When I think about the times in my life I've grown the most or taken next steps or had breakthrough experiences, they almost always happened because hope or inspiration showed up in my life in a profound way. 

Usually, that hope or inspiration was connected to the actions of someone else. Someone lifted me up, inspired me, or provided me with the spark I needed at that time. That's what leaders do. They help you take that next step. They help you find the hope or inspiration to believe something greater is possible.

So I wanted to share a few thoughts on ways to inspire others, some ways to offer hope. If it seems like you've experienced more despair and hopelessness recently, you're not alone. I think that's a common experience for educators right now.

In fact, as I think through this list, I realize how my leadership has fallen short in practicing these behaviors. It's easy to focus on the negative and forget what we can do to meet needs and lift up others. We need to be mindful of how we can help each other and take our important next steps.

11 Ways to Increase Hope and Inspiration

1. Be authentic.

Share your failures and admit your mistakes. Be humble. Be honest about your struggles. As John Maxwell says, "When we share our successes, that may be impressive. But when we share our failures, that's inspiring." Your resilience in the face of setbacks is inspiring to others.

2. Show someone their strengths.

The educators who inspired me the most believed in me the most. They were encouraging to me. They showed me something in myself I didn't see in myself until they came into my life. When someone believes in you, that inspires you and gives you hope.

4. Take productive risks.

No one was ever inspired by someone who was playing it safe or just trying to protect their own comfort. It's inspiring when someone takes a leap, when they just go for it, when they take bold action. You have to be a risk taker to be a difference maker.

"To bring about change, you must not be afraid to take the first step. We will fail when we fail to try." —Rosa Parks

5. Demonstrate passion and commitment.

Passion and commitment are evidence of how much you care. When you have strong values and work to protect and defend those values, that inspires. It shows you have a vision and want to create and build something that is worthwhile and important. Your passion is contagious.

6. Grow yourself.

Before you can inspire others to grow, you have to be willing to grow yourself. Be disciplined. Learn something every day. And share your learning with others. Your example will inspire.

7. Stand for something good and selfless.

People are inspired by something bigger than themselves. They want to do something that matters, that makes a difference, that gives their life meaning and significance. When you stand for something noble and upright, others will be inspired to do the same.

8. Listen to understand.

People are inspired and have hope when they feel seen and understood. When people know that you care about their perspective and will listen to their ideas, they will be more open and optimistic about other people's ideas. 

9. Stay calm in the face of adversity.

Inspiring leaders know things are almost never as bad as they seem. And they also know in just about every crisis there are also great opportunities. You'll help others the most when you remain steadfast and unshakable in the midst of a storm.

10. Validate emotions.

I've just learned this in the last few years. Emotions are so important. When we validate someone's experience, that is powerful. It says to them that you care about them. It's tough to have inspiration or hope if you don't feel psychologically safe, if you feel like your feelings don't matter.

11. Be grateful.

Gratitude inspires. Cicero famously observed, "Gratitude is not only the greatest of the virtues, but the parent of all the others." If we want more hope and want to share more hope with others, there may be no better way than with gratitude. Never stop seeing the little miracles all around you. 

What inspires you and gives you hope? How could you take these ideas deeper? Leave a comment below or respond on or . I would love to hear from you.

Share Your Learning with Others

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What does it mean to share your learning with others? 

I've noticed that some educators are very good at sharing their beliefs. In other words, they share their philosophy. They might share what they believe about grading, or classroom management, or homework to name a few. And perhaps there can be some benefit to these discussions. But the benefit is limited because beliefs are sometimes entrenched and static. They don't lead to any kind of action or change. These conversations seem to be common in some education circles.

I've also noticed that some educators are very good at sharing their preferences. In other words, they share what they like or don't like. I don't like using technology. I like direct instruction. I don't like to see a cell phone in my classroom. I like to work with certain types of students. It's their preferences, and we all have them. Sometimes people share their preferences in the form of a complaint, and that really doesn't inspire anyone.

Sometimes educators share their methods or their strategies with others. This type of sharing can be really helpful when they have developed skills that are highly effective and can be replicated or implemented by others. I've noticed that some educators are reluctant to learn from what works for someone else. They seem to want to do things their way, even if it isn't the best way.

But the best type of sharing I've observed is when educators share their learning with others. When you share your learning, you are creating a powerful dynamic. You're saying, I used to think this, but now I think this. You might share your beliefs or preferences or methods, but you share how they've updated based on your current learning.

You're setting an example that you're a learner, that your practice is not static or entrenched. You're helping to create an environment in your school that is open to learning and growth. You don't come across as an expert or know-it-all when you share your learning. You're showing humility that you're willing to change. And that's leadership.

Keep learning. Keep sharing. Keep leading.

How do people respond when you share something you're learning? Is your school open to growth and change? Leave a comment below or respond on or . I would love to hear from you.

Good Intentions vs. Being Intentional

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The most effective and the least effective people in any profession have many of the same intentions. Most everyone has good intentions. They want to be successful in their work. They want to make contributions. They want to perform to the best of their ability.

And the same is true for educators as well. Educators want to make a difference for kids. Most every educator wants to make a greater impact, unless they've lost their way somehow.

But what ultimately makes the difference is not our intentions. It's our actions. It's having an indomitable will. It's preparing for success and then putting into practice our plan of action. It's developing the skills and habits needed to be great.

This time of year I'm always thinking ahead to the new school year and what I want to accomplish and where I need to improve. How can I drive better results and outcomes? How can I be a better leader?

My intentions are similar each year. I want stronger relationships. I want increased engagement. I want learning to be at the highest level possible. I want to inspire others to expand their capacity and be their best. I want to be the most supportive and encouraging principal possible.

But in spite of my good intentions, very little will change unless I am very intentional. 

To be intentional means to have specific actions to carry out your intentions. 

To be intentional means you have goals, plans, and steps forward.

To be intentional means you develop your habits to get the most out of your time and energy.

To be intentional means that you don't just hope to create change, but you impose your will to create change.

To be intentional means you implement design thinking to solve problems and develop solutions. You think strategically.

I want to caution here that I'm not suggesting that anyone needs to work harder this coming school year. I'm assuming you work extremely hard already and take great pride in how hard you work. This last year educators were pressed in on all sides. You can't work any harder!

However, I've noticed that even though I work hard every day, my results are not the same every day. Some days I seem to get more done. I'm more productive. I touch more lives positively. And I believe those are the days I'm most intentional. I keep first things first. I own my time instead of letting my time own me.

On those best days, I bring my "A-game." I want to bring my "A-game" every day! I want to be more intentional every day.

As you think about the upcoming school year, don't plan to work harder, plan to work smarter.

Move beyond having good intentions to BEING more intentional.

What are some ways you want to be more intentional this upcoming school year? How will you make sure that happens? Leave a comment below or respond on or . I would love to hear from you.

Behavior Is Communication: But How Should We Respond?

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All behavior is communication. It can provide us important clues about a child and let us know that something is wrong or that something is missing.

Most behavior is driven by legitimate needs. It's just that kids (and many of us adults too) don't always have the skills and maturity to meet our legitimate needs in legitimate ways. But everyone wants to have their needs met.

A compassionate and caring educator looks beyond the behavior to see the need. So instead of getting frustrated, angry, or impatient, they are curious and understanding. They try to see things from a different perspective.

A student's behavior usually says more about what they're going through than what they're trying to put you through. How many times has a student acted out or shown up poorly because of environmental factors? Something happened at home, at the bus stop, or during lunch? 

Or maybe an inner battle is happening because of past trauma or hurt.

So how can we respond to better understand what is behind the behavior?

Try these ideas depending on the age of the student and the situation. Be curious in how you respond to the child.

1. "Talk to me about the meaning behind what just happened."

2. "Talk to me about what you wanted when that happened."

3. "Share what you were experiencing (or what you were feeling) when that happened."

Notice these responses are not delivered as questions, and they could be just as easily. I heard Mike Rutherford present earlier this week, and he made a great point about how questions can feel like they should have a right answer. They have more power to make us defensive than a statement.

Also, these prompts are completely open ended. Avoid asking questions that make assumptions or feel accusatory. So don't ask...

Are you having a bad day?

What happened to you?

Why did you do that?

All of these questions are unlikely to be helpful. They will probably make the situation worse or the student will be less likely to open up and be reflective. 

If we can help students better understand their own needs and behaviors, then we are helping them to develop important skills to self-regulate. Punishing behavior may ensure compliance to rules, but it doesn't teach kids how to manage their own behaviors.    

What do you think about this quick behavior tip? What else would you add to this advice? Leave a comment below or respond on or . I would love to hear from you.

Three Ways Curiosity Makes You a Better Leader

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Curious leaders listen and make you feel supported, valued, and appreciated.

One of the best leaders I've known was also one of the most curious leaders I've known. He peppered me with questions from the first day I met him. He wanted to know my background, my story, my ideas on different topics. 

He was quick to ask, "What do you think?" about whatever we were discussing, and he was genuinely interested.

I always felt like I had a voice and my ideas mattered.

He made me feel much smarter than I actually am. It was motivating. It gave me energy to do more, to be more, and to ask more questions of the people in my circle. Curiosity is a game changer. It creates new ideas. It creates positive momentum.

Ask these questions to practice being a curious leader...

1. Who has been a big influence on you? Who inspires you?

2. What's something you're working on that you're excited about?

3. What would you do differently if you were principal? 

4. What's the toughest part of your job? 

5. What resources do you need to reach your goals?

6. How do you want your students to feel when they're around you?

7. How can I know if someone I'm speaking with would be a good connection for you?

8. Why did you choose to be a teacher/principal/etc.?

9. What's a book or movie that's inspiring to you?

No matter how the other person answers any of these question, be sure to take an approving, supportive stance. I guess you could ask these questions looking for a "correct" answer but that wouldn't be curiosity. That would be judgement. 

Be a learner, not an expert.

Curious leaders view difficulties and challenges as opportunities to learn and grow.

Poor leaders get frustrated by problems. Great leaders are fascinated by problems. They view challenges with a sense of wonder and awe and possibility. 

They focus on what they can learn from the problem. They don't get stuck as easily because they don't let what they can't do get in the way of what they can do. 

They invite others to work with them to solve the problem. They're open to creative solutions.

Curious leaders know the problem is not really the problem. They know the problem is really how we think about the problem. We can always control how we respond to the problem. 

Curious leaders believe every problem can be beneficial if we use it to learn and grow. Our struggles make us stronger.

Be fascinated, not frustrated. Shoutout to Dr. Rob Gilbert for sharing this idea on the Success Hotline.

Curious leaders have more empathy and embrace different perspectives.

Some leaders get offended when people behave badly or in ways they don't understand. They are quick to judge.

But curious leaders try to see things from the other person's perspective. They don't take things personally. They are not easily offended.

They try to understand poor behavior. They look past the behavior to try to identify a legitimate need the other person is trying to meet.

They don't assume they know another person's intentions. Instead, they invite the person into dialogue. They're curious about how the other person is experiencing the situation.

They don't judge. They try to understand.

Be curious, not furious.

Thanks to Dr. Bryan Goodwin for his work and inspiration around the importance of curiosity.

What are some other benefits of curiosity for effective leadership? What's a way curiosity has helped you? Leave a comment below or respond on or . I would love to hear from you.

Avoid Getting Stuck: "What if" vs. "Even if"

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The fear of failure keeps many of us on the sidelines. Instead of pushing our limits and trying something new, we continue with the same habits and practices as they are. 

We tell ourselves our current ways are working. Our methods are time tested and proven because they get us consistent results. We try to get just a little better at the same things we've always done.

But just because the results are consistent doesn't mean they're the best results possible. People tend to reach a certain level of effectiveness and then get complacent. We're less willing to change.

However, excellence is never being satisfied with how things are. It's always pushing the limits. It's always seeking to learn, grow, and change.

Change demands we overcome our fears. Your fears are resisting your greatness.

What if I fail?

What if people don't like what I'm doing?

What if I get in over my head?

What if I don't have the talent or qualifications to make this work?

All of these "what ifs" are the resistance to your next level and making something great happen.

So instead of what if, reframe your resistance and think even if.

Even if I fail, I'll learn from it and keep going.

Even if people don't like what I'm doing, I won't give up.

Even if I get in over my head, I'll keep learning and problem solving.

Even if I don't feel like I have the talent or qualifications, I'll keep developing my talent and qualifications.

You have everything you need to pursue your excellence. Go for it. If you had no fear, what would you do?

What's something you've felt a nudge to do, but your "what ifs" keep knocking you back? How could you reframe these to "even ifs" and take your next step? Leave a comment below or respond on or . I would love to hear from you.

The Purpose of School Isn't Preparing Students for College

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Recently I had the privilege of taking a few of our students to a career event at Bass Pro/Wonders of Wildlife in nearby Springfield, MO, one of the largest employers in our area. We got a behind the scenes tour of the incredible facilities and heard about many of the career opportunities available in the company.

As we listened for a couple of hours to the presentations from various department leaders, one thing stood out to me. Only one of the presenters indicated that students needed to go to college to get hired or have a successful career in the company. The one career field that demanded college was accounting.

Even more striking were the stories of these successful individuals. Many of them did not have a college degree themselves. For the few who did have a degree, they shared that they weren't working in an area related to their college degree. The successful completion of college was not key to their success. 

What was key to their success was what they did both prior to getting hired and especially after they were hired by the company. They continued to learn. They listened to mentors and watched what successful people were doing. They took advantage of opportunities. 

They had initiative, worked well with others, looked for ways to add value, and played to their strengths.

And they were passionate about what they were doing. Even if they weren't passionate about it at first, they became passionate about it. They developed their own love for their work and contribution.

The key to success is not college. And I'm certainly not against college. It makes sense for some students. It's necessary for some careers. And all students should be prepared for some type of postsecondary training as a result of their schooling. 

I used to think all students needed postsecondary education. I no longer believe that's true. I've seen too many of our graduates who are finding success, contribution, and fulfillment who went right to work out of HS. But the key is they went right to work with the right attitude and mindset. That's what matters most. 

The purpose of schooling is NOT preparing students for college or even for a specific career. The purpose of schooling is to prepare students to be continuous learners. To never stop learning. To be adaptable learners. To know their strengths. To be confident in their ability to tackle challenges, pursue passions, and overcome obstacles.

And by the way, if we focus on those things as the purpose of schooling, all of our learners will be far more prepared for college too, if they choose that path.

How would schooling change if we truly viewed developing continuous, adaptable learners as the goal? How might our curriculum be different? Our assessments? Grades? Leave a comment below or respond on or . I would love to hear from you.

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.

Share Understanding and Spare Pain

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Like many of you, I've had so much on my mind lately. I have several blog posts upcoming that will express more of what I'm feeling. But I wanted to share this quick bit with you. 

If we only read and share things that confirm our current thoughts, feelings, and beliefs...

If we only pursue our own certainty and confirmation of our current way...

If we only listen to the stories of people who are like us...

If we only seek to debate "the others" and don't really listen to them...

If we gather in our tribes and seek opponents instead of allies...

If we dismiss, diminish, deny, or invalidate the pain of others...

If we avoid the things that make us uncomfortable or that are painful...

If we don't question ourselves deeply, our motives, our hearts, our privileged lives...

Then we will never grow, and we will never love more deeply, and we will spread even more pain in this pain stricken world.

How can we develop a spirit of curiosity and empathy for others? Leave a comment below or respond on or . I would love to hear from you.

Combine Your Skills With Technology

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The best advantage is the ability to combine your human abilities with the best tools available.

In the world of chess, the best players in the world can no longer beat the best machines in the world.

However, a combination of top players with machines can nearly always defeat a machine-only opponent.

Even more impressive, a slightly above average chess player teamed with a machine can defeat the top computer chess algorithms in the world.

Some people push for technology like it's the answer. But technology doesn't usually solve problems alone. 

Although technology is getting smarter every day, it's most effective when people leverage the technology to solve problems.

It's the combination of well-developed human skills and the effective use of technology advancements that will lead to the best opportunities.

What does this mean for modern learning? How are you taking into consideration the tools your students have at their fingertips?

If students don't learn to leverage their skills with technology, they will always be at a disadvantage.

Learning must consider the world our students live in, and we mustn't cling to the world we grew up in.

If you’re teaching just as you were taught, you’re basically teaching in a time capsule. 

And as a result, your students will be precisely prepared for a world that no longer exists.

How are you teaching your students to leverage technology? How have modern tools changed what is taught or how it is taught in your discipline? Leave a comment below or respond on or . 

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.

How to Respond When You Feel Disrespected

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Once I was working with an entire class of freshmen at the beginning of a school year, and one of the kids made some kind of wise-guy comment in front of the whole group. I don't remember exactly what he said, but I do remember that I felt a little disrespected.

Another time, I remember a large majority of students were talking and being disruptive and generally not paying attention. Again, I felt like the students weren't showing their full respect.

If you work with teenagers long enough, you’re bound to experience some of these behaviors from time to time.

In each case, the student or students, may or may not have intended to be disrespectful, but that's how it made me feel. That's an important distinction. How you feel, or how it comes across, and what was intended may be two entirely different things. 

The behavior is probably more about the student(s) and their struggle(s) than it is about you as the educator.

So never tell a kid they're being disrespectful. It's not helpful, and you don't know what's in their heart. The behavior may have felt disrespectful to you, and it should be addressed, but do it in the right way.

Here are three steps I use when dealing with anything that makes me feel disrespected.

1. Let them know you're committed to always treat them with the greatest dignity and respect. 

So instead of accusing them of being disrespectful, let them know how much you care. 

"I want you to know I will never intentionally disrespect you. And if I do, I want you to let me know, so I can make it right."

Start with your behavior. Let them know how you will treat them...always. This is something you can say in a private conversation or with an entire group of students. 

I say this with my full heart because I mean it. I pledge my respect with humility and kindness. This is important to me. I want to preserve respect and show students I care.

Of course, you should only say this if you mean it. They will see right through this if you're sarcastic to kids or talk down to them or use disrespectful tactics to control them.

And then follow up with...

"Have I ever been disrespectful to you in any way? I want to know if you feel that way, so we can talk about it."

And then listen. Usually, they just tell me I've never made them feel disrespected. Of course, there have been times when my behaviors felt disrespectful to a student and responding to that with care is important.

2. Ask them about their intentions based on their behavior.

One of the most common problems in classrooms is students don't respond to reasonable requests made by the teacher. And that tends to make us feel ignored and disrespected. Even if you don't feel disrespected, this same conversation can be good reflection to address a non-learning behavior.

So, after you share your own intentions from the first step, address the behavior you observed.

"When you were on your phone today, after I asked you a couple of times to put it away, how did you intend for that to make me feel?"

And then wait...and listen.

Usually, they will say they didn't intend to be disrespectful. They might explain they're having a bad day, or something is going on that was upsetting, or they just made a bad choice in the moment.

Sometimes they will even apologize. 

3. Find a path forward and invite them to commit to a different set of behaviors.

This step is very important. I've noticed educators often describe the behavior they want to stop, but they don't always get the student to commit to doing better. That makes a big difference.

Listen with empathy if they have reasons to explain away their behavior. But then remind them of the expectations.

"I hear you. You have a lot going on. Stuff outside of school is pressing down. You still can't let your schoolwork slide. The expectation in this classroom is your phone won't get in the way of learning."

"Next time, can I count on you to keep your phone from being a distraction? And if I have to address it, can I trust that you will cooperate with me on that?"

Most every time, in my experience, the student will commit to doing better. But I don't stop there.

I want it to be crystal clear what my expectations are. And I want to check in with the student to make sure the expectations are clear to them also. So I follow up with this question.

"I want to make sure we're both on the same page with this conversation. What is your understanding of what we are agreeing to do going forward?"

Sometimes, students don't have the words to summarize the conversation at first, but I help coach them through it until they can verbalize exactly what the expectation is. I want them to be able to say it clearly because I've found that helps them to feel the weight of the commitment to the new behavior.

After they summarize what's been discussed, I ask one more question.

"I hear you saying that you will make sure your phone is not a distraction. And I believe you. I can tell you mean it. But if it continues to be a problem, what do you think should happen?"

They may have some ideas for responding to this and they may not. But I will further clarify the boundary.

"In the future, if your phone is a distraction again, then this is going to happen." Maybe it will be a phone call home to notify parents, or a discipline referral, or the phone will be "parked" each day at the beginning of class. The important part here is that a clear boundary is created and enforced as promised.

At the end of the conversation, I thank them for helping me work through the issue. And I try to find some way to encourage them. I may give them a complement or joke with them in some way.

Oh and by the way, this exact process will work in any relationship you have, not just with kids. The phrasing might be a little different if you're not an authority figure in that person's life, but the general framework remains the same.

1. Focus on your behavior first. What are you committing to? (respect, love, care towards the other person)

2. Clarify intentions. How did you intend for me to feel?

3. Establish boundaries. What are the behaviors needed to make this relationship work?

Because in the end, it's all about healthy relationships.

Was this helpful to you? What are your thoughts? Let me know what you think. Leave a comment below or respond on Facebook or Twitter.

Authentic PD: 7 Benefits of a Book Tasting Event for Your Teachers

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We recently had a full PD Day for teachers in our building and wanted to do something special to start off the day. I'd heard of book tastings from my Twitter PLN and wanted to give it a try.

A book tasting is an event where people sample different books in a relatively short period of time. I was lucky to have some fantastic help with decorations, planning for food, and setting up our "book store" area.

At our book tasting, we selected about 75 books we felt added value to teaching and learning. Some of them were not necessarily education books. We also included books from psychology, personal growth, leadership, and more.

There were approximately 55 teachers included in our event, so we had plenty of extra books on hand. For each round, participants would select a book to review. We set a timer for 5 minutes for participants to quickly scan the book, look at the table of contents, pick out some interesting quotes, and take a few notes.

Each participant had a "menu" to help guide their book tasting experience. It included some general instructions and some questions to guide thinking.

Menu adapted from: http://traceyraimondo.com/2018/04/17/host-a-book-tasting-for-teachers-professional-learning-never-tasted-so-good/

How Humor Contributes to School Culture

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I'm not sure exactly how it got started, but for the past few years I've shared a joke every morning with our entire building to start the school day.

It's important to me to help get each day off to a good start and part of that is my daily attempt to inject some humor. Let me tell you, though, it can be a lot of pressure to have a new joke every day. I am constantly searching for new material.

And I have to admit, my jokes get a mixed response. In my mind, people are laughing all over the building. But in reality, I think mostly it's eye rolling that's happening all around the building.

But there have been some interesting things that have happened as a result of this simple routine.

1. Students and staff share jokes with me regularly. I guess they think I need some better material. A teacher recently sent a student out of class to find me, because they had a really good joke for me.

2. When I see parents, they will share jokes with me. They always think their jokes are the funniest. I bet their kids disagree.

3. Multiple students have bought me joke books. "Hey, Dr. G, I picked up this book for you at Barnes and Noble over the weekend. You need all the help you can get!" 

4. One student rates my jokes each day. When he sees me, he will say, "Dr. G, your joke today was a 3 out of 10." I rarely get higher than a 5 or 6, and often it's a 1 or 2. Oh well.

5. On a survey of my faculty for feedback on my performance as their principal, one comment suggested that I should "watch some professional comedians and take notes." I wasn't sure how to take that.

6. We occasionally have some students and staff members who provide the guest joke of the day, to offer some variety.

7. We've also had joke battles. A student tells a joke. I tell a joke. And then everyone votes for which one they liked best via Google Forms. I've lost the joke battle every time.

8. One student in particular, who is living in extreme poverty and struggles in school, has been a joke champion for me. He has the best jokes, and he is constantly helping me with my material. I think he gains something significant from that. I know I do.

9. When students were asked to write notes of thanks/encouragement to a staff member, I was grateful to receive a couple that mentioned that they liked my jokes. Those kids are going to go far in life!!!

It's probably clear to you now that this joke of the day thing is really not about the jokes. 

It's about making connections.

It's about a sense of belonging.

It's about creating an environment that kids and adults enjoy. 

It's about bringing people together. 

And those are things that really matter for nurturing your school culture.

What rituals do you have at your school that contribute to your school culture? Leave a comment below or respond on or . I would love to hear from you.

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 .