10 Thoughts On Positive Attitude to Share With Your Team

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 or .

If You Want To Be A Difference Maker, You Have To Be A Risk Taker

I recently learned of the story of John Berry Meachum, a figure in Missouri history I previously knew nothing about.

He was born into slavery in Virginia, but at the age of 21 earned enough money as a carpenter to purchase his own freedom and a short time later the freedom of his father.

Throughout his life he had an entrepreneurial spirit. He would purchase the freedom of slaves and most would pay him back. He eventually came to live in St. Louis, where he founded the African Church. 

There he taught religious and secular classes to free and enslaved black students. The location for the classes was known as "The Candle Tallow School."

In 1847, the state of Missouri banned education for all black people. Clearly, one would expect this oppressive law to have a devastating impact Meachum's school.

But Meachum was not dissuaded. In response, he moved his classes to a steamboat in the middle of the Mississippi River, beyond the reach of Missouri law.

He provided the school with a library, desks, and chairs and called it the "Floating Freedom School."

John Berry Meachum showed the determination and innovation needed from all educators. We cannot let our circumstances stand in our way. We all face challenges every day. We have to be willing to think creatively and take risks to create a better future.

What if Meachum just threw up his hands and quit?

What if he felt sorry for himself because of this terrible injustice?

What if he retreated to something safe instead of taking a risk?

He had a dream to educate blacks in his community and nothing was going to stop him. I admire his passion and commitment.

One of my favorite illustrations is from best-selling author Austin Kleon. It communicates so well the risk that is required to pursue something better. 

Most people see the difference between what is and what could be, but not everyone is willing to make the leap. Not everyone takes action. But leaders do.

You can be a leader in your school when you step out and take a risk. If you want to be a difference maker, you have to be a risk taker. 

Don't be satisfied with the status quo. Be a future-driven risk taker.

Be focused on the future, not stuck in the past. Meachum would never have taken the bold risks he took if he were filtering his actions through the past. He was doing something that was largely unheard of because he wanted a brighter future for the people he served. His dream was bigger than yesterday.

Believe there is probably a better way to do just about everything. It may seem that things are just the way they are. Our circumstances are fixed. But there are so many ways to approach a problem. Even when things are bleak, think like Meachum. Find a way. Try something new.

Learn from your setbacks but don't be defined by them. When you take risks, sometimes you are going to get knocked down. But even your failures can lead to future greatness. Many of the greatest world-changers of all-time also experienced incredible hardships and disappointments.

Are you taking risks as an educator? Or, are you settling for the status quo? You are needed as a change maker.

How can we inspire educators to take more risks? How can we overcome the obstacles that stand in the way? I want to hear from you. Leave a comment below or respond on or .

Is Fear Holding You Back?

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

Any guesses on what those might be?

Death?

Taxes?

Public speaking?

Cheese?

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

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

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

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

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

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

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

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

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

"You are already naked."

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



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

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

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

Be bold. Take risks.

You deserve it. And your kids deserve it too. 

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

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

11 Ways to Build Capacity and Never Stop Growing

I am passionate about growth. So when Julie Woodard (@woodard_julie) asked me about collaborating on the visual featured in this post, I was all in. She's the amazing artist, folks. I'm just glad to think about a topic that matters to me. So here goes. 

It's so important to always continue to grow and build capacity, both in yourself and in others. Of course, as educators, we want our students to always be growing. I'll be curious to know your thoughts. I rattled off this list in a very short time. Ask Julie. So it probably could use some further thinking. Your thinking is one thing that makes me stronger and keeps me growing. So thanks!

Here's the list: 11 Ways to Build Capacity and Never Stop Growing

1. Take Risks

You can only grow if you step forward into the unknown. It requires a leap of faith. Sure, you must establish a secure foundation, but you must be willing to go out on a limb to be able to truly grow. Okay, so maybe I just mixed my metaphors terribly. That's a risk I'm willing to take.

2. Ask Questions

Questions are essential to learning and growth. Physicist and Laureate Richard Feynman said, "There is no learning without having to pose a question." We must constantly ask questions if we want to learn. We must question ourselves and question others. We should strive to consistently have the perspective of a curious learner. 

3. Help Others

When you help others, you will grow. If there are two things that go together like peanut butter and jelly, it's giving and growing. When you give, you grow. And when you are growing, you are better able to give. Helping others is a wonderful reason to never stop growing.

4. Learn From Mistakes

You should never be afraid to make a mistake. We learn by making mistakes. You should just strive to not repeat them. You should always strive to learn from them. Everything worthwhile is challenging. There will be mistakes. There will be difficulties. There will be impossible situations. But these are incredible opportunities to grow.

5. Embrace Change

To grow, you have to willing to grow. You have to be willing to change. You have to want to be better tomorrow than you are today. You have to be willing to challenge your assumptions and be open to another way. 

6. Be Future Driven

We cannot grow by clinging to the past. In fact, many people are stuck where they are because of things that happened yesterday. The choices you make today will shape your future. Being future driven is having a vision for a better tomorrow and then growing into that vision. Of course, this one is also a nod to my soon-to-be-released book, Future Driven.

7. Generate Positive Energy

Growth can be difficult. There will be obstacles and doubters. There are people who will try to bring you down. The only way to press forward is to choose a positive attitude. It gives you the energy to never give up.

8. Practice Reflective Thinking

Reflective thinking is how we learn from the experiences of our life. We test our thinking. We consider what went well and what didn't go well. The ability to honestly and accurately reflect is critical to your growth. We need feedback to grow. But we will only learn from the feedback if we reflect on it and act on it. Feedback is dust in the wind without reflection.

9. Get Out of Your Comfort Zone

If you want to grow, you have to get comfortable being uncomfortable. This week in meetings with students I showed the video below. I let them know we are going to push them. We are going to have very high expectations. Sometimes, it might make them uncomfortable. But know we are doing it because we care. We want you to grow. You will only grow with some discomfort. Sometimes it feels hard. Sometimes it feels a little frightening. Watch the video and you'll see what I mean. But in the end, when we push through the discomfort, we will accomplish great things.

10. Feel Affirmed and Supported

These last two are related to how you feel about growing. It's great to have someone in your life who is speaking words of affirmation and support into your efforts to grow. But even if you don't have those positive voices from the outside, you can be your own source of encouragement. You choose the conversation going on in your head. You choose your thoughts. If you discipline yourself to choose the words that build you up and keep you moving forward, you can overcome even the negative voices in your environment. What are you going to listen to?

11. Be Challenged to Grow

Again, it's great if you have someone in your life who is challenging you to grow. It's great to have someone who believes in you, pushing you, leading you, and helping you along the way. So try to bring those people into your life. But even if you don't, you can challenge yourself. You can choose thoughts that are challenging. You can push yourself. Just keep in mind, you won't be great by small thinking. You will only be great when you go after the big challenges. Be bold. 

So what are your thoughts? How could this list be improved? How are you challenging yourself and others to grow? I want to hear from you. Leave a comment below or respond on or .

How To Have Killer Meetings That Get Results

I recently read Death by Meeting by Patrick Lencioni. This book is a must read for any leader who wants to improve the quality of meetings in his or her organization. Every team could benefit from the insights shared in this leadership fable. 

The problem with meetings is that they are often boring, and they don't usually get the desired results. There are a couple of reasons this happens. I'd like to share some of what I learned from Lencioni's book and encourage you to read it if you would like to have killer meetings instead of death by meetings.

Two Problems With Meetings

Major Problem #1 is Lack of Conflict. But not the bad kind of conflict. NOT personal conflict. It’s the kind we have in the plot of a movie or novel. There is a problem to be solved. It drives the meeting forward in a narrative fashion. There is a story. There will be conflict between the ‘characters’ in the meeting, but we want it to be constructive conflict around important issues directly related to the problem. Conflict will result in better decisions. There will be ideological differences. Leaders have to help to create some of the urgency needed for a plot to be interesting. If meetings lack conflict, they are boring. And they basically result in people ‘hanging out’ together instead of solving problems together. Lencioni suggests three ideas leaders can use to help get meaningful dialogue started.

Hook Example - “We have a real problem with apathy. 50% of our students failed at least one class last year. We are all dealing with bored, disengaged students. We don’t want to see students coast through school and pay the price later. We aim for excellence here, and we aren’t getting excellence out of all our students.”

Mining for Conflict - Confront issues that need to be addressed. Don’t avoid them.

Real-time Permission - Let others know the conflict is good. “I’m glad we are having this discussion, even though it may be a little uncomfortable and force us to rethink our work.”

Major Problem #2 is Lack of Contextual Structure. When different types/purposes for the meeting are all lumped together in “meeting stew” with no distinction, the meeting goes all over the place. People talk to fill up the time but not toward a goal or purpose. The dialogue isn’t leading to a decision.

Lencioni presents several types of meetings, but I found two of these to be particularly useful in our school setting.

Type #1 Tactical Meetings - Issues of immediate concern. Most routine meetings should be tactical. They are very structured and includes the following elements:

Lightning Round - A quick, around-the-table reporting session in which everyone indicates two or three priorities for the week. It should take each team member no more than one minute to quickly describe what is on their respective plates. It sets the tone for the meeting.

Progress Review - Reporting of critical information or metrics. What are the key areas of progress either ongoing or established at the previous meeting? Limit metrics to just 2 or 3. Limit discussion of underlying issues here.

Real-time agenda - Once the lightning round and progress review are complete, the agenda is set by what everyone is working on and how the group is performing against its goals, not based on the leader’s best guess 48 hours before the meeting. There must be disciplined spontaneity here. What are the next steps? “Should we develop a more effective question for the common assessment?” “What are we going to do this week about the increasing Ds and Fs in our classes?” Stay focused on tactical issues that must be addressed to ensure short-term objectives are not jeopardized. Any obstacles to tactical issues must be removed.

Possible Obstacles: 1. Temptation to set an agenda. 2. Spending too much time on the lightning round. 3. Discussion about long-term strategic issues. Team member will raise strategic issues that will take the focus off the short-term topics (aka - doing real work together). There is a different meeting for the strategic issues. Any strategic issues brought up are added to the list of topics for the next type of meeting.

Type #2 The Monthly Strategic - The most important and most fun type of meeting. The team debates, analyzes, and decides critical issues that will affect the school/team in fundamental ways. The hardest thing will be having enough time. Issues will have to be limited to only the most important. In this type of meeting, members need to know in advance what will be discussed. Members must come prepared. Decisions must be made with good information, data, research, etc. Decisions are not made on anecdotal information alone. This meeting decides the team’s larger strategic plan and where the team is headed next. Again, fear of conflict can cause these meetings to be ineffective.

Closing

Meetings don’t have to be a waste of time. They can actually save time, because our results are better when our meetings are better. We can be proactive. Alignment saves time because we pull together instead of pulling in a multitude of directions.

A few other notes…

The meeting should always focus on the people in the room. What are we (these people) going to do about the problem? If there is a need to partner with others in addressing the problem, invite them to the next meeting.

Meetings generate energy when…

1. Teams brag about wins
2. Relationships are strengthened
3. The path forward is clear
4. Accountability focuses on the people around the table

Question: What other ideas would you share to have killer meetings? I want to hear from you. Leave a comment below or share your thoughts on or .

Venting Doesn't Extinguish Anger, It Feeds It

It was a blast to join Jon Harper recently as a guest on his terrific podcast, My Bad. Of course, the show is all about owning a mistake you've made as an educator and reflecting on what you learned from it. It's a great concept because many of us working in schools think we need to be perfect. That's never going to happen. We just need to be authentic and striving to get better.

I shared about how I used to get so frustrated by students, parents, other teachers, administrators, etc. You name it. I got frustrated and let it be known. I didn't share my blaming and complaining far and wide, but with a small group of people it was common for me to just vent. And I thought that was perfectly healthy. It actually felt good. I looked forward to letting out all that frustration.

But I've learned that venting actually isn't helpful. In fact, it can cause more angry, aggressive behaviors. In his outstanding book, Originals, Adam Grant shares a behavioral study designed by psychologist Brad Bushman. It demonstrates how venting impacts our psyche.

Participants were asked to write an essay about whether they were against abortion or pro-choice. They then received some harsh written feedback from a peer with the opposite view, who rated their essays as disorganized, unoriginal, poorly written, unclear, unpersuasive, and low in quality, adding, "This is one of the worst essays I have read!"

The angry recipients were then randomly assigned to one of three responses, venting, distraction, or control. The members of the venting group were allowed to hit a punching bag as hard as they wanted for as long as they liked, while thinking about the jerk who criticized their essays and looking at his picture. The distraction group hit the punching bag but was instructed to think about becoming physically fit, and was shown a photo of someone exercising. In the control group, there was no punching bag; participants sat quietly for two minutes while the computer was being fixed. Which group would become most aggressive toward the peer who insulted them?

To find out, Bushman gave each of the groups the chance to blast their essay's critic with noise, letting them determine the volume and duration of the sonic blasts.

The venting group was the most aggressive. They slammed the critic with more intense noise, and held the button down longer, than the distraction and control groups. One participant got so angry after thinking about the insulting feedback that hitting the punching bad wasn't enough: he punched a hole in the wall of the lab.

Venting doesn't extinguish the flame of anger; it feeds it. When we vent our anger, we put the lead foot on the gas pedal of the go system, attacking the target who enraged us.

Working as an educator is a stressful job. There are many, many things we can choose to be frustrated about in a typical day. As a result, it is very tempting to vent to our friends, our colleagues, our spouse, or some other listening ear. But it's not a healthy response. It's better to do nothing than to vent.

But anger doesn't have to be harmful. Emotions are not good or bad inherently. They are only good or bad depending how we act on them. Anger can actually be a source of energy for taking positive action, solving problems, and making something better. Anger can motivate us to do something to improve a situation.

Blaming and complaining are completely ineffective. They just compound frustration and only have negative consequences, for us and others. Venting is blowing off steam without doing anything to correct the root problem.

Instead of venting, do something to create change.

But what about those situations you can't do anything about? There are some things that frustrate us that are completely out of our hands. We have no opportunity for influence. Now I would caution that these instances are rarer than most people perceive. We sometimes like to pass the buck and tell ourselves there is nothing we can do. Usually, there is some possible way to help or try to make something better. We just have to stop avoiding the things that frustrate us and step forward with solutions.

But if the situation is beyond us, it is still better to do nothing than to vent. 

Consider these questions when you are frustrated. What's bothering you? What would you like to do about it? What would be a helpful response? What's your next step? How can you be part of the solution?

I want to challenge all educators to stop venting and start doing. Be problem solvers. I'm trying to give up my venting ways. Complaining doesn't help me or anyone else in the long run. Let's all make it a point to give up on venting.

If you want to here my entire conversation with Jon, I've shared it with you below.


Question: How do you handle your frustrations? Are you ready to go beyond venting and help make the world a better place? Respond below or on or . I'd love to hear from you.

Do You Want Things FROM Your Students Or FOR Your Students?

I'm guessing many students feel like school is a place where someone is always wanting something FROM them. 

Turn in your homework.

Stop talking.

Get busy. 

Walk in a straight line.

Follow instructions.

Pay attention.

Don't forget.

All of the demands can really weigh heavily after a while. For some, I'm guessing school starts to feel like a huge burden. They don't see the relevance. They feel like teachers are constantly wanting more FROM them, and they may not feel adequate to meet the expectations.

But maybe students don't understand the why behind all the expectations and requests. Maybe they don't realize that the best teachers, most teachers in fact, don't really want something FROM students. They want good things FOR their students.

The expectations and demands are intended to help students succeed now and in the future. The demands aren't because teachers want to make things easier for themselves or want to make things harder for their students. Teachers are successful when students are successful.

So I think we should spend more time and effort showing students what it is we want FOR them. And maybe we should spend a little less time talking about what we want FROM them.

Of course, expectations are part of life. And if students are going to be successful, there will be accountability. But they should always be reminded that the accountability we provide is because we care. It's because we want good things FOR them.

Teachers who get the best FROM their students are the same teachers who show their students how much they care FOR them. 

Try reminding your students you want these things FOR them...

FOR them to be leaders.

FOR them to develop strong character.

FOR them to believe in themselves.

FOR them to never stop growing.

FOR them to be more excited about learning when they leave us than when they started.

FOR them to demonstrate empathy and concern for others.

FOR them to learn from their mistakes.

FOR them to make the world a better place.

FOR them to learn more about who they are.

FOR them to build on their unique strengths.

FOR them to have hope.

FOR them to develop a great attitude.

FOR them to be adaptable to change.

FOR them to reach their potential.

FOR them to realize their dreams.

FOR them to feel like they belong.

FOR them to have healthy relationships.

FOR them to never give up.

FOR them to be curious, creative, and compassionate.

Question: How can we help students see school as a place that wants good things FOR them and not just FROM them? I want to hear from you. Leave a message below or respond on or .

Why Successful People Are Open to Coaching

In an earlier post, I (David) shared 5 Blind Spots Educators Must Address. My friend Jennifer Hogan commented that one way to overcome blind spots is through coaching. That conversation led to the idea of writing this collaborative blog post.

There are lots of ways we can become more aware of our blind spots. Usually, it happens when we have some input (reading, discussing, observing, etc.) and then reflect on that information. But one type of input that is probably underutilized is coaching. We all need to be open to coaching.

Coaching is a good strategy for revealing blind spots while also building on strengths. How do we open ourselves up to embrace coaching as a way to grow both professionally and personally?

Blind spots represent gaps between what we think is true and what is really true, and uncovering blind spots is an important part of one’s personal and professional growth. Blind spots may be certain behaviors, traits, habits, or thoughts that are observable to others but not immediately evident to us. To reduce blind spots we must be open to acknowledging what the other person sees and be willing to reflect on different perspectives. When we recognize a blind spot exists, we can work on changing, reducing, or eliminating them.

We all have blind spots. There are things we do not immediately recognize in our own patterns and behaviors that are plainly evident to others. It’s almost always easier to see how others could improve than to see areas in ourselves that we might improve. For the most part, you know far less about yourself than you feel you do.

Here are a few ideas for developing an openness to coaching and receiving feedback.

Coaching involves building trusting relationships.

Unless there is trusting relationship, it is impossible to have an effective coaching relationship. We can’t act with good faith on feedback from a person we don’t fully trust. But if we sincerely believe a person wants the best for us, we should always openly consider the feedback they provide. Why would we ever be closed to someone who genuinely wants good things for us? It doesn’t mean we automatically have to agree with their perspective, but we need to listen carefully. This person has my best interest in mind. They want me to do well. Why wouldn’t I listen to their feedback?

Good coaching involves listening, not judging.

Feeling judged makes the defenses go up. But feeling heard creates safety. Listening is one of the best tools a coach can use. It’s not a situation where one person is the expert fixing someone else’s problem. Even if it might seem obvious someone has a blindspot, it is ultimately their responsibility to own that. In a coaching conversation, the goal is shared meaning and solutions that arrive as a result of both parties contributions to the discussion. Listening opens doors to new ways of thinking and makes room for others to reflect on their own thinking.

Accepting coaching means facing, and even embracing, failure.

Most people see failure as a threat. We’ve learned failure is bad, and we want to avoid it. We want everyone to think we are successful all the time. But if we reframe failure, and think of it as an important part of how we learn, then we can translate our failures into even greater successes. Each time we fail, we can feel defeated and afraid. Or, we can look for the possibilities for growth in the situation. Some of our greatest opportunities are disguised as failures. Productive failure leads to personal and professional growth. We just need to see clearly. We need to overcome our blind spots.

Identifying blind spots requires seeking evidence that might be critical.

If we truly want to grow, we have to seek evidence of things we might be doing that aren’t working. Sometimes we might not want to look too carefully at something because we might find something we don’t like. But that type of thinking will always hinder our performance. John Hattie urges educators to “know thy impact.” Seek evidence to understand what’s working and what’s not. Hattie focuses on collecting evidence regarding one’s impact on student learning. Coaching can help us reflect on and process what we are doing and how it is impacting student learning. When we better understand what’s working and what’s not, we can focus our energies on highlighting the strengths and mitigating the weaknesses.

A coachable person views criticism with curiosity.

Curiosity leads to discovery and experimentation. A curious person will listen to criticism and feedback with an open mind and a willingness to continue learning. Curiosity is the engine that keeps us searching until we understand something or trying until we can do something. The inclination to explore new ideas, even ones that contradict current beliefs, help to close the gap between what we think is true and what is really true.

Asking for feedback makes it more powerful

Unwelcome feedback usually falls on deaf ears. Unless there is a high level of trust and a desire to hear a different perspective, it is usually a waste to offer feedback. We need to create a culture where it is normal and routine to have honest conversations about performance. Leaders need to model this. They need to ask for feedback too. When leaders demonstrate consistent comfort with examining their own areas for growth, others will feel more comfortable doing this too.

Effective coaching leads to positive change.

Learning is messy. As adults, we are in control of a lot of things. We decide what we’re having for dinner, how our classroom will run, where we will vacation, what time to leave the house, and so many more little and big decisions. Learning is messy. The process is never linear. Learning and trying something new goes against our habits of creating control in life situations. Especially when we know that we will be accountable for the learning and will get feedback throughout the messy process. But ultimately, coaching can lead to clarity, confidence, and growth.

What happens when we don’t open ourselves to receive coaching? I want to hear from you. Leave a comment below or respond on or .

The Ultimate 80's Countdown for Educators

Since VH1 never produced this important countdown (surprising I know), I am stepping up to the plate. For some reason, teachers and schools are often overlooked in rock music. I guess there was Hot for Teacher and Smokin' in the Boys Room. But that's not exactly what I had in mind. I'm looking for songs that actually have some educational/inspirational value related to learning. And for this list, they have to be from the 80's.

I'll share my list and you can leave a comment to let me know what you would add. Enjoy!

10. Rock Me Amadeus by Falco (1985)

The movie Amadeus was a huge hit that sparked an interest in classical music and the life of Wolfgang Amadeus Mozart. It's always great when pop culture leads to learning, even if the song is really weird. The Broadway show Hamilton is having a similar impact today. 




9. One Moment in Time by Whitney Houston (1988)



This Emmy Award winning song was the anthem of the 1988 Olympic Games in Seoul, South Korea. It's a song about reaching higher and striving to be the best you can be. It's really connected to the mission of educators, to help students see their potential and dream big dreams.

8. Don't Worry Be Happy by Bobby McFarren 


If everyone in your school came to school every day with this attitude, what kind of place would it be? We need classrooms and schools filled with positive and supportive people.

7. Chariots of Fire by Vangelis (1981)


This instrumental theme from the movie by the same name was included on my list for a couple of reasons. It's an inspirational piece of music for sure, but it's also from a film that I find very compelling. It's a fact-based story of Olympians who find great meaning and purpose in their running. Educators should also run their race with this type of commitment and purpose. 

6. We Didn't Start the Fire by Billy Joel (1989)


This song has been used in history classes over and again. In fact, there is a webpage that details the historical events listed in the song.

5. Highway to the Danger Zone by Kenny Loggins (1986)


You probably recognize this song from the hit movie Top Gun, starring Tom Cruise. For teachers, the danger zone might be the day after Halloween in an elementary school or after school parking lot duty in a high school. There are plenty of "dangerous" parts of the job.

4. I Still Haven't Found What I'm Looking For by U2 (1987)


This is one of my favorite songs. As an educator, you want to have success with every student and every lesson. But this is tough work and failure is inevitable. And there is always work to do. Until school works for every kid, I still haven't found what I'm looking for.

3. Man in the Mirror by Michael Jackson (1987)


The lyrics of this song are powerful. Great educators must concern themselves with social good. Be the change.

2. Don't You Forget About Me by Simple Minds (1985)


The Breakfast Club is one of the most iconic movies of the 80's. The themes are really important ones for educators to understand. The need to be understood, to feel a sense of belonging, etc. No one wants to be forgotten.

1. Don't Stop Believin' by Journey (1981)


Not a song about school. But it is a song about taking a chance, going places, and reaching for dreams. The best educators are dream builders and give hope to their students. Don't stop believin'!!! 

Question: What 80's tunes would you add to my list? How do they inspire you as an educator? Leave a comment below or respond on or .

Adaptable Learners Will Own the Future

When I was kid, my Grandpa Geurin bought me a pony. I know that sounds like the type of gift a spoiled rich kid might get. But we were definitely not rich. Grandpa owned a small farm in West Kentucky where he and my grandma worked tirelessly to make a living. And just a few miles from the family farm was Kenlake State Park. They were auctioning off some surplus items, and the pony happened to be one of the items they were selling. 

We named the pony Snowball for obvious reasons (see pic below). But Snowball had some bad habits. The reason the state park had her to begin with was because she was part of the pony rides. Any time she had a saddle and a rider, she was conditioned to walk in circles. She knew how to do her job very well. Simply walk in a circle all day long. I guess you could say she was literally a "one trick pony." No doubt my grandpa got a great deal on this majestic steed!

Dad, little sister, and me with Snowball. We look thrilled don't we!

Snowball didn't respond well being led in a straight line, and she certainly wasn't used to having a rider take the reins. One time when I was in the saddle, a loud truck drove by and she was startled. As I remember it, she reared up and bucked me right off. In my imagination, I was certain I could hang on like the Lone Ranger. In reality, even this little pony was more than I could handle.

As I was reflecting on Snowball's limitations, I thought about how the world is changing for our students. In the past, it was possible to learn a skill or trade and remain in the same career for a lifetime. Those opportunities have mostly disappeared. Even more of these jobs will be gone in the coming years. It's not possible to be a "one-trick pony" anymore. Snowball was able to do one thing well, and that was all she needed to do.

Of students entering primary schools today, 65% will someday work in jobs that don't yet exist. That is staggering to contemplate. We can't even begin to imagine what they will need. To further explore this likelihood, you can even use this handy calculator to find out the chance your job could be automated in coming years.

In today's world, information is abundant and automation is accelerating. To possess a variety of skills that cross a multitude of disciplines is critical for success. Things are changing so quickly that it is impossible to keep up. And that is why, adaptable learners will own the future.

Author and thought leader A.J. Juliani created the visual below. It illustrates the idea that we cannot predict with certainty all of the skills our students will need. Preparing students for a test, or college, or even a trade isn't enough to be future ready.

Even though the job market has improved slightly for college grads in the last couple of years, 1 in 5 college graduates will find themselves unemployed or underemployed—working in low wage fields that don't require a degree.

That is why we must develop skills that are transferable to unknown situations. To quote Alvin Toffler, the ultimate 21st Century skill is the ability to "learn, unlearn, and relearn." It is a tremendous advantage to be creative, innovative, and adaptable. I listed 15 skills students need to be future ready in a previous post.

Question: How should educators be changing to help students develop the skills of adaptable learners? What can we do differently? I want to hear from you. Leave a comment below or respond on or .

Are You Showing Up Well For Your Students?

I wrote a post recently with ideas for creating school environments that are supportive and help students "show up well" and ready to learn. A positive school and classroom culture can help overcome some of the negatives in a student's life that may be impacting their emotional and educational well-being.

In the post, I also mentioned that adults who work in schools must also work at "showing up well." We have to take care of ourselves and each other to have the type of supportive environment that we all need.

Teaching is stressful. In fact, teaching seems to be among the most stressful professions in America. A 2014 Gallup Poll found that nearly half of all teachers reported high levels of stress from the previous day. It was the most stressful profession in the study, slightly ahead of doctors and nurses in terms of reported stress.

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Stress takes a significant toll on the individual, but it certainly impacts our effectiveness as educators, too. If teachers are feeling high levels of stress or are otherwise emotionally drained, it is not possible to show up well and meet the needs of students.

So why are teachers feeling so stressed? There are a variety of factors. Heavy workloads, challenging student behaviors, lack of autonomy and voice, and high stakes assessments might be a few reasons. Some of the factors are completely out of the control of educators. And some of the factors are just inherent in working with kids. It's awesome to work with kids, but stressful at the same time.

Everything we do is about making life better for others! Never leading scorers...we love the ASSISTS! #KidsDeserveIt pic.twitter.com/WdV5s5Thmi

— Salome Thomas-EL (@Principal_EL) August 6, 2016

There is an important truth in this quote from Salome Thomas-El. We can't always control the weight of our load. We have to look for ways to find the strength we need to show up well and be our very best. Our #KidsDeserveIt!!!

If you are struggling to show up well in your classroom, it can result in anger, resentment, frustration, depression, and other hurtful emotions. Actually, these emotions will probably show up from your students, too. As educators, what we model is typically what we get. 

Here are some ideas on resilience for teachers and taking care of your own mental, physical, emotional, and spiritual well-being. I'm not great at all of these, that's for sure. But I recognize their importance and how they help me to be my best when I do have success in these areas.

1. Focus on your purpose and the meaning in your work.

A recent Edutopia article explained how stress in itself is not necessarily bad. Stress tends to be negative when it doesn't seem like it is meaningful. I'm reminded of the pain mothers endure in child birth, and yet it is worth it (so I am told) because of the miraculous value of bringing a child into the world and being a mother. In fact, moms often willingly do it all over again. The deep meaning of the experience must make it worth the pain.

2. Recognize you are making a difference.

This letter posted by Danny Steele on his blog really captures the commitment and dedication of teachers. You are making a difference. 

3. Build a support system at work.

We need people at work who believe in us and who inspire us. Surround yourself with people who energize you. Stay away from energy vampires, who might suck the life out of your day.

4. Develop a support system away from work.

Beyond work, we also need healthy relationships that strengthen us. It's tough to do life alone, and we all need to rely on others. If you are struggling to find your support system, try to be that person for someone else. Giving to others is a great way to find people who can also lift you up.

5. Learn to say no.

Focus on the things that are most essential to your mission and purpose. Being busy isn't a happiness killer in itself. But when you are too busy doing things that you aren't even passionate about, that's a sure recipe for burnout.

6. Make spiritual wellness a top priority.

My spiritual life is important to me. I need to nurture my relationship with God and rely on him for guidance if I'm going to show up well and be my best for my students. 

7. Relieve stress by exercising.

When I feel stress or anxiety building throughout the week, a long run does wonders to help me relax. There are so many bad habits we can turn to as a stress reliever. But exercise is good for you and helps ease the stress.

8. Eat well.

I really struggle to eat well. I love fast food, pizza, and ice cream. But when I am eating too much of the wrong stuff, I can tell it impacts my ability to be my best overall.

9. Set boundaries.

Healthy people don't let others run over them. They set boundaries and they communicate their thoughts and feelings to others. A lack of boundaries will eventually lead to simmering resentment or angry outbursts. Ask for what you want. But also listen to others and respect their boundaries. 

10. Practice being grateful.

Gratitude is one of the most powerful things you can do for your emotional health. Be honest with yourself about your struggles, but also be always grateful. There are blessings in each day and even our difficult circumstances have the power to make us better if we choose to grow.

11. Forgive yourself and others.

Let go of things that are in the past. Sometimes the hardest person to forgive is ourselves. As educators, we have to be willing to forgive. Bitterness is a heavy burden to carry.

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12. Remain always hopeful.

If you're like me, you don't want anything to feel like it's out of your control. You desire a sense of security and predictability. But life doesn't work that way, and the only way to have peace is to give up on worry and live in the present moment. Our worries tend to live in the past or in the future. Hope is believing good things are possible and headed our way. In the mean time, we must live in the current moment.

13. Have fun!!! Enjoy the journey.

Last Friday, I had a lip sync battle at lunch with one of our other teachers. It was for a good cause. We were raising money for Care to Learn, a charity that helps students in need. But it also helps me to not take myself too seriously. I like to joke around and make laughter a part of each day.

Lip sync battle for Care to Learn! #goliberators pic.twitter.com/8k5oa8iHIc

— Liberator Counselors (@LibCounselors) November 4, 2016

14. Keep learning and growing.

Whatever problem you may be facing, you have the power to do something if you are willing to learn and keep growing. I don't feel as stressed when I feel like I can learn from my difficulties. I view challenges as opportunities for growth, instead of stress inducing burdens.

15. Take risks.

One of the biggest regrets people have is playing it too safe. If you really want to get the most out of life you have to be bold and take risks. 

Question: How are you working to "show up well" for your students? How are you managing stress as an educator? I want to hear from you. Leave a comment below or respond on or .