11 Things to Be Instead of Comfortable

As I reflect on 2017, one of the things that's been on my mind this past year more than just about anything else is the importance of risk taking. I am on a mission to crush apathy, in my own practice, in our school, and for our students. 

And why is that so important to me? I can't think of anything that is more detrimental to the pursuit of excellence than complacency and apathy. 

In the first few years of an educator's career, it's tough to be apathetic. You are in survival mode. There is so much to learn. But for many, once there is kind of an equilibrium, it's easy to just settle into a comfortable groove and start coasting a little. The initial passion can wear off, and the easy thing to do is to get a little stale.

For students, as the years wear on, engagement in school tends to decline. Far too many students are going through the motions, playing the game of school, and just getting by. The focus is often on getting a certain grade or achieving whatever level of success is acceptable to self and to parents, but the idea of passionate learning or the pursuit of self-mastery is completely lost on most.

The chart below demonstrates just how students view their own engagement, as reported by Gallup. There is a consistent decline in engagement from 5th grade late into high school. These numbers are unacceptable to me. 

And even more concerning is my suspicion that apathy is possibly worse than even this data reveals. Many of our best students would report they are engaged, but if you really listen to the things they say about school, they primarily see it as a means to an end. They would likely report themselves as engaged, but not because they are enthusiastic learners so much as because they are willing to jump through the right hoops to get where they want to be.

So I am on a mission to pursue excellence and crush apathy. And it starts with me. I need to examine the ways I am taking risks and how I'm pursuing excellence in my personal and professional life. I want to push out of my comfort zone to do the things that will accelerate my growth. As John Maxwell writes, "There is no growth in your comfort zone and no comfort in your growth zone."

I'm not interested in playing the game of school. I want to see high impact, meaningful experiences in everything we do. 

So in 2018, let's step out of the comfort zone and embrace the challenge of growth and excellence. 

Here are 11 things I want to be to push beyond what's comfortable:

1. Passionate-A passionate, caring educator makes all the difference. Imagine what your school would be like if every person brought great passion every day. Craig Groeschel (@craiggroeschel) writes that apathy makes excuses, while passion finds a way. 

2. Desperate-That word may seem surprising, but we need a sense of urgency about the work we are doing. Be desperate to see every student succeed. Bring that type of energy.

3. Daring-Be bold. Be audacious. Don't retreat from a chance to make a difference.

4. Determined-Nothing worthwhile is easy. It's a struggle. There will be challenges and obstacles. It's an uphill climb. Crushing apathy will take our deepest resolve.

5. Committed-We hear a lot about accountability in education. But apathy just hides from accountability. It does just enough. What we really need is more commitment, not more accountability.

6. Brokenhearted-It's possible to become hardened and even cynical as an educator. The challenges are immense. But I never want to lose a soft heart, a broken heart for students, colleagues, for all others. I want to exhibit empathy in each day.

7. Significant-I want to live a life of consequence. I want to make a difference. And I'm pretty sure you do too. The search for significance is shared by everyone. We want our lives to matter. But it won't happen if your own comfort is your priority.

8. Creative-Don't ever say you aren't creative. Everyone is creative. Every thought we have is a creation of our mind. You have ideas that the world needs. But you have to push them out there. Don't hide your creative light.

9. Extraordinary-The difference between the ordinary and the extraordinary is that little extra. 

10. Courageous-Fear is one of the greatest things holding us back. We are born with only two fears, the fear of heights and the fear of loud noises. But we learn to fear so much more because we want to feel safe and comfortable. But it's not the way to crush apathy or pursue excellence. You have to be willing to put aside fear and pursue risk.

11. Curious-Start with questions. Question everything. Asking the right questions will push you out of your comfort zone as quick as anything. Growth is fueled when curiosity is flourishing in a learner.

Are you willing to step out of your comfort zone in the coming year? What else would you add to the list? I want to hear from you. Leave a comment below or respond on or . 

Another Thing High Schools Might Learn From Elementary Schools

I completely agree with the tweet below from Jennifer Hogan. High schools can learn from elementary schools. And every level of education should stoke the fire and cultivate curiosity in learning. It's important for every classroom to inspire kids to want to learn more.

High schools can learn a lot from elementary schools, who do a great job of creating a sense of wonder & cultivating curiosity in kids! Let's keep stoking the fire! 🔥 #ALedchat #satchat pic.twitter.com/1mbGo4W2OR

— Jennifer Hogan (@Jennifer_Hogan) December 9, 2017

I truly believe that regardless of what level we teach, we should also strive to learn from each other. When we share our knowledge and experience across content areas or with other grade levels, it just makes us all stronger.

The tweet also reminded me of another way high schools might learn from elementary schools.

I'm always amazed when I have the opportunity to visit elementary classrooms. I observe keenly and enjoy seeing different strategies and methods that lead to more learning in that context. I often see things that would be beneficial in the typical high school classroom, too. 

All the way down to primary school classrooms, I have observed students taking responsibility, working collaboratively, and self-managing in various structures. The teacher is often working with a small group of students while other learning activities are happening all around the classroom.

I've heard teachers at the high school level make statements that seem to reject this type of learning. 

"Freshmen can't handle working in groups."

"Projects don't work for my students."

"I would like to do more collaborative things, but I have 30 kids in my class. It's just not possible."

"If I'm working with a small group of students, how will I know what the others are doing?"

All of these statements have an element of truth. It can be challenging to do these things, at any grade level. But the statements are also extremely self-limiting. These statements become self-imposed limits, probably based on an experience that wasn't positive, "I tried that. It didn't work for me. Case closed."

Is it possible for projects, collaboration, and small group instruction to be effective at the high school level? Of course! I've seen high school classes thriving with these methods. And it makes no sense developmentally that even much younger students can handle self-directed methods while older students cannot.

So why do teachers tend to revert to more teacher-centric approaches in high school? It's likely because of the efficiency, control, and structure that is provided through direct instruction. It's partly because it's what's comfortable, and perhaps all they've ever known. 

By the way, direct instruction is not bad. It can be an effective and necessary method, but it shouldn't be the only way students learn.

There should also be opportunities for more self-directed, student empowered methods also. We must provide students opportunities to develop agency, ownership, and social learning abilities.

So what does it take to have success with this type of learning?

Structure.

It's the same thing that makes teachers want to use direct instruction. Every teacher knows that a productive learning environment is going to have structure. And it feels easier to do in a direct-instruction, teacher-centered classroom. And maybe it is easier to do. But that doesn't make it better.

In the classes that succeed with more collaborative, student-centered approaches, teachers must clearly communicate the structure that will be used. There must be boundaries. The expectations must be communicated consistently and revisited regularly.

Whether it's an elementary classroom or high school classroom, it takes structure to make any learning strategy successful. We are not talking about anarchy in the classroom here.

However, it will take willpower and determination on the part of the teacher to push through some of the struggles that may happen as students learn the structure. But as the teacher works with students to clarify expectations and provides opportunities for practice and reflection, students will learn to have more independence and exhibit a higher level of responsibility.

It's not that the students can't do it. Don't impose your limits on a classroom of kids. Don't diminish their capabilities. You are choosing not to pursue success when you embrace disempowering thoughts. You won't have success with any method if you don't believe in it and your kids' ability to succeed with it.

It's just that you must teach them to do it. You must provide accountability as needed. You must coach them. You have to reflect with them. You have to provide consequences when needed. You have to bring so much passion to the space that students know you're not going to settle for less than their best.

With your guidance and creativity, you can help your students do amazing things, regardless of the grade level you're teaching.

Is there a misconception that student-empowerment means not having structure in the classroom? I wonder about that. Share your thoughts below or respond on or .

5 Ways to Lend Your Strength to Students

I'm interested in how educators can help students develop resilience and problem solving. On the one hand, students need to develop independence and healthy coping. On the other hand, caring adults need to provide appropriate support.

After all, we have more wisdom, life experience, and emotional support than most students. You never know what they are facing at home. You never know the battles they are fighting on the inside. Life can be tough.

It's not uncommon to see difficult behaviors surfacing as a result of what a kid is dealing with on the inside. Kids don't need more judgment, harshness, or anger in their lives. What they really need is for the caring adults in their life to lend them some strength to carry on, to help them get to a place where they can be stronger on their own.

Remember, how you treat your students says far more about you than it says about them. No matter how they act or what they say, you have the opportunity to speak encouragement and hope into their day.

Here are five ways to offer your strength and dignity to a student who is struggling. It's all about lifting them up and helping them stand on their own.

1. Focus on who students are becoming, not just who they are right now.

Every kid needs someone to believe in them, to advocate for them, to champion for them. You never know who this child might become some day. He or she has great value and worth, and you can help shine a light on it.

2. Show acceptance even when you can't show approval of the behavior.

Students are going to make harmful decisions. But don't make it all about you. Their job is not to please you. We want them to be better people, not just compliant students. So show them you care for them even when you have to correct them. 

3. Never give up on any student. Little miracles happen every day.

Kids who are hurting the most often cry out for love in the most harmful ways. It can be easy to give up on them. Sometimes it seems impossible. But you can be a mother's best hope. You know she wants to see her child succeed. Say, "You can do this! This is important. I believe in you."

4. Value people over performance.

Your value as a person should not be based on successes or failures, wins or losses, how you look, the size of your bank account, who your friends are, or even how much you accomplish today. We need to treat every person will great care and concern simply because they are worthy of all the human dignity we can offer. 

5. Offer a quiet voice, an open mind, and a patient response. 

When you give a student your full attention in the moment, you are giving a valuable gift. Just listen. Don't react. Don't try to solve the problem. Just listen and encourage. Be patient. What is making us think we have more important things to do? I am writing this for me as much as anyone. I can be terribly distracted. I want to do better.

If we build great relationships with kids and combine that with high expectations and support, we can help students be stronger and find a new path.

Are you in a place to lend your strength to a student? What gifts can you offer to make them stronger? Share a comment below or respond on or .

5 Reflective Questions to Encourage a Growth Mindset

A teacher at one of our elementary schools shared this recently. She was talking about how she encourages her students to persist in the face of difficulties.

Instead of saying something that makes a wrong answer seem like a curse or worse, she encourages the process. She says to students with curiosity and wonder, "Oh, that's my favorite mistake!"

Students are then able to view problem-solving as something that is not just about getting a right answer. It's about having thinking that perseveres. It's about staying with the problem longer.

Thomas Edison failed over and again in trying to invent the incandescent light bulb. He documented 1,000 failed attempts before he was successful. When a reported asked him how it felt to fail 1,000 times, he replied, "I didn't fail 1,000 times. The light bulb was an invention with 1,000 steps." 

Our district has adopted new math curriculum, and it's challenging. But kids are rising to the occasion. And a big reason it's successful is the focus on the process and the greatness of teachers to promote perseverance and model growth-mindset thinking.

Here are five questions to ask your students to help them reflect on their own mindset. The questions might need some unpacking for younger students. But I think all kids can think about these ideas.

1. When I start to feel like quitting, what will I do in that moment to persevere?

This might be the most powerful question on the list. When people decide exactly how they will respond to a difficulty in advance, they are far more likely to push through in the face of the challenge.

2. What are my thoughts telling me about how successful I might be at learning this skill? If these thoughts are limiting to me, how might I think differently?

Lots of kids are thinking thoughts that are self-limiting. "I'm not good at math" for instance. It's helpful to think of phrases that are filled with belief and resourcefulness to replace the negative thinking. Teachers can help students find the words for this.

3. What am I saying or doing to myself that is holding me back?

There are many things that can undermine a growth mindset. Excuses, justifications, worries, perfectionist thinking, thought patterns, past failures, etc. It's important to recognize what unhelpful beliefs students need to overcome.

4. What would I want my teacher to say to me when he/she sees me taking a risk, trying hard, or pushing through mistakes to pursue this goal?

This question is helping to shift the perspective to expecting success. When I try hard, good things happen. My teacher will say this to me, and that feels good.

5. Imagine how you will feel when you accomplish something that is really challenging. Describe that feeling. 

Again, this one is beginning with the end in mind. Getting a picture of success is so important. Humans are the only creatures on the planet with imagination. We can experience the whole range of emotions through our minds. Visualization is extremely valuable. It teaches the brain to expect success.

When gymnast Mary Lou Retton won her first gold medal, a reporter asked her, "How does it feel to win gold?" 

She replied, "Just like it's always felt."

"But this is your first gold medal?" said the puzzled reporter.

"Yes, I know. But I've experienced this moment thousands of times in my mind," she explained.

The power of belief cannot be understated.

What do you think about these questions? Do you have suggestions for other questions that might be helpful for students? Leave a comment below or respond on or .

A Lesson On Gratitude

Tis the season of gratitude and thanksgiving, and the video below had me thinking about what it means to be grateful.

Have you ever heard the saying, "You started at third base but you thought you hit a home run?" The idea is that sure you are successful, you hit a home run, but it was due to the advantages you had as much as it was due to the way you hit the ball. After all, you started at third base.

The video below illustrates the idea of social and economic advantage and how these advantages can impact chances for future success. It's undeniable that certain starting points in life can create greater opportunities for success.

I think this video could be a great launching point for discussions with students. There is plenty to think about and even to critique. It's powerful, but there are plenty of opportunities for critical thinking.

So who should be grateful in this video? Some might say the kids with the most advantages. They have more to start with than the others after all. It's statistically true that people with those advantages tend to be more successful on average than those who do not.

But here's the thing about gratitude, it should not be dependent only on having more or even having enough. Gratitude is a state of mind that is available to all of us all of the time. 

After all, if you aren't grateful for what you have now, what makes you think you would be grateful if you had more? Unless you make a choice to be grateful in all things, how will it ever be enough?

It's very difficult to adopt this mindset in our consumer driven culture. Even in the video, the end goal is a $100 bill. We are constantly reminded of what we don't have. But life is not about racing past someone else to win. It's not about having the most money or toys.

Life has far more to offer than economic success. Some of the poorest people in the world live the most meaningful, happiest lives. They are finding joy in life in spite of having very little material wealth. Every day presents its blessings or burdens. We choose our focus.

Everyone has challenges in life and everyone has opportunities. Sure, some have more challenges and some have less, but everyone has the opportunity to choose two things: thoughts and actions. 

Will you choose to focus on your blessings or your burdens? Will you choose actions that lead to blessings or ones that lead to burdens?

Stephen Covey wrote, "I am not a product of my circumstances. I am a product of my decisions."

Ultimately, I believe this is true. We can rise above circumstances, eventually. It may not happen as fast as we'd like. There are many stories of people who have risen above, people who are overcomers. There are people who have overcome terrible hardships and horrific circumstances, even abuse and neglect. If it is true for some, why can't it be true for all?

For all the problems we have in this country, there are still incredible opportunities, even if the deck is stacked against some more than others. Are there inequities? Absolutely. Should we be satisfied with a system that works against some? Absolutely not. But there are also tremendous opportunities for those who choose to rise above.

We need to help all students learn to be grateful even in the midst of challenges. Why? The research is clear (Harvard Health): 

Gratitude is strongly and consistently associated with greater happiness. Gratitude helps people feel more positive emotions, relish good experiences, improve their health, deal with adversity, and build strong relationships.

Gratitude is an empowering state of mind. It helps us realize that we have blessings in our life. It also helps us offer blessings into the lives of others. 

There may be difficulties and disparities in our world. There always have been injustices and as long a human being are running this planet, that will probably continue to be true.

I would summarize my response to the video I shared with two questions:

1. Who will you lift up?
2. What will you rise above?

Who will you lift up? You have gifts to give. You can be hope and help to someone else. You can lift up someone who might need a helping hand.

What will you rise above? There will be challenges. There will be obstacles. But you have everything you need to be great. Just keep moving in the direction of your dreams.

What's on your mind? I'd like to hear from you. Leave a comment below or share on or . 

What If We Aimed for Collective Greatness?

This summer I heard Ron Clark speak and tell his story of how he became one of our nation's most celebrated teachers and ultimately founded the Ron Clark Academy. It's truly an inspiring story for educators. 

He came into education almost by accident. He was only going to teach temporarily until something better came along. But then he started to love it. And the kids loved him. And he was having unbelievable success, even with the most challenging students. He was setting very high expectations, and he was creating learning experiences that were irresistible.

And then the principal of the school came to him and said, "Why are you being so showy? You're making the other teachers very uncomfortable." 

He was getting fantastic results. He was bringing passion, enthusiasm, and energy to the classroom. Kids were learning. Kids were having fun learning. Test scores were skyrocketing. You would think everyone would want to replicate what Mr. Clark was doing, right? You would think they would want to learn from him, right?

Wrong.

Years ago, after I had given a suggestion to a teacher about a practice another teacher was using, I was surprised by the response.

"Oh, she runs circles around all of us."

The teacher said this with a measure of envy and a touch of self-defeat. It seemed like she was saying she could never do that. I hadn't intended there to be a comparison between the two teachers. I was just sharing that so-and-so tried this one practice and it seemed to work.

Average minds want other people to have average minds too. They feel threatened by the boldness and daring of those who want to do something great. How dare you try to be great? You're making us look bad. You're making me uncomfortable.

So what kind of dreams do you have? What kind of difference are you trying to make? If you want others to be comfortable and accepting of you, maybe you should keep those hopes and dreams just a little smaller.

When you dream big and want to do more, be prepared for opposition from mediocre minds. There will always be naysayers who want to protect the status quo. They want to retreat to average and aim for nothing greater.

But you are different. You have gifts that you want to use. Everyone has gifts if they are willing to take the risk of using them. You aren't going to waste them. Don't waste your gift! 

People may not always appreciate your gift, but don't let that stop you from using it. Don't let someone else keep you from pursuing excellence.

Find those people who will allow you to change, grow, develop, expand, and be great. Better yet, find those people who will challenge you and encourage you to be great. Be around people who lift you up and want to see you dream big. 

Keep dreaming big.

If you want to be a difference maker, you have to be a risk taker. Your students will reach their potential only if you are willing to unleash your own potential. It's never a competition to be better than the teacher down the hall. Everyone has greatness in them. 

They should want to be great too! We want them to be great too!

We should all be pursuing greatness together, cheering each other on, celebrating each other's successes, and learning from one another. 

That's what we are ultimately pursuing. We want collective greatness. We want to create a school where excellence is everywhere. Not just pockets of excellence. We want a school where kids are experiencing learning that will literally change the course of their lives.

What can you do to further your dreams and help your school find collective greatness? I want to hear from you. Leave a comment below or respond on or . Be great!

Fewer Excuses, More Solutions

What stands in the way of a brighter future and better schools? 

Well, mostly people. 

People who tell others they can't or won't.

People who crush dreams and steal hope.

People who won't be parents to their kids.

People just showing up and going through the motions.

People who want higher test scores more than inspired learning.

People who cling to the past like it's a security blanket.

People who protect the status quo.

People making decisions for schools who are removed from the realities of what schools face.

People who spew hate and discord.

People who don't make kids a priority.

People who are selfish.

People who turn on each other, or a good leader, when something goes wrong instead of battening down the hatches.

People who make performance in sports or academics or anything more important in a kid's life than being a person of high character and respect.

People who make their own comfort their primary concern.

People who are petty.

People who complain about other people. I hate that!

People who are negative, pessimistic, or who go on rants. Rants are the worst!

Well, that felt good. But the problem is the more I think about the items on my rant list, I realize I'm probably guilty of many at some time or another. Like complaining or ranting. Ha! 

As they say, it takes one to know one. In fact, someone suggested the things we tend to like the least in ourselves, we often magnify in others. In other words, we're more likely to see faults in others in areas we too have struggles. 

And here's the other thing, it doesn't do any good to complain about what other people need to do. We need fewer excuses and more solutions. We need less focus on problems and more focus on actions. It starts with us. I cannot control another person, but I can control me. 

I can encourage.

I can reach out.

I can step out.

I can lead up.

I can lift up.

I can never give up.

I can be the change I want to see. 

I can set the example. 

I can keep growing and giving. 

I can dream of a better future.

I can work to be stronger myself, cause I have plenty of room to grow and learn. 

I'd like to hear from you. Leave a comment below or respond on or .

Isn't It Your Job To Teach Me?

The teacher asked her students to make some decisions about the direction of the learning. The lesson required independent thought and initiative.

But one student resisted, "Isn't it your job to teach me?"

Have you ever heard a question like that from one of your students? It's a question that was asked by a student in our school. And to me it illustrates the way many students have come to believe that learning is a product of their compliance with a teacher. 

Just tell me what I need to know. Tell me what to do, what to learn. Teach me. Isn't that YOUR job?

Another student said to me, "I just want to take notes and then have a test." This comment came from a student in a classroom where students are expected to own a considerable amount of the learning and develop original thoughts. Learning in this class is demonstrated through projects and authentic activities.

I don't blame these students for thinking this way. I think, at least in part, they are simply a product of a system that has conditioned them to be passive learners. 

So who owns the learning? The student? The teacher? Both?

How would you respond if you heard these words from your students? Leave a comment below or respond on or .

21 Phrases to Use in Dealing With Difficult Behaviors

The first priority in creating a positive classroom environment and limiting problem behaviors is to develop positive relationships. That's absolutely essential.

The second priority is to clearly establish expectations, for students and teachers. And that's a necessity also. Both teachers and students should know what to expect.

Building relationships and communicating expectations must be tended to daily. Both are critically important. We have to constantly build relationships and communicate expectations.

But what happens when things go off the tracks a little? How do you address those moments when it's not working well? The following are phrases I use when meeting with a student to work on a behavior concern. I gave a brief description of how and why I might use the phrase.

Set a Positive Tone

1. "I will never intentionally disrespect you."

This is one of my favorite phrases. I want kids to know I intend to show them respect. The implied message is I also expect you to show me respect.

2. "I believe in you."


Kids can't here this enough. It's important to establish positive intentions.

3. "I won't give up on you."

If a child feels you don't accept him or her, you aren't going to get their trust. Sometimes I even say, "I don't approve of what you did, but I will always accept you and be here to help you."

4. "Let's work together to solve this."

All of the problem-solving in working through an issue shouldn't come from the teacher. It's not me vs. you. It's us vs. the problem.

Address the Issue

5. "I was puzzled when you..."

Approach the situation with a sense of curiosity instead of approaching it with judgment, frustration, or anger.

6. "What do we do here when...."

Remind the student of the expectations. "What do we do here when it's time for bell work?" Then work with the student to verbalize the expectations.

7. "What should you have done differently?"

How did your behavior not meet the expectation? Help the student think through what behavior would have been acceptable in the situation.

8. "How did you intend for that to make ______________ feel?"

This is another one of my favorite questions. I often will use this to hold kids accountable if they do something disrespectful to me or someone else. "When you roll your eyes at me when I'm talking with you, how do you intend for that to make me feel? I care about you, and I feel sad or disappointed when you do that."

9. "How did you feel at the time?"

I also want kids to know I care how they are feeling and that feelings can be strong and make us want to do things we shouldn't do. But we are still responsible for our actions.

10. "That seemed upsetting to you."

Paraphrasing is important. Again, validate how the student is feeling but help them know they are still responsible for their actions.

11. "I hear what you are saying. I'm listening."


If you want to help deescalate a situation, make sure the person is feeling heard. Not feeling heard is a sure way to keep the two side apart.

12. "Is it possible that...?"

Help introduce new possibilities to the situation. Kids, and adults for that matter, can get locked into seeing a situation from only one perspective.

Decide on a Path Forward

13. "What should you do when ___________________?"


This questions can be helpful to brainstorm how the student could respond to certain triggers.

14. "What will you do next time?"


It's very important to get a plan that is future-focused. Too often, behavior is handled by just giving consequences. Punishments focus on the past. We want to build toward better future decisions, too.

15. "When will you do it?"


It's just another question to be very intentional about planning for next time. Looking for things like, "I'll do it the first time I'm asked."

16. "What do you need to do now to make this right?"


This question is very important. There may need to be an apology. There may need to be some other action right now to address the problem.

17. "Would you like to _________________ or ____________________?"


Choices are really good for providing some agency while also limiting behavior to acceptable options.

18. "Can I count on you to do that?"


This question is very important. After I discuss with a student the path forward, I will follow up with this one. I want to make sure they are fully committed to our agreement.

19. "Okay, but in case you don't, what do you think are fair consequences?"


The student also needs to consider there will be consequences if the agreement is broken.

Reflect on the Conversation

20. "What's your understanding of what we decided together?"


This question requires students to provide a summary of what was decided.

21. "Do you feel that you've been treated fairly?"

Students may not always be happy when we are finished dealing with an issue, but I want them to feel they have been treated with fairness and respect. If they leave feeling disrespected, it is not going to help them be ready to make changes in their behaviors.

I hope these questions are good reflection for you as you work with students and solve problems. But I want to hear from you. What questions would you add to this list? What are some of your best tips for dealing with difficult situations? Leave a comment below or respond on or .

17 Signs You're a Future Driven Educator

In writing my new book Future Driven, I shared many of the great things I see educators doing that are changing education for the better and helping to prepare students for the world they are facing. And we all know it's a challenging, complex world out there. 

In spite of the immense challenges, I remain very hopeful for the future. And I believe educators are making a huge difference every day to help kids be ready to thrive. But of course, there is plenty more work to be done. In this post, I share a list of things that are themes from my book. If you share these ideals, you're likely a future driven educator.

1. You are not satisfied with the status quo.

You want to take action now to help create a better future. You believe the choices you make today are helping to create a better tomorrow for you and your students. You want to make a difference and add value to others.

2. You believe in the power of building strong relationships.

You know everything rises and falls on the quality of relationships in your classroom in school. You seek to lift up others, bring people together, and connect in authentic, meaningful ways. And no matter how great you believe your relationships are, you are always striving to make them better.

3. Your methods are less important to you than your mission.

You are passionate about kids and learning. Your mission is bold and daring. You want to be a change maker. You want to make learning irresistible for kids. You don't hang on to practices because they work best for you. You explore new practices because they might work best for kids.

4. You want your students to learn more than content.

You don't just develop great lessons. You develop great experiences. You want students to think deeply and develop perseverance, empathy, creativity, and curiosity. You want learning to connect to students' lives in authentic, meaningful ways.

5. You want your students to love learning more than they fear mistakes.

You are willing to take risks and learn from mistakes and you encourage your students to do the same. You know learning is messy. Mistakes are part of the process, and perfectionism is often the enemy of progress. 

6. You are mindful of changes in the world.

We are in an era of accelerating change. The world in a complex, uncertain place. You know it's important for you to be aware of how these changes will impact your students' futures. You chart the course for learning with the new realities of the world in mind. 

7. Your students know you believe in them.

When your students know you believe in them, it brings out the best in them. Your encouragement makes all the difference. The person who influences you the most is the person who believes in you. They will rise to your expectations. You see them for who they are becoming and not just who they are right now. You see a bright future for your students.

8. You have a long term perspective.

You do what's best for your students in the long run. You see your work as an investment in a brighter future and a better tomorrow. Some people hold onto the past and the good ole days. Others are only concerned with the pressing matters of today. But you see out into what could be and want to help make it happen. 

9. You believe students should be more excited about learning tomorrow than they are today.

When students develop passion for learning, it doesn't just impact the here and now. A passionate, skilled learner is able to handle just about anything life throws at them. 

10. You believe learning is for life and not just the next grade level.

Being a student is temporary, but learning is for life. We are just getting students ready for a test, or college, or a career. We are preparing them for anything they might face. 

11. You are always striving to grow and learn.

You aren't waiting around for your school to 'develop' you. You take ownership for your own personal and professional growth. You want to keep getting better so your students can be better too. You know when teachers are growing, that's the best school improvement plan ever.


12. You want to inspire your students to create a brighter future and a better world.

Your students aren't just ready for the future, they are ready to make a difference in the future. Pursuing truth, justice, and equality are essentials for you. You are helping to create the future by inspiring your students to be world changers.

13. You believe your attitude sets the tone.

You model the attitude and mindset you want to see in others. You are positive even when things are tough. You give of yourself to others without expecting anything in return.

14. You want to connect with other educators.

We are each other's best resources. We must be collectively awesome. You want to partner with others and work together to create better schools and unstoppable learning. Nothing's more powerful than a group of committed educators who believe they can solve any problem together.

15. You see yourself as a leader.

When you see something that could be better or a need that could be met, you are willing to step forward and lead. You are the type of person others want to follow, not because you have a position or title, but because of the strength of your character.

16. You see yourself as a digital leader.

You know that our world is increasingly digital and that seismic shifts are happening as a result of technological innovation. You want your students to know how to leverage their skills using digital tools. You want to model digital learning.

17. You value better thinking, not just right answers.

You start with questions and look to push thinking deeper. You want your students to be adaptable learners and skilled critical thinkers. It's not just about getting a right answer. It's about learning to solve problems and create knowledge.

What else is important to you as a future driven educator? Your voice matters. I want to hear from you. Leave a comment below or respond on or .

Is Fear Holding You Back?

We are only born into this world with two natural fears. 

Any guesses on what those might be?

Death?

Taxes?

Public speaking?

Cheese?

Nope. It's not any of those. Most people have some fear of each of those, except for maybe cheese. A friend of mine is a clinical psychologist, and he had a client who was actually terrified of cheese. A life without cheese? Is that really any kind of life to live? Fortunately, he was able to help this poor soul overcome this fear.

The two natural fears we are actually born with are the fear of heights and the fear of loud sounds. That's it. All of the other fears we experience are later developments and not hard-wired into our DNA. In other words, fear is a choice. It is a function of the thoughts we choose. Sometimes (rarely) it is a helpful choice. But more often, it is a crippling choice.

The last couple of weeks all of our teachers have been working on developing personal goals and growth plans for this year. At times, I sense some people are reluctant to really commit to their own growth. Others are more willing to go out on a limb and take a risk.

I have to wonder if fear is a factor in the reluctance to be bold and audacious about our own growth and goals. Who wants to be mediocre? I don't think anyone really wants that. So why settle for something safe and small. Fear perhaps?

What are some fears that might hold us back? Adam Smith lists 10 fears in his book, The Bravest You: 

Fear of inadequacy
Fear of failure
Fear of uncertainty
Fear of failure
Fear of rejection
Fear of missing out
Fear of change
Fear of losing control
Fear of being judged
Fear of something bad happening

Fear has no favorites. We all have to face it. However, we don't have to submit to its crippling influence. In the video below, the words from the late Steve Jobs really bring perspective to fear and making the most of the time we have. The following phrases really jumped out at me.

"If you knew you were going to die today."

"Avoid the trap of thinking you have something to lose."

"You are already naked."

"There is no reason not to follow your heart."



So consider this question, "If you had no fear what would you do?"

We all have the opportunity either run from our fears or to run toward our dreams. You have the opportunity for greatness. We all do. We are not intended to shrink away in this life and in the words of the poet Dylan Thomas "go gently into that good night."

Are you running from your fears? Or, are you running toward your dreams?

Be bold. Take risks.

You deserve it. And your kids deserve it too. 

At the end of the day, you will most likely regret the risks you didn't take and not the ones you did.

What risks are you taking this school year? How are you being bold in the pursuit of your dreams? Leave a comment below or respond on or . I want to hear from you.

Are Today's Kids Different?

Sometimes I hear people complain about kids nowadays. I can tell you it doesn't really set too well with me. Sure, there are examples of kids making poor choices. There are kids who are lazy. Some are selfish. We know they are into their devices. But hey, so are we. And there are some challenges they have now we probably didn't have when we were growing up.

But I can tell you I'm going to defend our kids. I'm going to challenge them, but I'm also going to defend them. I'm going to remind everyone of the amazing things our students are doing. I'm going to share the incredible work of the ones who are leading up and lifting up every day. They are making our school a better place. They are making our world a better place.

And even when they make mistakes or show up with all the baggage any of us can bring, I'm not going to stop believing in them. They are the future. Most kids want to do the right thing. But like all of us, they are still learning and finding their way. And some of them haven't had the best examples. 

They need someone to lift them up and believe in them. I can tell you with certainty, you'll have far more influence on kids by believing in them than by doubting them. If you want to make a difference, stop doubting kids. They're not going to rise above your low expectations. They need you to believe in them.

Today, we held our semi-annual academic banquet to celebrate the success of some of our students. I know some people on Twitter have written about not having award ceremonies and that type of thing because it can reinforce a fixed mindset and not acknowledge the growth of other learners who are achieving but may never get recognized. I get it. We need to notice the good work all students are doing.

But at the same time, I'm not going to apologize for recognizing kids who have achieved at a high level. They even had to miss part of the Kansas City Chiefs (Go Chiefs!) game to join us for lunch and a short program. It's a great opportunity to interact with parents and say thank you.

I asked a few students on short notice to talk about the Bolivar Way (see the visual below). It's become our mantra. It guides most everything we do.

I was blown away by the comments our students had about the importance of questions and curiosity.

About making excellence a personal mission and doing your best.

About lifting up others and being a great friend and teammate.

About leading and showing others the way. And to never give up even when it's tough. 

I was amazed by the comments and was totally pumped about this year and what's happening in our school. Our students are "making us better." I'm so proud of them.

So if you want to complain about kids these days, I'm probably not the person who is going to commiserate with you. But what I would like to talk about is how things are different today than when we were kids. Things seem increasingly complex and uncertain. Change is accelerating. The ability to adapt and learn is more important than ever.

So instead of talking about how kids these days need to change, let's talk about how schools need to change to meet the needs of today's kids. 

We owe it to them to teach the enduring principles that will help them succeed. And we need to teach them the skills that are going to be uniquely necessary for this generation. 

Let's challenge the status quo at every turn and build on the positives. Let's create schools that are relevant and passionate. Fill your school with laughter, hope, friendship, purpose, curiosity, creativity, and togetherness.

What kind of culture does your school have? Are you complaining about kids these days? Or, are you investing in kids these days? I want to hear from you. Leave a comment below or respond on or . And keep being great!

Creating Stronger Learners, Stronger Leaders

As I think about what I really want for our students, it always comes back to learning and leading. I want our students to be stronger learners and stronger leaders. I want them to develop habits and mindsets that cause them to continue to grow as learners and leaders even when they leave school.

In my new book Future Driven, I shared what Google senior vice president of people operations, Lazlo Bock, had to say about leading and learning at Google:

For every job, though, the No. 1 thing we look for is general cognitive ability. It's the ability to process on the fly. It's the ability to pull together disparate bits of information. We assess that using structured behavioral interviews that we validate to make sure they're predictive.

And the second is leadership—in particular, emergent leadership as opposed to traditional leadership. Traditional leadership is, were you president of the chess club? Were you vice president of sales? How quickly did you get there? We don't care. What we care about is, when faced with a problem and you're a member of a team, do you, at the appropriate time, step in and lead. And just as critically, do you step back and stop leading, do you let someone else? Because what's critical to be an effective leader in this environment is you have to be willing to relinquish power.

So does content matter? Sure it does. However, the content will change over time, but the ability to learn and the desire to lead will endure even as shifts occur in the world around us. As educators, we only have so much time to work with these students—the current group—but if we can inspire them as learners and leaders, that will carry forward with them. Our impact can endure and continue to pay dividends beyond our time with them.

But we need to help our students have the most authentic learning experience possible. Students need opportunities to practice leading and learning. They need to do things that make a difference beyond just getting a grade or completing an assignment.

You cannot develop as a leader by only reading about it in a book. You can learn leadership principles, but you will only build your capacity as a leader by applying what you learn. You could memorize all sorts of leadership ideas and be a terrible and completely incompetent leader. Growing as a leader happens with the opportunity to practice leadership skills and to get feedback and reflect.

Similarly, you cannot develop fully as a learner if you are only accepting new information. You can memorize stuff. You might get right answers. But that's not enough. Students need opportunities to apply learning, to make choices as a learner, and to refine their personal learning interests. 

The traditional model of school has not served students well in developing adaptable learners or leaders, in my view. Sure, there have been some opportunities to develop in these areas, but we need to consistently provide opportunities for students to develop their capacity as learners and leaders.

What about in your classroom? I certainly hope students are learning content. But are they also having opportunities to develop more deeply as learners and leaders? Are they learning HOW to learning? Are they learning HOW to lead? Leave me a comment. I want to hear from you. You can also share out on or .

Is It Ever Okay For Teachers To Get Angry With Students?

I wanted to get some feedback from my PLN on whether or not they felt it was okay for educators to get angry with students. So I posted the Twitter poll I included below. Thanks to everyone who contributed to the discussion. Your comments helped to inform my thoughts on the issue. I share some of my thinking below.

⚡️ “Is It Ever Okay For Teachers To Get Angry With Students?”https://t.co/dl5SUr1e5L

— David Geurin (@DavidGeurin) September 6, 2017

1. There are no good or bad emotions. Anger is a normal emotion that every person experiences. Teachers are no exception. To expect a person to never become angry in their professional role is to expect them to become a robot. We don't want robots teaching kids. It's also not healthy to repress anger. Repressed emotions end up manifesting themselves in all sorts of unhealthy ways.

2. Anger can be a force for good. I believe educators who are passionate are more likely to become angry because they don't accept mediocrity or actions that aren't in the best interest of learning and kids. Let's get angry about stuff that matters. Some of our frustrations really don't matter. Let that stuff go. Get angry because you care. Get angry because you want the best for your students. And use that anger as positive energy to create change and make things better in the world around you.

3. It's important to be slow to anger. Being quick-tempered is not a helpful quality. Although I am advocating for some of the benefits of anger here, I think it should usually be more of a slow-simmer rather than a explosive response. When we act too quickly in anger, we will likely do more harm than good. 

4. As I mentioned before, emotions are neither inherently good or bad. They are just emotions. And our emotions are an important part of who we are. Every person is entitled to every one of their feelings. Often we cannot control how we feel, but we CAN control how we respond to what we feel. 

Part of being a mature person is learning how to handle emotions and direct them in positive ways. Teachers need to model this for students. They need to use words to talk about how they are feeling. For example, it's good to say, "When I see a student treat another student disrespectfully, I feel angry." People who can talk about what they are feeling are almost always more skilled at handling emotions. 

So it's always a good idea to describe HOW we are feeling rather than acting out on how we are feeling and expecting others to create their own interpretation. Students need to see teachers modeling this type of awareness for all emotions, including ones like anger, sadness, fear, or embarrassment that might sometimes be frowned upon.

5. If you are finding yourself stuck in anger, that is not a healthy place to be. Emotions should come and go. Anger should subside. Getting stuck in anger or sadness can lead to depression. It can harm your relationships. We want to have balanced emotions.

We held a workshop for our staff several years ago called 8 to Great. We learned the following:

If we think of angry people as "mean," we'll cut ourselves off from our anger and get stuck in depression.

If we think of sad people as "weak," we'll cut ourselves off from our sadness and get stuck in rage. 

7. Is it ever okay to yell at students in anger? Well of course not, you might be thinking. How could an educator ever yell at students and feel like we are acting in a professionally appropriate manner?

One year during our Homecoming week, there was a rumor that our seniors would have silly string and air horns at the assembly. So before the assembly started I talked with the group and explained what I'd heard, and asked them to please not use the air horns or the silly string and of course I explained why. I asked if I could count on them to cooperate on that. They said they would.

Well, when it was time for class yells, the seniors did their thing but there were also a bunch of air horns going off and silly string was going everywhere. It really touched a nerve with me because it seemed so blatantly disrespectful. I had specifically asked them not to do this.

So I made the entire senior class stay after the assembly, and I gave them a highly spirited talk. Was I yelling? Yes, I'd say I was. I explained how disappointed I was in them. I told them how much I cared about them. I told them I would never intentionally disrespect them. I told them how much I wanted them to have a great year. I let them know I knew everyone wasn't responsible, but that what happened wasn't acceptable for Bolivar Liberators. It was a brief, but very intense few moments.

I have very rarely yelled at students over the years. Was this worth yelling about? Is anything worth yelling about in anger? I don't know. Respect is very important to me. It was interesting how many students came up to me and apologized afterwards and even said they completely agreed with everything I said. Were they the same ones with the air horns and the silly string? Probably not. But I think they appreciated that their principal took a stand for what they knew was right.

What do you think? Did I go too far in yelling at the kids? In general, I would say it's never appropriate to yell. How else could I have handled this situation? What are your thoughts on dealing with your anger as an educator? I want to hear from you. Leave a comment below or respond on or .