What's Most Valuable Attitude or Technique?

Your team just upset the #3 seed, and for the first time ever, your school will advance to the Elite Eight of the NCAA Tournament. And then you're asked this question by a 13-year-old reporter from Sports Illustrated Kids.

SI Kids reporter: “When you coach or teach your team defense, what’s more important, technique or attitude?”

South Carolina Coach Frank Martin: “First of all, a lot of respect to you. That’s a heck of a question. I’ve been doing this a long time, and that’s the first time anyone's ever asked me that, that's a heck of a question. Attitude comes first. We gotta have guys that are gonna believe in our mission, that are going to believe in what we do. Once they believe, then we can teach them the technique.”

Kudos to Frank Martin for how he fielded this question from the kid reporter. It was a great moment. The coach showed the kid all the respect and sincerity he deserved in that moment.

But it was, after all, a great question.

Our school has enjoyed its own March Madness story this year. Our boys basketball team made it all the way to the state championship game. It was an incredible run with some unbelievable comeback victories along the way. We didn't win the championship game, but our players played like winners.

Our coach has a mantra he uses to outline the core values of his program. E-A-T.

E - Effort

There is no substitute for consistently trying hard and giving your best effort.

A- Attitude

Your positive attitude is a gift to yourself and others. Your attitude will determine your impact in life.

T- Team

Be a great teammate. Care about others ahead of yourself. Be unselfish.

The messages from Frank Martin and from Robby Hoegh (our coach) are essentially the same. Attitude is more important than technique. You might not have the greatest talent level or the best technique (...yet), but you can always show up with great effort, enthusiasm, and energy.

It's hiring season for schools all across the country. What is most important to you about who joins your team? Do they need to have the most sophisticated teaching strategies, the best understanding of subject content, and the most proven track record? Those things aren't bad. In fact, they are all important.

But what's most important is that you bring people on your team who are winners. You want people with winning attitudes. You want people who are on a mission to make a difference. Who are good teammates. Who bring positive energy every day. Who will continue learning and growing. And who want the best possible learning experience for EVERY kid.

If those qualities are in place, it's impossible to NOT grow in your technique, knowledge, and effectiveness.

Developing these aspects of your CHARACTER is more important than your PRACTICE. Who you are is more important than what you do, because what you DO will always flow from WHO you are.

Question: How can we generate more focus on Effort, Attitude, and Team in our school cultures? What is your school doing to promote these qualities? I want to hear from you. Leave a comment below or respond on or .

Don't Wait To Be Excellent...Start. Right. Now.

I just finished reading the latest book from Todd Whitaker, Jeff Zoul, and Jimmy Casas—Start. Right. Now.: Teach and Lead for Excellence. The authors have packed the book with wisdom and insight from their collective experiences. The end result is a book for educators that is an excellent guide for becoming a stronger leader.

Something that caught my attention right away is the idea that every educator who is effective is also an effective leader. Leadership is not just for those in formal positions. Every teacher must grow as a leader, too. And conversely, every leader should aim to be an effective teacher as well. These roles are very complimentary and are both essential to creating outstanding schools. This idea reminded me of a recent post from this blog, 7 Reasons 'Classroom Leadership' Is Better Than 'Classroom Management.'

So while Start. Right. Now. is definitely a leadership book, it is equally relevant to teachers or formal leaders like principals or directors. The authors share a framework of four qualities important to all educators who strive for excellence. These qualities are adapted from leadership guru John Maxwell.

1. Know the Way

Excellent leaders must pursue and possess knowledge of their chosen field. For educators, that means knowing content, best practices, strategies, and how to influence people. Knowing the way means knowing what works based on experience and based on knowledge passed along from others. 

2. Show the Way

Showing the way involves coming together to develop a vision for learning and then building capacity in others to reach for and achieve that vision. To show the way, leaders must be future-focused, always preparing for what is to come, while simultaneously doing the work today that will lead to a brighter future tomorrow. Always be present in the moment to create brighter moments ahead. Where some people may see only problems, great leaders see possibilities and they focus their energy accordingly.

3. Go the Way

Your example is your most powerful influence as an educator. Students and peers are always watching to see if what we say corresponds with what we do. It matters how we live out our values, and it matters how we treat everyone we meet. Every interaction counts. The following list exemplifies educators who go the way. These staff members:

• Believe in giving back
• Invest in others every day
• Find time to greet children every day
• Possess a "whatever it takes" mindset
• Want to be pushed by others
• Find a connection with kids each day
• Go out of their way to share a bit of kindness with others
• Accept that teaching is calling, not a job
• Take time to show gratitude to others
• Make time for others, but also make time for themselves

4. Grow Each Day

Great educators make their own personal and professional growth a top priority. The recognize that change is inevitable but growth is optional. However, failing to make efforts to grow results in certain failure. Surround yourself with excellence, invite feedback, and be open to reflecting on areas you can improve. Connect with other committed educators who can support you in your efforts to grow. The only way to reach your potential is to start right where you are and focus on getting better every day.

The book is filled with many stories, examples, and resources to support these essential leadership principles. At the end of each chapter, ideas from other outstanding educators are featured. You might recognize a number of the ones included. They might even be part of your PLN. Some of my favorites include Pernille Ripp, Neil Gupta, Glenn Robbins, Bill Ferriter, Jon Harper, Jennifer Hogan, and Heidi Veal. These short contributions add another dimension to the book.

You'll also find specific actionable strategies at the end of each chapter with links to resources to help you get started. For instance, there are suggestions to write a personal mission statement, create a vision statement, attend an EdCamp, and participate in a Twitter chat. It's packed with great ideas every educator is sure to find helpful.

Question: How are you growing in your leadership as an educator? Are you getting better every day? If you want to do something to level up your leadership, consider reading Start. Right. Now. 

I want hear from you. Be sure to leave a comment on the blog or share on or . Your thoughts and ideas take the discussion deeper.

You can snag a copy of the book at the link below. 



This post contains Amazon Affiliate links. If you visit Amazon via the links and purchase items, I receive a small commission at no additional cost to you.

What Happened When We Launched Student-Led Senior Citizen Tech Support

We have a group at Bolivar High School known as the SWAT team. SWAT stands for Students Working to Advance Technology. The club started in 2015 to support our 1:1 program that was just getting off the ground. 

SWAT provides valuable support related to how we use technology in our school. For instance, they have presented how-to workshops for teachers during our annual PD day, the past two years. And they've been involved in parent open house to demonstrate ways technology is being used for learning in our school. They also help out in the library with issues students are having with their Chromebooks.

Most recently, the group offered tech support for senior citizens in our community every Thursday after school in February from 4-5:00pm. We publicized the opportunity in our local newspaper and on Facebook. It was a simple concept. We had some digital natives (our students) on hand to help the older crowd in our community with anything tech related we could help with.

The senior adults could bring their own device (most of them did) or the students used their Chromebooks to help with Facebook, Gmail, or whatever tool they wanted to learn.

We didn't really know what to expect. It was our first time trying something like this. But it was a huge success. We had customers every single Thursday, and several of our guests came back week after week.

This activity was beneficial on several levels. 

1. It was helpful to the senior citizens we served.

Our students helped with Macs, PCs, iPads, Android devices, multiple smart phones, and a Kindle Fire. I don't think there was a single question that our students didn't handle effectively. In one case, it took about 45 minutes to research a solution, but in the end, they resolved the issue.

2. It was a fantastic opportunity to connect with our community.

I think it's great when students can go out into the community or we can bring the community in. In this case, we had quite a few people into our school building that might not normally stop by for a visit. 

3. It was a great learning experience for our students.

Our students had the opportunity to give back and lend a helping hand. They got to practice communication skills, empathy, patience, and problem solving. It gave them the opportunity to serve others.

4. Everyone seemed to love it. 

Our students enjoyed this experience so much, they asked me if we could keep doing it each week. For a variety of reasons, I made them take a break for the month of March. We'll see after that. But I was proud they wanted to continue. And the senior citizens seemed to have a great time too. Some of them asked me if we could keep doing it, too! Okay, after reading that I feel like a scrooge for making them take a break. :)

Here's a 2 minute video that includes some student voice about how they experienced this project...

Question: Is this something you might try with your students? What questions do you have about this activity? I want to hear from you. Leave a comment below or respond on or .

15 Reasons #EdTech Is Valuable Beyond Student Achievement

When we were planning for 1:1 at Bolivar High School, we had numerous community meetings and invited feedback and questions from our stakeholders. One of the questions that was raised went something like this, "How can you be sure student achievement will increase as a result of every kid having a device?"

And that's a very good question, at least on the surface. It would seem reasonable that if a school is going to spend thousands of dollars on devices, there should be a direct correlation, even causation, in the research to demonstrate a positive effect on measurable learning outcomes. 

That question comes up again from time to time. Our middle school is now also working toward implementing their own version of 1:1.

The research on the impact of 1:1 programs is mixed. Some studies point to flat achievement or even declining achievement, especially with low-income and minority students. Other studies, like Project Red for instance, have found that schools implementing a 1:1 student-computer ratio along with key implementation factors outperform other schools.

But I'm a bit skeptical of studies on either side of this issue. It is very difficult to isolate any single factor or group of factors to show direct impact on measurable student achievement outcomes. There are so many moving parts in what students learn and to what extent they learn it.

I do believe that technology implemented properly CAN have a positive impact on student achievement. But I would also argue that there are many, many reasons to go digital in schools besides student achievement. And I mean student achievement in the narrowest sense. Everything we do is related to student achievement in my view, but researchers and bureaucrats usually examine this factor through a narrow lens of standardized test results.

Since I believe so strongly in the benefits of technology for students, I asked my PLN for feedback on what they believe are the most important reasons to go digital beyond strictly academic outcomes. I summarize the ideas below, and you can also check out their responses in the Twitter Moment embedded below.

15 Reasons #EdTech is Valuable Beyond Student Achievement

1. Essential to learning in a modern world.

Technology is just as essential to learning in today's world as the school library. To be an effective learner in today's world means you're going to be using digital tools to learn.

2. Encourages lifelong learning.

Our school's motto is Learning for Life. We believe in the importance of developing skills that will translate to life. If we want our students to be lifelong learners, they need to understand the role of technology in that.

3. Connects students and schools with the outside world.

These tweets from Ellen Deem and Kevin Foley summarize it nicely. Technology allows us to bring the world into our school, and take our school into the world.

@deem_ellen @DavidGeurin Technology has taken the world into my small school.It has also brought my small school to the world @TheSTEAMakers

— Kevin Foley (@FoleyKev) February 25, 2017

4. Reflects how work gets done outside of schools.

Almost every career, project, or activity will involve technology in some way. Having stronger skills related to technology brings value to most every area of life.

5. Allows for practicing digital citizenship.

How can we expect students to make good decisions and develop into responsible digital creators and consumers if we don't give opportunities for practice in school?

6. Important for teaching digital literacy.

Students need to understand digital literacy as part of overall information literacy. It's not enough to be able to read and write. You need to know how the digitally connected world works.

7. Important for practicing the 4 C's.

If we are serious about teaching communication, collaboration, creativity, and critical thinking, technology is a great vehicle to explore those skills.

8. Kids like it.

I love this response from Melinda Miller. If we are serious about kids becoming independent learners, then learning needs to be exciting and fun.

@DavidGeurin kids like it!

— Melinda Miller (@mmiller7571) February 25, 2017

9. Improves communication.

We gain opportunities to communicate and connect within and outside our school through the use of email, social media, shared documents, etc. 

10. Improves student engagement

Technology can play an important role in increasing student engagement and creating more student-centered learning opportunities.

11. Provides an authentic audience for student work outside the school.

Student work shouldn't be destined to finish in a trash can. It can be saved forever and shared with the world using digital tools.

12. Allows new ways to differentiate learning.

Technology is great for meeting individual learning needs. 

13. It can personalize learning.

Technology can create opportunities for students to pursue passions, make choices, and have their voice heard.

14. It creates efficiency.

With technology, we can use less paper, save time, and overcome the limitations of when and where we learn.

15. It supports curiosity.

Students have questions. A connected device provides the means to search for answers. Someone made the comment that tech has made us less curious. I don't necessarily think that's true.

Question: What are your thoughts on ways #EdTech impacts learning beyond student achievement? I want to hear from you. Leave a comment below or respond on Facebook or Twitter. 

Also, be sure to check out all the tweets from my PLN in response to this topic. Thanks everyone for contributing!

Beyond Student Achievement

11 Apps That Help Me Manage My Social Media Life

I use my iPhone to do most of my connecting through social media. I guess that trend is common since mobile device use is up while use of laptops/desktops is down worldwide. This chart illustrates how that trend is expected to continue.

Retrieved: http://digiday.com/media/mobile-overtaking-desktops-around-world-5-charts/

Social media has been transformational in my work as an educator. The connections I've made and the ideas I've encountered have pushed me to grow and learn in ways I never could've imagined.

But I also don't want social media to take over my life. I work very hard to maximize my productivity and get the most out of my online work without compromising other important areas of my life.

These are 11 apps I've used that I've found most beneficial to managing my social media life. They aren't in any particular order, and they serve a variety of purposes.

1. Twitter-I use the Twitter app to read tweets and post to multiple accounts (school and personal/professional). I sometimes even participate in Twitter chats using my iPhone. 

2. Buffer-This app is fantastic for scheduling tweets and managing multiple social media accounts. I like to read and share relevant content to my followers. I've found Buffer is the best way to do this. One of the things I like about it is the ability to follow RSS feeds within the app. It brings some of my favorite content right into the app so I can review and share.

3. Facebook Pages-I help manage content for our high school page, and I also have a Facebook fan page for my blog. I can take care of both accounts through this app's interface. It works great!

4. Nuzzel-I use Nuzzel to read the hottest stories from my Twitter feed. Basically, it ranks articles that have been shared the most by my friends. I always find content here I want to share with others. It also works with Facebook. You just have to connect your accounts to the app.

5. Evernote-Anything I don't want to forget goes in Evernote. It's a great app for taking notes and staying organized. I keep a list of possible blog topics here also so I always have something to think and write about.

6. Juice-This app is another way I get content to read and share. It analyzes my Twitter and then generates new articles to read every 24 hours. I don't think very many people know about this one, but I really like it.

7. Flipboard-I use Flipboard semi-regularly, but it often frustrates me. It's supposed to aggregate relevant links and stories based on my interests. It's algorithm is supposed to learn my preferences and habits. The problem is I don't find helpful content there as often as I'd like. Am I doing something wrong? 

8. Vanillapen-This app is great for making quick and easy quote images. I like to share inspiring images or quotes and this makes it a breeze.

9. Pexels-You might share this app with your students too. It's a great online platform for finding Creative Commons licensed photos to use in projects and presentations. You don't want to violate copyright laws by choosing any photo from a Google search. The photos on this site are free and there are new pics added daily. 

10. Canva-I use Canva to create images for blog posts or to share on social media. Some of the graphics and images are fee based, but I use it often and rarely pay for anything.

11. TweetDeck-This tool is my favorite way to participate in Twitter chats. The simple column view allows users to monitor multiple accounts or hashtags all at once. For a chat, I typically have a column for the hashtag and one for my notifications so I know when someone has mentioned or tweeted at me.

I always enjoying new apps and have really benefited from the ones I've shared in this post. Having the right app is like finding the right tool in my shop. It makes every project turn out better!

Question: What are your favorite apps right now? I'm curious what works well for you. You can leave a comment below or respond on or .

7 Tips for Limiting Problem Behaviors in Your Classroom

Several weeks ago, I shared a post discussing how effective teachers develop classroom leadership skills instead of viewing themselves as classroom managers. The post describes how great teachers are great leaders, too. They have leadership skills far beyond simply managing classroom structures, procedures, etc. Great leaders connect with people. They inspire people. They don't just make people do stuff. They inspire people to want to become their best.

In our school, we've spent quite a bit of time this year working on strategies and procedures for addressing difficult student behaviors more effectively. We often think new teachers have the most room to grow in this area, but every educator should always continue to develop the ability to influence students to make positive choices. Ultimately, we want all students to contribute constructively to a better classroom learning culture.

So here are 7 quick ideas for building classroom culture and limiting those problem behaviors. 

1. Treat students with respect no matter how they behave.

Building a culture of respect is critical for classroom success. You may be tempted to get your feelings tangled up in addressing a student behavior issue. Don't. If you are having strong negative feelings toward a child, it's probably not the time to have an in-depth conversation about his or her behavior. It's okay to delay the talk until later when you've had time to process your feelings and can meet with the child in a productive manner. Note: It's okay to have upset feelings about unacceptable classroom behaviors, and it's okay to express these feelings in a productive way. But you don't want to do something that harms the relationship or robs dignity from a child.

One time during a pep assembly a group of our students did something that went directly against what I had asked them to do. And I felt hurt and angered by the choice. After the assembly, I gave them a passionate speech about how disappointed I was. I told them how much I cared about them, how I wanted to trust them, and how I would never intentionally disrespect them. This talk was filled with emotion on my part. I was intense. But I didn't disrespect anyone. I just tried to lead with my heart. In the end, I did not regret how I addressed the incident, and I think it was a productive response.

2. Be future-focused.

None of us wants our past mistakes held against us. We want to be forgiven and for people to give us grace. If you are having strong feelings about what a student did yesterday or the day before, that needs to be resolved so you can move forward in a positive way. Some people are always focused on the past. They complain about how kids these days aren't as respectful or as responsible as they used to be. But that type of thinking isn't helpful at all. 

When we are future-focused, we expect students to take responsibility for what they've done, admit how their actions were harmful, and then commit to show up in better, more productive ways in the future. 

3. Set high expectations and hold to them.

One of the most important things successful teachers do is clearly communicate expectations. That can be hard to do. It requires consistently reflecting on what's working and what's not working and then having conversations with your class about what needs to be different and why. When students understand your expectations and understand you will address deviation from the expectations, they will begin to take you seriously. I think sometimes teachers think they've communicated expectations and then just become frustrated when students don't comply. When expectations aren't met, circle back and teach the behaviors you're looking for to create the best classroom culture. I've noticed the most effective teachers work hard to set clear boundaries and expectations.

4. Design the most engaging lessons possible.

When your lessons are more engaging, your students will be focused on learning. And when they are focused on learning, there will be less problem behaviors you'll have to deal with. So be proactive and develop learning experiences that cause students to be active learners. I wrote a post on making learning irresistible. Check it out.

5. Handle private matters privately.

The older the student, the more important this one becomes. It goes back to #1. If a student feels you are being publicly critical, they are probably going to feel disrespected and the relationship will suffer. It's certainly okay to give instructions or make a request publicly, but if you are dealing with a conflict or a correction, it's better to do it as privately as possible. 

Some of my biggest failures as a teacher and principal happened when I allowed a conflict to have an audience. I wanted to resolve an issue immediately, but that isn't always necessary. The best teachers resolve the issue when the timing is right. We never want to paint a kid into a corner when emotions are running high.

It may seem obvious, but never complain about a student who isn't present. Even if what you say is true, I promise it's not helpful or even fair to share your feelings with others.

6. Be active all around your classroom.

Smaller problems can turn into larger problems when teachers aren't making the rounds in the classroom. You were probably taught about how great teachers have with-it-ness in your college classes—meaning they have a keen awareness of what is happening in the classroom and how it is impacting learning. Some teachers tend to stay at the front of the room or near their desk. But great teachers are observing and interacting with students all around the room. It helps to make sure things are headed in a positive direction.

7. Be intentional about building strong relationships with your students.

If this list were in any particular order, this one would need to be #1. The foundation of leadership for any educator is a consistent investment in building relationships. So how do you do that? Greet students at the door, call them by their name, give high-fives and fist-bumps, get to know their interests, give an encouraging word, attend one of their activities or games, ask them how they're doing. And never, never give up on them. When students see you care about them as people first, it will result in them being better students also.

Question: What are your best tips for dealing with problem behaviors? I'd love for you to expand on these ideas. Leave a comment below or respond on or .

9 Essential #EdTech Ideas to Share With Your Team

Technology is playing a bigger role in classrooms and schools in this country and around the world. Here are a few thoughts to keep technology in perspective. Share them with your team and discuss how to best implement technology in your learning culture. I hope these ideas help guide you to more effective use of digital tools with your students. 

1. Your learning goals should drive your tech goals, and not the other way around.

Just because you have access to iPads, Chromebooks, or some other device in your classroom doesn't mean they must be the center of learning in your classroom. Not every lesson can be made better with technology. Allow your goals for learning to lead you to the most powerful ways for tech to further support those learning goals. Keep your students at the center of learning, not a device.

2. It's not enough to think tech is important for students. You must be willing to learn it yourself.

To deny that tech will be important to students' futures seems unthinkable. But it's not enough to recognize students will need tech to be successful. Your students also need to see you as a willing learner of technology. They need to see you as a learner period. And it's a shame if you aren't leveraging your skills as a teacher because you aren't willing to learn technology. All of your teacher skills are priceless, but they can be even more relevant and powerful if you know how to effectively use technology for learning, too.

3. Tech can make kids want to learn more, but more importantly, it creates opportunities for more learning.

Lots of kids like to use technology. But using tech because it is engaging isn't as important as using it because your students are engaged. If your students are curious and motivated learners, they will have questions that need answers. They will want to create and share new knowledge. You know your students. You inspire them as learners and that relationship will ultimately lead to more learning. Technology can then create unlimited opportunities to create, learn, and share.

4. Being an effective learner in the modern world also means you are an effective digital learner.

Readers of my blog know I believe adaptable learners will own the future. The ability to learn, to be creative, to see possibilities, to make something new, will be a huge advantage for future success. But in today's hyper-connected, digital world, being an effective learner also means you are effective in using digital tools for learning, solving problems, and creating knowledge. 

5. If you change the technology but don't change your lesson, nothing really changes.

Adding technology to the same old lessons doesn't automatically make them better lessons. Work to create a better lesson first—one that is meaningful and authentic and causes deeper thinking and greater understanding—then consider how technology can make it even better. Technology won't improve learning if that worksheet is now in digital format. It won't inspire learning if students are just looking up answers online instead of in the textbook. Your lesson design is always more important than your digital tool.

6. For students who don't know how to use social media appropriately and effectively, who knows what opportunities they might miss?

If you want to be successful, do what successful people do. And some of the most successful people in our world are using social media and blogging as a platform to network, share their message, and improve their work. How many kids have the chance to practice these skills in school? As digital footprints replace traditional resumes, will your students have anything to show for their work? Even worse, will their digital record disqualify them to employers?

7. Google doesn't have answers; it has information.

Learning and inquiry involves more than searching for right answers. Students make meaning of information through good thinking. The most interesting questions don't have one right answer and require students to think in ways that lead to understanding. Access to a web-connected device is a powerful tool for learning. It creates agency, empowers learning, and puts students in the driver's seat, but only if we allow it, support it, and facilitate it.

8. Tech should make us more human, not less.

It's not hard to see ways technology is both a blessing and a burden. So we need to be thoughtful about how we use technology for good and limit the negatives. We've heard a lot about how social skills are deteriorating as a result of attachment to mobile tech and addiction to device notifications and so forth. But technology can help us connect, do more good, and be more human, not less. In the classroom, technology should lead to more conversations, not less. Students are going to use technology. We need to help them use it in ways that are healthy and productive.

9. Anyone who wants to be a leader needs to be a digital leader too.

We are past the days where leaders could just count on the tech department or that one teacher to take the lead on technology. Every person who aspires to lead should expect to be a digital leader too. Leaders don't have to have better digital skills than anyone else, but they do need to model the use of technology and constantly be willing to learn. Working to stay informed, learning new tools, and being future-driven are critical to digital leadership. And every leader should strive to be a digital leader too.

Question: What essential #EdTech idea would you add to this list? I want to hear from you. Leave a comment below or respond on or .

Why Successful People Are Open to Coaching

In an earlier post, I (David) shared 5 Blind Spots Educators Must Address. My friend Jennifer Hogan commented that one way to overcome blind spots is through coaching. That conversation led to the idea of writing this collaborative blog post.

There are lots of ways we can become more aware of our blind spots. Usually, it happens when we have some input (reading, discussing, observing, etc.) and then reflect on that information. But one type of input that is probably underutilized is coaching. We all need to be open to coaching.

Coaching is a good strategy for revealing blind spots while also building on strengths. How do we open ourselves up to embrace coaching as a way to grow both professionally and personally?

Blind spots represent gaps between what we think is true and what is really true, and uncovering blind spots is an important part of one’s personal and professional growth. Blind spots may be certain behaviors, traits, habits, or thoughts that are observable to others but not immediately evident to us. To reduce blind spots we must be open to acknowledging what the other person sees and be willing to reflect on different perspectives. When we recognize a blind spot exists, we can work on changing, reducing, or eliminating them.

We all have blind spots. There are things we do not immediately recognize in our own patterns and behaviors that are plainly evident to others. It’s almost always easier to see how others could improve than to see areas in ourselves that we might improve. For the most part, you know far less about yourself than you feel you do.

Here are a few ideas for developing an openness to coaching and receiving feedback.

Coaching involves building trusting relationships.

Unless there is trusting relationship, it is impossible to have an effective coaching relationship. We can’t act with good faith on feedback from a person we don’t fully trust. But if we sincerely believe a person wants the best for us, we should always openly consider the feedback they provide. Why would we ever be closed to someone who genuinely wants good things for us? It doesn’t mean we automatically have to agree with their perspective, but we need to listen carefully. This person has my best interest in mind. They want me to do well. Why wouldn’t I listen to their feedback?

Good coaching involves listening, not judging.

Feeling judged makes the defenses go up. But feeling heard creates safety. Listening is one of the best tools a coach can use. It’s not a situation where one person is the expert fixing someone else’s problem. Even if it might seem obvious someone has a blindspot, it is ultimately their responsibility to own that. In a coaching conversation, the goal is shared meaning and solutions that arrive as a result of both parties contributions to the discussion. Listening opens doors to new ways of thinking and makes room for others to reflect on their own thinking.

Accepting coaching means facing, and even embracing, failure.

Most people see failure as a threat. We’ve learned failure is bad, and we want to avoid it. We want everyone to think we are successful all the time. But if we reframe failure, and think of it as an important part of how we learn, then we can translate our failures into even greater successes. Each time we fail, we can feel defeated and afraid. Or, we can look for the possibilities for growth in the situation. Some of our greatest opportunities are disguised as failures. Productive failure leads to personal and professional growth. We just need to see clearly. We need to overcome our blind spots.

Identifying blind spots requires seeking evidence that might be critical.

If we truly want to grow, we have to seek evidence of things we might be doing that aren’t working. Sometimes we might not want to look too carefully at something because we might find something we don’t like. But that type of thinking will always hinder our performance. John Hattie urges educators to “know thy impact.” Seek evidence to understand what’s working and what’s not. Hattie focuses on collecting evidence regarding one’s impact on student learning. Coaching can help us reflect on and process what we are doing and how it is impacting student learning. When we better understand what’s working and what’s not, we can focus our energies on highlighting the strengths and mitigating the weaknesses.

A coachable person views criticism with curiosity.

Curiosity leads to discovery and experimentation. A curious person will listen to criticism and feedback with an open mind and a willingness to continue learning. Curiosity is the engine that keeps us searching until we understand something or trying until we can do something. The inclination to explore new ideas, even ones that contradict current beliefs, help to close the gap between what we think is true and what is really true.

Asking for feedback makes it more powerful

Unwelcome feedback usually falls on deaf ears. Unless there is a high level of trust and a desire to hear a different perspective, it is usually a waste to offer feedback. We need to create a culture where it is normal and routine to have honest conversations about performance. Leaders need to model this. They need to ask for feedback too. When leaders demonstrate consistent comfort with examining their own areas for growth, others will feel more comfortable doing this too.

Effective coaching leads to positive change.

Learning is messy. As adults, we are in control of a lot of things. We decide what we’re having for dinner, how our classroom will run, where we will vacation, what time to leave the house, and so many more little and big decisions. Learning is messy. The process is never linear. Learning and trying something new goes against our habits of creating control in life situations. Especially when we know that we will be accountable for the learning and will get feedback throughout the messy process. But ultimately, coaching can lead to clarity, confidence, and growth.

What happens when we don’t open ourselves to receive coaching? I want to hear from you. Leave a comment below or respond on or .

7 Reasons 'Classroom Leadership' Is Better Than 'Classroom Management' {Infographic}

There are a number of visuals like the one above that illustrate some distinctions between a boss and a leader. I bet you can think of a specific person who characterizes the boss list. This type of person tends to make big impression. You can probably also think of someone who exhibits the leader qualities. You probably admire that person. Of course, these are illustrations intended for the workplace, not the classroom.

Clearly, they are relevant to school administrators, but I'm also thinking they can be applied to classroom leaders as well, aka teachers. In fact, they can apply to anyone charged with leading people and charged with getting something done.

Here's another. This one is similar but contrasting management vs. leadership.

Source: Verma and Wideman (1994)

Most everyone would agree leadership is a top priority in moving any group of people toward a desired outcome or goal. But in education we use the term classroom management frequently to refer to how teachers get things done in the classroom. Some educators actually reject the term. They would say you manage things (grading papers) and you lead people (students). 

But I'm not overly concerned about using the term classroom management as long as we can work from a shared understanding of the meaning. To me, it's all about the things we do to create a positive and productive learning culture in the classroom.

But that will never happen just by managing. If we rely on the lists in the left columns without having the necessary leadership qualities, we are doomed to failure. Sure, some students will still learn, but the overall classroom learning culture will not thrive. And there will be little passion or inspiration for learning.

But on the other hand, if we don't also establish some 'management' qualities to go with leadership, we may have great ideas and willing students but a lack of specific steps to achieve the goal.

Although several items from each column have value in context, I would always choose leaders over managers. Most everyone leans one way or another.

In fact, most every problem that persists in the classroom is at its root a leadership issue. That is not to blame the 'leader' but to say that if an ongoing problem is to be overcome it will usually happen by good leadership and not through better management.

Here are 7 Reasons 'Classroom Leadership' Is Better Than 'Classroom Management.'

1. Establishing a Vision for Learning

Leaders create a vision for learning. They communicate why the learning is important. Better yet, they help followers (students) unpack for themselves how and why the learning is important. When there is a clear vision, students will be empowered to move toward aims without having to be pushed there forcefully.

How are you clarifying a vision of learning for your students?

2. Building Strong Relationships 

Building positive relationships is essential to establishing a positive classroom learning culture. Leaders develop a 'we' feeling with students. Students feel safe, connected, like they belong. Every student feels like they are valued. The leader doesn't use fear as a motivator. Instead, they rely on relationship building to correct and guide.

How can you commit to building stronger relationships with your students?

3. Generating Enthusiasm

Leaders are inspiring and energizing. They have passion for what they are doing and it's contagious. They encourage others to come along on the learning journey. Managers don't think about the energy they bring. They rely more on structure and organization to be efficient. Efficiency is more important than passion to the manager. 

What are ways you show enthusiasm not only for your subject but also for your students?

4. Building Trust 

When trust is lost, it does incredible damage. A leader is careful to ensure students don't feel disrespected, overlooked, or misunderstood. When things go wrong, leaders help to shoulder blame. And when things go right, they are willing to share the credit. Leaders are quick to forgive. And work to repair a relationship that is hurting.

Will you protect the dignity of each child in your classroom?

5. Honest and Clear Communication

Even if you establish great, trusting relationships with students, you won't have a strong learning culture unless you are communicating effectively. Sometimes this includes delivering hard truth to students. Sometimes it means standing firm. Setting boundaries. Giving consequences. However, consequences are never as effective as communication for establishing a positive change.

Are you consistently communicating with students and clarifying the classroom norms and expectations?

6. Leading By Example

Managers don't feel the need to set an example. They view their role as making sure the kids are doing what they're supposed to, but don't look at their own actions. Leaders have high expectations for themselves. They start with the person in the mirror. They model the types of behaviors and mindsets they want to see in others.


How are you modeling the values you want to establish in your classroom?

7. Being Proactive vs. Reactive

Managers react. Leaders prevent. Managers focus on what just happened. Leaders focus on what will happen next. An effective leader anticipates the needs of followers and works to stay in front of problems. 

In what ways are being proactive in building a learning culture rather than being reactive when the culture goes off the tracks?

Question: What are your thoughts on building a learning culture in your classroom or school? What would you add to the thinking I've shared? I want to hear from you. Leave a comment below or share on or .

One Simple Strategy to Overcome Resistance to Your Vision

One of the most important parts of leadership is communication. And no matter how much you try to communicate, it seems there is always room for improvement. But why is it that so many new ideas flame out before they really get established?

In Adam Grant's book Originals: How Non-Comformists Move the World, he writes about the exposure effect. People tend to gravitate to ideas or methods that are more familiar, while they tend to avoid things that are less familiar.

The mere exposure effect has been replicated many times—the more familiar a face, letter, number, sound, flavor, brand, or Chinese character becomes, the more we like it. It's true across different cultures and species; even baby chickens prefer the familiar. My favorite test was when people looked at photographs of themselves and their friends that were either regular or inverted, as if seen in a mirror. We prefer the regular photos of our friends, because that's how we're used to seeing them, but we like the inverted photos of ourselves, because that's how we see ourselves when we look in the mirror. "Familiarity doesn't breed contempt," says serial entrepreneur Howard Tullman. "It breeds comfort."

The exposure effect might explain why teachers tend to teach as they were taught. And why parents can get a little anxious when their child's schooling deviates from what they experienced as a student. It might also explain why new ideas may not gain traction right away, even if they are great ideas that might be game-changers for student learning. People need time to warm-up to a new idea, and the research seems to prove it.

So if you want to move your vision forward, you have to help people become more comfortable with the vision. You have to overcommunicate the vision. But usually the opposite happens. Leaders often communicate far too little and too infrequently. Grant writes that leaders tend to assume everyone else is familiar with their ideas. They spend hours thinking about the vision from just about every angle. It seems easy to the person most familiar with it.

You know the lyrics and the melody of your idea by heart. By that point, it's no longer possible to imagine what it sounds like to an audience that's listening to it for the first time.

It's easy to forget the perspective of the audience. But perhaps they aren't on Twitter all the time discussing the topic. They might not be constantly engaged in conversations with other forward-thinking educators. They may not have the opportunity to go to as many conferences or attend as many workshops. To them, the message seems foreign and difficult to understand. It's hard to take the message and fit it with their current thoughts and ideas. You possess a clarity they do not.

As I read this part of the book, I was reflecting on my own communication as a leader. I can actually think of lots of ways I've failed to consistently communicate our vision. It's easy to add just one more thing and make our goals too complex. Then the communication is just a muddled mess of one new idea after another. There isn't opportunity for people to really adopt an idea, get behind it, and see how it works in their world. The next new thing is just around the corner.

Just last year, our district admin team was reading Finding Your Leadership Focus by Doug Reeves. But in spite of the study of priorities, I don't think we eliminated a single initiative. We just continued spinning plates. You work on spinning a few over here, and then give attention to some others before they come crashing down. Because nearly everything seems to be a priority, in reality it means that nothing is a priority. We are killing any chance at a transforming vision by initiative fatigue.

Retrieved: https://workingmomadventures.files.wordpress.com/2012/09/man-spinning-plates.jpg

But I actually thought of one example that was a success. So let's focus on the positive, right? 

In the years leading up to our 1:1 initiative, we didn't have the budget to make it happen. We just didn't have the money. That provided plenty of time for staff to warm-up to the idea. They heard me tell stories of other schools who were going 1:1. I constantly was dreaming about how awesome it would be when all of our students had consistent access. I talked about it a lot. And other people talked about it too. I think all those years helped most everyone embrace the idea. Our budget woes may have been a blessing in disguise. The delay was probably helpful in setting the stage for the success of 1:1 at BHS.

In the fall of 2015, when 1:1 became a reality, we totally hit the ground running. I'm not saying it was perfect. But the buy-in was at a high level, and our digital transformation was off to a great start. For several years, our team was getting ready for this future reality. There was plenty of time to become familiar with the concept of 1:1, why it was important, and how it could be helpful in each classroom. We communicated the 'why' of 1:1 over and over again. 

As Grant suggested, "If we want people to accept our original ideas, we need to speak up about them, and then rinse and repeat."

So as your leadership team plans to move your vision forward, consider the importance of the exposure effect. Really listen to the feedback from your team to understand how the ideas are being received. And make sure you don't underestimate how much exposure your audience needs to understand your vision and embrace it.

When Harvard professor John Kotter studied change agents years ago, he found that they typically undercommunicated their visions by a factor of ten. On average, they spoke about the direction of change ten times less often than their stakeholders needed to hear it. In one three-month period, employees might be exposed to 2.3 million words and numbers. On average during that period, the vision for change was expressed in only 13,400 words and numbers: a 30-minute speech, an hour-long meeting, a briefing, and a memo. Since more than 99 percent of the communication that employees encounter during those three months does not concern the vision, how can they be expected to understand it, let along internalize it? The change agents don't realize this, because they're up to their ears in information about their vision. 

So as a result of Grant's ideas, I'm considering ways I can be more consistent, focused, and systematic in my communication. I need to refine the message and then use the "slow-drip method" to keep it in front our staff. And I want to listen to feedback and revise the vision as needed. Ultimately, the vision should belong to the team. It's really about giving an idea time to "percolate" so there is opportunity to process, evaluate, and ultimately act upon it.

An unfamiliar idea requires more effort to understand. The more we see, hear, and touch it, the more comfortable we become with it, and the less threatening it is.

Question: What are ways you are communicating a focused message to your team? I want to hear from you. Leave a comment below or respond on or .