The Master Teacher Blog

The Master Teacher Blog
Providing you, the K-12 leader, with the help you need to lead with clarity, credibility, and confidence in the ever-evolving world of education.
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Laughter Can Be a Powerful Tool for Leading and Learning

Climate and Culture, Relationships and Connections, Student Learning

Laughter Can Be a Powerful Tool for Leading and Learning

Education is serious work, but it does not have to be humorless. In fact, humor and its companion—laughter—can be powerful tools for leading a school staff, an instructional team or task force, a group of colleagues, or class of students.

What makes humor so powerful? When we laugh, we activate dopamine, a feel-good brain chemical. Dopamine can stimulate learning and extend recall. Dopamine is self-reinforcing. It leaves us wanting more; thus, it builds engagement. Further, dopamine fosters connections when it is part of shared experiences. Laughter also can be a signal that we are in a safe place and can be ourselves. Humor can lighten the mood and the load. It can lessen feelings of stress and stimulate creativity.

Some of us might think that we are not naturally funny. However, finding humor does not mean that we must be a comedian. In fact, laughter can come from many sources. We can start by not taking ourselves too seriously. We also need to be open to seeing and enjoying humor when it reveals itself. Here are five places where we can find and generate a smile, a chuckle, a full-blown belly laugh, or maybe just an appreciative eye roll:

  • Tap low risk sources of humor such as cartoons, jokes, and funny stories. The combination of what we find humorous and what we know about our audience— whether staff or students—can be our guide. It is often best to search for humor that relates to the work we are doing or the learning we are nurturing. Not being the original source of humor does not mean it is less effective.
  • Share short videos or clips. We can look for content related to a topic, challenge, or goal that also features a humorous approach. A brief, appropriate video clip can stimulate interest and spark ideas while also lightening the atmosphere and creating a readiness for what lies ahead.
  • Share our experiences, missteps, misunderstandings, and foibles. Self-effacing stories and reflections can break tension and lighten the mood. Our willingness to share something about ourselves can make us more relatable and allow others to relax and be themselves.
  • Recognize, pause, and enjoy the unexpected and ironic things that happen or are said. Finding something funny in real time can make work more enjoyable and learning more meaningful. A statement of the obvious, a surprising insight that explains, or an unintended pun can be the stimulus for new ideas, launch a new line of thinking, or open the door to new learning.
  • Delegate the search for humor to a team member or student. As noted earlier, we do not always have to be the source of humor. We might ask a particularly funny team member or creative student to come up with a joke or story to kick off a meeting or class. However, we may need to provide some guidance and boundaries to avoid misapplication of the assignment.

Like any powerful tool, humor must be handled with care and utilized with thought and purpose. When employing humor, we do well to:

  • Consider the context
  • Think of the impact
  • Stay away from stereotypes
  • Avoid embarrassing or humiliating anyone
  • Stay away from off-color innuendos or double meanings

Humor, when used with care and discretion, can add an important dimension to our leadership and assist with learning. We can introduce levity, lessen stress, and create community through the humor we borrow, create, and recognize.  

Touchstones for Surviving Tough Classroom Moments

Relationships and Connections

Touchstones for Surviving Tough Classroom Moments

We want to stay focused, in control, and continue to move forward regardless of what each day might bring. Yet, consider the typical day in a classroom. Distractions, disruptions, and detours can come at us in a hurry. The press and stress of these situations can lead us to forget or overlook some of the most effective responses, redirections, and rerouting that can keep the class and learning on track.

The good news is that often a few short phrases and quick reminders can help us to remain in control and move forward despite the pace and chaos of the day. Here are seven pieces of time-tested, sage advice that we can tap and apply to avoid losing focus or momentum.

Seek to connect before trying to correct. Students want to know that we care before they are ready to listen and follow our guidance and direction. If we want students to respond to our corrections, we need to start by establishing connections. The truth is that our effectiveness in redirecting students is more likely to depend on our relationship than the technique we apply to correct their behavior.

Be curious, not furious. Students occasionally will do things that distract and disturb us. Our first reaction can be to become angry and upset. Yet, the truth is that student behavior is driven by purpose. They do things for a reason. If we allow ourselves to react based on how we feel, we risk missing what lies behind student actions and decisions. Doing so can make the situation worse, or lead to having to backtrack once we learn the full story. Rather than allowing our emotions to take over, we do better to inquire, listen, and understand before deciding how to respond.

Give the benefit of the doubt. We may be confused or disappointed by an action a student takes or choice they make. Our first reaction might be to be frustrated and accusatory, especially if the student has a history of poor judgement or misbehavior. However, doing so can lead us to assume the worst and draw negative conclusions about the situation before we fully understand. Consequently, we may miss an opportunity to support, trust, and teach. We may even find ourselves having to apologize for jumping to a negative conclusion, saying something, or acting in a way we later regret. On the other hand, when we assume that students act based on positive intent, we rarely find ourselves regretting our actions or having to apologize. 

Don’t confuse students with their behavior. Students can do amazingly frustrating and disappointing things. They can “push our buttons” in ingenious ways. Yet, we need to remember that students’ actions and their identities are not the same. Behaviors are choices students make. They can learn and grow from their mistakes. We need to value students for who they are, not what they have done.   

Think and respond, not trigger and react. In the heat of the moment, we can find ourselves susceptible to emotional triggers. We can react to situations without thinking. We might even feel as though a student’s behavior made us do what we did. Unfortunately, our reaction often leads to regret. In truth, there exists a crucial gap between a student’s action and our response. We can choose to pause, think, and choose before we act. This split-second decision gives us the power to control our behavior and respond with better judgement and a more effective response.

De-escalate before trying to educate. Hearing and responding effectively is especially difficult when emotions are high. Trying to modify behavior or teach a lesson when students are upset or agitated usually is futile. In fact, it can escalate the situation. A calm voice, offering supportive choices, and relaxed demeanor usually will be more effective in the moment. Once the student has had some time to calm down, discussion about what happened, what needs to be learned, and planning for the future will be better received and more effective.

Leverage expectations to lift performance. It has been said that we get what we expect. While holding high expectations of our students does not always mean that everyone will immediately respond by accelerating their learning and achieving complete success, our belief that students can learn, grow, and improve makes a difference. Decades of research demonstrate that what teachers believe about the learning potential of their students has an impact on how they perform. We may wonder if there is a danger of expecting too much. Yet rarely is this a problem. In fact, the consequences of expecting too little are far more worrisome.

If some of these points resonate with you and you want to remember them when experiencing behavior challenges in the classroom, consider putting them on sticky notes and placing them in prominent places as reminders. Alternatively, some of these insights can be good mantras to repeat and reflect on as you prepare for a day that you expect to be especially challenging. Of course, some or all these nuggets may already be part of your daily routine. If so, keep up the good work.

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Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.
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