Creating a Culture of YES!

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The idea: What if we had all the kids take a handful of confetti and throw it into the air?

The resistance: What if it makes a big mess? 

Well, it will.

The resistance: What if it makes some people uncomfortable? 

Well, it might.

The resistance: What if a kid gets confetti in his eyes? 

Well, I hadn't thought of that.

The resistance: What about the janitors? Doesn't this make their job tougher? 

I'll help clean it up. My family will help too.

The resistance: You know this isn't how we normally do things?

But is that such a bad thing?

You might be familiar with the idea of a children's message during a church service. I'm sure at some point that was an innovation. But for all of my years attending services, I remember it being a thing—a really good thing. 

All of the little kids are invited down to the front for a short message/story that is intended just for them. It's usually an object lesson or story that conveys a Biblical truth in an interactive way. As much as it's intended for the kids, I think the adults often get a lot out of it too. 

Well, on Christmas Eve, our whole family went to church together, all six of us. And during the service, all of the little kids were invited to the front. I teased our youngest daughter Emma who is 15 and told her she should head down front. She gave me the "Really dad?" look. There may have been a little eye-rolling too.

There was a huge crowd at church for the Christmas Eve service, and the entire stage was filled with little kids brimming with energy. I mean, it's Christmas Eve! Kids have a lot on their minds this time of year.

Our children's minister planned a lesson about how joy comes from God, and we should share that joy with others around us. Of course, it included the story of how the shepherds, in particular, shared the news of the birth of Jesus with great enthusiasm. When you have true joy, you can't help but share it.

A good message for sure. And then the truly unexpected part of the message was about to happen. The children's minister explained how when we are excited and celebrating something great, sometimes there is confetti.

"Let's all get some confetti and celebrate the birth of Jesus. And then together we are all going to throw it into the air. Let's share our joy for everyone to see."

It was a beautiful thing. And memorable. And a perfect illustration.

There was joy in the congregation. There was certainly joy in the kids. And I'm pretty sure the joy went home with the kids and probably went with them wherever they went. After all, several were stuffing confetti in their pockets. It was a beautiful thing.

But it was risky. 

And to be sure, our children's minister had asked our pastor ahead of time for permission. 

And he said, "YES!"

And I'm pretty sure he didn't ask all of those questions that might come from the resistance. 

He just said, "YES!"

What kind of culture are you creating in your classroom or school? Are you missing something truly memorable and remarkable because you aren't willing to take a risk?

The Problem With "I Already Do That"

A couple of years ago, I wrote a post Eight Things Successful Educators Never Say. In the post, I explained how words reveal so much about our attitude and mindset. 

Our words reflect our thoughts. And our thoughts often become our actions. And then our actions determine our destiny. The words we use tell so much about who we are and what we value. 

Words matter.

In that earlier post, I was thinking about things that I could never imagine hearing from a highly effective educator.

I'd like to add one more phrase to that list. 

"I already do that."

Over the years, I've heard this phrase quite a bit, but rarely if ever have I heard it coming from the most successful educators. Let me unpack the context where I've heard the phrase used.

After a teacher/administrator shares an idea they tried that worked in their classroom/school, a colleague replies, "I already do that."

After a day of professional development that involves learning about a practice or method, an educator boasts, "I already do that."

When an administrator or instructional coach suggests a change that might be helpful for a classroom, a teacher responds, "I already do that."

Often the phrase is followed by an explanation of ways the educator is already doing that practice. And it could be that the educator has done something similar, or maybe even something almost exactly the same. Maybe it's true.

But regardless of whether the educator already does that or not, these words seem very dismissive to me. It seems to imply that I already know what you're talking about, and there is nothing more I can learn from you on this topic.

Like many seasoned educators, over the years I've had hundreds if not thousands of conversations about teaching and learning, and I've participated in untold hours of formal and informal professional development.

And even when it was not my choice to attend the workshop or session, I tried to have the attitude that I might learn something from this. 

There were times that I didn't fully engage, but I always tried to take away something. Sometimes I even learned what not to do. We've all been to bad PD sessions or uninspired training. But there can be learning nonetheless.

At other times, I heard ideas being expressed that were very familiar. Some of the themes in education remain the same. It's been said there is nothing new under the sun. And at some level I think this holds true. Even our most innovative practices are built on fundamentals that might be familiar.

But even when I encounter ideas that are not new to me, I try to remind myself not to be dismissive or think, I already know that or I already do that. Hearing good information again and again is not a bad thing. It reinforces knowledge and ideas that are important.

And it can help us to feel validated and confirmed in the good work we are doing.

Sometimes I will share information on Twitter or even in my blog that may seem obvious. For instance, I occasionally share that "kids learn more from teachers who smile" or "every child in every school should hear an encouraging word every day." Sure, these are simple truths, but they are also important reminders.

Recently, I had someone on Twitter push back, "Why are you talking down to teachers? Surely you don't intend this for experienced teachers. Do you even know what teachers do?"

Sigh.

Certainly my intent is never to talk down to anyone, especially teachers. I have the greatest respect for teachers. I may be a principal, but I identify as a teacher too. I'm not teaching lessons day in and day out, but I always want to lift up teachers and make the teaching profession stronger.

Even if an idea may seem obvious, sometimes it's still helpful to put words around it and help bring it to the surface again, to make it fresh, to shine a light on it, to celebrate it. 

Some people may encounter even a simple idea and be validated, encouraged, or inspired. Others may encounter the same idea and think, "I already do that."

I think those are two very different kinds of people. Which kind of person are you?

Do you hear this phrase often? How should we respond when someone says, "I already do that?" Leave a comment below or respond on or .

Pursuing Your Passion Projects: A Conversation with Art Lieberman

Recently, I enjoyed a conversation with my friend Art Lieberman (@artFling). He is a middle school teacher in Texas and author of several books including The Art of Focus and The Art of Motivation. 

I'm sharing a recording of this conversation for you to enjoy. It's a blogcast. It's kind of a mix of a blogpost and a podcast. 

Art and I talked about how he became an author and why passion projects can be helpful for teachers. You can listen to the entire conversation embedded below, and I also included highlights and key takeaways in my notes below.




Notes

Twitter allowed Art and I to connect and eventually collaborate on a project. He helped edit my new book Future Driven.

Art credits his increase in productivity to changes in his diet and exercise habits. When he made these changes, he had more energy to devote to things outside the school day, like passion projects.

One of the changes was adding green smoothies to his diet. He explains how he makes them and why they make such a difference. They are much better than taking vitamins.

Art wanted to do more writing and so he started blogging.

Blogging is a great way to share, connect, and grow.

As he wrote more blog posts, Art realized with the amount of writing he had produced, he could've written a book.

Blogging helped Art practice his writing so he was ready to take on a bigger passion project, writing a book.

Passion projects can sometimes also be extra sources of income, but sometimes they are just for the love of the experience.

Being creative is good for us. Everyone has the ability to create. Everyone has gifts. When you use these gifts more fully, it actually helps you have more energy. It helps you be more productive.

Your passion project may be related to education, or it may not relate directly. However, a passion project can make you a better educator too. It's one way educators can model lifelong learning.

And finally, don't wait to start that passion project you want to do. There will never be enough time. You have to make time to do what's important to you.

Be sure to check out Art's podcasts here: One Teaching Tip.

Are you working on a passion project or thinking about starting one? Leave a comment below or respond on or . I would like to hear from you.

7 Thoughts on Being a Passionate Educator

 

Educators should be the most excited people on the planet for kids and learning. Your passion is needed in your school. Imagine what your school would be like if every person brought great passion every day.

A passionate, caring educator makes all the difference. When I think about the teachers in my life who made the greatest impact on me, they were passionate. They had high expectations and they expected success. They were deeply caring. They helped me be more than I thought I could be.

Here are 7 thoughts you might consider about being a passionate educator:

1. Passion is developed, not discovered.

You can't expect passion to settle on you like a fog. It's not just about finding something you like to do. For most people, you don't just wake up one day and suddenly think, "Eureka! I've found my passion!" Passion and commitment feed each other. You won't generate maximum passion without maximum effort to become everything you can be. As you continue growing and giving, your passion will also grow. And you will make a greater impact on the world around you. 

2. You are responsible for nurturing and growing your passion.

It's never helpful to blame your circumstances for your lack of passion. I realize there are immense challenges you face as an educator. We can have personal issues that pile up. It's easy to blame something outside of us for squelching passion. But the truth is there are educators who remain passionate in the worst possible situations. And there are also educators in thriving environments with tremendous support, who are lacking passion nonetheless. Don't allow your passion to be a victim of anything outside of you.

3. Your students deserve a passionate teacher.

Our kids' futures are too important to have educators in their lives who are just going through the motions. Every day counts. And your kids are counting on you. Great teachers bring so much passion and persistence to the classroom the kids know this person is not gonna settle for less than my best. Your students need you to bring your best to help them be their best. Bring it!

4. When teachers are more passionate about learning, students will be more passionate too.

Great teachers ignite the passion to learn. Your passion and commitment becomes contagious. Your energy and enthusiasm will spill over into the whole classroom. If your students master every standard without discovering joy and passion in learning, is that success? I don't think it is. You want to be so passionate about teaching and learning that your students look at you and think, "I want to do that when I grow up! That's a fun job! Teachers make a huge difference in people's lives."

5. Passion is pouring yourself into something you care deeply about. 

It's important to always remember your 'why' and focus on making a difference. When it gets really hard and you want to quit, remember why you started. Remember your purpose. Remind yourself what kind of teacher you set out to be when you began. You wanted to be a difference maker. I'm guessing you didn't want to just be average or mediocre. You wanted to be great. And you can be great! Let your passion lead you to greatness!

6. Passion will lead to greater significance and meaning in your life.

It's living beyond yourself and using your talents and abilities in a way that impacts a greater good. You were created with gifts that make you great. When you use these gifts to the fullest, you will find the greatest significance and meaning. You'll have more energy. You'll jump out of bed in the morning to do the thing you were meant to do. And no one will have to make you do it. You will do more than expected. Passion and commitment will always surpass accountability and compliance.

7. The greater your passion, the smaller your problems.

Ever talk to educators who think the solution to every problem is better kids and better parents? Some people can't resist the urge to blame and complain. They can't fully realize their passion because they think, "If only..." If only something outside of me would change, I could be great. Too many educators are choosing dis-empowering thoughts. They are choosing to believe things can't change. They are thinking the problems are too big. But that's just not true. We must challenge our beliefs about what is possible. We can create schools that work for kids. We can have powerful learning that is irresistible. We can overcome the obstacles. When you are passionate and you focus your energy on solutions, anything is possible. 

Who is responsible for your passion? I hope it's you. Let me know what you think. Leave me a comment below or respond on or .

Information Without Emotion Is Rarely Retained

In 1993, famed college basketball coach Jim Valvano gave an inspiring and hopeful message at the ESPY awards. Valvano was fighting terminal cancer that would soon cut short his remarkable life. I occasionally watch the speech over again. It reminds me of what's most important.

During his passionate speech, Valvano helped put everything in perspective:

"If you laugh, you think, and you cry, that's a full day. That's a heck of a day. And if you do that seven days a week, you're going to have something special."

I invite you to take a few seconds to listen to Jimmy V speak these words in the video below.



So how can this apply to what we do as educators? Well, I think a great day at school includes the same things. We should laugh, we should certainly think, and we should also cry. 

I'm guessing that crying is harder for most of us to think about. We tend to think of some emotions as good or bad. We tend to hide those emotions that are sad or might be considered weak.

But emotions are an important way for us to connect. It's how we better understand ourselves and others. Emotions help us to reach the heart and not just the mind.

We know that stories are powerful for learning. I think that's because of how stories connect to emotions. You can talk about ideas all day, and I might be interested and even learn something. But if you connect those ideas with a story, and you touch my emotions, I may never forget what I've learned.

I remember one day years ago I was teaching freshmen English. It was one of those days when for whatever reason, I had a class period that was ahead of the others, and I needed to fill some time.

I decided to read a short story, The Scarlet Ibis, to the class. It was the first time I'd ever read the story myself, so I didn't know exactly what to expect.

But as I read, I was drawn into the story in a powerful way. No doubt the class could sense my quivering voice, my efforts to fight back tears, and my unsettled body language. As they saw how the story was connecting with my heart, they too were drawn in. You could've heard a pin drop.

The story is about two brothers. The younger brother is born with health problems, and he was never able to keep up with his athletic older brother. At times, the older brother is cruel and ashamed of his handicapped sibling. At one point, he even thinks of smothering the little brother with a pillow.

But he also demonstrates his love for him. He nicknames the younger brother Doodle and decides to teach him the things he will need to be ready for school, how to run, swim, climb trees, and fight. You know, the important stuff.

But the Saturday before school starts, the older brother pushes Doodle to physical exhaustion while rowing a boat. And then a storm blows in suddenly. The older brother runs ahead angry with Doodle for not keeping up so they can get out of the rain.

But when the older brother's anger calms, he notices Doodle is missing. He goes looking for him and finds him curled up under a bush with his head on his knees. He is bleeding from his mouth. He is dead.

It's a tragic ending.

I remember talking with the class about how the two boys reminded me of my own sons. Both of my boys are perfectly healthy. But there was something about the way the brothers interacted that reminded me of my own sons.

I also remember talking to them about empathy and cruelty. How most of us have it in us to be cruel. How we can fail to understand what someone else is going through. How selfish we can be.

I know without a doubt, even many years later, during that class period, there was laughter, there was thinking, and there were definitely tears. I think every student in the class felt something special that day.

So what does a perfect day in the classroom look like? 100% mastery of the objective for the day?

For me, I think a great day is when students are learning the objective, and the learning is also connecting with the heart. I'm not sure who said it, but I believe it's true, "Information without emotion is rarely retained." The lessons that stay with us the longest connect to our emotions.

Are you teaching with heart? Let me know what you think. Leave a comment below or respond on or . 

Don't Let What's Urgent Keep You From What's Important

I bet you are a fantastic problem solver. Most educators have developed this ability because problems come at you all day long. And you make hundreds of decisions from dawn till dusk.

Our time is a precious resource that can be extremely scarce because of all the demands we face. If we're not careful, the tyranny of the urgent will consume us and may crowd out time for what's most important.

Can we agree that the things that are most urgent are often not the most important? Reflect on your day. There were things you felt had to be done. But at what cost?

When you spend all your time dealing with urgent matters, not considering what things would have the highest leverage for success, you are simply spinning your wheels. Lots of activity not going anywhere.

Benjamin Franklin dedicated 5 hours of his week to learning. His personal growth and learning was a priority. Bill Gates, Warren Buffet, and Oprah Winfrey also share this personal commitment to learn at least one hour a day and probably more.

You will never reach your growth potential if you are captive to the urgent.

We did a strengths finder with our staff about a year ago. It was a survey instrument that gave us feedback on our strength areas. We shared these out in a meeting and enjoyed reflecting on how our differences make us collectively strong.

But we all got a chuckle when I asked for teachers to raise their hands if love of learning (one of the characteristics) made their top five strengths. Surprisingly, in this sizable group of educators, only 2-3 teachers had it in their top five.

Of course, I think our teachers love learning. But I also wonder how much of a priority we are giving to our own growth and learning. I challenge you to spend at least 5 hours a week learning and see how it impacts your effectiveness.

For me, my learning each week involves reading, blogging, connecting with other educators on Twitter, and thinking and reflecting. 

Make time to support your own growth and learning and watch how it influences the learning and growth of your students.

The most successful people in the world are extremely busy and they are still finding time to read and learn consistently. Don't let the urgent things rule over you. Take back what's important and invest in your own growth.

How are you growing and making time for the 5-hour rule? What are you reading? Leave a comment below or share your thoughts on or .

11 Things You Might Unintentionally Be Communicating to Your Students

Some things we communicate intentionally. And sometimes when we fail to communicate intentionally, we send a message that we didn't mean to send.

Here are 11 things you might unintentionally be communicating to your students.

1. When you don't wait for all students to get quiet and give you their attention before you start talking, you might be communicating that it's not really important that they listen to you.

2. If you complain about the school, other teachers, or the way things are, your students will probably think it's okay to be negative about the school, other teachers, and probably your classroom too.

3. When you pass a student in the hall or they enter your room and you don't say hello or call them by name, they may think you don't really care about them.

4. If you give a grade for every assignment or activity and talk about how "this or that is going to be on the test," your students may think your class is more about grades than learning.

5. If the questions you ask have just one correct answer, there's a good chance your students will think your class is all about right answers, not about being better thinkers.

6. If you only recognize the 'A' students or celebrate the kids who have high test scores, that may communicate that only the 'smart' kids matter and that growth is not valued.

7. If you make mistakes in front of your students and then act defensive or embarrassed, you might be sending the message that only perfection is accepted and risk taking is not appreciated.

8. When you break a school policy or act like the rules are no big deal, you might send the message you don't really value a culture of respect and shared responsibility.

9. If you aren't intentional about making your classroom innovative and future driven, you may be sending the message to students that what their parents learned in school will be good enough for them too.

10. When you come in dragging, lack energy, or just don't give your best, you might be communicating to students that it's okay to try hard only when you feel like it.

11. If you don't give students choices in their learning or opportunities to pursue their passions, they may view learning as more about compliance than actually being about...well...learning.

We have to be very careful about what we are communicating. Kids are always watching. They want to see alignment between our words and actions. They are looking to see what we really think, what we really believe, and how much we really care about them.

What is being communicated in your school unintentionally? I think that's a good question to consider. I want to hear from you. Leave a comment below or share on or .

What If We Aimed for Collective Greatness?

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

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

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

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

Wrong.

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

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

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

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

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

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

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

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

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

Keep dreaming big.

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

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

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

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

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

9 Ways to Shift the Energy in the Classroom

The current generation of students is dealing with more stress and anxiety than ever before. I'm sure there are many reasons for this, but regardless of the causes we must work to help address the reality.

Here are the stats as reported in an article from Time:

A study of national trends in depression among adolescents and young adults published in the journal Pediatrics on November 14, 2016 found that the prevalence of teens who reported an MDE in the previous 12 months jumped from 8.7% in 2005 to 11.5% in 2014. That’s a 37 percent increase. (An MDE is defined as a period of at least two weeks of low mood that is present in most situations. Symptoms include low self-esteem, loss of interest in normally enjoyable activities, and problems with sleep, energy and concentration.)

We hear the stories every day of kids fighting depression, feeling overwhelmed, struggling with problems with friends, parents, or both. There seem to be more kids than ever who are no longer living with parents at all.

And here's the thing, if you are depressed or filled with anxiety, how are you going to focus your energy on learning? You probably won't unless you shift your thinking. Or unless something in your environment helps you shift your thinking.

One of our teachers commented, "I want my class to be an oasis for students. For the time they are in my class, I want it to be so good they forget the problems on the outside."

So how do you do that? How can you help kids shift energy from a focus on problems to a focus on learning? 

Here's what won't work.

"Class, yesterday we worked on such and such and today we will do such and such. So let's get started."

Ready, set, go.

It's an abrupt attempt to start learning. That won't work because a bunch of kids in class are still thinking about how bad they feel, what was said to them that's hurtful, or how they are going to deal with that personal problem. They are distracted. They aren't emotionally in a good place to learn.

I believe every learner would benefit from more 'right-brain' directed starters in class. Lead with something that helps them access positive emotions, creativity, empathy, and connection.

It might take a few minutes to plan and execute these strategies, but it will be well worth it. In the end, there will be more learning by  helping students get the right focus. Start class by shifting the energy. Get kids in the right mindset first.

So here are 9 possibilities to make this happen. Find ways to open your class with one or more of these. And, look for ways to have these things show up throughout your class, too. It will help to inspire learning. 

1. Humor - Tell a joke, make fun of yourself, or do something zany and off the wall.

2. Music - Play upbeat music as students are coming into class. It's amazing how the right music can put us in a different mood. 

3. Relaxed Breathing - Slow, deep breathing and quiet relaxation can help students to calm body and mind.

4. Imagination - Have kids write or share with each other on topics that require imagination. What if you could time travel? What time would you visit? Why?

5. Drama - Create some fun drama in the class. Have a debate about something ridiculous. Launch an investigation. Make it absurd. Be over the top.

6. Play - Toss a ball around the class. Have a quick game. Nothing too competitive. Just bring some whimsy and playfulness to class. 

7. Movement - Stand up and stretch. Give a high five to someone. Or go for a quick walk outside of class.

8. Sharing Gratitude - Ask students to share something they're thankful for. Help them be grateful for the little things.

9. Stories - Share stories real and imagined. Find out what's going on in their lives. I always had some winning stories that I told just about every year. Kids were on the edge of their seats.

These techniques are not intended to treat anxiety or depression, but they can temporarily relieve the symptoms. Of course, students who have depressive disorders need professional help. But for the time they are in your classroom, maybe you can help them focus on learning by using these strategies.

What do you think? Do you have other ideas for shifting the energy in your classroom? I listed several general categories. I would love to hear your specific ideas. Leave a comment below or respond on or . 

Are Innovative Teachers Happier?

I remember a post from George Couros about a teacher sharing how innovation had helped with improving classroom management. The educator reported that "the more innovative I have become, the less classroom management I have to deal with."

It was a great post, and I think the idea definitely has merit. Recently, I've noticed another thing. It seems like educators who have the inclination to take risks, innovate, and empower students, seem to have more energy and seem more satisfied in their jobs. 

It seems like innovative educators are happier. They seem more optimistic. They seem to have more hope. 

When they face problems, they see lots of possibilities to address the issue. They are willing to try different solutions. They aren't always expecting something outside of their control to change. They look to themselves first or partner with colleagues to find solutions instead of expecting a different structure, schedule, program, etc. to make the difference.

There are so many highly committed educators working extremely hard, putting in a ton of effort, who seem to be carrying the weight of the world on their shoulders. Sometimes they are trying to 'will' students to learn, but the methods they are using are the same ones they used last year or the year before that. They are just pushing harder with the same methods.

The innovative teacher will ask, "What might work with this group of students?" The innovative teacher is willing to try just about anything to reach these kids, all of them. These teachers are working hard too, but they are willing to change and be creative and step way out of their comfort zone to help kids learn.

They aren't just working harder. They are becoming more flexible in their thinking. There might be a better way to do this. They look for ways to make learning work better for kids instead of trying to force kids to adjust to how learning works in this class.

But why do they seem happier? More satisfied?

I think it's because they are hopeful for the future. They believe a better outcome is possible if they keep growing and learning. Other teachers are attached to their methods, their way of doing things, and when it keeps failing, well, that's quite disheartening.

The happiest teachers are the ones who are connecting, learning, trying new things and believing that even though things might be tough now, things can and will get better. 

So what do you think? Are innovative people happier? Leave a comment below or respond on or . 

Isn't It Your Job To Teach Me?

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

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

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

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

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

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

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

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

9 Mistakes That Sabotage Your Classroom Management

If you've followed my blog, you might know I really like to refer to classroom management as classroom leadership. But that's not how we typically think of it.

Regardless of what we call it, it's challenging. It's one of the toughest things for early career teachers to get a handle on. And even seasoned teachers will have their fair share of challenges and not know how to respond in every situation.

It really has to be an ongoing process of learning and growth. No one ever has it all figured out.

So if you're struggling with student behaviors, give yourself a break. Keep working at it. Learn from others. Study different methods. And reflect on your own failures and successes.

In this post, I'm looking at some of the BIG mistakes that can happen when a teacher is frustrated or has a lapse in judgement. It's important to think about these in advance to plan for these NEVER to happen. When they do, it undermines the development of a positive classroom and healthy culture of learning.

These behaviors are harmful to kids and can harm your ability to develop a respectful, orderly classroom environment.

9 Mistakes That Will Sabotage Your Classroom Management

1. Painting a child into a corner.

Your most challenging students will often try to engage the teacher in power struggles. A skilled teacher can avoid these high stakes moments. The goal is to stop a disruptive behavior while also keeping the student in class. It's important to avoid a showdown between student and teacher. These situations end up with everyone losing. The teacher doesn't have to win in the moment. The situation needs to be addressed in the moment, but fully resolving a problem can happen at a later time. After some time passes, the results are often much better than escalating the situation when emotions are hot. 

2. Handling private matters publicly.

Students don't want to lose face in front of their peers. You can always delay and say, "Let's talk about this later." Just be sure to follow up as you promised. If a student feels disrespected or belittled in front of others, it will not end well. Try to keep tough conversations private. The tone will often be much different when there is not an audience.

3. Failing to give a kid a fresh start.

We all want to have an opportunity for a fresh start. We don't want to be judged by our worst moments. Our students need forgiveness too. So after an issue is resolved, let the student know they have a clean slate. Today is a new day. Let them know you believe in them and expect them to do great.

4. Using cutting sarcasm.

Sarcasm can be very dangerous. I've seen it used in a way that is not threatening and is just playful, but sarcasm can be degrading and manipulating. The best advice is to not use sarcasm at all. 

5. Speaking poorly of someone's friends or family.

Never criticize a student's friends or family members. You can certainly stand up for what's right, but don't pass judgments on people. It's also very important to never talk badly about a student when they are not present. If you wouldn't make a comment in front of that student's mother or grandmother, you probably shouldn't say it to a group of students or another teacher. If your harsh comment gets back to the student, it will be difficult to ever repair the relationship.

6. Speaking poorly of another staff member.

Never criticize another staff member in front of students as this creates a toxic environment. And, always defend a colleague if students are being critical. Even fair criticism isn't fair when it's shared at the wrong time and location. Tell your students if they have a concern with another teacher they should go talk to that person directly. If you have a concern with another teacher, you too should speak to them directly about it and not complain about them behind their back.

7. Losing control of your own behavior.

Always remember you're the adult and a professional. You have to stay in control of yourself and your actions. If you act badly, it will make it much more difficult to address the student's misbehavior. The student and the parents will be focused on what you did instead of focusing the responsibility on the student's own actions. I can't tell you how many times I've worked to help a student reflect on their own bad behavior, but they are focused on what the teacher did instead. Sometimes that happens when the teacher was completely upright. But sometimes it's because the teacher showed up poorly in the situation.

8. Comparing a student to a sibling or another student. 

Avoid comparing students to one another or to a brother or sister. These types of judgments chip away at dignity. You wouldn't want to be subjected to public comparisons with another teacher. Students don't like this either. Even comments like "Your sister was so smart or funny" that seem positive may chip away at a student's dignity. People want to be noticed for who they are and not compared to someone else.

9. Rushing to judgment without listening.

This one encompasses so much. It's easy to jump to conclusions or make assumptions in the course of a day working with students. Teachers make so many decisions. I shared recently about a situation where I really embarrassed myself by making a quick judgment in a situation. The key is slow down and approach problems with a sense of curiosity. Work to understand what is going on with the child, what needs they are trying to meet, or why they are not successful even when expectations are clear and consistent. In a recent post, I shared 21 phrases that can help with these conversations.

Of course, there are many other factors involved in building a positive classroom culture. What are some of your thoughts? Leave a comment below or respond on or .

Are You a Historian, Reporter, or Futurist?

One of the books I recently finished reading was No Limits: Blow the CAP off your capacity by John Maxwell. Maxwell shares the perspective of his friend Paul Martinelli and how he has pursued continual improvement:

We have three options in life. We can be historians, reporters, or futurists. The historian wants to remind us of everything in the past and wants to filter everything in the future through that. The reporter is really attached to the conditions and circumstances of today, and that's just the way it is. The futurist focuses on what hasn't yet been done. He says, "There is more for us to do. We can do more. We can broaden our capacity. There is more of our potential we can take advantage of."

Although this idea is aimed at growing oneself and reaching your personal potential, I thought it could be applied to education as well. In school life, where do you see yourself? How does this analogy work for educators?

The historian probably complains about kids these day, remembers fondly the past as if everything in the good ole days was problem free. The historian holds onto yesterday and doesn't see much potential in tomorrow. He sees anything new as something "we already do" or that "we tried and it didn't work." There are few new possibilities worth considering. If only we could return to a time when life was good. In my experience, the historian will blame students, parents, policymakers, or just about anyone else for the problems of today. He will overestimate the accomplishments of the previous generation while underestimating the potential in the next generation.

The reporter is working tirelessly to respond to the mandates and initiatives of today. They have their heads down with their noses to the grindstone. Sometimes they forget their larger purpose or mission, but they are busy collecting data, chasing test scores, and responding to whatever urgent needs arise. They are expending tremendous energy, but there is no long term perspective. The reporter will often burn out, feeling like they are on a hamster wheel going nowhere. It's hard not to feel bitter when you play by the rules and do what you're told, but the rules keep changing or your work is never considered good enough. The reporter doesn't dare dream of a better way or a brighter tomorrow. They are just trying to cope with the realities and do what they can to survive.

The futurist always has the long term perspective. There is a great sense of mission and purpose in how amazing school could be and how important this work is for students. There is a desire to create positive change. To be a difference maker. To prepare kids for their future and not our past. They want to push forward into new territory, take risks, and do whatever it takes to create a better learning experience for students. They see what could be possible, and they work to make it reality. They invest their energy not only in the routine work of today but also in changing the trajectory of tomorrow. 

If you are a historian, you might need to find a different profession. Sorry if that offends you, but I think it's true. If you're a reporter, I invite you to become not only a doer but also a dreamer. And if you're a futurist, keep being a positive change maker. Share your passion and your vision and take steps each day to make education stronger for students.

What are your thoughts on this analogy? How would you add to it? How would you critique it? Leave a comment below or respond on or .

21 Phrases to Use in Dealing With Difficult Behaviors

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

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

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

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

Set a Positive Tone

1. "I will never intentionally disrespect you."

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

2. "I believe in you."


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

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

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

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

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

Address the Issue

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

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

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

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

7. "What should you have done differently?"

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

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

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

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

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

10. "That seemed upsetting to you."

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

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


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

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

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

Decide on a Path Forward

13. "What should you do when ___________________?"


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

14. "What will you do next time?"


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

15. "When will you do it?"


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

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


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

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


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

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


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

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


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

Reflect on the Conversation

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


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

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

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

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

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 .

Does Your Classroom Inform, Inspire, and Entertain?

Sketchnote by @woodard_julie

I recently had a conversation with someone who was preparing some remarks for an event where he was receiving an award. I was asking him about his speech, and he said he was aiming to inform, inspire, and entertain. I thought that was spot on. He laughed and said he heard that somewhere, and just thought it was really true about a good speech.

It made me think of school and learning. Teachers really must try to do those things also. In my first year in the classroom, I taught 7th grade social studies, but the next year I moved to the high school to teach English. When I was interviewing for the high school position, the principal asked me how my approach would be different working with older students. 

I said I didn't think I would have to entertain them as much. The principal objected. She said you need to be just as creative and engaging with the older students. It was really good advice.

Some teachers really hate the idea of entertaining. Not everyone feels like they are cut out for that. And some don't feel like they should have to do that. 

But I think all three are important, including an element of entertainment. It's probably more true today than ever. In fact, edutainment is actually a thing. Look at TED talks. They are extremely popular because they inform, inspire, and entertain. The most popular ones do this extraordinarily well.

Sometimes, I think we get in a pattern of only informing or delivering instruction but don't focus on how we are going to inspire or entertain. All three of these are needed to really make learning irresistible. 

We need to inform to increase understanding and make meaning.

We need to inspire to infuse learning with a sense of meaning and purpose.

We need to entertain to ignite the wonder, awe, and whimsy of learning.

I challenge you to think about your classroom. How are you seeking to not only inform, but to also inspire and entertain? Leave a comment below or respond on or . I want to hear your thoughts to take the conversation deeper.

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

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

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

— David Geurin (@DavidGeurin) September 6, 2017

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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