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 or .

7 Future Driven Questions to Discuss With Your Team

Earlier this week, I was speaking at What Great Educators Do Differently in Houston. It was a fantastic event with a great lineup of inspiring education leaders.

My topic was Great Educators are Risk-Takers and Difference-Makers! When I have the opportunity to work with school districts or speak at conferences, I want to remind educators that we're educating kids for the world they'll live in and not the world we grew up in.

It's an central message in my book, Future Driven. 

The world is changing faster than ever and schools need to be changing too. I always ask, "Is your school a time capsule (static) or a time machine (dynamic)?" We can't afford to teach to a test or simply prepare kids for the next grade level, or even college or career. We're preparing them for life and anything they might face.

We can't continue to prize student achievement while ignoring the critical importance of student agency. Kids need more opportunities to make decisions and take initiative. We need to develop future leaders and passionate learners, not just proficient test takers.

And the only way that will happen is by allowing teachers to have the needed professional autonomy to be risk-takers and difference-makers. Educators must have the freedom to take initiative and make decisions. They need the flexibility to use their strengths and bring their passions into their classrooms.

But I also want to challenge educators. What are you doing with the autonomy you have? Are you pushing limits? Are you challenging the status quo? Are you creating extraordinary learning opportunities that prepare students for a complex, unpredictable world? If we're going to crush student apathy, we have to start with addressing teacher apathy. We have to show up strong!

Here are 5 Future Driven questions to think about with your team...

1. What will students need to thrive in a complex, unpredictable world? (addressing rapid change)

2. How can our school better meet the unique needs of today's kids? (kids are dealing with new issues/pressures)

3. How can we create a place where kids who resist school are empowered to love learning? (compliance vs. empowered learning)

4. Do teachers have the autonomy they need to create deeper learning? (teacher agency)

5. Do students have opportunities to pursue and explore their own questions? (inquiry)

6. Are students expected to create and innovate in your classroom? (critical thinking, problem-solving)

7. How are students helping others through what they're learning? (empathy, service)

What other future driven questions do you think are relevant for educators to discuss? It's amazing how questions can help us make the best decisions. I want to hear from you. Leave a comment below or respond on or . 

Should All Educators Be Lifelong Learners?

The answer to the question seems obvious, don't you think? Of course, educators should be lifelong learners. 

But I recently heard an education leader give a presentation where he made a claim that expecting educators to be lifelong learners, at least in the sense of attending PD or reading on their own time, was unrealistic. 

Basically, he suggested that nobody has time for that. There are too many demands on teachers as it is. I found it interesting that in spite of his claim, he also shared he is currently writing a book for educators.

He suggested the best way for professional educators to learn was through experience and by reflecting on experience with others. And I agree, that is one way to learn.

He added that when he interviewed for open positions and candidates shared about being lifelong learners, that he didn't believe it for a minute. The universities are simply coaching their pre-service teachers on keywords they need to use in interviews.

My thinking is quite different on this issue. A big problem I see in schools is that too few are making time for their own professional reading and growth. Most people become satisfied with a certain level of effectiveness in their life, work, relationships, etc. and then hit cruise control. They don't continue to push the limits of their own possibilities.

But that's not the way strive for your potential, and it's not the way to become the most effective, fulfilled educator you can be.

So here are some of my thoughts about continuous learning for educators...

1. The quickest way to improve a school is for the people inside the school to work on improving themselves. When you individually learn more as an educator, your students win, and your whole school wins too. You make your school stronger by your growth.

2. People who don't make time for reading and growing will never break through their current capacity. They may get a little better, but they won't experience new levels of capacity. They won't have breakthroughs. 

Why? Because they are limited to their own perspective. As John Maxwell said, "Some of my best thinking is done by others." I learn so much from what some of the leading thinkers are writing and sharing.

3. I suggest the 5-hour-rule as a great way to learn and grow. Spend at least 5 hours per week reading to build your capacity. Many of the world's busiest and most successful people are consistent readers. 

4. The most common excuse for not reading is not having enough time. But we make time for what's important. We all have the same number of hours in the day. And I'm wondering if most of the same people complaining about not having enough time are finding plenty of time for Netflix, YouTube, and Facebook?

5. Seth Godin suggests the more professional your field, the more important it is to stay current. If we seek to raise the standing of education as a top profession, we need to strive to learn like other top professions.

6. You wouldn't want a surgeon operating on you who hasn't read the latest journals about the procedures he's performing. You want the best techniques. And your students deserve the best techniques too.

7. One of the best ways to carve our time for reading is to make it part of your morning routine. When you start the day focused on your own growth, you'll be better able to help your students with their growth.

Are you making time for your reading and growth? How do you find the time? Do you believe educators should be lifelong learners? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

5 Thoughts to Improve Your Mental Approach as an Educator

Your lessons matter. Your strategies matter. Your relationships matter. Lots of other things matter too. Some of these things are in your control and some of them are not.

But in every decision you make, in every action you take, there is a common thread. What is your mental approach? Do you have a growth mindset? Are you an empowered educator? Do you believe in your ability to make a difference? Do you have a strong sense of self-efficacy? 

A person's mental approach to any situation has an incredible impact on outcomes. The choices we make determine our future. It is our choices more than any other factor that determine who we are and who we will become. I believe that's true for students, and I believe that's true for us as educators as well. 

1. Extraordinary results require you to expect big results.

Extraordinary results don't happen by accident. Just look at what successful people do, and you'll see what it takes. First, you have to believe great things can happen. Some people are hesitant to set the bar very high, because they might fall short. Others think about how much work it's going to take to get there, and wonder if it's going to be worth it? 

But if you're not willing to aim for extraordinary results, are you settling for less than what you're capable of doing? And if you're settling for less, are you giving your students an experience that is less than they deserve? You deserve to be your best too. Crave that which is not easily within your grasp. Dream big.

2. It's not lack of time, it's lack of direction.

We all have exactly the same number of hours in each day. We have the same number of days in each week. I've rarely heard anyone complain about lack of time who also wasn't wasting some amount of time every day and every week. The key is how we are using the time we have. Are you making the most of your time? Are you giving time to the things that will make the biggest impact? Do you know with clarity what's most important in your day? 

Choose to pour your energy into the things that will transform your effectiveness. You have to take risks. You'll miss 100% of the shots you don't take. What actions are your multipliers? They make everything better. They pay dividends into the future. Pour your energy into things that give the most returns. Find your true north and set your direction accordingly.

3. Be willing to let of go of something good for something great.

Most people reach a certain level of effectiveness, and then they just maintain the status quo. They get into a routine without continuing to stretch and push forward. Too often we are polishing the past, trying to improve on practices that are simply outdated or no longer effective. We're aiming to make things just a little better instead of opening our minds to new possibilities. 

Don't settle for good enough. Don't settle for teaching as you were taught. Our world is changing faster than ever before. So our schools should reflect those changes. We can't allow schools to become time capsules, when they could be time machines. We need to adapt and create learning that's relevant to the world our students will live in. 

4. See problems as they are, but not worse than they are.

I believe in the power of positive thinking. But positive thinking, in my mind, is not believing everything is okay. It's not pretending everything is great. But it is believing things can get better. It's focusing on solutions, not problems. We need to see problems for what they are, but not act like they are impossible to overcome. 

Some people focus their energy on blaming and complaining. They throw their hands up and quit. Their solution is for everything outside of them to change. But a different approach is to be focused on pursuing excellence. No obstacle is too big to stop trying. They believe that with hard work, determination, and the desire to continually learn and grow, there is no limit to what might be possible. 

5. One of the best ways to increase student effort and engagement is to increase your own energy and enthusiasm.

What type of energy are you bringing to your classroom or school? I notice some of our students dragging into school with very little energy. What's it going to take to shift that energy and get them going? Many of our students have developed habits that prevent them from getting the most out of their learning. Those habits won't change unless we as educators are intentional. We need to change. 

We need to bring so much determination and passion to what we do that students know, "This person is not going to accept less than my best." Lots of things can stand in the way of learning in a school, let's make sure it's not the attitude or enthusiasm of the adults who work there. 

What other ideas do you have for establishing a solid mental approach as an educator? I want to hear from you. Leave a comment below or respond on or .

What Would Happen If You Weren't Successful On This Thing?

Here's a reflective question to ask yourself when you're making decisions about your priorities:

What would happen if you weren't successful on this one thing?

What would be the ramifications? What would be the price to pay? What would be the cost if this thing did not happen? What would happen if success in this area isn't made a priority? What would we stand to lose? How would it impact the student, the community, or the world? 

Some things are absolutely essential and some things are nice to see happen and some things really aren't that important at all. Life's all about priorities. But how often do we just go with the priorities of what's been done in the past? 

How often do we accept the priorities of others without even considering if they are best for kids? How often do we push back against the priorities of the status quo because we know we can do better?

There isn't enough time, energy, or resources to make everything a priority. We have to make good choices about what's most important and how to apply our energy and effort. We have to establish the priorities that make the biggest difference.

Here are a few examples of my thinking as I work through this thought experiment...

1. What would happen if I didn't develop the strongest relationships possible with my students?

I would risk losing the learner entirely. They might just check out and not follow my lead on anything. There's greater chance of behavior problems, attitude problems, parent problems, and more. If the relationship is toxic, nothing I do will be good enough, interesting enough, or important enough. It's impossible to have extraordinary learning experiences with mediocre relationships.

2. What would happen if students dreaded coming to our school or my classroom every day?

If students hate school, we know they're going to be disengaged, distracted, and probably agitated. None of those are good conditions for learning. We can wish they would change and magically love school. Or we can change the school and find ways to reduce the friction. What if we made it harder for kids to hate school? What if we created a place where kids who hate (traditional) school love to learn?

3. What would happen if students didn't get chances to lead and make decisions in this school?

If they don't have chances to lead and make decisions now, they won't be ready to lead and make decisions later. They won't have opportunities to practice and they won't be primed for leadership and decision making beyond school. Kids need practice leading and making decisions about their learning. They need agency just as much, if not more, than they need achievement. If I simply learn, I will probably forget. But if I have a strong enough learning identity, there is nothing I can't learn eventually.

4. What would happen if students didn't master every standard in this school?

They might not score as well as others on standardized tests. They might have some gaps in their learning. They might have to learn some things down the road if they're faced with situations where they aren't fully prepared. But is that really the worst thing? Is standards mastery the key to future success? I don't think it is.

5. What would happen if students didn't learn soft skills or develop good character in this school?

I'll answer this question with another question. Would you prefer to have a neighbor that is a caring person or one who has outstanding academic skills? Of course, having both would be great. If you needed help with some complex math problems, they'd be able to help you and care enough about you to be willing to help you. But if you had to make a choice? I'm picking soft skills and character every time.

So what other questions might you ask to test your priorities and your school's priorities? If we didn't do this thing, what would happen? Pour your energy into the things that you know count the most. We get most of our results out of a small portion of our effort. We accomplish 80% of our results with just 20% of our effort. The rest of our effort is lost compared to that 20%. If we can learn to apply effort more efficiently, our overall capacity would greatly increase.

Let me know what you think about this thought experiment. Is what you're doing today moving your students closer to what you want for them tomorrow? I want to hear from you. Leave a comment below or respond on or .

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 or . 

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.

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 or .

What's the Key to Influencing Your Students?

Information and well-reasoned arguments are rarely of much benefit to cause pivotal change. In Switch, by Dan Heath and Chip Heath, the authors detail dozens of examples of two different approaches to influencing (organizational and individual) behavior.

Think/Analyze/Change

One approach is Think/Analyze/Change. In this approach you present the facts. If you do this, this will happen. You make reasoned arguments. You encourage people to think like the rational human beings you expect them to be.

But the problem is, most people don't make decisions based on carefully reasoned decisions. Of course, to the individual, every decision is reasonable. Our students believe they have a good reasons for their choices. It's always important to remember students, and people in general, do things for their reasons and not ours.

So when we use "telling" as a strategy to reason with students about why they should comply, follow rules, or try harder, it probably goes in one ear and out the other, except for the students who already agree with our reasoning, and they aren't the ones who need to hear it.

See/Feel/Change

So the second approach is See/Feel/Change. This approach has been shown time and again to be far more effective in creating behavioral change. This approach makes change more visible. It often relies on mental pictures and narratives that people can really connect with. It focuses on heart needs. It connects with the person emotionally. That is critically important. 

While we would all like to think we're rational beings, we've made some of the biggest decisions of our life based on emotion...where we went to college, who we married, deciding to have kids, buying a house or that new car. There were powerful emotions at play in all of those decisions.

To be a change agent, you have to use See/Feel/Change strategies. 

Here are five tips...
1. The energy you bring to your classroom communicates expectations more powerfully than your words. If you bring enough purpose, passion, and energy to the space, you communicate to students that this teacher is not going to accept less than my best. Keep in mind your rules are no match for student habits.

2. Give your students experiences. Use demonstrations. Use role playing. Make the principles you are trying to teach visible and interactive and don't rely on just "telling." Invite students to reflect on experiences and draw meaning from concrete examples.

3. Tell stories. People connect with stories. So if you have a story that illustrates a principle, use it. But also tie it to a higher purpose. So instead of telling a story of how your son or daughter was complemented in his/her job for showing up on time and keeping his cell phone put away, share how proud you are as a parent that your child is doing well in his adult life. Our kids want their parents to be proud of them. Or, talk about how he or she is taking such good care of their family. Our students may not care about a career at 15 years old. But they do care about the things all people care about (relationships, feeling significant, being good at something, family, connection, etc.).

4. Teach specific first steps to make the change a reality. If students experience some success in an area, they are more likely to continue down that path. So don't just say, remember to do your homework. Help them make plans for exactly what steps they will take to do their homework. Planning first steps is extremely important to creating change. Don't assume they know what to do.

5. Help students find a sense of purpose. People who lack purpose have no reason to change. They have no hope. Encourage students by believing in their possibilities and by giving them encouragement to grow. Students are more likely to invest themselves when they feel meaning and purpose. Learning must be more meaningful than a grade or a test score.

Final thoughts...

Students (all people actually) do things for their reasons, not ours.

Information without emotion is rarely retained. And information rarely changes behavior.

Be mindful of how you can add the greatest value to students who could benefit from changed habits. Be a change agent.

Let me here from you. What are strategies you've used to help student's make pivotal changes? I'm talking about real, lasting change. Share a comment below or respond on or . I look forward to hearing your thoughts. 

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.

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 or .

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 or .

5 Tips for Building Great Relationships with Students

Relationships are essential to learning. Kids connect more to learning when they feel more connection to their teacher. A great classroom environment begins by building great relationships. 

So how do you build great relationships with your students? Here are 5 tips I promise will make your relationships stronger. 

What if everyone in your school tried to get a little better at these five things every day? Wow! That would be an amazing school culture.

1. Connect with your students.

Learn your students' names...on the first day. Greet them at the door. Make eye contact. Smile. Ask them questions. Ask them their opinion about a movie or type of music or your teaching. Joke with them. Offer fist bumps and high fives. Know at least two things about each student that have nothing to do with school. 

2. Invest in your students.

Believe in your students. Look for opportunities to affirm their strengths. Build them up. Show your approval. You will have far more influence if they know you're in their corner. Plant seeds in their mind of the great things they will do in their future. Treat them like future world changers. "You're going places. You're going to do great things." Then point out how their incredible strengths will take them far.

3. Personalize learning for your students.

Meet students where they are. Get to know their passions and look for opportunities to connect learning to those interests. Provide experiences that allow individual strengths and personality to shine. Place responsibility on your students and let them know you trust them. Never teach down to your students. Teach them in ways that empower them as learners. 

• How often do your students have input on how they will learn?
• How often do your students have input on what they will learn?
• Are your students given opportunities to lead conversations?
• Are your classroom goals developed by the teacher alone or in partnership with students?
• Do your students have some time to pursue their own goals?
• How often do you ask your students for feedback on their experience in your classroom?

4. Give time and attention to your students.

Notice when a student is having a bad day. Offer encouragement. Make eye contact. Stop and really listen. There are so many people and things clamoring for your attention. To give your attention to something is an amazing gift. Too often we make our plans a higher priority than our purpose. Our purpose might be to connect with our students, but what about our plans for today? Can we let go of those for a couple of minutes?

You can also give time and attention by making that positive phone call home, writing that note of encouragement, or attending that ballgame or concert after school.

5. Forgive your students.

Every kid deserves a fresh start in your classroom every day. Time spent holding onto yesterday means less time moving forward today. Forgiveness protects the relationship. It allows you to set aside those frustrating moments with a kid and believe today can be better. It's part of being able to enjoy your students...all of them. They're kids and they're not always going to show up well in your classroom. If you enjoy them and take delight in them, even with their imperfections, you'll feel better about yourself and enjoy teaching far more.

I think we can all continue to grow in our ability to build stronger relationships. What ideas do you have for building relationships in your classroom or school? How will you grow stronger in this area? Leave a comment below or respond on or . I look forward to hearing from you.

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 people—autonomy, 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 or . 

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 or .

11 Powerful Characteristics of Adaptable Learners

Most of what is learned in the traditional approach to school is not adaptable learning. It is discrete learning. It's focused on a specific body of knowledge and isn't always transferable to new situations. Yesterday's learning is in silos with distinct separation among the disciplines. It's the type of learning that was useful in a world where you could train for a profession and be assured of relative stability in that profession for many years.

Gone are those days.

Our world is moving extremely fast. We can't even fathom how fast things are changing. We're too close to the change to get a sense of the magnitude. 

How can we deal with this increased complexity and uncertainty? Change is accelerating. And that creates a need for a different type of learning. In Future Driven, I write that adaptable learners will own the future.

So what makes an adaptable learner? Here are 11 characteristics.

1. Recognize Your Environment Is Constantly Changing

Adaptable learners are ready. They embrace change. It's not just small changes we're talking about. It's a tidal wave of change that's coming. Change is accelerating exponentially. You must be willing to adapt.

2. Reject Comfort and Complacency

You can't adjust to the changes, meet the challenges, or take advantage of the opportunities without stepping out of your comfort zone.

3. Take Ownership of Results

It's not helpful to blame poor outcomes on changing circumstances. The adaptable learner looks inward first to find solutions. There's a stubbornness to find a way or make a way.

4. Show Willingness to Collaborate

No one person can have all the skills needed to meet the challenges of rapid change. But together, it's possible to leverage our shared abilities for the good of our team.

5. Build Resilience and Perseverance

In an uncertain learning environment, there will be mistakes. It's important to learn from these mistakes and press on. It's critical to stay with difficult problems and try different solutions.

6. Demonstrate Care for Others

I believe adaptable learners are caring learners. People find better solutions when there is a larger purpose. When people are caring learners, it makes the learning meaningful.

7. Be Open to Changing Your Mind

No one has it all figured out. Have strong opinions loosely held. If presented with new evidence, be willing to take a new position.

8. Be Flexible in Your Methods, Focused on Your Mission

Our methods and practices must change with the times, but our process of adapting can continue. And ultimately, the mission can continue. 

9. Be Eager to Try New Things and Learn New Skills

Adaptable learners are constantly picking up new skills and adjusting previous skills. There has to be a willingness to do something new even if it's hard at first.

10. Be Open to Feedback

Feedback is a necessary ingredient to learning. Don't feel threatened by feedback. Pursue feedback. And use it to adapt and learn.

11. Develop Confidence in Your Ability to Learn

Most people are frightened by the thought of rapid change. But the adaptable learner feels a sense of confidence. When you believe in your ability to learn and solve problems, you view challenges as opportunities.

How are these characteristics being developed in your classroom or school? Are your students ready? Will they thrive in an unpredictable world? Leave a comment below or respond on or . I want to hear from you.