If you are a Gen X person like me, then you have likely heard the saying referenced in the title of this post before. "Give a man a fish, you feed him for a day, teach a man to fish, and you feed him for a lifetime". Or something like that. However, there is also a saying that goes "you can lead a horse to water, but you can't make it drink", and those two saying crashed into each other in the middle of the day yesterday.
Regular followers of me probably know that I work in information technology. I am the Technology Director for a small public school district in the US. If you are looking for a C level equivalent, it would likely be CIO though I basically wear all hats from management to help desk support. I've always been of the opinion that it's better to "motivate" people to fix problems themselves versus fixing it for them.
Of course, this isn't always the case as there are times something is well beyond their ability or security level, but for the most part, I encourage a bit of self sustenance.
For example, I am more than happy when teachers attempt to figure something out for themselves like setting up their computer after it has been unplugged all Summer. After all, it's as simple as matching the colors and shapes right? Actually, not even colors so much anymore now that everything is USB. Remember the old PS/2 days? It never fails that someone manages to screw it up and create a loop on the network that I then need to track down, but the other 59 teachers managed it just fine, so I call that a win!
I've written posts before about how the younger generation seems to have no problem solving skills. Critical thinking is something they really struggle with, and if the answer isn't just handed to them, it can cause issues. Which can be problematic for my style of help that I mentioned above.
We had some new students enter our district the other day, and as is the case, when they were entered into our database, their computer accounts were automatically created in a few key systems. One of those pieces of their account is their password. It's generated based on a formula, that if you have access to specific pieces of information (which all teachers do), you can easily determine what it will be.
Sadly, it never fails that I get an email from some teacher asking for a students password. Which is what happened yesterday. The teacher claimed that they tried every password they could think of, but none of them worked. Their excuse was the fact that the student didn't have a middle name in the system.
I went to the students record and saw what she was talking about, but I was able to easily ascertain the password based on the information I had provided several times in the past. I tested the account and it worked exactly as expected. I logged right in and then back out after verifying it worked.
Now, at this point I absolutely could have just sent her the password, but remember, I like teaching people to help themselves. Additionally, them having the ability to figure the password out for themselves saves time and resources. For example, say I am out of the district. If they just want me to give them the password, that means the student would lose a whole day of instruction. Versus them just figuring it out in five minutes and getting the student to work right away. My method is mutually beneficial for myself, the teacher, and the student.
So after explaining the formula to her again via email, she replies back that she understands the formula but she tried everything and it didn't work. She asks me to please send the password to her as the students are low functioning and they need her help to get logged in.
At this point I had to pause for a bit. I had about five different emails typed up and ready to send, but I kept myself from doing so. In the past, I likely wouldn't have, but in my older age, I have learned a bit of restraint!
The funny thing is, by now it is much later in the day, so the student has moved along to a different class and I suddenly get an email from another teacher with the same issue. I send the same email to her that I sent the other teacher earlier reiterating the formula, and she almost immediately emails me back saying "we got him logged in, thanks!".
Meanwhile, I finally settle on an email to send the first teacher. I explain that passwords are encrypted, so I can't just look it up, which is why we use the formula so it should be easy for teachers to figure it out on the fly. I wanted to add the fact that teachers have access to the information required to figure out the password makes the ability of the student irrelevant, but I left that off.
I know, this all probably seems a bit passive aggressive on my part, but again, I'm trying to make a point, and make things easier for them in the future, not just easier for them now. So eventually after the day is over they send an email back saying "I'll keep trying, thank you!". Meanwhile, I know they are probably complaining to their colleagues about how difficult and unhelpful I am.
Trust me, I know teachers have a lot on their plate, and a lot of expectations that they have to deal with between students, parents, and the administration, but I don't think I am out of line on this one. Maybe 
Perhaps I just need to explain why I do what I do a bit better. Unfortunately, I think there would still be people who want everything spoon fed to them. As I said, you can lead a horse to water...
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