Showing posts with label Leadership. Show all posts
Showing posts with label Leadership. Show all posts

Friday, August 5, 2022

11 Ways to Increase Hope and Inspiration



When I think about the times in my life I've grown the most or taken next steps or had breakthrough experiences, they almost always happened because hope or inspiration showed up in my life in a profound way. 

Usually, that hope or inspiration was connected to the actions of someone else. Someone lifted me up, inspired me, or provided me with the spark I needed at that time. That's what leaders do. They help you take that next step. They help you find the hope or inspiration to believe something greater is possible.

So I wanted to share a few thoughts on ways to inspire others, some ways to offer hope. If it seems like you've experienced more despair and hopelessness recently, you're not alone. I think that's a common experience for educators right now.

In fact, as I think through this list, I realize how my leadership has fallen short in practicing these behaviors. It's easy to focus on the negative and forget what we can do to meet needs and lift up others. We need to be mindful of how we can help each other and take our important next steps.

11 Ways to Increase Hope and Inspiration


1. Be authentic.

Share your failures and admit your mistakes. Be humble. Be honest about your struggles. As John Maxwell says, "When we share our successes, that may be impressive. But when we share our failures, that's inspiring." Your resilience in the face of setbacks is inspiring to others.

2. Show someone their strengths.

The educators who inspired me the most believed in me the most. They were encouraging to me. They showed me something in myself I didn't see in myself until they came into my life. When someone believes in you, that inspires you and gives you hope.

4. Take productive risks.

No one was ever inspired by someone who was playing it safe or just trying to protect their own comfort. It's inspiring when someone takes a leap, when they just go for it, when they take bold action. You have to be a risk taker to be a difference maker.
"To bring about change, you must not be afraid to take the first step. We will fail when we fail to try." Rosa Parks

5. Demonstrate passion and commitment.

Passion and commitment are evidence of how much you care. When you have strong values and work to protect and defend those values, that inspires. It shows you have a vision and want to create and build something that is worthwhile and important. Your passion is contagious.

6. Grow yourself.

Before you can inspire others to grow, you have to be willing to grow yourself. Be disciplined. Learn something every day. And share your learning with others. Your example will inspire.



7. Stand for something good and selfless.

People are inspired by something bigger than themselves. They want to do something that matters, that makes a difference, that gives their life meaning and significance. When you stand for something noble and upright, others will be inspired to do the same.

8. Listen to understand.

People are inspired and have hope when they feel seen and understood. When people know that you care about their perspective and will listen to their ideas, they will be more open and optimistic about other people's ideas. 

9. Stay calm in the face of adversity.

Inspiring leaders know things are almost never as bad as they seem. And they also know in just about every crisis there are also great opportunities. You'll help others the most when you remain steadfast and unshakable in the midst of a storm.

10. Validate emotions.

I've just learned this in the last few years. Emotions are so important. When we validate someone's experience, that is powerful. It says to them that you care about them. It's tough to have inspiration or hope if you don't feel psychologically safe, if you feel like your feelings don't matter.

11. Be grateful.

Gratitude inspires. Cicero famously observed, "Gratitude is not only the greatest of the virtues, but the parent of all the others." If we want more hope and want to share more hope with others, there may be no better way than with gratitude. Never stop seeing the little miracles all around you. 

What inspires you and gives you hope? How could you take these ideas deeper? Leave a comment below or respond on Facebook or Twitter. I would love to hear from you.

Tuesday, February 25, 2020

How to Respond When You Feel Disrespected


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Once I was working with an entire class of freshmen at the beginning of a school year, and one of the kids made some kind of wise-guy comment in front of the whole group. I don't remember exactly what he said, but I do remember that I felt a little disrespected.

Another time, I remember a large majority of students were talking and being disruptive and generally not paying attention. Again, I felt like the students weren't showing their full respect.

If you work with teenagers long enough, you’re bound to experience some of these behaviors from time to time.

In each case, the student or students, may or may not have intended to be disrespectful, but that's how it made me feel. That's an important distinction. How you feel, or how it comes across, and what was intended may be two entirely different things. 

The behavior is probably more about the student(s) and their struggle(s) than it is about you as the educator.

So never tell a kid they're being disrespectful. It's not helpful, and you don't know what's in their heart. The behavior may have felt disrespectful to you, and it should be addressed, but do it in the right way.

Here are three steps I use when dealing with anything that makes me feel disrespected.

1. Let them know you're committed to always treat them with the greatest dignity and respect. 

So instead of accusing them of being disrespectful, let them know how much you care. 

"I want you to know I will never intentionally disrespect you. And if I do, I want you to let me know, so I can make it right."

Start with your behavior. Let them know how you will treat them...always. This is something you can say in a private conversation or with an entire group of students. 

I say this with my full heart because I mean it. I pledge my respect with humility and kindness. This is important to me. I want to preserve respect and show students I care.

Of course, you should only say this if you mean it. They will see right through this if you're sarcastic to kids or talk down to them or use disrespectful tactics to control them.

And then follow up with...

"Have I ever been disrespectful to you in any way? I want to know if you feel that way, so we can talk about it."

And then listen. Usually, they just tell me I've never made them feel disrespected. Of course, there have been times when my behaviors felt disrespectful to a student and responding to that with care is important.

2. Ask them about their intentions based on their behavior.

One of the most common problems in classrooms is students don't respond to reasonable requests made by the teacher. And that tends to make us feel ignored and disrespected. Even if you don't feel disrespected, this same conversation can be good reflection to address a non-learning behavior.

So, after you share your own intentions from the first step, address the behavior you observed.

"When you were on your phone today, after I asked you a couple of times to put it away, how did you intend for that to make me feel?"

And then wait...and listen.

Usually, they will say they didn't intend to be disrespectful. They might explain they're having a bad day, or something is going on that was upsetting, or they just made a bad choice in the moment.

Sometimes they will even apologize. 

3. Find a path forward and invite them to commit to a different set of behaviors.

This step is very important. I've noticed educators often describe the behavior they want to stop, but they don't always get the student to commit to doing better. That makes a big difference.

Listen with empathy if they have reasons to explain away their behavior. But then remind them of the expectations.

"I hear you. You have a lot going on. Stuff outside of school is pressing down. You still can't let your schoolwork slide. The expectation in this classroom is your phone won't get in the way of learning."

"Next time, can I count on you to keep your phone from being a distraction? And if I have to address it, can I trust that you will cooperate with me on that?"

Most every time, in my experience, the student will commit to doing better. But I don't stop there.

I want it to be crystal clear what my expectations are. And I want to check in with the student to make sure the expectations are clear to them also. So I follow up with this question.

"I want to make sure we're both on the same page with this conversation. What is your understanding of what we are agreeing to do going forward?"

Sometimes, students don't have the words to summarize the conversation at first, but I help coach them through it until they can verbalize exactly what the expectation is. I want them to be able to say it clearly because I've found that helps them to feel the weight of the commitment to the new behavior.

After they summarize what's been discussed, I ask one more question.

"I hear you saying that you will make sure your phone is not a distraction. And I believe you. I can tell you mean it. But if it continues to be a problem, what do you think should happen?"

They may have some ideas for responding to this and they may not. But I will further clarify the boundary.

"In the future, if your phone is a distraction again, then this is going to happen." Maybe it will be a phone call home to notify parents, or a discipline referral, or the phone will be "parked" each day at the beginning of class. The important part here is that a clear boundary is created and enforced as promised.

At the end of the conversation, I thank them for helping me work through the issue. And I try to find some way to encourage them. I may give them a complement or joke with them in some way.

Oh and by the way, this exact process will work in any relationship you have, not just with kids. The phrasing might be a little different if you're not an authority figure in that person's life, but the general framework remains the same.

1. Focus on your behavior first. What are you committing to? (respect, love, care towards the other person)

2. Clarify intentions. How did you intend for me to feel?

3. Establish boundaries. What are the behaviors needed to make this relationship work?

Because in the end, it's all about healthy relationships.

Was this helpful to you? What are your thoughts? Let me know what you think. Leave a comment below or respond on Facebook or Twitter.

Saturday, February 15, 2020

Experience Alone Is Not Enough


I recently finished reading Peak: Secrets From the New Science of Expertise by Anders Ericsson and Robert Pool.

One of the things in the book that was interesting to me was related to the impact of experience on performance. In 2005, Harvard Medical School published a review of existing studies on how years of practice in the field influences the care of doctors.
"If years of practice make physicians better, then the quality of care they give should increase as they amass more experience. But just the opposite was true. In almost every one of the five dozen studies included in the review, doctors' performance grew worse over time or, at best, stayed about the same.
 The older doctors knew less and did worse in terms of providing appropriate care than doctors with far fewer years of experience, and researchers concluded that it was likely the older doctors' patients fared worse because of it. Only two of sixty-two studies had found doctors to have gotten better with experience."
Other studies have noted similar results when looking at medical professional decisions as well as the performance of nurses. Counter to what might seem intuitive, experience didn't seem to correlate with improvement. The reasons for this phenomenon aren't completely known. However, it seems very clear that with few exceptions, experience alone is not enough.

I'm guessing this truth might also apply to educators. If you've worked in education long enough, you've probably observed people who have continued to grow and improve, but you've probably also noticed that some people tend to stay the same in spite of experience, or even decline in some sad cases.

So what makes the difference? How can experience be valuable to continued growth and improvement?

Here are three ideas I might suggest...

1. Not knowing can be a strength. 

As we gain experience in the profession, we can fall into the trap of being certain about things when we shouldn't be. We are no longer curious or open to other perspectives or open to new information. We cling to our beliefs even when they aren't true or helpful. A better approach is to test our ideas and beliefs and seek opportunities to abandon unhelpful approaches in light of new information and possibilities. Sometimes unlearning can be as valuable as learning.

How are you challenging your own beliefs and practices?

2. Widen your perspective.

While we may feel experienced because of the amount of time we've spent in education, our experience may be limited in its useful because of the context that surrounds us. In other words, unless I see beyond my classroom or school, I may not be able to accurately reflect on what is possible for my classroom or school.

Something that has been helpful to my own growth has been examining my own experiences with those of others from different schools. I've learned from visiting others schools, from connecting with other educators outside of my school, from hearing their stories, and from consistent engagement with the larger education world on Twitter. I've also gained perspective from reading professional books and articles. It's important for ALL educators to pursue these types of opportunities to support their own growth.

If we don't widen our perspective, we create a type of professional bubble, where the types of ideas and practices we know and develop are probably very limited. We don't know what we don't know, and we get locked into a certain type of thinking.

How are you seeking to widen your perspective beyond your current context?

3. Reflection is required for learning

As John Dewey said, "We don't learn from experience. We learn from reflecting on experience." Experience alone will not result in growth or change. We must have a process for collecting feedback about our experience and then considering how we might adjust in light of that new information.

If we're not careful, we rush on to the next thing without slowing down to consider what might be different next time. The tyranny of the urgent keeps us from a process of reflection and adjustments that might result in a better learning experience for our students.

How are you developing and refining a process for continual reflection?

Does this sound right to you? What are your thoughts on experience and effectiveness? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Friday, February 7, 2020

Leadership is Energy: Bring It!


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

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

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

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

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

Your energy is contagious.

So bring your best energy. Bring your passionate energy. 

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

Your positive leadership is a result of your positive energy.

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

Your positive risk-taking leads to positive results.

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

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

Your energy is your leadership. 

Bring it.

Friday, January 24, 2020

11 Phrases to Effectively Respond to Complaining


Whether you're a teacher or a principal, or have another role as an educator, you probably have interactions on a daily basis that involve complaints coming your way. The complaints might come from students, parents, or colleagues. These interactions can be difficult to handle and can really be a drain on energy and progress.

Just to be clear, I'm not suggesting every time someone brings up a problem, that it's unhelpful complaining. There are definitely complaints, or concerns, that bring light to legitimate issues and the messenger has an honest desire to make things better. Complaints can help us grow and improve.

And then there are complaints that have other, less desirable motives. I think we've all observed unhelpful complaining behaviors. Some people seem to find fault in everything and everyone and cast negative energy upon anyone who will listen. Blaming and complaining are often behaviors used to avoid personal responsibility.

But regardless of the intentions of the complaint, how can we best handle them when they come our way? How can we treat the person with dignity and respect, while still maintaining healthy boundaries? Here are some phrases I've used that have been helpful to me. 

1. "Go on. I'm listening."

It's never helpful for someone to feel like they aren't being heard or understood. So don't be dismissive or uncaring about a complaint when it is expressed. You may feel it is unfair or unhelpful or not a big deal, but hear the person out. Ask lots of questions. Try to understand where they are coming from before you draw conclusions.

2. "Let me see if I got that."

After the person shares what's on their mind, pause to gather your thoughts and then paraphrase what you've heard them say. Sometimes we jump right into "fix-it" mode without really listening to the other person or checking to see if we actually have all of the information. 

3. "Is there more?"

After you paraphrase your understanding back to the person, you can ask again, "Did I get that?" Listen to their response. After it seems that part is fully understood, ask "Is there more?" See what else they might share. You want to really explore what they are communicating and make sure they fully express their thoughts.

4. "I can see you feel..."

This phrase is essential. Help the person recognize the emotion they are feeling in the situation. I can validate their perception of the facts of the situation all day, but the real issue is often how the person feels. Something has bumped into their feelings and until they have the opportunity to express that, no solution is going to be good enough. Often, when they express their feelings and feel heard, the original complaint turns out to be a non-issue. After you make an attempt to name the feeling, check in with them again. "I can see you feel angry/sad about this situation. Is that right?"

5. "What would you like to see happen next?"

After you fully understand the problem and the feelings involved too, talk with the person about possible solutions. Ask them for feedback, "What would you like to see happen in this situation?" If they suggest there is something you can do to resolve it, just keep in mind it's okay to say no or explore other possibilities. Just because they want to see a certain thing happen doesn't mean it's wise, prudent, or fair. The leader may have to help make that decision.

6. "Thank you..."

Complaining can bring a surge of negative energy to an interaction. So after you listen and understand, one way to shift the energy is to complement the person who is bringing the complaint. "Thank you for sharing that perspective. I can see you love and care deeply for your child." 

7. "What did they say when you discussed this with them?"

One thing I always try to avoid is allowing people to skip the chain of command. For example, if a parent is complaining about a situation with a teacher, I will ask, "What did the teacher have to say when you made them aware of the problem?" Most of the time, they never talked with the teacher at all. 

8. "What steps have you taken to try to solve the problem?"

This is a good place to start with exploring possible solutions and reminding the person they have personal power and responsibility in this situation. When I'm working with students, they sometimes act as if there is 100% nothing they can do to solve the problem. They want someone or something outside of themselves to change without ever looking in the mirror. Of course, they can't control what's outside of them, even if they want to. And to be fair, plenty of adults can have this same type of unhealthy thinking.

9. "Does it make sense to discuss this problem more right now?"

Sometimes in meetings or in one-on-one situations, people want to discuss problems that no one who is currently in the conversation has the power to solve. For example, we might complain about issues that involve students, parents, other educators, state mandates, etc. But, let's keep the conversation focused on the people in the room. What are we going to do about this problem? If there is a need to partner with others in addressing the problem, invite them to the next meeting.

10. "I'm not comfortable..."

Sometimes,
colleagues will complain/gossip about other colleagues to a third-party. This triangulation is not healthy and destroys culture. This question can help redirect the person back to the person they are complaining about. "I'm not comfortable discussing this person behind his or her back. I want you to know I would do the same for you. I value you and wouldn't allow someone to speak badly about you behind your back." Of course, if the person is reporting something that is unsafe, illegal, or harmful to kids that's a different type of conversation.

11. "I'm willing to discuss this with you however long it takes until we get this resolved."


When someone brings a sincere complaint about a situation, they may feel like they are being silenced or dismissed if they don't get the immediate response they wanted. But leaders want to stay in dialogue. Leaders want to stand firm on the ideas without becoming adversaries with the individual. It's important to avoid being cast as an opponent. When you tell the person you want to see this resolved to everyone's satisfaction, it shows you value a solution that they can feel good about too. 

What other tips or ideas do you have for dealing with complaining in a productive and positive way? I want to hear from you. Leave a comment below or respond on Facebook or Twitter

Friday, December 6, 2019

7 Things People Think or Say that Reinforce Mediocrity


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

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

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

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

1. "I already do that."

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

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

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

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

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

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

4. "What will the other teachers think?"

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

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

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

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

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

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

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

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

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

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

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

7. What if something goes wrong?

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

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

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


Sunday, October 27, 2019

The Power of Perseverance



In this instant everything world we live in, it seems like life is moving faster than ever. It's a text, tweet, Tic-Tok world for our kids and the idea of staying with anything for very long seems very old school. And that's a common concern I hear from teachers. It's extremely difficult to have a successful learning environment without learners who can persist in learning.

Perseverance matters for learning and life, and educators must be intentional about helping students develop this trait. But how can we do that most effectively?

This past summer I was blessed to be part of Education Write Now Volume III, a collaborative writing project for educators sponsored by Routledge publishing. The team gathered in Boston for this effort and produced the book in just over 48 hours!

This year's volume, set to be released in December, will feature solutions to common challenges in your classroom or school. Each chapter will address a different challenge.

While the book promises to be a great resource for overcoming education challenges, the proceeds for the book also support a great cause seeking to overcome one of the most pressing challenges imaginable, teen suicide. The Will to Live Foundation supports teen mental health projects and is doing great work in that area.



For my chapter, I shared some thoughts on developing perseverance in students. How can we respond when students show apathy? What are strategies for nurturing grit and growth mindset? How can we ask better questions to encourage honest reflection and self-awareness in students? Those are a few questions I tried to explore.

One thing is for certain, our students are not going to reach their potential or make the most of academic opportunities unless they have an orientation toward working hard and persevering when faced with difficulties. There is great power in perseverance.

Here's an excerpt from my chapter:


As educators, we must plan for teaching students about perseverance just like we would plan for teaching subject matter content. Developing perseverance in students is just as important as learning any academic content and will support the learning of academic content. I believe the investment in educating kids about productive failure will result in increased learning across the board. As a building leader, I also want to support this work and take every opportunity to recognize and celebrate perseverance in our school.


We can all probably agree that perseverance is important and that it’s valuable for kids to develop these skills, but we have to be intentional about creating the structures and systems that support the development of perseverance. We can think it’s important, but what are doing to act like it’s important? Intentions without actions aren’t going to result in any progress.

As you're planning for your classroom or school environment, are you being intentional about character and leadership development? Are you teaching students how to persevere? 

When we see students struggling with an essential life skill, one that's keeping them from academic success, I believe we should be just as intentional about teaching these skills as we are about teaching academic standards. It was an honor for me to share several specific strategies that might prove helpful in #EdWriteNow Vol. III.

So what's it like to write a book in 48 hours? Exhausting? Yes! Exhilarating? Yes! But when you've got a great team to help you through...it's an amazing experience. It's an experience I'll never forget.



What are some of your thoughts on teaching skills like perseverance? Do you feel this is a significant challenge in your classroom? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Wednesday, October 23, 2019

Do You View Students as Possibilities or Probabilities?


Earlier this month, we hosted a CharacterStrong training in our school. Our presenter was Houston Kraft, CharacterStrong co-founder. He was amazing with the teachers, staff, and even a few students who attended. 

After the day concluded, I couldn't stop thinking about how we must bring more of this type of hope, energy, and connection to the daily life of our school. All schools need this work. It's truly an amazing experience!

As Houston shared with the group, one other idea really jumped out at me from the day. I was reminded just how powerful our lens can be. Our paradigm or perspective can have a powerful impact on the people we interact with. 

It's true that how we see others, including our students, makes a huge difference in how they see themselves. Let me say that again, how you see your students influences how students will see themselves.



So consider this question Houston presented. Do you see your students as probabilities or as possibilities? Do you see their strengths and what's possible for them? Or, do you only see the deficits, challenges, and shortcomings? Do you only see what's probable for them based on how they show up today? Or what might be in their background?

After all, it's easy to build a case for how another person will behave or what they will achieve in the future. We know that in general past performance is often a good predictor of future performance. It's also easy to judge on other factors that limit our students and what they can accomplish.

However, if we want to add value, win hearts and minds, or be agents of change in our relationships, we have to see others for who they are becoming, not just for who they are right now. We have to see them as possibilities and not just probabilities. We have to see them as future world changers, as leaders, as influencers, as difference makers. 

And then we need to encourage them, provide experiences for them, and offer opportunities for them to rise up. How we view others has a big impact on how they view themselves. 


5 Ways to See Students as Possibilities


1. Notice their strengths and reinforce them every chance you get.

Every child in every school needs to hear an encouraging word every day. We need to build on the strengths of our students while simultaneously challenging them to stretch themselves to do hard stuff. 

2. Give them opportunities to lead and have responsibilities.

I love this quote from Booker T Washington...
“Few things can help an individual more than to place responsibility on him, and to let him know that you trust him.” -Booker T. Washington
What are ways you can give a student responsibility and demonstrate your trust in him or her? 

3. Listen to your students and respect their voice, background, and culture.

We need to be very careful about placing judgments on students because of our differences. Instead, we need to listen with caring and curious hearts. We need to recognize we're not there to rescue, fix, or determine their future. We're there to help, support, and influence them as they discover the story they want to create with their lives.

4. View mistakes as learning opportunities.

When we view mistakes as learning opportunities, we are far less likely to sort students or determine what's possible for them based on how they show up right now. Many highly accomplished people have leveraged their challenges, failures, and shortcomings to do amazing things in life. Maybe your student will be one of those stories. And your belief in them can make the difference.

5. Never crush a child's dream.

Yeah, we all know the odds of making it to the NBA are very slim. But my job as an educator is not to remind kids of what they can't do. Encourage their dreams. But at the same time, hold them accountable to the value of other things along the journey too. NBA players need to be coachable, they need to be learners, and they need to solve problems and use their thinking skills. So good news...my classroom can help you get ready for the NBA!

What other tips do you have for seeing students as possibilities? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Friday, June 28, 2019

Are You a Change Agent?


I noticed an educator recently who had 'change agent' listed in her Twitter bio. I thought that was cool. I think every teacher, every educator for that matter, should be a change agent. We aren't just teaching lessons, we're cultivating potential. We're helping students become world changers. We are helping them build capacity in a variety of ways. Academics is only one part of what we do.

This summer I've read a number of books on change. One that was especially helpful was Switch by Chip Heath and Dan Heath. I wanted to share a few of my notes and how I think it might apply to classrooms and schools.

Which of the following is most powerful?

Think, Analyze, Change or See, Feel, Change

Think, Analyze, Change is when we use data, evaluation, reasoning, and research to drive change.

See, Feel, Change is when we utilize stories, experiences, connections, and emotions to drive change.

For smaller adjustments and minor behavioral changes, Think, Analyze, Change seems to work fine. But for transforming change that requires much bigger shifts in thinking and behavior, emotion is critical.

Think about the biggest decisions and the biggest changes you've made in your life. I bet they were more driven by emotion than by analyzing. Where you went to college. Who you married. Deciding to have children. Buying a car or home. I'm sure you used your powers of reasoning in these situations also. But there were also very strong emotions at play.

Do most people get into too much debt because of a problem with analyzing or a problem managing emotions?

It's not uncommon for emotions to overpower the reasoning that we apply to a given situation.

So if you want the people (students, colleagues, staff) you are leading to change, it's probably more effective to help them 'see' and 'feel' why the change is important and not just present them with the reasons why they should change. 

You can't change them, but you can help create conditions where they can change themselves.

An example from Switch was a 1st grade teacher who told her students that by the end of the year, they were going to learn so much they would be as smart as 3rd graders. For 1st graders, it feels really good to be like a 3rd grader. It feels big and strong and important. So the teacher constantly revisited the idea that by the end of this class you're going to be like 3rd graders.

Our emotions are often driven by our identity, and we tend to act in ways that are consistent with how we see ourselves, who we believe ourselves to be.

Change agents use See, Feel, Change to help others see themselves in new and powerful ways. They see them not just as they are now, but for who they are becoming.

Here are five ways to use See, Feel, Change as a teacher or principal or parent. You can use these in any role.

1. Give people experiences.

Powerful experiences can be transformational. I remember moments my thinking changed entirely at a conference. We've sent teachers to Ron Clark Academy, even though we're a high school. And some of our teachers have credited that experience with a whole new trajectory in their teaching.

2. Give people affirmation.

Affirmation is not just giving a complement. Those are good too. But affirmation is seeing qualities in someone they may not see in themselves. My high school coach saw potential in me when I didn't believe in myself. That made all the difference. The person who influences you the most isn't the person you believe in. It's the person who believes in you. All of our students are future world changers. See the good in them.

3. Give people responsibility.

If you want people to rise, give them responsibility. It's amazing how the opportunity to take the lead can change a pattern. When you give responsibility, it shows faith and trust in someone. They don't want to let you down. The new responsibility can disrupt the pattern of disempowerment they've experienced.
"Few things can help an individual more than to place responsibility on him, and to let him know that you trust him." -Booker T. Washington.
4. Give people hope.

Some of our kids are hopeless because they don't think it matters what they do. Nothing will change. So we need to constantly tell stories of courage, perseverance, and triumph to let them know what's possible. We must give people something to believe in. Things can get better. We always have the power to decide. And our decisions will determine our destiny.

5. Give people connection.

And finally, give people connection. For people to change, they need to feel a sense of safety and belonging. They need to feel secure. They need to know they matter, that someone is listening, and that their presence here is making a difference. 

What are you thoughts on being a change agent? Is that something that's important to you? How are you driving change? Leave a comment below or respond on Facebook or Twitter. I would love to hear from you.

Wednesday, June 26, 2019

From Implementing to Transforming


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

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

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

We can train people to be implementers.

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

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

That's transforming work.

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

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

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

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

Friday, March 29, 2019

Should All Educators Be Lifelong Learners?


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Friday, January 4, 2019

What's More Professional?


Is it more professional to teach in a traditional manner, the way you remember your teachers teaching you? 

Or, is it more professional to teach in innovative ways that might be more relevant to today's world with today's students? 

Is being professional dressing a certain way, fulfilling your obligations consistently, or having a certain type of professional demeanor?

Maybe some of those things matter for professionalism. But what matters most?

What exactly does it mean to be professional?

It seems to me that being a professional is doing things in the best possible way to meet professional goals. If the ultimate goal is the best possible learning for students, then being professional isn't about doing it like it's always been done, or doing it the way you prefer, or doing it by some personal code that might communicate professionalism for the sake of professionalism.

What's most relevant for being a professional educator is taking actions and designing learning in a way that works best for the learners you are currently teaching, this group of kids, the ones you are working with right now.

Being a professional is understanding the needs of the students. It's seeing things from the perspective of the learner, and then seeking to meet their needs to create the strongest learning environment possible. It's being curious about how your students are experiencing learning. And it's having enough empathy to understand and adjust.

What's your professional identity?

It's only natural to teach in the way that's most comfortable for you. I think most people have a teaching identity that says, "I'm the type of person who teaches such and such way." I've even heard teachers make comments like, "That just doesn't work for me." 

They have a certain idea of their teaching identity. And then they build a story for why their students need the type of teacher they value, the type of teacher that fits their identity.

I'm the strict teacher. These kids need discipline.

I'm the lecturing teacher. These kids need to learn to take notes for college.

I'm the cool teacher. These kids need me to be their friend.

I'm the old school teacher. These kids need to value the things my generation valued.

I'm the dominion teacher. These kids need to fall into line and comply with authority.

But what if your teaching identity isn't really what your students need? Are you willing to reinvent yourself to do what's best for today's learners? All of them?

Being professional means doing beneficial things that aren't necessarily your natural inclination.

To me, that's being a professional. It's creating a classroom environment that will engage and ensure maximum learning even if that's not what's most comfortable for me. I'm going to step out of my comfort zone to make this better for my students.

The most professional educators (teachers, administrators, and other roles too) I know are the ones who are willing to do just about anything to make learning better for students. They are willing to adjust their practices to meet the needs of the students. 

In fact, they are actively seeking ways to adjust their practices to meet the legitimate learning needs of their students.

Well, I'm not here to entertain. I'm not doing a dog and pony show.

Is making learning come alive a dog and pony show? Is cultivating curiosity being an entertainer? 

The kids need to learn grit. They need to learn to do the work, even if they think it's boring. They need to learn perseverance.

Grit and perseverance are connected to things we find meaningful, relevant, and purposeful. Do students find your class meaningful, relevant, and purposeful?

I bet you apply effort to things you find meaningful. In fact, every action you're motivated to take is because you attach some meaning to it. You might even hate doing it. But you attach some meaning to it. Or you wouldn't do it.

What about your students? What are you doing to make learning more meaningful for your students? If they aren't motivated, it's because they don't see the meaning in what you're asking them to do. At least they don't see enough meaning in it, yet, because when they do, they will engage.

What adjustments are you making?

A professional educator is seeking to make learning irresistible. 

A professional educator is seeking to meet the legitimate learning needs of the students.

A professional educator is willing to set aside personal preferences for peak practices.

A professional educator is enthusiastic, excited, and energetic about learners and learning.

A professional educator isn't satisfied with going through the motions or arriving at good enough. There is a desire for continuous improvement that starts with the person in the mirror. What are the actions, attitudes, and approaches I need to take to succeed with these students?

What do you think about this riff on professionalism? Does it resonate with you? Leave a comment below or respond on Facebook or Twitter. I look forward to reading your comments.

Friday, November 2, 2018

5 Questions for Deeper Reflection


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

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

"What mistakes did I make that time?"

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

"What lessons can I learn from that experience?"

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

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

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

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

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

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

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

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

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

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

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

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

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

Friday, October 26, 2018

Passion Flows from Purpose


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

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

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

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

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

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

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

But my why is still much bigger.

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

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

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

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