7 Characteristics of Learning that Cause Engagement and Empowerment

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A significant problem in education was amplified during the recent school closures across the country. As teachers scrambled to reach students with remote learning, successfully engaging students became an even bigger challenge than it normally was in the physical classroom.

And struggles with engagement were a huge problem already. Far too many students are not engaged in the learning process on a good day. But with distance separating us from our students, it became even more challenging.

So as we reflect on what worked and what didn't, we must return to the essential elements of engagement. As we prepare for the fall, we need to examine our instructional methods through an engagement lens.

How are we being intentional to design our classrooms or online experiences to make learning irresistible? That's a high standard. It may seem like it's an impossible standard. But if we aren't able to engage students in the learning process, we aren't going to be successful.

Too often it feels like we're struggling against students to get them to do what we need them to do instead of focusing on creating the conditions where they can be their best as a learner. 

We're successful only when our students are successful. And that means ALL students. So we must examine all of our practices through the lens of engagement and equity. We must create the conditions where all students can learn effectively.

If learning is a top priority, then making learning exciting and engaging and accessible must be a top priority too.

Now I know lots of things are barriers to learning aside from my list below. When remote learning became a thing, there were issues with internet and technology access, issues with adjusting to a new format for learning, and a whole variety of issues in homes and families across society that made giving attention to learning an incredible challenge.

But aside from those things, many of which we have no control over, we must design learning with these essentials in mind.

1. Curiosity

Learning begins with questions. It begins when your students realize a gap between what they know and what they want to know. Humans are naturally very curious and learning is completely a natural process. But when learning becomes simply an assignment to complete, it loses its variety, surprise, and wonder, and ultimately curiosity is stifled. Nothing destroys curiosity more than a worksheet or packet. That type of work gives students something to complete, not something to be curious about.

2. Relevance

Every learner is always seeking to understand the context and relevance of the learning. Why am I learning this? Is this important to me? We make decisions about where to focus our attention based on how we answer those questions. If we don't find it meaningful, helpful, interesting, or enjoyable, then we're not going to engage with it.

For too many kids, relevance feels like it's only to earn a grade or pass a class. And that's the end of it. They're just trying to make it through school instead of feeling like they're getting something meaningful from school. It doesn't feel relevant. So we must design learning experiences with that in mind. Students are asking these questions, "Why does this matter? Why should I care?" The answer should be more than, "Because it's on the test."

3. Choice

The lack of choice in learning leads to compliance, passivity, and apathy. Being human is making choices. It's been said the average person makes about 35,000 choices each day. 

If students aren't given the choice to have meaningful direction over their learning, they will likely choose anyway. They will choose to avoid it, resist it, or stop caring about it. For students to be excited about learning and invested in learning, they must feel like they have a real stake in it and real ownership over it.

Choice matters. Look for ways to increase student choice in "how" they are learning, "what" they are learning, "who" they are learning with or learning from. Choice in "where" they are learning and also "when" they learn. 

"The way a child learns to make decisions is by making decisions, not by following directions." -Alfie Kohn 

4. Identity

By the time kids get to high school, many of them have established a negative learning identity that is very difficult to overcome. The way they see themselves shapes how they choose to engage as a learner. Sometimes we don't see this internal dialogue they're having, but sometimes they also speak it out loud.

"I don't like reading."

"I'm not good at math."

"I'm not the type of person who participates in class."

"People like me aren't smart."

"School isn't for me."

A new one I've heard: "I can't learn online or with a computer."

I like to think every kid has a natural heart for learning that we have an obligation as educators to protect and nurture. But I fear that too often we are part of the problem. 

If we're not careful, well-intended interventions become a constant reminder of what a student isn't good at. Awards and public recognition only go to a certain type of student. A relentless focus on proficiency, test scores, grades, or honor roll, leads some to believe they aren't cut out for learning.

Which is worse, for a child to leave our schools without reaching proficiency on learning standards or to leave our schools with the belief they can't learn? For me, knowing their strengths and how they are smart is more important than checking off mastery of a standard.

As we build that confidence in learning, more kids are going to reach proficiency as a consequence of the focus being on the person, not on an arbitrary measure or data point. The focus needs to be on growth and nurturing strengths, not fitting all kids into the exact same academic box.

Every kid should be aware of their strengths as a learner, not just their weaknesses.

5. Competence

For students to engage in learning, it must be challenging but not too challenging. No meaningful learning happens without mild frustration. Some discomfort is part of the learning process. 

But when the learner is overwhelmed by the concept or the task, they are likely to do what most every human would do under the same conditions. They'll avoid the learning, turn their attention to something else, or act out in frustration.

If you haven't been to the gym for years and you show up and the trainer puts you through a workout like you're a CrossFit champion, you're not going back for the second workout, and you probably aren't even going to finish the workout. You physically won't be able to.

It's a difficult balance for teachers. Too much challenge is overwhelming. But too much scaffolding is enabling. 

What I have noticed is that kids can take on greater academic challenges when they really care about and connect with what they are learning. For instance, a student will push through a text that is above their reading level if the topic and content captures their imagination.

6. Connection

Relationships matter for learning in undeniable ways. When I reflect on the most powerful learning experiences I had as a student, the connection I had with my teachers was significant.

I viewed the teacher as someone who cared about me, who could help me, who was a mentor to me. I wanted to be more like the teacher. I could relate to them and connect to who they were as a person.

I felt like they valued me, believed in me, and wanted the best for me. I didn't feel like they just wanted something from me. They opened me up to new possibilities.

What I've found is the people in my life who influenced me the most were the people who believed in me. Even if I wasn't the best, strongest, smartest, or whatever, they had a way of showing that they believed in me. I want to be that person for my students, and I hope you do too.

At its very essence, learning is social. We are meant to learn with others, from others, and to also be able to contribute to the learning of others. Every kid has something to offer to the learning of the other students in the classroom. How are you elevating these voices as the teacher?

Every kid is trying to answer these questions every day:

1. Am I important to someone here? 

2. Do I belong here? 

3. Am I good at something here? 

4. Who will listen to me here? 

5. Is my presence here making a difference?

I'm not sure if it's true that students can't learn from teachers they don't like. I remember one teacher I didn't like at all, and I'm pretty sure I still learned some stuff from her. 

But what I am certain about is that students will learn even more from teachers they like. They will learn even more when they buy into the person who is teaching them.

7. Feedback

I remember submitting a paper in college and when it was returned from the professor I noticed there was nothing on the front page. I started flipping through the pages, looking for comments, or markings, or anything. 

On the very last page, at the conclusion of my very last paragraph, there was one thing written, simply a "B."

What the heck, I thought! It wasn't that I was that terribly disappointed with the "B." But I was just frustrated there wasn't any other comment or justification for the grade.

And this was feedback after the learning had taken place. It was the type of feedback I was most familiar with as a student. It was rare during my years of schooling to have feedback from the teacher during the learning. And yet this is the most powerful kind.

There's been a lot written about feedback for learning in recent years. I highly recommend Dylan Wiliam's work on this topic. His book Embedded Formative Assessment is one of the best books on pedagogy I've ever read. And the title is riveting, right?

I noticed Bill Ferriter posted this great quote from Wiliam: 

One of the most important reminders that I ever picked up about giving students feedback came from @dylanwiliam : Our goal when giving feedback is not to change the WORK. Our goal when giving feedback is to change the LEARNER. #trudatchat

— Bill Ferriter (@plugusin) July 16, 2020

Learners need feedback throughout the process of learning, to be more effective in the learning but also to be more engaged in the learning. Feedback guides and encourages the learner. It gives direction, but it also says keep going.

Student work becomes more meaningful when it's not just about turning in the assignment, finishing the task, being done with this so we can move on to the next thing. Learning is most meaningful when there is a cycle of sharing and revision and growth that is reviewed and made visible in the classroom.

One note here: Not all of this feedback has to come from the teacher. In fact, it's often just as effective when the feedback comes from other students or another third-party. When students know their work will be shared with an audience for feedback, it brings new purpose and meaning and contribution to the work.

I hope this post challenges you and gives you some things to think about related to engaging and even empowering students as learners. If we are striving to make learning irresistible, even when we fall short of that, we can know we're prioritizing the right things.

Our kids need to be engaged and empowered as learners and have experiences in school that make them want to learn even more.

What's your response to this post? What else would you add to this list? What have you found to be most effective for engaging students? How are you growing in this area? Leave a comment below or respond on or . I would love to hear from you.

Doing Your Best Work

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No one does their best work out of compliance or out of obligation. 

No one does their best work expecting a reward. 

We do our best work when we see it as a privilege, a contribution, and an enjoyable experience. We do our best work because we want to, not because we have to.

Can you do quality work out of obligation or compliance? Probably so. But you won't do your best work.

Can you do quality work to earn a reward? Probably so. Many people will work very hard for rewards. But again, I don't believe you do your best work for rewards.

I'm not suggesting you won't try hard even if it's out of compliance or even to seek a reward.

But your passion, your purpose, your gifts are greater than transactions. 

This for that. 

Give to get. 

Rewards and punishments.

You'll do your best work when you care about the work. When you care about the people who benefit from your work.

The reward is in the work itself and the opportunity to contribute to something larger than yourself. It's the opportunity to make a difference. It's the opportunity to do something of significance. It's the opportunity to use your unique gifts and strengths in meaningful ways.

Your best work comes from your desire to add value to others. It's from a desire to contribute, not from a desire to be highly esteemed or to avoid punishment.

It's not that we "have to," it's that we "get to" contribute from our very best selves.

Teachers and leaders must create conditions where students/others can do their best work. That means they need a measure of autonomy to use their gifts. They need a purpose larger than themselves. And they need the opportunity to take risks, be creative, and make choices about their learning and the direction of their efforts.

If we're creating an environment driven by compliance or by rewards and punishments, we may get more work out of people, but we won't enjoy the best work from people.

Experience Alone Is Not Enough

I recently finished reading Peak: Secrets From the New Science of Expertise by Anders Ericsson and Robert Pool.

One of the things in the book that was interesting to me was related to the impact of experience on performance. In 2005, Harvard Medical School published a review of existing studies on how years of practice in the field influences the care of doctors.

"If years of practice make physicians better, then the quality of care they give should increase as they amass more experience. But just the opposite was true. In almost every one of the five dozen studies included in the review, doctors' performance grew worse over time or, at best, stayed about the same.

 The older doctors knew less and did worse in terms of providing appropriate care than doctors with far fewer years of experience, and researchers concluded that it was likely the older doctors' patients fared worse because of it. Only two of sixty-two studies had found doctors to have gotten better with experience."

Other studies have noted similar results when looking at medical professional decisions as well as the performance of nurses. Counter to what might seem intuitive, experience didn't seem to correlate with improvement. The reasons for this phenomenon aren't completely known. However, it seems very clear that with few exceptions, experience alone is not enough.

I'm guessing this truth might also apply to educators. If you've worked in education long enough, you've probably observed people who have continued to grow and improve, but you've probably also noticed that some people tend to stay the same in spite of experience, or even decline in some sad cases.

So what makes the difference? How can experience be valuable to continued growth and improvement?

Here are three ideas I might suggest...

1. Not knowing can be a strength. 

As we gain experience in the profession, we can fall into the trap of being certain about things when we shouldn't be. We are no longer curious or open to other perspectives or open to new information. We cling to our beliefs even when they aren't true or helpful. A better approach is to test our ideas and beliefs and seek opportunities to abandon unhelpful approaches in light of new information and possibilities. Sometimes unlearning can be as valuable as learning.

How are you challenging your own beliefs and practices?

2. Widen your perspective.

While we may feel experienced because of the amount of time we've spent in education, our experience may be limited in its useful because of the context that surrounds us. In other words, unless I see beyond my classroom or school, I may not be able to accurately reflect on what is possible for my classroom or school.

Something that has been helpful to my own growth has been examining my own experiences with those of others from different schools. I've learned from visiting others schools, from connecting with other educators outside of my school, from hearing their stories, and from consistent engagement with the larger education world on Twitter. I've also gained perspective from reading professional books and articles. It's important for ALL educators to pursue these types of opportunities to support their own growth.

If we don't widen our perspective, we create a type of professional bubble, where the types of ideas and practices we know and develop are probably very limited. We don't know what we don't know, and we get locked into a certain type of thinking.

How are you seeking to widen your perspective beyond your current context?

3. Reflection is required for learning

As John Dewey said, "We don't learn from experience. We learn from reflecting on experience." Experience alone will not result in growth or change. We must have a process for collecting feedback about our experience and then considering how we might adjust in light of that new information.

If we're not careful, we rush on to the next thing without slowing down to consider what might be different next time. The tyranny of the urgent keeps us from a process of reflection and adjustments that might result in a better learning experience for our students.

How are you developing and refining a process for continual reflection?

Does this sound right to you? What are your thoughts on experience and effectiveness? I want to hear from you. Leave a comment below or respond on or .

3 Ideas You Must Reject If You Want to Grow

Growth requires change. And it also requires doing some things that aren't comfortable. We all have thought-patterns and beliefs that contribute to our progress or lack of progress. That's why it's so important to challenge any beliefs that might be standing in your way. Get uncomfortable by choosing some new habits of mind!

Here are 3 Ideas You Must Reject If You Want To Grow

1. Reject Your Self-Limiting Beliefs

Be careful of deciding that you're just not the type of person that could ever be good at a certain thing. Those limits may hold you back in ways you can't even imagine.

"I'm not creative."

"I'm not good with technology."

"I'm not athletic."

"I'm not organized."

"I don't have much energy."

"I'm not good at classroom management."

Reject these beliefs. Or whatever limiting beliefs you might have. They don't serve you well. Open yourself up to new possibilities. Take small steps to expand yourself. You have unknown and unlimited capacity. 

But these things are true, you say. No! These things are beliefs, not truths.

When you notice your limiting beliefs invading, reject them immediately...

"I'm experimenting with my creativity."

"I'm learning new things about technology every day."

"I'm getting more fit with each workout."

"I'm trying some new organization strategies."

"I have boundless energy."

"I set boundaries in my classroom, and I stick to them."

Read More: 4 Steps to Release Limiting Beliefs from Psychology Today


2. Reject the Idea That Experience Makes You Great

Some people believe the key to improving is just having more experience. But various studies have shown that experience doesn't necessarily correlate to greater knowledge or skills or improved performance.

Many people get to a certain level of effectiveness, often a minimum acceptable level, and become content to just stay there. They hit cruise control. As a result, their performance in the 10th year in the profession isn't much different than their performance in the 3rd year. They are doing the same things over and over like the entire town in the movie Groundhog Day!

The only way experience actually makes you better is through feedback, reflection, and adaptability. You must have a process for learning and action. 

Experience can be an excellent laboratory for growth, but only if you are using your experience to inform your efforts to build your own knowledge, skills, and other positive characteristics.

Read More: Experience Doesn't Predict a New Hires Success from Harvard Business Review

3. Reject the Notion That Trying Harder Is Enough

I've known many educators who are stressed out, burnt out, and maxed out because they keep trying to do more and more. They feel stuck. They feel like things aren't working, and the way they respond is to work even harder, to spend more time doing the same things.

And that type of determination is admirable to me. These educators are committed professionals who care so much about kids and learning they are willing to do whatever it takes. 

But it's not healthy.

And in the end, it's not effective. If you burn the candle at both ends for too long, eventually you're just melted wax.

A better approach is to work smarter, not harder. 

Instead of trying to do more, develop a process that helps you be more. Take care of yourself. Be healthy. Feed your mind and renew your energy every day.

Rather than spending more time with the same old methods you've always used, take some time to develop new knowledge and skills. What got you here, won't get you to the next level. 

Nothing's gonna change if nothing changes.

Be willing to try different approaches that might work more efficiently. Instead of trying to do more, try something different. That's where your creativity, your problem solving, and your innovation come into play.

Read More:

The Importance of Daily Renewal for Educators

When Trying Harder Doesn't Help from LeadershipFreak


What's your experience with overcoming mindsets that aren't helpful to your progress? I'm interested to hear from you. Leave a comment below or respond on or .

Knowing vs. Understanding vs. Applying

The focus of traditional education has mostly been on knowledge. The focus has been on learning more information. But now we have more information available to us than ever before. And the amount of information out there is growing exponentially. 

And this rapidly growing body of information is readily available. We can access it at any time in any place at the tip of our fingers with a connected device. Our tools have transformed our experience. So while learning information still has some value, it's not as valuable as it once was.

So what about teaching for understanding? That raises the bar a little I think. While teaching for knowing is about accumulating more information, teaching for understanding is about making sense of that information and seeing how the pieces fit together. It's recognizing the context of the information, why the information is important, and how the information might be applied.

Teaching for understanding is a deeper type of learning. It involves critical thinking, making personal connections, and being able to have discussions and make arguments about the information. But it's not actually applying the information.

For me, that's the true test of learning. How can you apply what you know? How are you applying your learning? The most important thing for our students is what they are able to do. Application is seeing knowledge and understanding in action. 

When we talk about students being ready for life, it's about them being able to do things to contribute and make a difference. 

Doing makes the difference.

I think traditional education has mostly assumed that students would be able to take their knowledge and understanding and apply it as needed. But we know that's not the case. Students are often not able to transfer their knowledge or understanding. They often don't even see the relevance of their knowledge or understanding because they haven't done anything with it. 

And that's the reason why many people find the best learning after their formal education has ended. 

I'm guessing most educators can relate to this very well. To train to be a teacher you go to college and you expand your knowledge and understanding of the teaching profession. Mostly you learn theoretical concepts or discuss various scenarios or established principles in a way that is isolated from actual practice. You take the quizzes. You take the tests. And you write the papers.

And then, you enter your student teaching and the application begins. And you quickly learn that much of what you learned in your coursework is very different from what you learn in actual practice. At least that's how it was for me. There seemed to be a very big disconnect.

To further prove this point, have you ever known someone who aced all of the classes in college to become a teacher, but then struggled mightily to succeed in the classroom? The skills they needed to succeed on the quizzes, tests, and papers in college weren't the same ones needed to succeed in an actual classroom.

After student teaching, your first full year in the profession is still like a crash course. For several years, you continue feeling a little like a beginner but your learning is consistently reaching new levels. The learning from actual practice was actually far more helpful than the learning from education classes.

So all of this brings me to suggest a different way of learning in school, a way that I believe is more effective than starting with knowing and understanding. Let's start with doing. Let's start with solving and creating and applying. 

The student will still need to learn the information and understand the information. But they will see the relevance of the knowing and understanding, because they will need it to succeed in the application of what they are doing. 

They will learn by doing.

And they will be more curious, more engaged, and more empowered because they will have to decide what information and concepts they need to successfully complete the task. They will see how the learning matters and how it makes a difference beyond the classroom. Through this process, they will need lots of guidance and feedback from the teacher, a learning expert. 

That's the role of the modern teacher, to skillfully design learning experiences that help students know more, understand more, and most importantly, do more.

The best learning requires students in action.

What am I missing here? Can we flip the script and get better results? Can we start with the project, or the problem, or the application and learn the content through the process? How are you doing this in your school? I want to hear from you. Leave a comment below or respond on or .

11 Phrases to Effectively Respond to Complaining

Whether you're a teacher or a principal, or have another role as an educator, you probably have interactions on a daily basis that involve complaints coming your way. The complaints might come from students, parents, or colleagues. These interactions can be difficult to handle and can really be a drain on energy and progress.

Just to be clear, I'm not suggesting every time someone brings up a problem, that it's unhelpful complaining. There are definitely complaints, or concerns, that bring light to legitimate issues and the messenger has an honest desire to make things better. Complaints can help us grow and improve.

And then there are complaints that have other, less desirable motives. I think we've all observed unhelpful complaining behaviors. Some people seem to find fault in everything and everyone and cast negative energy upon anyone who will listen. Blaming and complaining are often behaviors used to avoid personal responsibility.

But regardless of the intentions of the complaint, how can we best handle them when they come our way? How can we treat the person with dignity and respect, while still maintaining healthy boundaries? Here are some phrases I've used that have been helpful to me. 

1. "Go on. I'm listening."

It's never helpful for someone to feel like they aren't being heard or understood. So don't be dismissive or uncaring about a complaint when it is expressed. You may feel it is unfair or unhelpful or not a big deal, but hear the person out. Ask lots of questions. Try to understand where they are coming from before you draw conclusions.

2. "Let me see if I got that."

After the person shares what's on their mind, pause to gather your thoughts and then paraphrase what you've heard them say. Sometimes we jump right into "fix-it" mode without really listening to the other person or checking to see if we actually have all of the information. 

3. "Is there more?"

After you paraphrase your understanding back to the person, you can ask again, "Did I get that?" Listen to their response. After it seems that part is fully understood, ask "Is there more?" See what else they might share. You want to really explore what they are communicating and make sure they fully express their thoughts.

4. "I can see you feel..."

This phrase is essential. Help the person recognize the emotion they are feeling in the situation. I can validate their perception of the facts of the situation all day, but the real issue is often how the person feels. Something has bumped into their feelings and until they have the opportunity to express that, no solution is going to be good enough. Often, when they express their feelings and feel heard, the original complaint turns out to be a non-issue. After you make an attempt to name the feeling, check in with them again. "I can see you feel angry/sad about this situation. Is that right?"

5. "What would you like to see happen next?"

After you fully understand the problem and the feelings involved too, talk with the person about possible solutions. Ask them for feedback, "What would you like to see happen in this situation?" If they suggest there is something you can do to resolve it, just keep in mind it's okay to say no or explore other possibilities. Just because they want to see a certain thing happen doesn't mean it's wise, prudent, or fair. The leader may have to help make that decision.

6. "Thank you..."

Complaining can bring a surge of negative energy to an interaction. So after you listen and understand, one way to shift the energy is to complement the person who is bringing the complaint. "Thank you for sharing that perspective. I can see you love and care deeply for your child." 

7. "What did they say when you discussed this with them?"

One thing I always try to avoid is allowing people to skip the chain of command. For example, if a parent is complaining about a situation with a teacher, I will ask, "What did the teacher have to say when you made them aware of the problem?" Most of the time, they never talked with the teacher at all. 

8. "What steps have you taken to try to solve the problem?"

This is a good place to start with exploring possible solutions and reminding the person they have personal power and responsibility in this situation. When I'm working with students, they sometimes act as if there is 100% nothing they can do to solve the problem. They want someone or something outside of themselves to change without ever looking in the mirror. Of course, they can't control what's outside of them, even if they want to. And to be fair, plenty of adults can have this same type of unhealthy thinking.

9. "Does it make sense to discuss this problem more right now?"

Sometimes in meetings or in one-on-one situations, people want to discuss problems that no one who is currently in the conversation has the power to solve. For example, we might complain about issues that involve students, parents, other educators, state mandates, etc. But, let's keep the conversation focused on the people in the room. What are we going to do about this problem? If there is a need to partner with others in addressing the problem, invite them to the next meeting.

10. "I'm not comfortable..."

Sometimes, colleagues will complain/gossip about other colleagues to a third-party. This triangulation is not healthy and destroys culture. This question can help redirect the person back to the person they are complaining about. "I'm not comfortable discussing this person behind his or her back. I want you to know I would do the same for you. I value you and wouldn't allow someone to speak badly about you behind your back." Of course, if the person is reporting something that is unsafe, illegal, or harmful to kids that's a different type of conversation.

11. "I'm willing to discuss this with you however long it takes until we get this resolved."


When someone brings a sincere complaint about a situation, they may feel like they are being silenced or dismissed if they don't get the immediate response they wanted. But leaders want to stay in dialogue. Leaders want to stand firm on the ideas without becoming adversaries with the individual. It's important to avoid being cast as an opponent. When you tell the person you want to see this resolved to everyone's satisfaction, it shows you value a solution that they can feel good about too. 

What other tips or ideas do you have for dealing with complaining in a productive and positive way? I want to hear from you. Leave a comment below or respond on or . 

Relentless About the Right Things

I love the energy and intention of the word relentless. There is power in that word. It indicates persistence, perseverance, commitment, and fortitude. The word is strong and mighty.

When we talk about educators being relentless, that's often a great compliment. What parent wouldn't want a teacher or principal for his or her own child who is relentless, who exhibits the qualities of being determined, dedicated, and diligent? 

But, one word of caution. Relentless about what?

When I was in college I had a professor who I would definitely say was relentless, in a way. He had an incredibly detailed syllabus, over 25 pages long. He had clearly invested much time and energy in preparing for the course. He seemed very relentless in his attention to every fine point.

No doubt his knowledge of his subject matter was off the charts. He spoke with tremendous authority on his topic. You could easily tell he had an impressive depth of understanding. I'm guessing he studied his subject matter relentlessly.

His tests were notorious for their complexity, rigor, and depth. Students lived in fear of his tests. And upon returning the graded exams, he would include meticulous written feedback regarding each incorrect answer. Much of the feedback went right over my head. We were asked to do nothing with the feedback, but he was relentless in giving it nonetheless.

I learned next to nothing in this course. I simply survived. And from my discussions with other students and his overall reputation around campus, that seemed to be the general consensus.

Getting through his class felt like it was more about gaming his system, and his 25-page syllabus, than it was about actual learning. I surprisingly got a decent grade, but it didn't reflect much of anything about the quality of my learning.

There was little interaction between the professor and the students. There was no connection. There was no attempt to meet the learners at their current level of understanding. He simply taught right over everyone's heads.

So what are you relentless about in your classroom or school?

Are you relentless about the rules or about the relationships?
Are you relentless about the grades or the learning?
Are you relentless about the curriculum or the progress of the learners?
Are you relentless about marching through the standards or inspiring a love of learning in your students?

Let's reflect on what's most important and make sure we're applying our energy to those things.

Let's be relentless about what adds the most value to our learners and their futures.

Let's be relentless about bringing joy and enthusiasm for learning.
Let's be relentless in knowing our students.
Let's be relentless in believing in our students.
Let's be relentless in listening to our students.
Let's be relentless in understanding our students' perspectives.

Let's seek to be relentless as educators. But let's also reflect to make sure we're relentless about the right things.

What are you relentless about as an educator? What do you value most and does that also add the most value to your students? I would love to hear from you. Leave a comment below or respond on or .

Evidence You Have Unlimited Potential

Did you learn things in your first year of teaching you knew you needed to do differently? Of course you did.

If you could do year one over again, do you think you could learn even more from it? Are there things you could do differently, more efficiently, more effectively if given the chance to do it again? Probably so.

What about year two, three, four? I'm guessing when you reflect on your past from your where you are now, there are lots of things you realize you could've done differently.

You've come a long way.

And that truth demonstrates how your capacity is unknown and unlimited. If you can recognize you left some of your potential unfulfilled in the past, that's proof that you are capable of even more in the future. 

If you continue to grow, learn, and change, there are no known limits for you.

Excellence is making the most of your opportunities. It's getting the most from your chances to grow. The key is to never stop growing.

You truly have unlimited potential. So do your students. So does everyone with a willingness to pursue continuous growth. 

Excellence is always striving to grow, learn, and change. It's striving to be better today than yesterday, better this week than last week, better this year than last year.

The opposite of excellence is not failure. The opposite of excellence is apathy. It's choosing, either intentionally or unintentionally, to stay the same.

Failure is opportunity in disguise. Mistakes are helpful when you use them for your benefit, like Bob Ross explains in this short clip.




So believe in your own possibilities. Believe in the possibilities of your students.

Aim for excellence. And crush apathy. You have unlimited capacity for greatness.

Reflection Questions...
1. How am I growing and pushing my limits?
2. Are there areas I'm protecting the status quo?
3. Where can I be more open to change?
4. Who gives me energy and inspiration to move forward?
5. If I'm stuck, what can I do to disrupt my unhelpful patterns?

Never Ask a Student This Question About Their Behavior

Students who are in trouble almost always have a good reason for why they did what they did. Sometimes a student will admit fault and take full ownership, but that's not usually the case, especially for students who habitually shift responsibility. Usually, they explain away their behavior and how they were misunderstood or how someone else's bad behavior led to their actions. 

So how should educators handle that situation? Is it okay for a student to act badly if they have a good reason or feel justified in their behavior? Absolutely not. If they can explain their intentions, does that make it better? Not really.

I had this conversation with a student the other day. In life, people are going to know you by your behavior, not your intentions. So I hear what you're saying. You didn't mean to be disrespectful. You didn't mean to cause a problem. You had a good reason for what you did. But I can't know your reasons, truly. I believe what you're saying. But it's not for me to judge your intentions. No one can know what's in another person's heart with certainty. I can't know your intentions. But I can observe your behaviors.

And life will always hold you accountable for your actions. It might not happen immediately. You might get away with it for a while. However, the choices you make now will impact your future. And as someone who cares about you and your future, it's my job to help you be accountable now so life won't be so hard on you later.

So I never ask students this question:

"Why did you do it?"

That just reinforces the idea that if you had a good enough reason, it's okay to act badly. That if you had a good enough reason, it's okay to act in a way that's harmful to others.

Instead, ask the following:

"What did you do? Which choices you made caused a problem?"

"Who or what was harmed as a result of your choices?"

"What are the expectations (rules) here about these choices?"

"How might you correct the situation so it doesn't happen again in the future?"

Keep the focus on the behavior and not the underlying motivations. If the student tries to justify their behavior, keep coming back to the specific choices and how those choices aren't acceptable in this space. When we keep the focus on what happened and how it had an impact on others, we encourage full responsibility.

Three Myths About Kindness

It's been great to see all the posts today for #WorldKindnessDay. It got me thinking about what it means to be kind. I think there are a few myths out there about this concept, and I wanted to address them.

Myth #1: Kindness is weak.

Kindness is NOT weak. In fact, it takes courage to show kindness. It takes strength. It takes setting aside what's easy for what's valuable. Being kind requires strength of character.

Myth #2: Kindness is the same as being nice.

Kindness is NOT just being nice. Being nice is one aspect of kindness, but that's not the end of it. Kindness is about making decisions that result in healthy relationships. It's about giving your time, your attention, your caring heart, your extra efforts, your helping hand, your selfless actions to lift up others. 




Myth #3: Kindness is a feeling.

Kindness is NOT a feeling, it's a choice. It's a behavior. You're not going to like everyone you meet. You're probably not always going to feel like being kind to them. But you can choose to treat everyone you meet with all the care and concern of people you do like. 

The more you practice being kind, the easier it is to demonstrate this behavior consistently. It becomes a habit. It becomes who you are, and you don't even hesitate to act in kind ways.

You can never do a kindness too soon, for you never know how soon it will be too late. -Ralph Waldo Emerson

How has someone shown kindness to you? How are you growing in your own ability to be kind to others? What other myths exist around kindness? Leave a comment below or respond on or .

Do You View Students as Possibilities or Probabilities?

Earlier this month, we hosted a CharacterStrong training in our school. Our presenter was Houston Kraft, CharacterStrong co-founder. He was amazing with the teachers, staff, and even a few students who attended. 

After the day concluded, I couldn't stop thinking about how we must bring more of this type of hope, energy, and connection to the daily life of our school. All schools need this work. It's truly an amazing experience!

As Houston shared with the group, one other idea really jumped out at me from the day. I was reminded just how powerful our lens can be. Our paradigm or perspective can have a powerful impact on the people we interact with. 

It's true that how we see others, including our students, makes a huge difference in how they see themselves. Let me say that again, how you see your students influences how students will see themselves.

So consider this question Houston presented. Do you see your students as probabilities or as possibilities? Do you see their strengths and what's possible for them? Or, do you only see the deficits, challenges, and shortcomings? Do you only see what's probable for them based on how they show up today? Or what might be in their background?

After all, it's easy to build a case for how another person will behave or what they will achieve in the future. We know that in general past performance is often a good predictor of future performance. It's also easy to judge on other factors that limit our students and what they can accomplish.

However, if we want to add value, win hearts and minds, or be agents of change in our relationships, we have to see others for who they are becoming, not just for who they are right now. We have to see them as possibilities and not just probabilities. We have to see them as future world changers, as leaders, as influencers, as difference makers. 

And then we need to encourage them, provide experiences for them, and offer opportunities for them to rise up. How we view others has a big impact on how they view themselves. 

5 Ways to See Students as Possibilities

1. Notice their strengths and reinforce them every chance you get.

Every child in every school needs to hear an encouraging word every day. We need to build on the strengths of our students while simultaneously challenging them to stretch themselves to do hard stuff. 

2. Give them opportunities to lead and have responsibilities.

I love this quote from Booker T Washington...

“Few things can help an individual more than to place responsibility on him, and to let him know that you trust him.” -Booker T. Washington

What are ways you can give a student responsibility and demonstrate your trust in him or her? 

3. Listen to your students and respect their voice, background, and culture.

We need to be very careful about placing judgments on students because of our differences. Instead, we need to listen with caring and curious hearts. We need to recognize we're not there to rescue, fix, or determine their future. We're there to help, support, and influence them as they discover the story they want to create with their lives.

4. View mistakes as learning opportunities.

When we view mistakes as learning opportunities, we are far less likely to sort students or determine what's possible for them based on how they show up right now. Many highly accomplished people have leveraged their challenges, failures, and shortcomings to do amazing things in life. Maybe your student will be one of those stories. And your belief in them can make the difference.

5. Never crush a child's dream.

Yeah, we all know the odds of making it to the NBA are very slim. But my job as an educator is not to remind kids of what they can't do. Encourage their dreams. But at the same time, hold them accountable to the value of other things along the journey too. NBA players need to be coachable, they need to be learners, and they need to solve problems and use their thinking skills. So good news...my classroom can help you get ready for the NBA!

What other tips do you have for seeing students as possibilities? I want to hear from you. Leave a comment below or respond on or .

8 Things That Influence Who You're Becoming

I was taught as a kid that the things that you put into your mind would have an influence on who you are and who you are becoming. Garbage in, garbage out. How you fill your cup will determine what spills over in your life. 

Actually, at the time, I remember thinking some of this was just to keep me from listening to the "wrong" type of music in my teen years. 

I think my understanding of the concept was over simplified and more focused on what I should not do. But it has just as much to do with what we should do.

The Bible puts it this way...

Above all else, guard your heart,
for everything you do flows from it.
Keep your mouth free of perversity;
keep corrupt talk far from your lips.
Let your eyes look straight ahead;
fix your gaze directly before you.
Give careful thought to the paths for your feet
and be steadfast in all your ways.
Do not turn to the right or the left;
keep your foot from evil.
Proverbs 4:23-27

Now I understand more clearly the truth of this. We really do become what we think about about. The things that we focus on become more visible to us, more evident, in every area of life. It becomes our lens. And that influences our behavior.

When our family bought a Chevy Malibu a few years ago, all of the sudden I noticed how many Chevy Malibus were on the road. I had never noticed before, but these cars were everywhere. 

When a student or parent says to me, "There's so much drama in high school" I find it interesting because I know others who haven't experienced all of that drama. They see social conflict everywhere because it's the paradigm they engage with. Others mostly avoid the drama, because they focus their attention on other things.

Tony Robbins has described it this way, "Where your focus goes, energy flows." You move in the direction of the things you focus on. Your energy goes toward those things.

When you practice gratitude, it's amazing how you will notice more things to be grateful for. I believe you actually start to have more things to be grateful for. Good things come to people who believe the best and expect the best.

Les Brown said it simply, "What you think about, you bring about."

Below are 8 things that will influence your growth and who you are becoming. We often think this is the type of advice our students need, and for sure they need to hear this message. But I think we all need to reflect on these things. Everyone needs this message.

How are we spending our time? What are we putting into our minds, rehearsing in our minds, and how can we ensure that it is leading us where we want to go? The patterns of our mind are powerful. They can empower us or defeat us.

The things we think about influence our effectiveness in every area of life. If you want to be a more effective educator, friend, spouse, or neighbor, think about how you are being intentional with these things.

8 Things That Influence Who You're Becoming
1. What you watch
2. What you listen to
3. What you read
4. What you believe
5. How you spend your time
6. Who you spend your time with
7. The things you say to yourself
8. The thoughts you choose to accept

What would you add to this list? What stands out to you on this list? Leave a comment below or respond on or . I'd love to hear what you think.

Are You a Change Agent?

I noticed an educator recently who had 'change agent' listed in her Twitter bio. I thought that was cool. I think every teacher, every educator for that matter, should be a change agent. We aren't just teaching lessons, we're cultivating potential. We're helping students become world changers. We are helping them build capacity in a variety of ways. Academics is only one part of what we do.

This summer I've read a number of books on change. One that was especially helpful was Switch by Chip Heath and Dan Heath. I wanted to share a few of my notes and how I think it might apply to classrooms and schools.

Which of the following is most powerful?

Think, Analyze, Change or See, Feel, Change

Think, Analyze, Change is when we use data, evaluation, reasoning, and research to drive change.

See, Feel, Change is when we utilize stories, experiences, connections, and emotions to drive change.

For smaller adjustments and minor behavioral changes, Think, Analyze, Change seems to work fine. But for transforming change that requires much bigger shifts in thinking and behavior, emotion is critical.

Think about the biggest decisions and the biggest changes you've made in your life. I bet they were more driven by emotion than by analyzing. Where you went to college. Who you married. Deciding to have children. Buying a car or home. I'm sure you used your powers of reasoning in these situations also. But there were also very strong emotions at play.

Do most people get into too much debt because of a problem with analyzing or a problem managing emotions?

It's not uncommon for emotions to overpower the reasoning that we apply to a given situation.

So if you want the people (students, colleagues, staff) you are leading to change, it's probably more effective to help them 'see' and 'feel' why the change is important and not just present them with the reasons why they should change. 

You can't change them, but you can help create conditions where they can change themselves.

An example from Switch was a 1st grade teacher who told her students that by the end of the year, they were going to learn so much they would be as smart as 3rd graders. For 1st graders, it feels really good to be like a 3rd grader. It feels big and strong and important. So the teacher constantly revisited the idea that by the end of this class you're going to be like 3rd graders.

Our emotions are often driven by our identity, and we tend to act in ways that are consistent with how we see ourselves, who we believe ourselves to be.

Change agents use See, Feel, Change to help others see themselves in new and powerful ways. They see them not just as they are now, but for who they are becoming.

Here are five ways to use See, Feel, Change as a teacher or principal or parent. You can use these in any role.

1. Give people experiences.

Powerful experiences can be transformational. I remember moments my thinking changed entirely at a conference. We've sent teachers to Ron Clark Academy, even though we're a high school. And some of our teachers have credited that experience with a whole new trajectory in their teaching.

2. Give people affirmation.

Affirmation is not just giving a complement. Those are good too. But affirmation is seeing qualities in someone they may not see in themselves. My high school coach saw potential in me when I didn't believe in myself. That made all the difference. The person who influences you the most isn't the person you believe in. It's the person who believes in you. All of our students are future world changers. See the good in them.

3. Give people responsibility.

If you want people to rise, give them responsibility. It's amazing how the opportunity to take the lead can change a pattern. When you give responsibility, it shows faith and trust in someone. They don't want to let you down. The new responsibility can disrupt the pattern of disempowerment they've experienced.

"Few things can help an individual more than to place responsibility on him, and to let him know that you trust him." -Booker T. Washington.

4. Give people hope.

Some of our kids are hopeless because they don't think it matters what they do. Nothing will change. So we need to constantly tell stories of courage, perseverance, and triumph to let them know what's possible. We must give people something to believe in. Things can get better. We always have the power to decide. And our decisions will determine our destiny.

5. Give people connection.

And finally, give people connection. For people to change, they need to feel a sense of safety and belonging. They need to feel secure. They need to know they matter, that someone is listening, and that their presence here is making a difference. 

What are you thoughts on being a change agent? Is that something that's important to you? How are you driving change? Leave a comment below or respond on or . I would love to hear from you.

From Implementing to Transforming

Implementing a program or procedure can result in a certain level of success. But "implementing work" will never achieve the value of "transforming work."

Implementing is taking someone else's work and replicating it with fidelity. When we talk about best practices in education, that's implementing.

Implementing is the scripted lesson, it's following the established pattern, it's the well-worn path, the formula, the hack, the tried and true. It's doing it the way it's been done before.

We can train people to be implementers.

But implementing doesn't account for the unique gifts and abilities you have to offer. Sure, we should start with learning best practices. In fact, it's necessary to learn best practices. The work and wisdom of the past informs what's possible next. Tomorrow's progress is built on the progress of the past.

Tomorrow's progress is also build on your contributions. We should contribute to progress. As we develop our expertise, we should seek to make a larger contribution. We should be molding and shaping best practices.

That's transforming work.

Transforming work requires curiosity, creativity, imagination, and empathy. It makes a contribution to the world that is unique and beneficial. It's going beyond best practices to bring something new and better.

There are a million ways you can go from implementing to transforming. Rely on your strengths. Discover your passions. Grow your influence. You'll be more fulfilled when you do. 

Do the work you love. It's hard to love implementing when you could be transforming. 

Are you stuck in an implementing rut? Or are you using your full creativity and imagination in your work? Are you reaching hearts and minds with transforming work? Leave a message below or respond on or .