Replied to What’s My Why? (

I haven’t blogged in the last couple of years, I’ve been immersed in the day to day grind and relentlessness of classroom teaching, oh and some fabulous opportunities facilitating Post-Grad study for The Mind Lab. There are always moments of joy, everyday, as a classroom teacher. But, it can certainly take its toll when the balance slides. I am now out of the classroom, teaching Digital Technologies to teachers across our region and beyond. I am incredibly grateful to have been given this opportunity. I get asked (almost on a daily basis) “Oh! How do I get your job?” I respond with a smile and a light hearted remark, but in my head I’m thinking… whānaungatanga, by having relationships and being connected. People think that I must have a passion for technology. They miss the point. I don’t at all. I just learned how to do a lot of this stuff because I wanted my kids to be able to connect.

Congratulations Juliet on your new position. I agree with you about the importance of relationships and connections. For me it is about the village:

I see my ‘why’ as a learner with a passion for helping other learners find their spark. Whether it be sharing ideas and perspectives or providing support to take the next step or pushing back in order to go deeper. Each action comes back to a focus on creating a greater community.

You have also reminded me of an experience I had with a technology company a few years ago, which focused too much on the what with little consideration of the pedagogy behind it all:

Although technology may help strengthen and support such things [as why], if we don’t have them prior to adding in technology to the mix, then don’t be surprised if technology flops.

Welcome back to the blogosphere,


Bookmarked Learning’s first principle – the most important thing i learned this year by dave dave (

Student separate into two categories… those that care and those that don’t care.

Simon Sinek suggests starting with why, while Brad Gustafson suggests starting with people. Dave Cormier suggests that what matters is if we even care. If we don’t have that then we are a bit lost.


The problem with threatening people is that in order for it to continue to work, you have to continue to threaten them

If we’re trying to encourage people to care about their work, about their world, is it practical to have it only work when someone is threatening them?

Once we jointly answer questions like “why would people care about this” and “how does this support people starting to care about this for the first time” and “will this stop people who care now from caring”, we have a place to work from.

I’m in this business because i think i might be able to help, here and there, with trying to build a culture of thinkers.

Replied to Is your School an X or Why School? by Richard Wells (EDUWELLS)

Students and schools focussed on why they exist develop stronger engagement in all activities and this results in making achievement in what we do much easier.

I really enjoyed Sinek’s book.

One of the interesting points that I found was that ‘why’ is not necessarily something that you just sit around and decide. It involves culture and therefore action. In some respect it reminds me of trust. You cannot necessarily create ‘trust’, instead you put in place the conditions for trust to prosper. I think that the challenge we face is creating the conditions for why to prosper. I think that your book goes some way to doing this. However, I imagine that it will always be based on context and involve idiosyncrasies.