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The More Powerful AI Becomes, the More Leadership Matters

Artificial intelligence can do many things, but it cannot lead—not in a classroom, not in a school, not in a district. AI can generate information, analyze data, summarize knowledge, and even mimic expertise, but it cannot read a room, exercise contextual judgment, or demonstrate emotional stability and wisdom. It is not a leader.

Leadership is a complex, uniquely human behavior. In fact, rather than replacing leadership, the rise of AI has magnified its importance. Our students, staff, and communities want to know that we understand what matters to them and that we will be there for them. They want assurance that we can handle complex and emotional situations, and they want to feel that we are capable and trustworthy. These elements cannot be handled by technology.

Consequently, now is the time to really, truly lead. The clarity, credibility, and conviction we bring to our work cannot be easily replaced by technology. People want leaders to whom they can turn in times of confusion, drama, and pressure. This is our opportunity.

The truth is that as the capacity of artificial intelligence grows, so does the need for insightful, stable, skilled leaders. Consider these ways in which leadership becomes even more important and valued in an era of artificial intelligence.

Judgment gains importance when information is abundant.

Leadership gains value by demonstrating discernment, wisdom, and contextual understanding while considering information that AI can provide. Knowledge and expertise remain important when integrated with AI, but the value leaders add becomes less driven by their knowledge. Asking the right questions, navigating ambiguity, and making sound decisions in the face of uncertainty and competing priorities matter even more.

The value of trust grows with the proliferation of auto-generated content.

Incidents of deepfakes, hallucinations, and algorithmic decision-making raise caution and skepticism about the information AI produces. Trust remains among the most valuable currencies in organizations. Consequently, leaders who communicate openly, consistently, and authentically come to be increasingly relied on. People are more likely to assume credibility based on their emotions than to evaluate it solely on an intellectual level.

Calmness and consistency are crucial in times of complexity and constant change.

AI is accelerating the pace and breadth of change for most institutions and industries, including education. Rapid change inevitably generates confusion, fear, resistance, and fatigue. Leaders can provide stability and reassurance by projecting calm, consistency, and clarity. The key is not to pretend to have all the answers. Curiosity, adaptability, intellectual humility, and commitment to learning are increasingly important and impactful leadership behaviors.

Genuine human connections mean more in the context of AI-simulated emotions.

AI can simulate empathy and understanding, but artificial, mechanical emotions have limits and often lead to disappointment and a lack of fulfillment. They are poor substitutes for genuine emotional safety, human connection, and meaningful relationships. Leaders can offer authentic attentiveness, genuine care, and emotional intelligence that technology cannot fully replicate. People want to be seen, experience hope, and feel psychological safety in ways that only humans can provide.

Real communication is even more important in an era of auto-generated content.

It is true that AI can make communication easier and more efficient. It can produce polished emails, professional-looking presentations, and succinct reports. However, the presence of these tools also makes meaningful communication even more valuable. People want to feel connections that are authentic, deeply human, and emotionally fulfilling. Leaders can tap into the benefits AI offers, but the communication that matters most is an extension of who they are and what they value, and it reflects the connections they make with their audience.

Ethical leadership is crucial to evaluate machine-generated advice and direction.

AI can be vulnerable to bias, dismissive of privacy, insensitive to equity, and unconcerned with human dignity. Technical competence is not a substitute for moral clarity and ethical considerations. Leaders can ensure alignment with values, exercise the courage to make principled decisions, and model other behaviors that protect and value those who depend on them to guide and serve in ways that reflect everyone’s best hopes and highest expectations.

As technology continues to advance and get better at generating information and providing answers, people will increasingly seek and value leadership that features the human qualities of wisdom, curiosity, empathy, vision, and trust. Now is the time to embrace our role and lead with humility, authenticity, and courage.

June 04, 2026

What Great Educators Say and Why It Matters

Great educators come in many forms and from varied backgrounds, and they often display unique characteristics, styles, and other idiosyncrasies. They may be a little quirky, have unusual habits, or dress in ways that are out of the norm, or they may look, act, and engage students in their own version of a more traditional manner. However, despite their variations, they share several crucial characteristics, including language that builds trust, encourages and reinforces effort, and stretches students’ thinking.

Of course, some students may be intrigued by quirkiness, and others may appreciate those more traditional perspectives and styles. Regardless, students universally want to feel trust, be supported, and be challenged in ways that lead to success, even when their behavior at the moment signals something else. Whether you are a teacher, an administrator, or another school staff member, the greatest educators use language that conveys these core elements and assurances. Here are nine examples of phrases and questions that send these crucial messages to students (or colleagues!):

“I appreciate you.” Gratitude is a powerful emotion for both the source and the recipient. It builds relationships and nurtures a sense of belonging. Gratitude has been shown to have a profound effect on the brain, including reducing stress and releasing feel-good chemicals such as serotonin and dopamine.

“Thanks for saying/doing that.” This appreciative phrase assures students that their actions were noticed. When students hear words of appreciation, they are reminded that they are seen and valued, and when the source is a person whom they respect, the impact can be even greater.

“I’m here if you need help.” This phrase offers reassurance that the student is not alone. Regardless of the challenges and struggles that lie ahead, support and assistance can be summoned and accessed when needed. This statement also frees students to take risks and to know that they have a “safety net” they can rely on.

“We’ll work on that.” This phrase offers multiple benefits. First, it recognizes that there is work to be done and that effort and progress are expected. Second, the statement offers support and collaboration to address the challenge. Third, it conveys hope and confidence that success does indeed lie ahead.

“Why do you think that?” This question encourages students to reflect on what they believe or assume about the topic or task before them. It encourages students to deepen their thinking and search for evidence to support or refute their current opinion.

“You’re on the right track.” This phrase offers encouragement while recognizing that there is more work to be done and progress to be made. It offers hope while maintaining high expectations for learning.

“What can you try when you feel stuck?” Asking this question encourages students to take ownership of their learning and builds a sense of independence in their efforts. When paired with the assurance that feeling stuck is often the final step before a learning breakthrough, this phrase also offers hope.

“What will you do differently next time?” Reflection is a crucial but often overlooked element in learning. Taking time after a learning attempt or completed task to explore what worked, what didn’t, and what else might be considered can solidify progress and encourage students to expand the array of strategies they consider.

“I’m going to push your thinking here.” Students can be overconfident in their thinking. This phrase recognizes and respects the student’s thinking, but it also signals that there is more to consider. It reinforces high expectations while pressing or building on what the student already knows or assumes.

The words and phrases we use every day influence the culture and learning conditions in our classrooms. Consequently, it is worth asking ourselves what our go-to phrases are and how they support or distract from our students’ learning. Even small shifts in our language can make a big difference in learning.

May 14, 2026

Teacher Appreciation Week: 5 Messages to Hold Onto

Teacher Appreciation Week offers an opportunity for us to pause, reflect, and celebrate the importance of nurturing learning and shaping the lives of young people. Though they are meaningful, this week can and should be more than thank-you notes, small gifts, and other expressions of gratitude.

This can be a time to reconnect with what makes teaching profoundly impactful work. We can appreciate what it means to teach and remind ourselves that the true impact of teaching lies in often subtle actions and nuanced messages that deeply affect students' lives. This evidence of impact is not found in lesson plans or documented in teaching records; it is imprinted on the identities, hopes, and aspirations students take with them when they leave us.

As we celebrate Teacher Appreciation Week, we do well to remember the importance of our work, even when it is not immediately rewarding and may even be painful. The opportunities we have to make a difference in students' lives are undeniable. Here are five of the most profound actions and messages that are also worthy of our reflection and celebration.

Your belief in students is a powerful force. Teaching is a profession driven by hope, possibility, and potential. Students come to us with varying amounts of each element. Many students lack confidence, see limited possibilities, and feel little hope for what school and life hold for them. However, what we believe about students and what is possible for them can be an extremely powerful counterbalancing force. When students feel our confidence, experience our commitment, and benefit from our assumption of their potential, they have reason to wonder, reassess, and believe. We bring credibility, experience, and insight that can instill in students a sense of possibility and confidence. Interestingly, just because we may not see evidence of significant shifts while students are with us does not mean they are not happening. In fact, many highly successful adults point to experiences with teachers who believed in them and gave them the confidence to become more than their background or obvious potential would suggest. The most powerful message students can hear and feel from us is “I believe in you.”

Your consistency and caring are more important than perfection and performance. We may think we must be perfect to be effective. In fact, being ourselves, being there for students on good and bad days, and consistently sharing encouragement and guidance are more likely to create lasting memories and long-lasting influence than flawless, perfectly delivered, “hiccup-free” lessons. Our authenticity and consistency lower anxiety and reduce emotional distractions, thus making room for learning.

Your hardest days are the most important for your students. Challenging days are not usually fun. They drain our energy, test our patience, and can leave us wondering what we have accomplished. Yet, on the days when students struggle to learn and need our coaching and encouragement, when students require our help to control their emotions and manage their behavior, and when outside life distractions compete for attention, they need us the most. Our presence, empathy, and compassion may be what carries students through. These may be the days students remember and cherish long after they leave us.

Small learning shifts and progress now can make a lifetime of difference. It is easy to take pride and reassurance in the work we do when students experience major steps forward in their learning, develop an important insight, or learn a skill that opens new opportunities for them. These are times worth celebrating. However, small steps, incremental improvement, and barely perceptible growth today can often be the beginning of a journey that changes a life trajectory. We are privileged to work with and influence children and young people at a time when they have most of their lives ahead of them. What seems small and insignificant today may become a major factor in how students view themselves, their potential, and their aspirations for what life can be and how they can make it so.

How you teach matters as much as what you teach. We study the curriculum, plan, and deliver lessons. We design experiences and assess student learning to ensure they learn the content and skills that are expected and valued by the school, community, and society. This aspect of our work is important. However, it represents a less-than-complete picture of learning in our classrooms. In fact, how we approach our work, how we relate to what we teach, and the respect we show for the learning process are at least equally important. Students often recall their experience with us long after they have forgotten the facts, dates, and formulas we taught. Our enthusiasm, authenticity, commitment, persistence, caring, and even our sense of humor can create lasting memories and enduring values that students later revisit, adopt, and use to guide their life and work.

These are messages to carry with us always, not just during times set aside for recognition and celebration. Regularly taking time to pause, reflect, and appreciate the opportunities we have to make a difference in our students’ lives can be a rewarding and renewing source of hope and confidence to keep on keeping on.

May 01, 2026

The #1 Predictor of How Your Day Will Go

Whether we intend it or not, our mood sets the tone for what will happen even before class begins. Students notice and interpret our facial expressions, the tone of our voices, and other nonverbal cues from the first second they enter the classroom. What they observe can influence their behavior, their level of engagement, and even their learning.

Students supplement this initial information as they experience our patience, pacing, and flexibility. When students sense that we are calm and steady, they are likely to respond with cooperation and regulation. If they sense that we are tense and stressed, students may escalate their behavior or withdraw, particularly students who are especially sensitive or who may have difficulty dealing with negative adult emotions. It is also the case that when students sense that we are positive and enthusiastic, they are more likely to respond with engagement and enthusiasm.

Beyond how students respond, our mood and attitude drive what we notice, how we interpret what happens, and how we choose to respond. Consider these examples:

Our mood can influence what we expect, and what we expect can determine what we find. If we expect students to misbehave, we instinctively look for misbehavior, and as a result, we are more likely to find it; this is called confirmation bias. Even if the misbehavior is small, it may confirm our expectation and lead us to respond and, in some cases, escalate the situation.

Our attitude also influences how we interpret what happens. If our attitude is sour or we are feeling frustrated, we are more likely to assume negative intentions and seek to assign blame. For example, when a student misbehaves, we might interpret what we are seeing as a moment of frustration or as the student having trouble controlling their emotions—or we may interpret the behavior as a sign of personal disrespect. The same behavior can lead us to choose very different responses. Of course, our choice may also determine what comes next, and the situation may improve... or deteriorate.

We might think about this series of actions and reactions as a cycle. Our attitude determines what we see, how we interpret it, and how we respond. Students react to what we say and what we do. We respond to how students react to us, and students interpret and respond again. If the initial signals and stimuli are positive, the probability of a positive cycle will increase. If the initial signs and signals are negative, the possibility that a cycle of negativity and frustration also grows.

The good news is that we can influence our mood and modify our attitude. We might think that our outlook is determined by what happens to us, but in reality, our mood and our attitude are choices. They are driven not by what happens to us, but by how we choose to respond to what happens.

Sometimes we need to change our attitude or improve our mood. Or we may need strategies to keep our mood positive and our attitude in a good place. When we face either of these challenges, here are some strategies to consider:

Find and focus on two or three positive things during the day that you look forward to or expect to be successful. Shifting your focus can also improve your mood.
Create physical closure after each class. Erasing white (or black) boards can signal a break in focus and readiness for a fresh start. Closing computer programs and applications, arranging materials and notes, and other signals that you are about to start something new can help to flush negativity and get ready for what is ahead.

Recharge between classes. It may sound easier said than done, but even just taking a few slow breaths and closing your eyes for a minute of quiet can provide benefit. Stretching tense limbs or drinking water can signal to your mind and body to leave behind any stress or negative feelings and refocus on what is next.

Establish a beginning, mood-setting ritual. Playing music, greeting students at the door with eye contact and names, and starting with a predictable, low-stress routine can set the stage for predictability and positivity.

Reframe negative emotions and assumptions. Rather than assuming negative motivations for behavior, consider whether students are dealing with something you don’t know, struggling with regulation, or demonstrating a need to learn a skill to help them modify and control their behavior. Lead with curiosity rather than judgment and frustration.

Be ready to reset if the class starts with or descends into negativity. Choose a go-to strategy to interrupt impending chaos and refocus the mood in the room. Consider having students take a quick brain break or do a short think-pair-share while recalibrating your mood. You might even tell students that this is a good time for everyone to reset and try again.

Look for and celebrate micro-wins. Attitude adjustments cannot always wait for big successes. Finding small wins, noticing that things are going better than we expected, or noticing a student who is showing improvement can shift our outlook and leave us feeling more positive and optimistic.

Attitudes are remarkably contagious, and students are exceptionally susceptible to our feelings. The fact is that our outlook, our expectations, and our responses can have a profound impact on how students experience their day and even how well they will learn.

Of course, our attitude and mood can also have a powerful impact on how we experience our day. By recognizing how we are feeling, choosing to take a positive approach, and engaging in mood-improving activities, we can shift the trajectory of our day and leave everyone feeling and doing better.

April 02, 2026

Three Types of Power to Claim in Your Classroom

There are days when we may not feel particularly powerful. We may struggle to gain the level of attention we seek, the cooperation we need, and the results we desire. Of course, the diverse personalities, lives, and current moods of our students, as well as our preparation and disposition, each play a role in how the day unfolds and how productive we feel and are.

Nevertheless, there are sources of power we can tap to counter and overcome many of the challenges we face and increase the impact of our efforts. In fact, experts note that teachers as leaders in the classroom possess three potentially potent sources of power: Positional power, influential power, and network power. Each of these sources can provide crucial elements of influence important to effective classroom management and productive instruction.

Fortunately, these sources of power do not compete. In fact, their presence can complement each other. When combined, they can offer substantial and sustained support to our teaching impact and classroom management. Let’s examine these three types of power and how they can provide us with the influence we need to be successful with students.

Positional power is derived from the institution. Teachers possess a measure of this type of power by virtue of their position of authority in schools and classrooms. The position permits teachers to set expectations, establish classroom-based structures and routines, make instructional and grading decisions, establish classroom level policies, and determine other formal roles, rules, and responsibilities. This power is most effective when exercised with consistency, purpose, and predictability. Effective use of positional power helps to protect and employ learning time efficiently, promote stability and safety, and clarify acceptable and unacceptable behavior. Positional power is most useful when it is used to create clarity rather than to primarily exercise control.

Influential power finds its source in teacher characteristics and behaviors. Influential power is the ability to persuade. It draws from familiar elements of persuasion: Ethos, pathos, and logos, or credibility, emotion, and logic. We build influential power through the demonstration of competence, coaching and modeling, relationship building, empathy and encouragement, and other interpersonal behaviors that communicate caring, credibility, and consistency. Influential power supplements positional power by building and leveraging influence rather than defaulting to formal authority. Influential power can support our efforts to motivate students, build engagement, and encourage learning risk-taking. Influential power is best suited for shifting from a compliance-based classroom culture to one based on commitment.

Network power relies on and draws from relationships, connections, and collaboration. Network power leverages partnerships with parents, other staff members and coaches, community connections, and others in the lives of students who hold positions of influence and opportunity. Often there are others in the lives of students who can provide support beyond what we can offer, who have the potential to influence students in ways not available to us, and who may see elements and aspects of students’ lives that can inform and support our efforts. Students exist in a world larger than the classroom or school; network power can activate sources of influence that exist in the broader world where students listen, learn, and respond. Network power takes a wholistic approach to supporting and influencing students.

As noted earlier, each source of power is important to our success. They are not in competition. In fact, when employed thoughtfully and consistently, each source of power can support and complement the others. However, there are some cautions to observe:

Our powers need to be grounded in caring and support, not manipulation.
Trust is crucial to the effective exercise of any of the three sources of power.
We need to avoid overuse or becoming overly reliant on any one source of power.
Neglecting any of the sources of power can diminish the impact of other sources.
When we experience what feels like reduced power, we may need to examine all three sources to understand and shift the situation.

Of course, there are other sources of power—intimidation, coercion, threat—that can seem as though they are effective in the moment, but they carry significant risks of backfiring and creating resistance and resentment. Our best course of action is to draw on sources of power that are grounded in respect, transparency, and trust.

March 13, 2026

Seven Subtle Ways We Make Students Feel Seen and Valued

Students want to know and be frequently reassured that we see them, and they belong in our classroom. We might think that such reassurance should happen naturally. Often it does. However, some students seek and need more frequent reassurance than others.

Students pay attention to many seemingly small, subtle signs to reinforce that we notice and value their presence. The truth is that many students do not want us to be obvious and public in our messaging. They seek reassurance, not embarrassment.

The good news is that we send many of these messages naturally, without planning or spending extra time. If fact, when we see and respect our students, we often do and say things that reassure them. Here are seven of the most common and effective messages of noticing and inclusion.

Using students’ names to affirm and reinforce, not just to direct or correct. Saying things like “Good insight, Axel.” And “Interesting idea, Alice.” can send powerful messages about our valuing of and respect for students. The comfortable and natural use of students’ names reaffirms that we see and respect them.

Remembering seemingly small details. Students are especially sensitive to our recalling information about their interests, hobbies, and life. We might comment on a favorite book they mentioned, ask about a hobby they pursue, or we might ask about a sport, musical instrument, or project they are working on. Of course, knowing a student’s birthday and congratulating them can be a special bonus.

Engaging students at eye level. For young students this may mean our kneeling or sitting to better match their height. For older students standing near them and having eye contact without crowding or hovering can convey a similar message.

Responding non-verbally when students speak. We might nod our head, raise an eyebrow, or shrug our shoulders, depending on what the student is saying. How we physically respond can be equally or even more powerful than what we say in response.

Resisting the urge to interrupt or correct. We may think that we know what the student is going to say and we have the answer, we may want to immediately correct them, or we may just be in a hurry. Regardless, letting students speak without interruption is a sign of respect and worth.

Pausing briefly once students finish speaking. We might briefly pause to be sure the student is finished. We might provide space for the student to reflect and possibly think of something more to add. Or we might pause to reassure the student that we are listening and considering what they have said.

Recording and referencing what students say. We might turn and write a student’s idea or observation in a public space, such as on a whiteboard. Or we might later reference what a student has said in the context of our comments without necessarily using their name. For example, we might say, “Recall what someone earlier said…” The student will know that they were the source and we will have had the impact we intended.

We all want to feel as though we are noticed and belong. When we have this reassurance, we are freer to take risks, more confident in forming relationships, and freer to be ourselves. Our students feel the same. Fortunately, we have it in our power to create and offer this assurance.

March 05, 2026

Share Your Tips & Stories

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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Guidelines for Productive Peer Observations

Peer observations can be powerful professional learning experiences. They provide an opportunity to learn in an authentic context, with real students, featuring real lessons, delivered by collegial experts. Peer observations are perfect examples of job-embedded, relevant professional learning that allows practitioners to play leadership roles.

Yet the prospect of other professionals viewing our work can be intimidating. If we lack recent experience with peers observing us, we can feel less than confident. We may fear that we will stumble, that students may not cooperate, or that something unexpected and embarrassing might happen. Yet the experience of observing and being observed can lead us to discover alternatives we never considered, encounter new and exciting innovations, and witness artistry in real time.

Of course, successful ongoing peer observation experiences require administrative protection and support. Time must be made available for observations and follow-up. Observations do not have to be lengthy, and reflections and discussions do not have to be time consuming, but they need to be a priority.

Peer observations also do not have to be complicated. They can be organized and ongoing or arranged informally between colleagues. However, successful peer observations rest on several best practices. The attitudes and mindsets we bring and the behaviors we practice can have a determinative impact on the success of the experience. Let’s begin by considering the mindsets that make peer observations more comfortable and productive:

Trust. The starting place for successful peer observations is positive intent and freedom from psychological risk. Peer observations need to be a space where sharing is more important than performing and learning is more valued than perfection.
Curiosity. Peer observations that support learning begin with the question, “What can I learn?” rather than, “What should I evaluate/judge?” Curiosity opens the door to learning and invites sharing rather than proving. Looking for strengths and promising practices makes it more likely they will be found.
Humility. Peer observations rest on the assumption that everyone can learn, including from colleagues. Differences in approaches and choices can reveal options and alternatives without defaulting to or comparing what is better. An attitude of learning can lift dialogue and lead to surprising and important insights.
Respect. The presence of respect and appreciation reduces the need to protect and defend. Respect for the work, respect for expertise, and respect for the choices and actions of colleagues offer crucial support for reflection, inquiry, and sharing.
Discretion. Protecting confidentiality can lower anxiety associated with peer observations. Knowing that what happens during peer visits will not be shared without permission or in inappropriate contexts can create freedom to take risks.

In addition to the attitudes and mindsets we bring to peer observations, there are several behaviors that can maximize the benefits of the peer observation experience:

Focus. So much happens simultaneously in classrooms that unless we have a focus, we can become distracted, overwhelmed and overlook what might be most useful. It usually is best to decide in advance what we want to see. It is a fact that when we know what we are looking for, we are more likely to find it.
Brevity. Peer observations do not have to be long. In fact, brief visits with a clear focus can be all that is necessary. It can be more beneficial to visit more times than to visit once for a longer period. Further, scheduling a brief - 10-15 minute - visit is much easier to manage than carving out a full class period, considering the typical time and responsibility constraints we face.
Inquiry. A crucial element of peer observation is that it is intended to collect information and observe practice, not evaluate or judge. The process should emphasize what is seen and heard. Peer observations can also offer opportunities to explore processes and strategies employed at other grade levels and in multiple subject areas. We can discover ideas and strategies to use with our students that we might not otherwise have considered.
Reflection. Obviously, much of the learning gained through peer observations comes through reflection. Spending time reviewing our notes following an observation can be a good start. However, reflecting on the experience with the person whom we observed can open a deeper level of reflection and lead to new insights related to options considered, decisions made, and other moves and approaches.
Reciprocity. Peer observations often work best when both parties observe and are observed. When the process is reciprocal, it feels shared and balanced. There also is a lessened tendency for the process to feel as though it is evaluative or corrective. Further, mutual observations build collective knowledge and shared insights and practices.

Successful peer observations build agency, not anxiety. If teachers feel as though they are vulnerable, peer observations will fail. If teachers feel respect and support in the process, success is much more likely.

February 11, 2026

Seven Ways to Capture Teachable Moments

Teachable moments can be magical times for teaching and learning. After all, they hold the potential to open doors to exploration. They can capture intrinsic interest and lead to amazing learning adventures. However, they often arrive unannounced and can be easily missed or misinterpreted. They can even seem like interruptions and distractions rather than invitations to learning.

These (often serendipitous) events can emerge as questions, mistakes, misconceptions, unfounded assumptions, and other seemingly innocuous comments and observations. Unless we are open, aware, flexible, and attentive, teachable moments can present themselves and dissipate without our realizing what we missed. Fortunately, there are practical strategies we can employ to recognize and make the most of teachable moments. Here are seven ways we can be ready to recognize and exploit these special teaching opportunities.

First, we can be fully present. If we allow ourselves to become preoccupied with what we have to say and what we intend to happen, an unanticipated connection, useful observation, or provocative question can pass us by and leave a teaching and learning opportunity unexploited. Noticing and capturing teachable moments often is referred to as practicing attentive flexibility.

Second, we need to listen closely and deeply. Students often tell us more about what they want, need, and are interested in than we realize. An important misconception may lie beneath confidence. Curiosity may hide behind a promising question or comment. Listening for what is not said can be as important as what is spoken. We can ask ourselves, “What are students telling me without saying it?”

Third, we can watch for and capture connections to students’ lives. When students see how what they are learning may be relevant to their lives, casual attention can turn into engagement and compliance can shift to commitment.

Fourth, we might make mistakes and elevate errors. Powerful learning experiences can emerge from examining the nature and causes of mistakes. Confusion and misconception can become the source of new understanding and memorable learning. Normalizing not knowing can make exploration and risk-taking safe and open the door to memorable learning moments.

Fifth, we can teach with peripheral awareness. We can listen for side comments, confusion, or excitement. These and other similar behaviors can signal a change in energy in the room and may signal an opportunity to shift our attention and pace to explore the cause and implications. Teachable moments are often found in the unplanned and unanticipated responses students have to our instruction.

Sixth, we might ask purposeful follow-up questions to explore what is behind a student’s response, what drove a perplexing question, or where a comment might lead. Teachable moments are more likely to surface in response to a secondary question than an opening or initial question.

Seventh, we can resist planning in excessive detail and with rigid pacing. Thinking of the lesson as a guide rather than a hard and fast blueprint can build in flexibility to pursue potentially teachable moments. We might identify the “must do’s” in the lesson so that we can adjust as the lesson unfolds and we see how students are responding. Too much structure can create pressure to follow the script rather than follow the learning.

Capturing teachable moments does not mean that we must chase every unanticipated happening or pursue every off-topic comment or question. Rather, we can trust our instincts, use what we know about our students, and remain flexible enough to adjust and refocus when we sense something important may be available to pursue.

February 11, 2026

Getting Past an Us vs. Them Mentality

Schools perform a wide array of functions and depend on many people to accomplish them. Naturally, within this context, people develop relationships and alliances with others who may perform similar functions or share other connections. These affiliations often lead to sharing expertise, building a sense of belonging, and creating alliances.

Unfortunately, they also can lead to separation among groups. For example, some teachers may see their interests and priorities as different from administrators. Or some may perceive staff in other roles as competition. Other issues and perceptions can result in other types and levels of separation within the school.

Over time, these perceptions can solidify into an “us versus them” mentality. When this happens, communication can break down, collaboration may suffer, and identities separate. The separation often produces reduced levels of morale, increased resentment, and even burnout.

Students, too, can suffer when adults adopt an “us versus them” mentality. Services may not be well coordinated, support may become disjointed, and learning opportunities may diminish. Of course, students are likely to sense the conflict and resentment among adults they depend on and feel torn and stressed as a result.

So, what can be done if we find that an “us versus them” mentality is developing or is already present? Fortunately, with commitment, patience, and persistence, “us versus them” thinking can be overcome. Here are six steps to get started.

Focus on purpose, not position.

Everyone has a role to play in accomplishing the school’s mission. When the emphasis is on the goal of student success and everyone shares in the work, there are far more reasons to collaborate, partner, and support than to separate, silo, and single out. The mission of schools is multi-faceted. Success depends on everyone’s contribution. Viewing some members or groups as “others” makes the work more difficult and less satisfying. When we realize that we are all in the work together and we need each other to fully succeed, working together becomes easier. Sharing student stories, highlighting the impact of shared efforts, and mining data for new ideas and opportunities can create energy, promote shared ownership, and mutual appreciation.

Insight: Shared purpose can create connections, energy, and mutual respect.

Invite input early and often.

Listening sessions and open discussions that are taken seriously matter, but only if what is said is considered and used to guide deliberations. Input that is invited too late in planning and decision making can fuel resentment rather than trust and support. Willingness to wrestle with difficult questions may feel risky at first, but over time, openness and dialogue can build high levels of trust and lead to better decisions.

Insight: Input matters only if it is timely taken and heeded.

Commit to decision making transparency.

Knowing the “why” behind decisions can go a long way toward creating understanding, even when not everyone agrees with the outcome. When the factors, processes, and criteria that drive decisions are shared throughout the process, much of the mystery and suspicion can be avoided. When everyone understands the objectives, constraints, and options considered, trust grows.

Insight: Transparency strengthens decision credibility.

Create cross functional teams.

Bringing varied experience and expertise to focus on problems and design new initiatives can prevent foreseeable problems, build ownership for decisions, and create longer lasting solutions. Similarly, forming teams of teachers and administrators to conduct instructional rounds followed by reflection and analysis can surface examples of excellence to build on and opportunities for improvement. Planning, celebrating, and solving problems together can dispel faulty assumptions, build mutual understanding, and lower mental walls that can get in the way.

Insight: Diverse perspectives and varied experience will open the door to new possibilities.

Engage in productive conflict.

Avoiding conflict and ignoring tension reinforces separation and undermines trust. Honesty, respect, and clarity do the opposite. Having norms and processes to deal with disagreement such as assuming positive intentions, remaining open and curious, and committing to focus on issues and ideas rather than people can help to keep conflict respectful and productive. People will not and should not always agree, but they should always feel heard and respected.

Insight: Engaging in conflict that leads to understanding is more important than finding agreement.

Make wins “we” celebrations.

“We” language can send a powerful message of collaboration and appreciation. It is not “my” staff or “my” team, it is “our” staff and “our” team. Recognizing shared achievement leads to shared identity. Think: “We solved this problem.” “We improved this process.” “And we are making a difference for students.” Success as a school always is a shared effort and accomplishment.

Insight: Shared credit builds shared identity.

Finding common ground and forming shared identities takes time. However, the benefits of everyone sharing in the mission, committing to listening, engaging in productive conflict, and building trust far outweigh the effort required.

January 21, 2026

The High Costs of Motivating Students with Negative Approaches

Convincing students to do what we want and need them to do can be a challenge. Admittedly, some students are easily motivated by a challenge, a relevant topic, or even the expectation that they accomplish a task or learn a skill. Yet, other students respond less positively or not at all to generic motivational efforts and approaches. We may think that the only way to motivate them is to rely on fear, threats, shame, or criticism.

Negative motivational approaches often seem as though they work—at least in the near term. When we threaten students with negative consequences such as failure or public shame, they often comply—at least while we are watching. When the choice is to criticize students as being lazy or careless, it may seem that they give more effort or pay closer attention—for the moment.

However, negative motivational approaches often come with a high price. Consider:

Demands for compliance rarely result in long-term learning commitment.
Criticism can erode confidence in learning potential.
Threats can lead to avoidance of punishment or disapproval rather than learning driven by curiosity and creativity.
Discouraging and harsh comments are more apt to leave students feeling unsafe and disliked than motivated.
Coercive approaches are more likely to generate resentment, avoidance, and even defiance rather than to motivate.

Some people may argue that they know their students, and they are able to discern when a negative approach is necessary. In the short term, they might appear to have a point. They may seem to stimulate the behavior they demand via negative approaches. However, what is less obvious and more important are the long-term consequences that negative motivational attempts can generate such as:

Diminished trust.
Reduced self-respect.
Lower levels of self-confidence.
Weaker self-regulation behaviors and skills.
Increased dependence on others for direction.
Greater needs for external validation.

So, what are some positive alternatives to dependence on negative motivational strategies? Here are six options to consider and build on:

Correct behavior while affirming the student’s worth and potential.
Reaffirm student agency through choices, recognition of progress, and goal setting.
Offer positive pressure through attainable challenges, clear goals, and timely feedback and encouragement.
Connect learning to student interests, purpose, growth, and service to others.
Notice and reinforce effort, progress, and goal achievement.
Hold high expectations and support students to meet them.

Without question, motivation is a crucial element in learning. Finding ways to motivate and teach students how to motivate themselves can be challenging. However, resorting to negative motivational strategies comes with significant risks for students that can be lifelong. The additional time and thought required to stimulate learning interest and commitment via positive approaches are more than worth the effort and can benefit students long after they leave us.