What breaks your heart as an educator?

If you are truly passionate about your profession, there are undoubtedly things that break your heart as an educator. I'm not referring to your frustrations with long hours, low pay, or unnecessary paperwork or these types of challenges. These things are important, and can really make it tough to stay positive, but these aren't the things that are truly heartbreaking. The things that really break my heart have a purpose beyond self-interest.

Most educators entered the profession because they wanted to make a difference for students. They were filled with hope and passion and the belief that they could change something for the kids they taught. Even if these young educators were idealistic as they entered the classroom, I cannot help but admire this youthful zeal.

As the years wear on, it's easy to become a little jaded and forget some of the reasons we took this path. The constant external pressures coupled with the complex social problems we encounter can easily overwhelm us and cause us to retreat to simply implementing lessons. But when we lose our way on the larger mission, we miss great opportunities for change.

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So I've been thinking about what truly breaks my heart. What are the injustices in my school or community that I can impact? I challenge you to reflect on that question and then consider what you can do to change the way things are. You can be a difference maker.

Are any of these realities heartbreaking for you?

1. Many students don't have someone at home who cares about them and cares about learning. Maybe you can be the mentor this student needs. Even if they aren't loved at home, maybe you can show them love at school.

2. Students who don't enjoy learning. It's a shame how many students have lost the desire to learn. Some of this is related to #1, but how can you create a classroom that rekindles the curiosity and interest that motivates students to want to learn?

3. Students are living in poverty with basic needs unmet. Teachers are often heroes for these students. Helping them find resources. Making sure they get something to eat. How can you be a champion for an impoverished student?

4. Too many students feel like they are failures at doing school. Instead of reinforcing the failure messages these students often receive, maybe you can be the person who discovers and celebrates their strengths.

5. Our system is obsessed with high-stakes standardized testing. Can you make your class more about learning and less about testing? I realize the performance pressures are enormous on teachers, but if the testing culture breaks your heart, what are you doing about it?

These are just a few examples of things I believe are heartbreaking for teachers. There are many, many more. Bullying, discrimination, lack of resources or opportunities are a few other biggies. But I believe we can make a difference. If each person recognizes what breaks his or her heart, and then works to bring greater justice and opportunity, that can start a chain reaction.

Most of the examples I listed before can be addressed, at least in part, right in the classroom. But I would also challenge educators to think beyond the classroom. What can I do to make our school a better place? How can I influence and cause change even beyond my school?

Whatever it is that breaks your heart, don't stop feeling passionate about it. Make it part of your work as an educator. Don't shoulder too much and forget to take care of yourself or the people closest to you. But keep a larger mission in mind. The work we do that arises from our soul is what helps us feel the sense of purpose and the desire to meet the challenges ahead of us.

When students act out, don't ask 'why' (the reason may surprise you)

While doing some reading recently, an idea really caught my attention in a practical way for dealing with harmful student behaviors. In the past I've often asked students why they did what they did in a particular situation. Why did you say that to the teacher? Why did you act in a way that was not kind? Why did you cheat? Why were you disrespectful? Whatever the particular situation, one of my first instincts is to ask the student to explain why they did what they did.

And it's no wonder I'm inclined to ask this question. It is our natural line of thinking. We are taught from childhood to use justification and judgment to explain away our bad behavior. Not a good thing. In fact, it's one of the most common ways people avoid personal responsibility.

So when we ask 'why', aren't we really asking for justification of a bad behavior? Does it really matter why we did it? The last thing I want to do is reinforce the belief that if you have a good enough reason it is okay to act in a way that is harmful to others. Unfortunately, this belief is pervasive in our culture, but it is a belief that causes more pain and damages more relationships.

Instead of asking why, try this approach instead. Simply ask the student what happened? And then, instead of asking why, ask what they might have done differently, "What do you think you should have done?" Keep the focus on their behavior and not the underlying motivations. As soon as a person feels judged for their motives, they will feel rejected and look to shift the blame. When we focus on what happened and how it had an impact on others, we encourage full responsibility.

If we truly want our students to grow and learn from their mistakes, we need to keep the focus on the choices they make and how decisions impact self and others.

These ideas are drawn from How to Stop the Pain by James B. Richards. Thanks to @RobbyHoegh for recommending the book. It is a fantastic read with Biblical principles on the harm of judging others, and the harm of giving power to the judgments of others in our lives. It's filled with wisdom for developing healthy mindsets and loving relationships.

12 characteristics that make you a teacher-leader

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As a principal, it is important for me to remember that the success we experience in our school is thanks to the efforts of teachers and students, along with all the others who contribute to the life of a school. When I use the word success, I use it in the sense that we are growing and learning as a school and changing in ways that allow our students to have more meaningful experiences, ones that will better prepare them for their future.

I'm extremely blessed to work with teachers who desire what's best for students and actively challenge the status quo and look for opportunities to improve themselves, their classrooms, and our school overall. It's important to recognize that teachers are leaders too. They make an impact on the learning experience of their own students, but they also influence the culture and climate of a building.

The actions of teacher-leaders have impact beyond their classroom. They influence the whole school and likely have influence far beyond the school. A teacher-leader has a legacy of helping others and making the teaching profession stronger overall.

I spent some time thinking about the qualities of teacher-leaders. Maybe you will think of others to add to my list.

1. Teacher-leaders are teaching-geeks. They love to discuss pedagogy and how they can improve the learning for their students.

2. Teacher-leaders are lead learners. They seek out opportunities for professional learning from a variety of sources such as edcamps, graduate courses, or through a Twitter PLN. As principal, I consider myself a lead learners, but all of our teachers should be lead learners too.

3. Teacher-leaders seek out critical feedback. They want to know ways they can improve, and they seek out this information. We may not enjoy critical feedback, but it's necessary information for us to improve. Leaders use negative feedback to get better.

4. Teacher-leaders have a voice. In order to influence others, teacher-leaders are socially connected and respected. Their peers see them as walking-the-walk and talking-the-talk. They build relationships and friendships with their colleagues.

5. Teacher-leaders champion the work. They infuse energy into conversations about change and growth. They aren't afraid to take on new challenges or have difficult conversations.

6. Teacher-leaders ask questions. They don't automatically go along with every idea that is presented, whether from administration, central office, or the state department. But they ask questions that will create dialogue and cause thinking. They don't ask questions to tear down, destroy, or self-protect. There is a big difference!

7. Teacher-leaders serve others. They seek ways to help other teachers succeed and often put their own needs second to the needs of their students and their fellow teachers.

8. Teacher-leaders are positive. Even during negative situations, teachers who stay positive will have the greatest positive impact. It's easy to stay positive when things are going well. Leaders stay positive when it's rough.

9. Teacher-leaders stand for what's right. If something is happening in a school that is harmful to students or to learning, they will use their influence to work against the harmful action. They will even stand against administrators or fellow teachers if needed, but they will always do it in a way that is respectful and preserves dignity.

10. Teacher-leaders have purpose. They view their work as meaningful and want to be part of something bigger than themselves. As a result, school communities are made stronger by their commitment to the team.

11. Teacher-leaders take time to reflect. They think carefully about the work they do and the collective work of the school. What worked well and what are opportunities for improvement?

12. Teacher-leaders embrace change. They aren't stuck in any way of thinking but are open to listen and consider new ideas. They will try new things and share with others the results of these new possibilities. They are innovators and have a spirit of adventure.