about: being a good classmate/friend, the effort they put into an assignment, learning new vocabulary words, solving problems on their own, being a good son/daughter/sibling, improving their writing skills, understanding their target learning, etc.  It works because it is a consistent approach implemented with empathy and support.  

3.     The Unlikely Student – It is “easy to connect” with students who demand your attention due to an outgoing personality, academic needs, or behavioral problems.  Something to consider, write one student’s name in your plan book each day (those who do not demand your time).  Make sure you are connecting with that child throughout the day by noticing their effort:  “Wow! Johnny did a great job on the writing assignment because he added exceptional detail”… and share those accolades with the class.  Notice things that go beyond school life: new shoes/shirt/haircut, asking about weekend, sporting event, video game, recess, family, etc.  It is important that you have a plan to connect, because if you don’t… the “easy to connect” students will demand that time and the “unlikely” student will not be noticed.

4.     Student Inventory – Look for the uniqueness of each child – Have students fill out a student inventory at the start of the year.  Revisit the student inventory that students provided you throughout the year.  Did anything change?  Student inventory example is below:

·         What do you like to do outside of school?

·         What is your favorite season?

·         List 2 of your favorite foods.

·         List 3 games you like to play.

·         What is your favorite animal, color, sport?

·         List your favorite type of music.

·         Do you like to read? What type of books do you like?

·         List 3 movies you like to watch.

·         Who do you like to play with/why?  Friend, parents, grandparents, sister, brother, other.

·         What is your favorite part of the school day?

·         What is your least favorite part of the school day?

·         What is your favorite special/subject?

Higher level inventory questions:

·         What are your dreams?

·         What do you want to be when you grow up?

·         Who would you consider to be your hero and why?

·         If you had unlimited money and could only use it to help people… who would you help and why?

It will be fun for you and your students to see how they have changed or stayed the same over the school year! 

5.     Positive Proximity – Greet your students each morning with a smile and a friendly hello.  Seems simple because it is!   It is also much better than asking “do you have your homework?”  Be present during independent work, supporting students and noticing their efforts throughout the day.  It is even ok to stop by the cafeteria (gym is where we eat lunch) or even shoot a basket or two during recess, positive proximity doesn't need to stop in the classroom.  The extra 2-3 minutes of positive proximity outside your classroom will enhance the community feeling that you are establishing in your classroom. 

6.     Active Listening  – When we are busy it is easy to send students on their way with a quick response, knowing that you would give a better response if you had the time... we do this as parents too!  Next time try saying this:  “Your question/need/etc. is really important to me and you deserve more time than I can give right now… can you hold on for a few minutes/after lunch/until tomorrow/etc. and I will give you the attention you deserve.”  If you say this with empathy, the child will usually feel validated and will (most likely) wait for your attention… sometimes it gives them time to problem solve on their own. Obviously, don't use this approach if there is an emergency or safety issues. 

7.     Tone of Voice  – Be aware of tone, volume and cadence when teaching and managing your classroom.  Use a softer delivery when managing behaviors and classroom procedures, planning and using nonverbal cues.   Use voice fluctuation, storytelling (instead of lecturing), and suspense during your classroom discussions.  Students will love it!  I have been in a lot of classroom where I did not want to leave because the tone was so engaging.  Your voice can set the relationship tone (positively or negatively) within a classroom.  Charlie Brown’s teachers were funny but I don’t think they were building any relationships with their tone of voice.

8.  “I noticed” notes - How it works:  Simply place post-it notes on student’s desk when they least expect it!

I noticed you finished your project today… nice work with great detail!

I noticed you are being a good friend to Johnny… you are kind!

I noticed you helping Sally with her math at lunch… you are a good friend!

I noticed you put great voice in your writing today… nice focus on our target learning!

I noticed you being a good listener… you rock!

I noticed you asking for help on your assignment… way to take charge of your learning!

I noticed you using "active listening" strategies with Sally during turn and talk… keep it up!

You get the idea!  I would not walk around the room giving “I noticed” notes all day… it could decrease the value.  Use it sparingly, maybe three to five per day and keep track, making sure you are noticing everyone over time.  This also works well with number three from above - The Unlikely Student.  I love this strategy because it provides encouragement and accolades to support a positive relationship between you and your students.  It will also teach students to self-regulate their behaviors, assuming responsibility to academic and social learning.  Students will love it and so will you! 

9.     Humor – It is ok to laugh, smile, and tell an appropriate joke from time to time.  Children want to see us having fun during the start of a school year!  A morning joke can go a long way to support positive feelings.  We have children telling Friday jokes on the morning announcements, it’s a lot of fun!

Q: What did the math book say to the other math book?

A: I have a lot of problems!

I love a good joke and so will your students!

10. Closure to the day – Facilitate a reflection discussion at the end of each day, showcasing the academic and social learning that took place.  Give accolades to individuals for positive effort and remember the happy and/or humorous moments during the day… maybe even tell your corny joke again.  Set goals for tomorrow and end the day by saying “be kind to one another,” supporting and modeling the positive feelings you are establishing within your classroom.  Make this a consistent conclusion to your day and they will be eager to return in the morning.

I truly believe that children will not learn from people they do not like or if they do not feel safe within their learning environment.  It is important to make connections that will last a school year.  Watch this inspirational TED Talk by Rita F. Pierson, which showcases the importance of making connections.

TED Talks Education: Rita F. Pierson

http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion

Relationships - The Key to Learning

"Kids don't learn from people they don't like!"

"You say it long enough it starts to be a part of you."

"We teach anyway... because that is what we do! We are educators... We are born to make a difference!"

"Every kid needs a champion!"

As the year gets started, I encourage you all to sustain a relationship goal.  Going to a workshop on relationship building might be beneficial but setting a goal, which is maintained over time and a focal point to everything you accomplish, will provide results.  “You say it long enough it starts to be a part of you” and it will be a part of your culture as well. 

Enjoy setting relationship goals to guide and sustain making connections to last the school year and beyond. “Be a champion” for your students!  Please share your thoughts and goals with us!  

Have great start to the school year!!!!

Keith

 Rules provided without relationship result in rebellion.

Consequences given without relationship lead to resentment.

Rewards without relationship feel like bribes.

Love and Logic Teacher-isms

Setting Goals

“Daddy, do you want to jump through this hoop?” This is a question my daughter asked me and of course I had to take a couple of pictures!  Besides it being a very cute moment, it reminded me of a comment I heard from one of my friends regarding his goal setting and performance review.  He stated that it is a process of “jumping through hoops” and completing paperwork.  My friend is not an educator but his comments generated a question for me:  How many educators feel the same way?  My guess… there might be a few.

August is the time when many educators start considering goals for the new school year, while having goal setting meetings with their administrators in September.  Goal-Setting for Teachers: 8 Paths for Self-Improvement via @cultofpedagogy is a great read to get you started.  If educators (or anyone in a goal setting profession) feel that setting goals is a process of “jumping through hoops” then the following list of suggestions might help to enhance and change your mindset towards sustaining professional growth:

Be intentional:  The key to a successful goal is to take ownership for that goal rather than viewing the process as an evaluation requirement.  Avoid setting goals that you are already close to achieving.  Set a goal that will support your professional growth and stretch your learning, taking your performance to the next level. 

Make it Motivating:  Build lasting motivation through self-efficacy.  A person with high self-efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and social environment.  They understand that hard work supports success and adjusting direction is essential if obstacles get in the way of their goals.  People with high self-efficacy will choose their attitude by reacting to obstacles as an opportunity to grow. Make sure the goal is something you want to accomplish, not just something that sounds good.  Set goals to motivate and challenge you and your students throughout the school year! 

Exhibit a Growth Mindset:  What is your mindset?  Are you “jumping through hoops” to meet an evaluation requirement or are you focused on professional growth that will take your professional craft to a new level?  Only you can establish your attitude about goal setting.

Narrow the Focus:  Don’t bite off more than you can chew!  Taking on too many goals can be overwhelming and stepping out of your “comfort zone” to establish a goal may be scary.  Set small attainable goals to reach the ultimate goal.  Take on the SMART philosophy of goal setting:  Make sure goals are Strategic/Specific, Measurable, Attainable, Rigorous/Relevant/Result Oriented, and Time Bound.  

Set an Action Plan and Partner up:  Utilize the “buddy system” to hold each other accountable for your goals.  Write your goals out in complete detail.  Set up regular meetings with a trusted colleague who can support your professional growth initiatives, keeping track of your progress, while celebrating your accomplishments throughout the year.  

Understand that mistakes are part of learning:  Teachers and principals alike need to understand that thinking “outside the box” when establishing goals might result in a few mistakes.  If we continue to do the same thing then we will continue to get the same results.  If we notice something not working then we need to adjust.  It is also important to have a trusting relationship with our administrator where taking risks and trying a new approach is encouraged.  Setting goals and trying new strategies, while demonstrating an enthusiastic approach to our goal setting process and profession, will enhance the quality of our experience and most importantly the quality of our learning culture.  

Last but not least... Embark on your goal setting with a basic question:  Is it good for children?

I always enjoy the start of a new school year!  Try not to “jump through hoops” and always look at goal setting as an opportunity to grow and have honest self-reflection as an educator.  Enjoy setting and sustaining your goals throughout the school year.

Keith

Modern Learning Questions

During the MACUL15 conference I had the good fortune to attend a session hosted by  @KleinErin @ShawnCRubin @thomascmurray on Personalized Instruction for ALL Learners and Create a Brain-Friendly, Blended Learning Space.  The session was extremely inspirational and generated many great questions that I will continue to focus my learning on this summer:  

• How much has changed in past 100 years?  Why do classrooms still look the same today as they did 100 years ago?  
• Where do you want to go to school?  
• In what type of world will our kids live?  
• How can we enhance what we already do well?  
• What motivates our students?  
• How can we increase intellectual engagement?  
• Can we make learning memorable?  
• “Kids are instant!”  How can we prepare curriculum and instruction that matches their learning style?   
• Do we need to reconsider our learning space?  
• How can we personalize instruction?
• What digital learning tools are needed to enhance personalized instruction and student collaboration?
• How can we restructure our day?  
• What are the learning outcomes we want for our students?  What technology is to be the “accelerator” to those learning outcomes?  
• What should we “put up” in our classrooms?  Should we ditch the desks?  
• How should we arrange the layout in the classroom?  What does good design look like?  
• Should we create “Maker Spaces” within our classrooms and schools?  
• Are we Future Ready?  
• What is best for kids?  

The inspirational session may have lead to additional questions for me; however, it is these questions that will continue to drive our educational beliefs and decision-making about modern learning.  I look forward to using these questions as a guide to enhance personalized instruction for all learners while creating a blended learning space that is brain-friendly.  What exciting times in education!

Please share what your summer learning will consist of this year.

 

Enjoy teaching and learning!

“We should strive to be the teacher that we want our own children to have!”  @KleinErin

Instructional Rounds

Something new to our building this year - Instructional Rounds!  

This week’s #compelledtribe blog topic is to share something new that we have tried.  We were asked to highlight our experiences, which could include any fears, learning, and/or outcomes.  My intention was to write a detailed blog post of our Instructional Round’s journey this summer, but I couldn’t pass up the chance to share an early preview of what our staff is accomplishing!  

@TComilla (in collaboration with her Galileo Project and School Improvement Team) graciously created a building wide professional development experience focused on Instructional Rounds.  We are still in the early stages; however, we are finding that Instructional Rounds are enhancing collaboration that is focused around pedagogical skills and student learning.  We are finding that the experience isn’t about the observed teacher. Instead, the pre brief, coupled with conducting rounds and the debrief are providing opportunities for teachers to have enriched dialogue about instructional strategies, while reflecting on their own practice.  It has been a great opportunity for intentional, professional collaboration and self-reflection. Overall, I am not sure if there has been a more impactful opportunity to learn from each other.    

Before Instructional Rounds:  

We set aside a couple staff meetings to prepare for Instructional Rounds.  Highlights from those meeting consisted of a few humorous ice breakers, watching videos of teaching, conducting intentional dialogue about those videos, and collaborating on four basic questions:  

What are characteristics of professional teachers?  

What is most important to your professional growth?

What are the biggest factors that impact student learning?

What are you fears and expectations surrounding Instructional Rounds?  

Besides the Instructional Rounds question, the reality is that we have been sustaining these conversations for years, through professional development, creating a common vision and shared beliefs about teaching and learning.  It is imperative to maintain conversations about what professional teaching looks and feels like, while having professional dialogue about our beliefs.  This is where real ideas and sharing happens. The excitement is when the ideas and sharing turns into action.  Conducting Instructional Rounds is just that… seeing the ideas in action and in real time.  

The initial staff meetings also gave time for staff members to collaborate and provide expectations surrounding focus themes, goals, norms, what to avoid, schedule, and pragmatics for an enriched experiences.  These meetings were vital to the process (more details in future blog posts), but the real professional growth started when we carried out Instructional Rounds for the first time.

Instructional Rounds:

The ½ day Instructional Rounds experience was broken into three parts:  Pre brief, Instructional Rounds, and a Debrief to culminate our learning.  

Pre brief consisted of reviewing norms and pragmatics for Instructional Rounds.  Teachers were able to post fears and hopes related to the day.  We also did a trust-building activity to recognize the vulnerability that can come from a change in practice and observing our peers.

 

Instructional Rounds consisted of 3-4 teachers visiting four host teachers.  Each visiting group focused on observing Learning Targets, Checking for Understanding, and Celebrating Success. Teachers were also allowed to consider other classroom strategies, routines, or anything that was of particular interest during their visit.  Visiting teachers spent approximately 10 minutes in each classroom before connecting with the whole group for a meaningful collaboration session about the experience.  

Debrief paid particular attention to the observations, while sharing accolades and take aways from the experience.  Each group discussed what they noticed and wondered regarding the focus themes.  We shared and connected all conversations to how this experience would impact our own practices.  The group concluded the session by seeing if the fears identified during the pre brief  were addressed, making statements about Instructional Rounds, and created a culminating sentence to conclude our learning endeavor.

Staff comments about Instructional Rounds after experiencing them for the first time:

• Not so scary
• It is every day teaching in an everyday classroom… recognizing the great things we do.
• You can see a lot in 7-8 minutes to generate great conversation
• Fun and informative… fun!!!  
• Seeing different grade levels gives you great knowledge about our building.
• Building respect between each other.
• Experiencing the great things others are doing
• Helpful ways to support each other
• Spend time together
• Help us collaborate and learn from each other in a relaxed environment.  

One sentence - Why should we do instructional rounds?

IR is a fun way to support, learn, and share ideas that will enhance our instructional strategies and IR will ultimately benefit our students.  

The most amazing part of Instructional Rounds are the conversations that took place days after the experience.  Teachers were sharing and utilizing strategies in their own classrooms due to their visits.  Our staff has always been great about sharing and collaborating; however, the conversational buzz in our building, after Instructional Rounds, revolved around new strategies teachers could incorporate into their own classrooms as a result of visiting their colleagues.  Teachers were talking about a simple behavior intervention that gave ownership back to the student, a visual learning assignment for students to utilize during presentations, student led management techniques, and ideas for displaying student work.  All of these strategies were observed during Instructional Rounds! Seeing the strategies in action is much more powerful than discussing those same strategies during staff meetings. Instructional Rounds created an authentic learning experience for teachers that helped generate collaboration and ongoing professional conversations. Thanks to @TComilla and our teaching faculty for supporting this transformational opportunity.

We are just scratching the surface regarding the potential that Instructional Rounds will have on our professional growth, and it has been an amazing journey so far.  I truly enjoyed our experience, and we all look forward to next week when two additional groups of teachers will get to experience Instructional Rounds for the first time.  

Enjoy trying something new!  

Inspiration - 212° the extra degree

“What inspires you?  What gets you to give your best day in and day out?” Great reflection questions via @Jennifer Hogan and #compelledtribe

I am inspired each day by our students and the many talented faculty at our school!  I am also inspired by @maureenbur1 and @MR_ABUD who recently introduced our administration team to 212° the extra degree by Sam Parker.  

“Applying one extra degree of temperature to water means the difference between something that is simply very hot and something that generates enough force to power a machine – a beautifully uncomplicated metaphor that ideally should feed our every endeavor – consistently pushing us to give the extra effort in every task, action and effort we undertake.”  212° the extra degree by Sam Parker

This inspiring book and idea has been used in trainings and workshops worldwide.

The purpose of Sam Parker’s book is to help individuals define and take ownership of their daily practice by adding the “extra degree” to their effort.  Sometimes it can be difficult to reach that extra degree when so many outside forces seem to encompass our profession.  There is political uncertainty surrounding current legislation, education reform, funding, standardized testing, evaluation process... the list could go on.  We all have a lot of stress and uncertainties that creep into our daily practice.  To combat the unknown or negative aspects within our profession it is important to sustain inspiration, giving us the energy and focus to obtain the “extra degree.”  

Reading books such as 212° the extra degree and being a connected educator is how many find inspiration.  I recently received a video on the Landfill Harmonic: An Orchestra Built From Trash.  It is a true inspiration and showcases how a community can empower children to be amazing.   I would even suggest that it is a place where everyone is giving the “extra degree” and the community is serving as an influence to those throughout the world.  Check it out!

In the spirit of the holidays, Landfill Harmonic and Parker’s book:  commit to operating at “212 degrees” in everything we do. Maintain the focus of high quality teaching and learning built on positive relationships - supporting all students, families, and each other.  As we make the push towards Winter Break, try to eliminate any uncertainties that might creep into our minds and only focus on why we became educators… to empower children to be amazing!

Parker suggests that once you start giving the extra effort or the extra degree that “it’ll be difficult for you to act in any other way. 212 will become a wonderful new habit in your world – a backdrop to all that you do – a habit that will create fantastic life results for you and help you serve as an influence to all those people around you.”

I look forward to finishing another calendar year with an amazing group of teachers, support staff, parents, and most importantly... students who inspire us each and every day!  

Enjoy the holidays and continue the positive energy into 2015!

Keith Howell

Be positive and passionate about the greatest job in the world… teaching children!

Boy's Night Out!

It was Saturday evening and my wife and daughter had plans which resulted in a Boy’s Night Out! We didn't really have a plan. We started by taking a drive to the local slot car hobby shop, but unfortunately they were not open.  That is when my son said, “Let’s go get some pizza, I’m super hungry!”  It seemed like a logical plan, and we needed to eat.  Nevertheless, this is where the “fun” (note a sarcastic tone) began.  

We entered the restaurant (10 minute wait) and sat quietly in the lobby, which is unusual for us.  It had been a long day of playing outside, so I figured my son was just tired.  As we were called to the table, my son reiterated that he was hungry and also a little thirsty.  We sat down and were quickly greeted by our waiter who brought us our drinks and took our order.  While waiting, we played the dot game.  Do you remember the dot game?  Players take turns connecting dots in attempt to complete and initial the most squares. It is a great game to predict, problem solve, and strategize.  I digress…  During the game my son said he had a little headache.  Again, just thought he was tired and hungry.  Our pizza arrived and then the “fun” began!

My son quickly stood up, put his hand over his mouth, and opened his eyes wider than I have ever seen.  I asked, “Are you going to get sick?”  I apologize, in advance, for the the graphic picture I’m about to paint.  I started looking for anything that he could use to collect… well, you know... because the bathroom was too far away.  The last thing I wanted was for him to “spray” all over the restaurant. I had no luck finding anything!  So, I panicked and put my hand over his hand, which was still covering his mouth, and started moving toward the exit.  The poor waiter came by to help.  My son could not hold it any longer!  Advice for everyone: never tightly cover a puke-ish mouth.  It projects much further than you would expect, similar to placing your thumb over a garden hose. I felt horrible for the waiter!  Due to all the commotion, the restaurant, typically filled with the normal sounds of a Saturday night, became eerily silent.  My son ran to the bathroom to clean up, I quickly followed, and imagine that the waiter did the same.   

This is when I realized that there are still good people out there.  As we returned, the waiter looked concerned.  Not because he needed to clean his shoes, but because he was genuinely concerned for my son and his well-being.  He quickly asked if there was anything that he could do to help.  A bit embarrassed, and both of us needing clean shirts, I proceeded to ask for our bill and a couple of boxes for the pizza.  I could not believe the level of understanding, and at no time did the waiter look disgusted or upset.  As he was getting our bill, we were still cleaning up, and the waiter’s assistant was doing the same by cleaning the carpet. The assistant looked at my son and said, “Are you alright buddy?”  My son said, “Yup, I’m better now.”  At that time, the young man gave my son a high five and said, “Stay strong little man!”  Other customers in the restaurant started to smile and make comments such as, “Don’t worry,” “It happens,” There was nothing you could do,” etc.  I think they were trying to reassure me more than my son, who seemed totally fine at this point.  The uncomfortable concern and eerie silence soon returned to the normal sounds of a restaurant on a Saturday night, but with a bit of laughter as well.  You see, the restaurant was filled by mostly families, and they all knew that it could be them next time!  

The night ended with me doing a load of laundry to wash away the evidence, now I just wish I could wash it from everyone’s mind who experienced the “spray!”  I am sure you all remember the movie Stand By Me… it wasn't nearly that bad, but still, it wasn't good!  During the waning part of the evening, I contacted the restaurant's manager to give accolades to the wait staff.  The manager appreciated the call and responded by saying, “no worries, that is why they make carpet cleaners.”  I truly appreciated everyone’s understanding.  

All in all, Boy’s Night Out was not what we anticipated.  Nevertheless, it will be something that will not be forgotten and definitely highlights the kindness in others.

Stay Healthy and Happy Thanksgiving!