Showing posts with label Courage. Show all posts
Showing posts with label Courage. Show all posts

Saturday, February 29, 2020

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.

Friday, February 7, 2020

Leadership is Energy: Bring It!


Countless books have been written on the topic of leadership. There are styles, and theories, and frameworks.

But at it's essence, leadership is about energy. 

What kind of energy do you bring each day? Are you showing up with enthusiasm and excitement? Are you bringing your best? Are you building stronger relationships? Does your energy inspire others to do more and be more?

Everyone has leadership, because everyone has influence. What you do matters. 

If everyone in your school had your attitude, what kind of place would it be?

Your energy is contagious.

So bring your best energy. Bring your passionate energy. 

Bring your determined energy. Nothing can stand in your way.

Your positive leadership is a result of your positive energy.

But how are you using your leadership? Does it lift up or does it tear down? Are people stronger because of you? Are you growing? Are you giving? Are you grateful? Are you bringing your best?

Your positive risk-taking leads to positive results.

No matter your title, your position, or your background, you can make a difference. If you're on a path of purpose, people will follow.

We're all looking for direction. We're all looking for meaning and significance. We're all looking for someone like you to share your leadership.

Your energy is your leadership. 

Bring it.

Friday, December 6, 2019

7 Things People Think or Say that Reinforce Mediocrity


In my previous post, I wrote how failure is not the enemy of improvement. Failure is actually a healthy part of learning and growth. The enemy of excellence is apathy or mediocrity. It's being content, either intentionally or unintentionally, with how things are.

That's how people, schools, organizations, etc. get stuck in mediocrity. They become content with just good enough.

There are lots of reasons people embrace mediocrity, but here are a few of the mindsets I've noticed over years of working in school leadership and reflecting on my own attitude when I fall short and observing the attitudes of others as well.

I think by reflecting on these things, we can learn to recognize them in self and others and explore ways to move past them.

1. "I already do that."

Rather than approaching a topic as a learner and looking for ways to adjust and grow, we defend our current practice and imply there is nothing more we can learn about this idea, practice, or approach.

2. "I tried that, and it didn't work."

Since I tried this already, and it didn't work, then clearly there is not room for me to explore this idea or topic again. I have eliminated any future possibilities based on my own personal experience. 

And the thing about this one is that often people didn't execute the practice or idea effectively in the beginning, or they don't give the idea enough time to determine if it could be effective with further practice and/or adjustments.

3. "That won't work with these students."

This way of thinking is extremely limiting and dismissive to students. Effective educators believe in their students, and they aren't the ones to determine if students can or cannot do something. They create the conditions where students have the opportunities to stretch their limits. They think, "If I get the conditions right, I believe my students can and will succeed with this challenge."

4. "What will the other teachers think?"

I remember hearing Ron Clark speak about how, in his first teaching job, his exciting, enthusiastic approach was getting wonderful results. Kids were learning more than ever, and they were loving it. 

But other teachers in the school were not loving it. Clark's principal came to him and said, "You're doing great, but you're making the other teachers very uncomfortable. Would you mind closing the door to your classroom?"

There is a serious mediocrity problem if teachers are not willing to learn from each other and cheer each other on. 

5. "We've always done it this way."

It's been described as the most dangerous phrase in the language. It preserves the status quo. It protects comfort and limits growth. It shuts down new ideas. 

This phrase reveals thinking that is closed minded, inflexible, and possibly even stuck in the past. We can't think creatively or make progress if we're not willing to try something new.

6. "I don't have time for that."

It seems like everyone in education feels the pinch of not having enough time, so in a way, this is a legitimate concern. However, it's also one of the strongest messages we say to ourselves that keep us stuck, that prevent us from moving forward. 

We all have exactly the same amount of time in each day, 1440 minutes in each day to be precise. If you truly "don't have time" to improve something, does that mean you are not currently wasting any of those 1440 minutes? Does that mean that there is no room for growth on how you prioritize the use of those 1440 minutes?

Not having enough time is one of the biggest excuses I know for not doing anything to grow, learn, or change. You may not have time to do everything, but you do have time to do something to grow, learn, and change.  

We make many decisions each day how we use our time. We should use it wisely.

7. What if something goes wrong?

The fear of failure is one of the biggest deterrents to progress and growth. It feels like a big risk to try something that isn't as familiar. It feels like a big risk to try something new or different. It feels safe to try things that have predictable outcomes. 

But the big risk is staying comfortable and avoiding new possibilities. Excellence requires positive risk taking. 

Can you think of any other phrases or messages that keep us stuck in apathy or mediocrity? Share your thoughts here or on Facebook or Twitter. I'd love to hear from you.


Wednesday, November 13, 2019

Three Myths About Kindness

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

Myth #1: Kindness is weak.

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

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

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


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Myth #3: Kindness is a feeling.

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

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


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

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

Wednesday, June 26, 2019

From Implementing to Transforming


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

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

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

We can train people to be implementers.

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

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

That's transforming work.

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

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

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

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

Friday, May 24, 2019

Balancing Achievement and Agency


How do you define student achievement? Is student achievement defined by how students perform on some type of standardized assessment? When politicians, policymakers, and lots of educators too, talk about raising student achievement, it usually means raising test scores.

The problem is that test scores are a very narrow way to define student success and student achievement. That definition favors a certain type of student, magnifying a certain type of skill set, while diminishing a whole range of other factors that can lead to success academically and in life.

So why is it the current definition of student achievement is always tied to how students perform on one test that happens in one moment once a year? I want to see more emphasis on student agency. I want to find ways for students to connect to what they are learning, to apply what they are learning, to do things with their learning that are making a difference. To me, when students exercise agency and demonstrate growth, that is achievement.

When we are driven by preparing kids for a test, we may neglect preparing them for life. I'm not saying we can't prepare kids for the test and for life, but too often I think that's exactly what's happening. The test is driving everything in some schools. 

But does the learning stick? Will students remember the things they must know for the test? I really like how Will Richardson put words around this idea. He says we need to aim for learning that results in permanence. We should seek learning that has lasting value. When students have agency and ownership in learning, it's much more likely to have long term impact. When it connects to their passions and their goals, they're much more invested emotionally and intellectually.

Another question I would raise is this, does the learning shift perspective? Simply learning content and using it to answer test questions doesn't necessarily change who you are or how you see the world. And I think education should always result in more empathy and understanding. It doesn't just change what you know but helps you better understand who you are and how you can make a bigger difference.

If we want more permanence and perspective in education, we have to be willing to invest in agency. We must empower students and teachers to do things that are bigger than just mastering content standards. We have encourage creativity and connection and allow for learning that taps into strengths and passions.

So let's aim to get a better balance between achievement and agency. Achievement won't solve the world's problems unless our students learn they are powerful problem solvers. They must know first and foremost the significant agency they have to make a difference.

What are you thoughts? How are you specifically equipping students with greater agency and empowerment in your classroom and school? Leave a comment below or respond on Facebook or Twitter.

Friday, November 23, 2018

Are You Reaching Your Full Capacity?


Last Christmas, we decided to add a new Boston Terrier puppy to our family. His name is Rudy. There have been many times over the past months that Rudy has tested our patience. And he's tested the patience of our older Boston Terrier, Max, too.

He's chewed up the house. He's been slow to house train. He's been quick to disobey. He's a little too affectionate. He's in your face affectionate. It's cute and annoying at the same time.

But a few months ago we noticed something was wrong with Rudy. He was having problems with one of his back legs. It would happen occasionally, and he would limp around on three legs for a while, and then he was back to his old self.

But the problem became even more frequent. A trip to the vet revealed Rudy's leg problem was Patellar Luxation, a knee cap that was dislocating. The leg would not get better on its own and needed to be addressed surgically.

So Rudy was scheduled for his operation.

After Rudy had his surgery, the vet said we needed to keep him from using the repaired knee. "No using that leg," he said. 

Just how are you supposed to keep a dog from using a leg? Hey Rudy, no using that leg, okay? 

But turns out that wasn't a problem. Rudy didn't want to use the leg. I guess it was pretty sore, and he quit using it entirely after the surgery. 

Even weeks later, after several visits to the vet, Rudy was still not using the repaired leg. The vet suggested several ideas for getting him to start using the leg again, including swim therapy in our bath tub. Seriously.

But Rudy still refused to use his fourth leg. He was a three-legged dog, it seemed, forever.

However, it was clear from our trips to the veterinarian, Rudy's leg had healed properly. He was simply choosing not to use the leg. He had created a limitation in his canine brain that he was a three-legged dog. He had created a new identity that kept him from reaching his full capacity.

Would Rudy ever walk on four legs again?

And then, in a matter of a couple of weeks, Rudy started testing the fourth leg a little more. He pushed out of his comfort zone and into his growth zone. The video clips below were shot on the same day in the span of about an hour. You'll see his three legged routine and then what's possible when he pushes past the limits. Rudy was very capable it seems.



When Rudy got past his limits, he was running around like any puppy should. He was back to annoying all of us again, in his regular way. He was starting to utilize his fourth leg to its full capacity.

But here's the thing, how many of us are choosing, perhaps unintentionally, to be three-legged dogs? Could it be that most of us are only using a fraction of our true capacity? What might be possible if we would only test our limits and continue to learn and grow?

I think most people are only operating at a small percentage of full capacity. And I think most schools are only operating at a small percentage of full capacity. We're probably capable of so much more. Our schools are probably capable of so much more.

Sure, we're trying to make progress, but we're walking on three legs. We're trying to make things better, but we need to make ourselves better. Change you first.

What we really need is to cut loose and run on all four legs. And we need to create conditions where other people are able to reach their capacity, too. 

So how can you reach your capacity? You have to get started on a path of growth. Break through your limits with the following...

1. The BELIEF that you need to get better.

If you think you're doing just fine on three legs, you'll never find your true capacity. You'll just keep limping along. You need a vision of what's possible. Moreover, you also need the belief that things CAN get better. Don't allow your past performance to limit your future possibilities.

2. The DESIRE to want to get better.

Growth is the more difficult choice. It's easier just to be satisfied, either intentionally or unintentionally, with how things are. We have to crush apathy and reject mediocrity. We have to desire excellence. You have to commit. You have to really want it.

3. The WILLINGNESS to take action to get better.

You have to test your limits. You have to see what that fourth leg is capable of doing. Sometimes it feels really risky to step out in faith. It might hurt. But you must take action. Destiny is about decisions. It might be hard, but it's worth it. 

4. The WISDOM to learn how to get better.

There is a certain wisdom and humility needed to recognize that we're not currently all we could be. We're probably capable of more, if we're honest about it. We must therefore seek out opportunities to learn from others. We must apply the things we learn. We have to pursue growth intentionally. 

5. The DISCIPLINE to follow through and be GREAT.

Living a no limits life requires discipline. A new direction requires discipline. Full capacity requires discipline. You have to eliminate the choices that aren't leading you toward your capacity. You have to be relentless to achieve the results.

What are some ways you want to test your limits? What are some ways you need to test your limits? I want to hear from you. Leave a comment below or respond on Facebook or Twitter

Friday, November 2, 2018

5 Questions for Deeper Reflection


Reflection is important for growth. But we have to be intentional about it. Our reflection is meaningless unless we do something with it. It has to change us. Or, it has to help us change directions. Effective people are reflective people.

Many years ago I read Dale Carnegie's incredible book, How to Win Friends and Influence People. Just this last week, I decided to start reading it again. Carnegie tells the story of a bank president who for many years made it a practice to reflect at the end of each week on every appointment he had in the previous week. He would ask himself the following questions:

"What mistakes did I make that time?"

"What did I do that was right--and in what way could I have improved my performance?"

"What lessons can I learn from that experience?"

The banker attributed his great success in large part to his system:
I often found that this weekly review made me very unhappy. I was frequently astonished at my own blunders. Of course, as the years passed, these blunders became less frequent. Sometimes I was inclined to pat myself on the back a little after one of these sessions. This system of self-analysis, self-education, that continued year after year, did more for me than any other one thing I have ever attempted.
It helped me improve my ability to make decisions--and it aided me enormously in all my contacts with people. I cannot recommend it too highly. 
I also try to make it a point to consistently reflect on how things are going in my work. However, I don't have a process as systematic as what's described by the banker. Maybe that's something I should consider.

This week as I'm reflecting, I thought of a few more questions to consider...

1. How is the reluctant learner experiencing our school (or your classroom if you're a teacher)?

We may think about how our students are doing overall, but I think we need to be especially attentive to how the reluctant learner is doing. If we create an experience that engages some of our most challenging students, that same experience will also probably benefit our other students too. We're aiming to create a place where even kids who "hate school" love to learn.

2. Am I measuring with a yardstick of my own years?

When I get frustrated with some of the behaviors I see in students, I need to be reminded that they are often acting exactly like 15-year-olds are inclined to act. That doesn't mean that I don't try to influence them to rise up, but I can't get frustrated when they don't think, or act, like me. That sounds ridiculous doesn't it? But I think we all tend to get frustrated if people don't act just like we think they should.

3. Do I have a healthy level of dissatisfaction with my own performance?

At the end of the day, it's important to be content with doing my best but to also be dissatisfied with how things are. I don't want to become complacent. And I don't want to beat myself up when I make a mistake. So be content, but never be satisfied. 

4. Are there ways I'm falling into binary thinking?

Binary thinking creates false dichotomies. It's either/or. Effective leadership almost always requires a more nuanced position. We can have fun AND have high expectations. We can use technology AND develop social skills and teamwork. We can encourage student agency/inquiry AND improve achievement. It's not all or nothing.

5. What specific strategies am I using to motivate students (and teachers)?

I'm thinking about the ways I influence student and teacher motivation. Am I doing it by connecting and building relationships? Am I doing it by clearing barriers and showing support? Am I motivating students by creating a positive environment? Just what are the specific strategies I'm using to motivate? Food for thought.

So how are you developing a reflection routine? Would you benefit from having intentional reflection each week? Let me know what you think. Leave a comment below or respond on Facebook or Twitter.

Friday, October 26, 2018

Passion Flows from Purpose


When I was fresh out of college, it was time to start my career as an educator. I was very passionate about the game of basketball, and that was part of the reason I wanted to teach and coach. I had passion for the game. I still love it today and look forward to the start of college basketball season.

But while I had passion, I didn't necessarily have a strong or clear purpose. I was just finding my way.

Although passion is great, we can be passionate about things that lack significance. We can be passionate about a game. We can be passionate about cars, or coffee, or even Netflix. Certainly, there's nothing wrong with passion and enthusiasm for these things. But it's not something with inherently larger meaning or significance.

Purpose, on the other hand, is about having a mission. It's about living a life of meaning and significance in a very intentional way. I'm defining purpose here as something that transcends what we do and becomes more about who we are.

It's not what you do, it's why you do it.

Your true purpose isn't limited to one role in particular. I can carry out my purpose through my role as a principal, or as a dad, or as a writer through blogging or writing books. I can carry out my purpose in whole variety of ways. I can also carry it out in casual conversations with just about anyone I meet. 

While I am passionate about being a principal, who I am is much bigger than my profession. My overarching purpose is much bigger than my title. Don't get me wrong, being a principal is one of the most rewarding ways I get to share my purpose. I love it. 

But my why is still much bigger.

My why is to help others grow their own capacity and find their personal path of purpose. A purpose that has power adds value to people. It focuses on making things better for others.

My passions may change over time, but for the most part, I believe my purpose will only grow stronger.

There are so many reasons to live out your purpose...
1. No one can take away your purpose. Some things we are passionate about might be taken from us. Don't build your foundation on something you might lose.
2. Your purpose is usually developed, not discovered. We grow into our purpose. It doesn't just arrive like the mail is delivered. It's grown like the largest tree in your back yard. 
3. You won't be fulfilled if you aren't fulfilling your purpose. You'll be restless and uneasy and searching for meaning. So many people are searching for happiness and what they really desire is purpose.
4. Apathy is no match for true purpose. The key to motivation is to know your why.
5. When you connect with people who share your purpose, it's electrifying. You feel understood and energized. It's like doubling the voltage.
6. When you have a strong sense of purpose, obstacles are no match for your persistence and perseverance.
7. Your purpose will give you a sense of peace. You'll know you're doing exactly what you're supposed to be doing when you're living out your purpose.

What are your thoughts on living with a sense of purpose? How can we help our students find meaning and significance? How can we help them find a path of purpose? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Friday, October 19, 2018

What's Most Valuable? Creativity, Empathy, or Technology


In a world that is more complex and uncertain than ever before, what is most valuable? Creativity, Empathy, or Technology.

You might argue it's technology. After all, everything that can be digitized is being digitized. Over the last 20 years, we've seen changes that are unprecedented. The Internet has changed how we live, work, play, and interact. Social media has exploded. Nearly every person on the planet, it seems, has an Internet connected mobile phone. We can literally stay connected every minute of every day. Self-driving cars are a reality. We have the Internet of things, big data, robotics, artificial intelligence. Digital is how the world is changing.

Fewer people are creating a larger portion of global wealth today. It takes fewer and fewer people to produce more and more. The innovation economy is already here, but it's accelerating. Digital is going to continue to drive change. 

And change will happen even faster.

And yet, the things that are becoming more valuable for the future are the things that cannot be digitized or automated. Traits that are human-only will become more and more valuable. Traits like creativity and empathy.

Creativity is thinking in novel ways. It's solving problems. It's developing new ideas, finding better opportunities, and combining old things to create new possibilities. 

Empathy is the ability to understand, connect, and see the world through other people's eyes. It's moving closer to people. It's having social skills to communicate, accept differences, and find common ground.

In order to adapt in this rapidly changing world, we must embrace technology. It's important. 

But more importantly, our students will need to develop creativity and empathy. It's not about what you know. It's about what you can do with what you know. Can you work with people? Can you add value to people? Can you create something new and interesting?

These disruptive trends show no signs of slowing. But are schools keeping up? I don't think so. Things are moving so fast, it's hard to keep up, even for the schools that embrace change. 

Creativity and empathy are not considered the core work in most schools. They are extras, add-ons, and enrichment programs. But I think we have it flipped. Start with creativity and empathy and use those to propel learning of content and academic skills. 

It's very different than the type of learning I had when I was in school. We plowed through content and curriculum and produced right answers year after year. We jumped through all the hoops as instructed but probably didn't learn how to take much initiative. 

And that worked okay in a world where a high school diploma could get you a job, maybe even a career. And a college degree almost assured you a privileged place in society. Those days are gone.

We cannot afford to prepare students for the world we grew up in. We must prepare them for the world they'll live in.

How do you see the role of creativity, empathy, and technology in the future? What will our students need to thrive? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Wednesday, September 26, 2018

7 Tips for Difficult Conversations with Students



These tips are actually true for conversations with just about anyone, not only students. Too often I think we avoid having a difficult conversation about a topic because we aren't sure how it will go. We aren't sure if it will be productive, so we just remain silent.

Or, on the other hand, we know the topic might evoke some strong emotions, so we come at the conversation forcefully, from a position of dominance. It's the "my way or the highway" approach. That might get compliance from students, but it won't build trust or stronger relationships. Underneath it all, there will be a kid who resents you.

Neither of these approaches is successful. It's not good to be silent and avoid the topic. And it's not good to be aggressive and overbearing either. A healthy relationship is build on mutual trust that comes through respectful dialogue.

Here are five tips for having difficult conversations that create shared meaning and understanding.

1. Keep Dialogue Open

Let the student know that you are willing to listen and work together to solve the problem. Ask if they are willing to listen to your thoughts too. Keep the focus on the issue and not on sweeping generalizations like "You always..." or "You never..." statements. You might even ask the student, "How can we have this conversation in a way that is positive and helpful?"

2. Make Respect a Top Priority

Let the student know you believe it's possible to solve any problem if both parties are respectful of one another. Let the student know you will never intentionally disrespect him or her. Let them know you want to hear what they think about the issue. The words we use are powerful and communicate our level of respect. Your body language and tone of voice are equally important.

3. Describe Your Intentions

You might say, "I'm willing to discuss this as long as it takes until we both feel good about how it's resolved." Let the student know you're wanting a solution he or she can feel good about too. We're aiming for a WIN/WIN outcome, not my way or the highway. As the teacher, you don't have to prove you're in charge. You ARE in charge. You don't have to prove it. Work cooperatively with students to seek WIN/WIN solutions.

4. Be Curious, Not Furious

Ask questions to understand the student's perspective. Be curious about what they are experiencing. Say, "Tell me more" or "Go on" to show you are interested in hearing the details. Paraphrase what they say to you to show you're listening. My biggest mistake is talking too much. When I'm "telling" a student what I think should happen, I'm missing the opportunity to listen and better understand the student's perspective.

5. Avoid Countering

Countering results in arguments. We start debating the facts. We build our case. We prove our points. It's about "being right." Try to avoid this trap. Try to stay curious and avoid countering. Spend more time listening. The goal is to get to a place where both parties let their guard down and work together cooperatively.

6. Timing is Everything

In my first few years as a principal, I would sometimes choose horrible timing to try to address an issue. I thought it had to be resolved immediately. Usually, that's not true. Most of the time it can wait until cooler heads prevail. If I sense there is no way to have safe dialogue in the moment, I'll step away temporarily. And then I'll resume the conversation in a different location in a different time. This works much better than allowing a situation to escalate.

7. Focus on the Future

Every kid needs a fresh start every day. Time spent holding onto yesterday means less time moving forward today. Take inventory of the current situation, but then focus on the future. Where do we want our relationship to go from here? How can we work together to make the future brighter in this situation? What are we trying to accomplish? What will it look like if we are successful in resolving this problem?

Some people might view these tips as "going easy, or "being soft" or "having low expectations." I would completely disagree. We must have firm boundaries. What's easy is avoiding the conversation entirely. What's easy is being silent. What's easy is also using threats or power to get your way. What's hard is listening to a student, understanding their perspective, and guiding them in a way that is cooperative and respectful. We MUST have boundaries, and we MUST challenge behavior that is harmful to learning. But the way we do it can either build trust or destroy it. 

What are some of your strategies for having difficult conversations with students? I know you have some great tips to share. I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Thursday, September 20, 2018

The Importance of Daily Renewal for Educators


Teaching is a challenging and exhausting profession. No one can understand what it's like until you've experienced it. You make untold numbers of decisions every day. You work with kids who have all sorts of unique and sometimes unrelenting needs. 

The pressure is real. Sometimes it feels like you're just treading water and then someone hands you a concrete block. So you better be a great swimmer! Ha.

I hear lots of ideas about educators dealing with stress. You need to make time for yourself. You need to recharge in the summer and on weekends. You need to have a healthy work/life balance. All of those things are probably true.

But for me, the biggest thing that helps me stay positive, productive, and energized is daily renewal. And that comes in the form of my morning routine and my mental approach throughout the day. I'm renewing in the morning and then I'm renewing by disciplining my thoughts throughout the day.

For the past couple of months, I've really focused on my making my mornings more effective. I've always tried to have a routine in the morning, but last school year at times I wasn't as diligent. And I could definitely tell a difference.

More recently, I'm making my mornings count, and everything I'm doing seems to be working better. I feel more effective. I have more energy. My relationships are stronger. I'm more patient. More productive. More focused. More determined. I feel stronger overall.

So here's what I'm doing differently. I don't do every single one of these things every morning, but I do several of them each day. Being able to pick and choose gives my routine some variety. The routine can take me an hour or more, but there have been mornings I needed to get to school early, and I've done an abbreviated version in 10 minutes.

1. Smile

Start the day by finding something to smile about. Choose to smile. Research has shown the physical act of smiling has benefits for stress recovery, improved mood, and creativity. (Time: 30 seconds)

2. Breathe

I'm using a meditation app to work on focused breathing and meditation. There are several smartphone apps available, and I've tried a couple of them. Practicing mindfulness is great for increased focus, reduced anxiety, and improved cognition. (Time: 3-5 minutes)

3. Be Grateful

Gratitude is powerful for feeling better, having more energy, and training your brain to look for good things. I follow the advice of author MK Mueller. Be grateful for three things that have happened in the last 24 hours with no repeats ever. It's great to share your gratitude with someone or journal about it. (Time: 3-5 minutes)

4. Move

This one I'm including every day in my routine. I do something to be physically active each morning. It might be running several miles. Or, it might be a two-minute plank and that's all. But I'm getting some type of exercise in my routine every morning. (Time: 2 minutes-1 hour)

5. Envision

Almost all great athletes use mental imagery to gain an edge. When you imagine exactly how you want a situation, interaction, event, or performance to go, it creates a mental model for success. It sets the stage for success. I spend a few moments each morning thinking about desired outcomes. I think about these things as if the outcome has already been established, as if they are already true. I think it until I feel it. (Time 2-5 minutes) 

6. Affirm

This practice is similar to envisioning except it is focused on self more than situation. So I'm thinking about characteristics I'm developing in myself as if they are already present at the desired level. I tell myself the things that I value and that I want to become. It helps clarify my values and focuses my growth. (Time 2-5 minutes)

7. Read

Like movement and exercise, I also make reading part of every morning. I keep a list of books to read and have several people in my life who share book suggestions with me. I also try to read blog posts and, of course, Twitter posts from my PLN. I can't imagine not making reading a habit in my life. The things I continually learn add so much value to who I am and what I am striving to accomplish in life. (Time 15-45 minutes)

8. Reflect

I often think back over recent events during my morning routine. I think about decisions or interactions and what I can learn from them. What's working? What's not working? I'm careful not to beat myself up if something didn't go well. I simply consider what I could do better next time and keep my focus on the future. If I can't do something to improve myself or the situation, then I'm not going to continue thinking about it. Worry and regret is disempowering. I want to spend my time thinking in empowered ways. (Time 2-5 minutes)

9. Pray

If you're not a person of faith, you may choose to skip right over this one. I don't want to push my faith on anyone. I realize a person's beliefs about God are...well, deeply personal. But I must share this part of my morning, because for me, spending time in prayer is the most valuable part of my daily routine. I have a list of things I pray about each morning. They are things that are very important to me. I must also share that my prayer life often intersects with each of the other parts of my routine. My whole morning routine is basically my focused time with God. So I'm often praying while I'm exercising or reflecting. I want to start my day by meeting with God, so I'm more effective as I meet with people throughout the day. (Time 5-10 minutes)

I realize this seems like a long list of things to do, especially if you don't like getting up early in the morning. Keep in mind I don't do all of these every day. And the amount of time I spend on each one varies also. 

If you want to reduce stress, have more energy, and increase your effectiveness, I highly recommend developing your morning routine. How you spend the first hour of your day will have a big impact on how the rest of your day goes. Make it count.

What are some of your morning routines? Are you intentional about daily renewal? What are your thoughts about reducing stress and increasing your effectiveness? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Friday, August 17, 2018

7 Ways to Be a Stronger, More Productive Risk Taker


If you want to learn and grow and make a greater impact, it's essential to be a productive risk taker. Not all risks are productive of course, but most people actually make too few mistakes, not too many.

Former IBM President Thomas Watson boldly proclaimed, "If you want to succeed, double your rate of failure." It's through our mistakes that we learn. When we take risks, we either win or we learn. Not win or lose. Win or learn.

So how do you become a stronger risk taker? How do you find the courage to step out of your comfort zone and into your growth zone? Here are 7 ideas.

1. Allow Yourself to Be Vulnerable

Risk taking involves the possibility of failure. Be content with doing your best even if the outcome isn't what you hoped for initially. 

2. Take Many, Smaller Risks to Start

If you want to grow as a risk taker, take more risks. But don't think they have to be gigantic risks at first. In fact, it's not wise to take larger risks to start. Taking lots of smaller risks helps you gain the confidence, practice, and good judgment to take larger risks eventually.

3. Hang Out with Risk Takers

If you spend your time with people who protect the status quo and simply try to stay comfortable, you'll be more likely to do the same. Bring people into your life who are taking risks and living their dreams. It's very difficult to rise above mediocrity if that's what you are surrounded by every day. Seek excellence. And know that when you take risks, it's going to make some people very uncomfortable.

4. Do Something a Little Wild and Crazy

There are lots of wild and crazy things you can do that might feel frightening but really aren't that risky at all. You might risk embarrassment if it doesn't work out, but that's about it. Later this year my daughter Maddie and I will be contestants in our community's Dancing with the Stars fundraiser. So although dancing in front of a big crowd is way out of my comfort zone, what's the worst that could happen right? It should actually be fun. And I know it's an opportunity to practice risk taking and just going for it.

5. Get Comfortable Being Uncomfortable

It might feel safer to just be content with how things are. It might feel more comfortable to just go through the motions. But if you want to grow, you have to step out of your comfort zone. There is always that little voice telling you to play it safe. You have to push past that resistance. I've made it a habit to read and learn and spend time on personal growth at least 5-hours every week. At first, that was very difficult but eventually it became easier. What was uncomfortable as first became comfortable and increasingly valuable over time.

6. Be an Adaptable Learner.

Our world is changing faster than ever. The rate of change is accelerating. And since we're not teaching kids from 20 years ago, our classrooms and schools shouldn't look like 20 years ago either. Things are changing so quickly that even schools that are taking risks and making bold moves forward are likely still falling behind. Our students need to see us as adaptable learners. They need to see us model growth, change, and adaptability. 

7. Make No Excuses 

No one want to live an average, ordinary existence. Don't sacrifice your capacity for excellence by listening to the voice telling you to settle for less. You can live an extraordinary life and have extraordinary impact. You just have to do it. You have to push through your fears and stop making excuses.

What risks are you willing to take this year? How will you push yourself out of your own comfort zone? I'd love to hear your feedback. Leave a comment below or respond on Facebook or Twitter.

Friday, August 3, 2018

Aiming for a Breakthrough


Most people get to a certain level of effectiveness in life, work, relationships, etc. and then just hit cruise control. It's normal to just get comfortable and then go with the status quo. The current level of success becomes a sort of boundary they don't cross. They grow content with how things are. After all, things are pretty good.

It feels safe.

But that's not the way to create continual and extraordinary growth or develop amazing classrooms or schools. For me, I want to be relentless in pursuing a breakthrough or tipping point, where we go from good to great.

I want to remove the limits. I believe most people (teachers, students, principals, etc.) have incredible reserves of untapped talent and possibility that goes unrealized. How can we create an environment that brings out greatness?

It means taking risks.

Most schools have tremendous capacity that isn't being realized. The school is the people. And when the people in the school aren't pushing the limits, we settle for much less than is possible. And that's not to devalue the work anyone is doing. It's just saying, I believe in you. And I believe each of us has capacity to do so much more. I want more for you.

Our work matters too much to settle for less. Kids are counting on us. There is a future at stake. We can be the difference.

Mediocrity isn't being bad at something. Some people get caught up in mediocrity and they're actually pretty good at what they do. They just become content with being pretty good at what they do. 

Mediocrity is being satisfied with the status quo. It embraces apathy. It’s choosing, either intentionally or unintentionally, to stay the same. 

Excellence, on the other hand, is not necessarily being good at something. A first year teacher may not be a great teacher yet. They may really struggle. But they can have a relentless pursuit of improvement. They are excellent, not because of their current level of performance, but because they seek growth at every turn. They are pushing their limits.

Excellence is always striving to change, learn, and grow. It’s making the choice to get better every day.

So don't aim for just good enough. Don't even aim for a little better. Aim for a breakthrough. Set out to be a game changer.

Unfortunately, there are far more examples of mediocrity than excellence. Mediocrity is easy. Excellence is hard. When you notice someone who is doing something with excellence, take note. Learn from them. 

What will you do this year to aim for excellence and be a game changer in your school? Don't be satisfied with just a little better. Let's push the boundaries and unleash greatness. I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Friday, July 27, 2018

What Story Are You Telling Yourself?


When you think about your students, what stories are you telling yourself about them? I've been guilty of buying into limiting stories about who they are, where they come from, or what they're capable of.

Of course, I care about all of our kids and strive to treat them all with dignity and respect. But it's easy to see them a certain way if I'm not careful. It's easy to make judgments. There are subtle thoughts and feelings. I might believe a story that casts some as most likely to succeed and others as at-risk or some other label.

It's almost effortless to impose our stories on them or accept the limiting stories others believe about them without a question.

They don't have a chance.

They're victims of their environment.

They don't have the right parents, the right influences, the right resources. 

They have an IEP. 

They're low functioning.

They're a behavior problem.

They're lazy.

They don't care about school.

They'll never make it in college.

We can easily make all kinds of assumptions even without thinking. 

I've seen on Twitter recently the idea that we shouldn't judge a student by the chapter of their story we walk in on. That is a powerful thought. So true! We all know people who've had difficult back stories who were probably judged as incapable or unlikely to succeed.

And yet, they made it.

Some famous examples include Albert Einstein, Oprah Winfrey, J.K. Rowling, Walt Disney, Abraham Lincoln and many others. Not only did they make, they became world changers.

I'm gonna try harder to never tell myself a story about a kid that says they can't because of where they live, what kind of home they come from, the trauma they've experienced, or anything else that limits their possibilities.

Things that have been true in the past don't have to be true for the future. Alan Cohen writes "our history is not our destiny."

As educators, we cannot buy into the idea that because a kid comes from the wrong side of the tracks, lacks resources, or has a difficult home environment they have limited capacity.

As I wrote in Future Driven
Treat all of your students like future world changers. I know there are some who are difficult, disrespectful, and disengaged. But don't let that place limits on what they might accomplish someday. Believe in their possibilities and build on their strengths.
Kids can overcome any obstacle placed in their way. Don't believe it? How can you know what might be possible with effort, enthusiasm, and continuous learning? 

And when no one else in the world is seeing a kid for the genius of what's inside them, it's time for educators to step up and be the ones who find that spark. 

No limits. No excuses.

What story are you telling yourself? What story are you believing about yourself? What story are you believing about your students?

The culture on the inside of your school must be stronger than the culture on the outside. There are so many outside voices telling kids what they can't do, and it's no wonder that kids start to believe it.

Every school needs every adult who works there to believe in the possibilities of their students, who will push them to greatness every day, who show them how to reach higher and go further. They may have limits crashing down on them from the external realities they live with, but we can help unleash the greatness they have within them. We can help them overcome and break through the limits.

What are specific ways we can help students realize they have greatness within? How can we unleash the potential they have to pursue their unlimited capacity? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Monday, July 9, 2018

7 Characteristics of People with a Strong Sense of Purpose


Daniel Pink wrote about purpose in his best-seller, Drive. He said there are three things that motivate creative peopleautonomy, mastery, and purpose. If we want to create a highly motivating environment in our schools, that also values creativity, it won't happen by control and compliance or rewards and punishments. 

It will only happen when we provide opportunities for meaningful work, both for teachers and students. We should always be concerned with cultivating meaningful work.

A sense of purpose gives the work relevance. I wonder what most kids think about the purpose for coming to school. It's mandatory. It's required. It's how I can get into college and get a good job someday. My parents make me. It's important to my parents. At least I see my friends there. The purpose is to get good grades, perhaps? It's something to be endured. Yikes!

I wonder what would happen if we really focused on helping students find deeper meaning and purpose in their school experience? What if we intentionally helped students find purpose and meaning in learning? Why isn't that a class we offer? Actually it should be part of every class. Sometimes I think the most important things are completely overlooked.

If school elicited a stronger sense of purpose, what benefits would we see? Here are 7 characteristics of people with purpose. I'm sure there are high-purpose people in your school. I just think we need more of them for sure.

1. High purpose people are willing to take more risks.

They will step out of their comfort zone to move forward because they have a reason to be bold. They know their why. They see the importance of what they're doing and want to make a difference. Ultimately, risk takers learn more because they don't retreat from challenges.

2. They're open to new possibilities.

Most people see problems. And they want conventional solutions. But people with purpose see possibilities. They don't let problems hold them back. When some people see challenges and obstacles, people with purpose look for opportunities to move forward and learn and grow. 

3. They have more energy and emotion about what they're doing.

People with high purpose have passion for what they're doing. They are deeply committed. They are intellectually connected to what they're doing, but they're also emotionally connected. They also feel it. They feel passion for their purpose.

4. They have no time for petty disputes or social drama.

Ever wonder how people can get distracted by petty disputes or social drama? It's lack of purpose. People who are mission focused won't allow themselves to drift from what's most important. 

5. They're intentional.

High purpose people aren't just going through the motions. Every day is valuable. The wake up determined and go to bed satisfied. They have important work to do. They want to grow and see progress.

6. They don't allow limits and naysayers to hold them back.

People who lack purpose get very uncomfortable around people with strong purpose. They may even mock their efforts and say it can't be done or point out the obstacles standing in the way. But people with purpose don't let these people bring them down. They just try to bring them along. 

7. They're willing to make repeated efforts.

People who lack purpose may try for a moment or a day. But they quickly get discouraged. They want results, but they don't want to grind. They aren't committed enough to the purpose to apply effort consistently until the mission is accomplished. The goal is too important to give up just because it's hard.

What's your purpose? You might consider writing a personal mission statement to clarify what drives you to do great work. What gives your life direction? Let me know your thoughts on creating a stronger sense of purpose for educators and students. Leave a comment below or respond on Facebook or Twitter

Thursday, July 5, 2018

Don't Ask For More Until You're Willing to Risk More


Strong leaders have strong visions for their schools. They feel a constant tension between how things are and how they could be. And leaders want to see progress toward the vision. And progress toward the vision is great, but it comes at a cost if leaders aren't careful.

People must never feel diminished at the expense of the vision.

I would challenge leaders to consider this question. Why do you provide learning opportunities for your teachers? I'm guessing the most common answer would be it's for the kids and their learning. 

That's a noble goal, right?

It's to help teachers be better so kids can learn more too. It's to move the school forward toward the vision. We have important work to do to be the best we can be, so the kids can be the best they can be.

But here's the translation for many teachers: My current work is not appreciated here. It's never good enough. You're always trying to squeeze more out of me. I'm doing all I can and now you're adding to my plate. My work is not valued here. I feel like I'm being pushed in directions I don't even know if I want to go.

But what if we approached professional learning from a different perspective? What if school leadership focused more on serving teachers and meeting their needs? What if professional learning was more about growing the teacher and not about better test scores or some other outcome?

Let's create a culture of professional learning that values teachers. Let's start with this idea. We want to provide experiences that help teachers get the most out of their work. We want to provide experiences that help you achieve your greatest fulfillment as a teacher. 

We want to provide experiences that offer the highest return on your investment as an educator. 

That's servant leadership. Helping others make a greater impact and find more fulfillment in what they are doing. It's not about squeezing more out of the individual for the sake of the school, the test scores, or even for the kids. It's not about winning at the SMART goals game.

But those things will probably improve too as teachers feel more appreciated, find more fulfillment, and sense they are getting a higher return on their investment as an educator.

There's nothing wrong with leaders asking more of the people they lead. That's what good leaders do. They challenge people to grow their capacity and to use their capacity to the fullest.

But start with why. Reflect on your own motives. Why are you asking more? It has to be to care for your team. Love your team. It has to be for the benefit of each individual first. Help them reach their goals. Help them feel a greater sense of accomplishment. Give them a sense of their own talent, progress, and strengths.

The best leaders are constantly affirming the work that is being done. They are recognizing the strengths and contributions of each team member. The vision is realized as a result of valuing people, encouraging them, and supporting them all along the way.

Leaders: When we ask teachers to risk more and to give more, are we also giving more and risking more for teachers?

The vision for your school is important, but the vision is meaningless if performance is more important than people.

What are some ways you are risking more for you colleagues, caring for them, and increasing the return on investment for others? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.