Educators should be the most excited people on the planet for kids and learning. Your passion is needed in your school. Imagine what your school would be like if every person brought great passion every day.
A passionate, caring educator makes all the difference. When I think about the teachers in my life who made the greatest impact on me, they were passionate. They had high expectations and they expected success. They were deeply caring. They helped me be more than I thought I could be.
Here are 7 thoughts you might consider about being a passionate educator:
1. Passion is developed, not discovered.
You can't expect passion to settle on you like a fog. It's not just about finding something you like to do. For most people, you don't just wake up one day and suddenly think, "Eureka! I've found my passion!" Passion and commitment feed each other. You won't generate maximum passion without maximum effort to become everything you can be. As you continue growing and giving, your passion will also grow. And you will make a greater impact on the world around you.
2. You are responsible for nurturing and growing your passion.
It's never helpful to blame your circumstances for your lack of passion. I realize there are immense challenges you face as an educator. We can have personal issues that pile up. It's easy to blame something outside of us for squelching passion. But the truth is there are educators who remain passionate in the worst possible situations. And there are also educators in thriving environments with tremendous support, who are lacking passion nonetheless. Don't allow your passion to be a victim of anything outside of you.
3. Your students deserve a passionate teacher.
Our kids' futures are too important to have educators in their lives who are just going through the motions. Every day counts. And your kids are counting on you. Great teachers bring so much passion and persistence to the classroom the kids know this person is not gonna settle for less than my best. Your students need you to bring your best to help them be their best. Bring it!
4. When teachers are more passionate about learning, students will be more passionate too.
Great teachers ignite the passion to learn. Your passion and commitment becomes contagious. Your energy and enthusiasm will spill over into the whole classroom. If your students master every standard without discovering joy and passion in learning, is that success? I don't think it is. You want to be so passionate about teaching and learning that your students look at you and think, "I want to do that when I grow up! That's a fun job! Teachers make a huge difference in people's lives."
5. Passion is pouring yourself into something you care deeply about.
It's important to always remember your 'why' and focus on making a difference. When it gets really hard and you want to quit, remember why you started. Remember your purpose. Remind yourself what kind of teacher you set out to be when you began. You wanted to be a difference maker. I'm guessing you didn't want to just be average or mediocre. You wanted to be great. And you can be great! Let your passion lead you to greatness!
6. Passion will lead to greater significance and meaning in your life.
It's living beyond yourself and using your talents and abilities in a way that impacts a greater good. You were created with gifts that make you great. When you use these gifts to the fullest, you will find the greatest significance and meaning. You'll have more energy. You'll jump out of bed in the morning to do the thing you were meant to do. And no one will have to make you do it. You will do more than expected. Passion and commitment will always surpass accountability and compliance.
7. The greater your passion, the smaller your problems.
Ever talk to educators who think the solution to every problem is better kids and better parents? Some people can't resist the urge to blame and complain. They can't fully realize their passion because they think, "If only..." If only something outside of me would change, I could be great. Too many educators are choosing dis-empowering thoughts. They are choosing to believe things can't change. They are thinking the problems are too big. But that's just not true. We must challenge our beliefs about what is possible. We can create schools that work for kids. We can have powerful learning that is irresistible. We can overcome the obstacles. When you are passionate and you focus your energy on solutions, anything is possible.
Who is responsible for your passion? I hope it's you. Let me know what you think. Leave me a comment below or respond on Facebook or Twitter.
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 Facebook or Twitter.
Some things we communicate intentionally. And sometimes when we fail to communicate intentionally, we send a message that we didn't mean to send.
Here are 11 things you might unintentionally be communicating to your students.
1. When you don't wait for all students to get quiet and give you their attention before you start talking, you might be communicating that it's not really important that they listen to you.
2. If you complain about the school, other teachers, or the way things are, your students will probably think it's okay to be negative about the school, other teachers, and probably your classroom too.
3. When you pass a student in the hall or they enter your room and you don't say hello or call them by name, they may think you don't really care about them.
4. If you give a grade for every assignment or activity and talk about how "this or that is going to be on the test," your students may think your class is more about grades than learning.
5. If the questions you ask have just one correct answer, there's a good chance your students will think your class is all about right answers, not about being better thinkers.
6. If you only recognize the 'A' students or celebrate the kids who have high test scores, that may communicate that only the 'smart' kids matter and that growth is not valued.
7. If you make mistakes in front of your students and then act defensive or embarrassed, you might be sending the message that only perfection is accepted and risk taking is not appreciated.
8. When you break a school policy or act like the rules are no big deal, you might send the message you don't really value a culture of respect and shared responsibility.
9. If you aren't intentional about making your classroom innovative and future driven, you may be sending the message to students that what their parents learned in school will be good enough for them too.
10. When you come in dragging, lack energy, or just don't give your best, you might be communicating to students that it's okay to try hard only when you feel like it.
11. If you don't give students choices in their learning or opportunities to pursue their passions, they may view learning as more about compliance than actually being about...well...learning.
We have to be very careful about what we are communicating. Kids are always watching. They want to see alignment between our words and actions. They are looking to see what we really think, what we really believe, and how much we really care about them.
What is being communicated in your school unintentionally? I think that's a good question to consider. I want to hear from you. Leave a comment below or share on Twitter or Facebook.
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 Facebook or Twitter. Be great!
The current generation of students is dealing with more stress and anxiety than ever before. I'm sure there are many reasons for this, but regardless of the causes we must work to help address the reality.
Here are the stats as reported in an article from Time:
A study of national trends in depression among adolescents and young adults published in the journal Pediatrics on November 14, 2016 found that the prevalence of teens who reported an MDE in the previous 12 months jumped from 8.7% in 2005 to 11.5% in 2014. That’s a 37 percent increase. (An MDE is defined as a period of at least two weeks of low mood that is present in most situations. Symptoms include low self-esteem, loss of interest in normally enjoyable activities, and problems with sleep, energy and concentration.)
We hear the stories every day of kids fighting depression, feeling overwhelmed, struggling with problems with friends, parents, or both. There seem to be more kids than ever who are no longer living with parents at all.
And here's the thing, if you are depressed or filled with anxiety, how are you going to focus your energy on learning? You probably won't unless you shift your thinking. Or unless something in your environment helps you shift your thinking.
One of our teachers commented, "I want my class to be an oasis for students. For the time they are in my class, I want it to be so good they forget the problems on the outside."
So how do you do that? How can you help kids shift energy from a focus on problems to a focus on learning?
Here's what won't work.
"Class, yesterday we worked on such and such and today we will do such and such. So let's get started."
Ready, set, go.
It's an abrupt attempt to start learning. That won't work because a bunch of kids in class are still thinking about how bad they feel, what was said to them that's hurtful, or how they are going to deal with that personal problem. They are distracted. They aren't emotionally in a good place to learn.
I believe every learner would benefit from more 'right-brain' directed starters in class. Lead with something that helps them access positive emotions, creativity, empathy, and connection.
It might take a few minutes to plan and execute these strategies, but it will be well worth it. In the end, there will be more learning by helping students get the right focus. Start class by shifting the energy. Get kids in the right mindset first.
So here are 9 possibilities to make this happen. Find ways to open your class with one or more of these. And, look for ways to have these things show up throughout your class, too. It will help to inspire learning.
1. Humor - Tell a joke, make fun of yourself, or do something zany and off the wall.
2. Music - Play upbeat music as students are coming into class. It's amazing how the right music can put us in a different mood.
3. Relaxed Breathing - Slow, deep breathing and quiet relaxation can help students to calm body and mind.
4. Imagination - Have kids write or share with each other on topics that require imagination. What if you could time travel? What time would you visit? Why?
5. Drama - Create some fun drama in the class. Have a debate about something ridiculous. Launch an investigation. Make it absurd. Be over the top.
6. Play - Toss a ball around the class. Have a quick game. Nothing too competitive. Just bring some whimsy and playfulness to class.
7. Movement - Stand up and stretch. Give a high five to someone. Or go for a quick walk outside of class.
8. Sharing Gratitude - Ask students to share something they're thankful for. Help them be grateful for the little things.
9. Stories - Share stories real and imagined. Find out what's going on in their lives. I always had some winning stories that I told just about every year. Kids were on the edge of their seats.
These techniques are not intended to treat anxiety or depression, but they can temporarily relieve the symptoms. Of course, students who have depressive disorders need professional help. But for the time they are in your classroom, maybe you can help them focus on learning by using these strategies.
What do you think? Do you have other ideas for shifting the energy in your classroom? I listed several general categories. I would love to hear your specific ideas. Leave a comment below or respond on Facebook or Twitter.
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 Twitter or Facebook.
If you've followed my blog, you might know I really like to refer to classroom management as classroom leadership. But that's not how we typically think of it.
Regardless of what we call it, it's challenging. It's one of the toughest things for early career teachers to get a handle on. And even seasoned teachers will have their fair share of challenges and not know how to respond in every situation.
It really has to be an ongoing process of learning and growth. No one ever has it all figured out.
So if you're struggling with student behaviors, give yourself a break. Keep working at it. Learn from others. Study different methods. And reflect on your own failures and successes.
In this post, I'm looking at some of the BIG mistakes that can happen when a teacher is frustrated or has a lapse in judgement. It's important to think about these in advance to plan for these NEVER to happen. When they do, it undermines the development of a positive classroom and healthy culture of learning.
These behaviors are harmful to kids and can harm your ability to develop a respectful, orderly classroom environment.
9 Mistakes That Will Sabotage Your Classroom Management
1. Painting a child into a corner.
Your most challenging students will often try to engage the teacher in power struggles. A skilled teacher can avoid these high stakes moments. The goal is to stop a disruptive behavior while also keeping the student in class. It's important to avoid a showdown between student and teacher. These situations end up with everyone losing. The teacher doesn't have to win in the moment. The situation needs to be addressed in the moment, but fully resolving a problem can happen at a later time. After some time passes, the results are often much better than escalating the situation when emotions are hot.
2. Handling private matters publicly.
Students don't want to lose face in front of their peers. You can always delay and say, "Let's talk about this later." Just be sure to follow up as you promised. If a student feels disrespected or belittled in front of others, it will not end well. Try to keep tough conversations private. The tone will often be much different when there is not an audience.
3. Failing to give a kid a fresh start.
We all want to have an opportunity for a fresh start. We don't want to be judged by our worst moments. Our students need forgiveness too. So after an issue is resolved, let the student know they have a clean slate. Today is a new day. Let them know you believe in them and expect them to do great.
4. Using cutting sarcasm.
Sarcasm can be very dangerous. I've seen it used in a way that is not threatening and is just playful, but sarcasm can be degrading and manipulating. The best advice is to not use sarcasm at all.
5. Speaking poorly of someone's friends or family.
Never criticize a student's friends or family members. You can certainly stand up for what's right, but don't pass judgments on people. It's also very important to never talk badly about a student when they are not present. If you wouldn't make a comment in front of that student's mother or grandmother, you probably shouldn't say it to a group of students or another teacher. If your harsh comment gets back to the student, it will be difficult to ever repair the relationship.
6. Speaking poorly of another staff member.
Never criticize another staff member in front of students as this creates a toxic environment. And, always defend a colleague if students are being critical. Even fair criticism isn't fair when it's shared at the wrong time and location. Tell your students if they have a concern with another teacher they should go talk to that person directly. If you have a concern with another teacher, you too should speak to them directly about it and not complain about them behind their back.
7. Losing control of your own behavior.
Always remember you're the adult and a professional. You have to stay in control of yourself and your actions. If you act badly, it will make it much more difficult to address the student's misbehavior. The student and the parents will be focused on what you did instead of focusing the responsibility on the student's own actions. I can't tell you how many times I've worked to help a student reflect on their own bad behavior, but they are focused on what the teacher did instead. Sometimes that happens when the teacher was completely upright. But sometimes it's because the teacher showed up poorly in the situation.
8. Comparing a student to a sibling or another student.
Avoid comparing students to one another or to a brother or sister. These types of judgments chip away at dignity. You wouldn't want to be subjected to public comparisons with another teacher. Students don't like this either. Even comments like "Your sister was so smart or funny" that seem positive may chip away at a student's dignity. People want to be noticed for who they are and not compared to someone else.
9. Rushing to judgment without listening.
This one encompasses so much. It's easy to jump to conclusions or make assumptions in the course of a day working with students. Teachers make so many decisions. I shared recently about a situation where I really embarrassed myself by making a quick judgment in a situation. The key is slow down and approach problems with a sense of curiosity. Work to understand what is going on with the child, what needs they are trying to meet, or why they are not successful even when expectations are clear and consistent. In a recent post, I shared 21 phrases that can help with these conversations.
Of course, there are many other factors involved in building a positive classroom culture. What are some of your thoughts? Leave a comment below or respond on Facebook or Twitter.
A positive school is built on positive moments. It doesn't just happen by accident. Every interaction counts. It takes a concerted effort on the part of everyone to create an environment that is awesome. So what are some things everyone should know to be more positive in their own mindset and help contribute to that positive environment we all want?
Here are ten thoughts to consider:
1. Your positive attitude, more than your talent or expertise, will determine your impact.
Positive people inspire and influence others. If you want to help others be great, you have to demonstrate a positive attitude. Your ability to be joyful, hopeful, and resilient will inspire others like nothing else.
2. Positive attitude is not believing everything is okay; it's believing everything is going to be okay.
Positive people find the silver lining in the most difficult of circumstances. They learn from difficulties. They don't pretend everything is okay. That's not positive thinking. That's denial. Positive people just believe that things can get better. They expect things to get better. And they believe they might just learn something from the difficulty along the way.
3. Positive attitude is not feeling happy all the time.
Even people who are positive feel negative emotions like sadness, disappointment, and regret. But these feelings do not overwhelm them, partly because they are able to also feel positive emotions simultaneously. For example, perhaps at the same moment they grieve for a loss, they are also thankful for the blessing they had for a time. Even when things are at their worst, positive people view negative feelings as temporary and expect their emotional well-being to improve.
4. When you bring positive energy to a space, negativity leaves.
Negative energy can create a toxic culture and spread throughout your school. It's so important to create and nurture a positive environment to keep the negativity out. Scientists have found that people's brain patterns actually start to align as they spend time together. Attitudes are literally contagious it seems.
5. It takes at least 4 positive experiences to overcome a negative one.
I'm not sure this number is actually correct. But I do know we need to relish the positive moments and use them to overcome the setbacks and difficulties we face. It you do 20 things right today but make one mistake, you will be tempted to ignore all of those positives and focus only on your mistake. It takes deliberate celebration of the positives to help overcome the negatives. Relish those positive moments.
6. Sharing gratitude grows your positive reserves.
When you focus on the positive experiences in your day and share those with others, it makes you stronger and helps others too. We often start our meetings just by sharing the good things that are happening. What are three things you're thankful for in the last 24 hours? Who are you thankful for? If you want more energy and enthusiasm, focus on showing appreciation. Lift up others, and you'll be lifted up too.
7. Positive people are problem solvers.
They don't make excuses. They find solutions. When you are negative, you see only problems. In fact, negative people seem to find a problem for every solution. But positive people can open their minds more possibilities. They can see possible solutions that others might miss.
8. Positive people are playful.
"Sometimes you have to laugh to keep from crying." I remember these words from my childhood. My mom would say it after making fun of some unfortunate circumstance. It was a way of coping, and I'm thankful we had permission to see the humor in little misfortunes. Positive people don't take themselves too seriously, and they are eager to have fun while getting the job done.
9. Resilience is built on positive thinking.
Positive thoughts give you power over your circumstances. Don't let negative thinking give your circumstances power over you. Reality does not shape you. The lens through which you view reality is what actually shapes you. Make that a positive lens. Some of the happiest people in the world have very little of what this world has to offer. But they view the world through a positive lens and make the most of whatever they have.
10. Positive people are happier, more creative, more productive, and have more energy.
We often think hard work leads to success. We just need to work harder, try harder, be more committed, sacrifice more and then we'll be happy. But that's never enough. Turns out, it's better to start with being happy and then let that drive your productivity, creativity, and success. This amazing TED Talk makes the case much better than I can.
What is your best tip for keeping a positive attitude? Share it with us all so we can learn from you. Leave a comment below or respond on Facebook or Twitter.
One of the books I recently finished reading was No Limits: Blow the CAP off your capacity by John Maxwell. Maxwell shares the perspective of his friend Paul Martinelli and how he has pursued continual improvement:
We have three options in life. We can be historians, reporters, or futurists. The historian wants to remind us of everything in the past and wants to filter everything in the future through that. The reporter is really attached to the conditions and circumstances of today, and that's just the way it is. The futurist focuses on what hasn't yet been done. He says, "There is more for us to do. We can do more. We can broaden our capacity. There is more of our potential we can take advantage of."
Although this idea is aimed at growing oneself and reaching your personal potential, I thought it could be applied to education as well. In school life, where do you see yourself? How does this analogy work for educators?
The historian probably complains about kids these day, remembers fondly the past as if everything in the good ole days was problem free. The historian holds onto yesterday and doesn't see much potential in tomorrow. He sees anything new as something "we already do" or that "we tried and it didn't work." There are few new possibilities worth considering. If only we could return to a time when life was good. In my experience, the historian will blame students, parents, policymakers, or just about anyone else for the problems of today. He will overestimate the accomplishments of the previous generation while underestimating the potential in the next generation.
The reporter is working tirelessly to respond to the mandates and initiatives of today. They have their heads down with their noses to the grindstone. Sometimes they forget their larger purpose or mission, but they are busy collecting data, chasing test scores, and responding to whatever urgent needs arise. They are expending tremendous energy, but there is no long term perspective. The reporter will often burn out, feeling like they are on a hamster wheel going nowhere. It's hard not to feel bitter when you play by the rules and do what you're told, but the rules keep changing or your work is never considered good enough. The reporter doesn't dare dream of a better way or a brighter tomorrow. They are just trying to cope with the realities and do what they can to survive.
The futurist always has the long term perspective. There is a great sense of mission and purpose in how amazing school could be and how important this work is for students. There is a desire to create positive change. To be a difference maker. To prepare kids for their future and not our past. They want to push forward into new territory, take risks, and do whatever it takes to create a better learning experience for students. They see what could be possible, and they work to make it reality. They invest their energy not only in the routine work of today but also in changing the trajectory of tomorrow.
If you are a historian, you might need to find a different profession. Sorry if that offends you, but I think it's true. If you're a reporter, I invite you to become not only a doer but also a dreamer. And if you're a futurist, keep being a positive change maker. Share your passion and your vision and take steps each day to make education stronger for students.
What are your thoughts on this analogy? How would you add to it? How would you critique it? Leave a comment below or respond on Facebook or Twitter.
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 Twitter or Facebook.
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 Facebook or Twitter.
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.
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 Facebook or Twitter.
I'm thankful I don't always get what I deserve. Sometimes maybe I've gotten worse, but far more often I've been blessed far beyond what I merited. It's because people believed in me even when I didn't have a clue. And the people who believed in me had a great influence on me.
As educators, we are working with immature human beings. They are kids. Of course, there are plenty of adults who still haven't matured, but that's what we're trying to avoid. We want to help students develop into mature, responsible grownups.
But it can be very challenging. As a teacher, you know you will be mistreated. It's just part of working in a school with kids who bring all their junk with them each day. We should also remember we're bringing our fair share of junk too.
Students are going to challenge your kindness. They aren't always going to appreciate your offers of help. They don't always respond the way we would like them to. And that's why it's important to keep a long-term perspective. Today may have been a really bad day. But let's make sure we have a fresh start tomorrow.
Let's focus on who students are becoming, not just who they are right now. The temptation is to treat students as they deserve.
I'll treat them with dignity when they act with dignity. I'll show respect when they earn it. I'll show them kindness and help them when they live up to my expectations.
But what if we tried a different approach? What if we extend grace and treat them better than they deserve? What if we focused on showing them we believe in them? Why not try something different?
Today, as I was greeting kids coming into school, I got a good morning high five from a student who has been less than respectful to me this year. I was shocked. More than once, I've thought about directly addressing some of the passive-aggressive behaviors I've felt from the student.
And that would've been a perfectly appropriate response. In fact, I think some teachers probably need to be more assertive in setting boundaries and communicating expectations. I never want to condone bad behavior. Accountability is important, but the most important thing is growth. Sometimes growth comes from giving someone space to grow.
So in this case, I decided to just continue being nice. I decided to keep smiling, saying hello, and brushing off the subtle offenses. I decided to treat the student with the most care and concern I could muster. And maybe it's working? The high five this morning was a good sign. But only time will tell.
When you extend grace, it can turn a heart around. Instead of allowing a student to create an adversarial relationship, refuse to be part of that. Continue with kindness.
How will you interact with your students? Will you treat them as they deserve? Or will you treat them like they might just change the world someday? I want to hear from you. Leave a comment below or respond on Twitter or Facebook.
As a high school principal in a small town, even getting fast food can be a unique experience. Of course, many of our students are the ones working at these restaurants. Sometimes, when I place an order at the drive through, the voice on the other end will say, "Hello Dr. G!"
This past week a student asked if I'd been to Sonic a day earlier. I replied that I had, and the student said, "Yeah I thought I recognized your voice."
We all have a voice. Every educator speaks hundreds of words every day. Sometimes at school and sometimes outside of school. How we use our voice is so important. It's important to use it in ways that make an impact.
Your words matter and might make a lasting difference far beyond what you expect.
I remember two instances of encouragement I received as a student that had a profound impact on me. Both were during times of transition in my life. The words of support were significant. They were at the right time and in the right moment. And as a result, I have never forgotten those words.
The first instance was shortly after my family moved to a new town, and I was in a new school. Not only was I in a new school, I was also entering high school as a freshmen. I went out for the basketball team, wanting badly to make the team. But in pre-season conditioning I was far behind the other boys. They blew me away, and quite frankly I was embarrassed and wanted to quit. But the head varsity coach approached me and said these words, "Don't give up. You can do it. Just keep working at it each day. I want to see you make this team."
I have never forgotten those words. Later that school year my family moved again. A couple of years after that, I played in a game against my old school and scored 18 points in a varsity game against Coach Radford, the same coach who encouraged me as a struggling freshmen. He created a monster.
The second instance was as a freshmen in college. My first semester didn't go so well because I was not focused academically. I knew I let my parents down, and I wasn't happy with myself either. But in my second semester, I was fully committed to getting good grades. I was studying and staying on top of everything. Psychology was a fun class but the professor was known for really tough tests. I had made a huge stack of note cards to study. I remember I was sitting near the front, and he noticed my stack of note cards. He looked at them and said, "You're working really hard at this aren't you."
It almost seems silly to me now that I still remember that comment so vividly. But it made a big impression on me. I looked up to the professor, and I was proud he noticed my effort.
Both of these examples were not extraordinary circumstances. They were caring educators who probably made a habit of lifting up students and encouraging them to do their best. But for me, the words were extraordinary. Your efforts to encourage can last a lifetime. You never know how your words may create a lasting influence.
What will students remember when they think of your voice?
Can you think of a time you were encouraged by someone in your life? How can you bring that to your work as an educator now? Who will you lift up? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.
