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Five Values We Can and Need to Teach

We might think that with so much division and discord in today’s world there are no universally shared values. Certainly, the impression left by much of the news leads us to think it’s impossible that everyone could agree on a set of core values. We might even wonder if everything is morally relative. We may also think that it is too risky to deal with values in a public education setting because not everyone will ascribe to what we may teach, nurture, and reinforce. There are differing views on many aspects and elements of our society, especially what we value and teach. Yet, extensive research by Rushworth Kidder and others has established that there exist at least five core values we consistently support regardless of political perspective, community size, voting history, gender, education, region, and other factors. In fact, we share these values worldwide. Tested hundreds of times in dozens of countries, some form of these five values surfaced consistently regardless of culture, race, socio-economic status, education level, or other demographic element. The five core values we share:

Honesty
Respect
Responsibility
Fairness
Compassion

The exact terms people choose to describe these values may vary. As examples, integrity might be used in place of honesty, love in place of compassion, and promise-keeping in place of responsibility. Importantly, the five core values, whatever form, remain consistent across groups, communities, and countries. These values also may enjoy differing levels of priority among diverse groups. It is possible for these values to be held tightly within a family, close circle of friends, and a community, but not extend to include interaction with the wider world. Nevertheless, we can teach, nurture, and reinforce in students these core values. We can teach the value of honesty, even when something less would be easier and more convenient. We can teach what it means to be respectful of others and to have respect for oneself. We can teach that promise-keeping and follow-through are important behaviors. We can help students to understand what fairness is and why being fair is important in relationships, communities, and society. We can teach students that caring for others, reaching out to help those less fortunate, and seeing others as worthy people are important attitudes to adopt and important behaviors to practice even if they come from another culture, socio-economic background, or other life circumstance. Our important values reflect fundamental differences in what we view as right/wrong and good/evil. Also, our values are as much aspirational as normative. They provide a standard for behavior to which we all aspire even though we may not practice them as consistently as we desire. We can remind students that sometimes we fall short, but that does not necessarily make us bad people. We need to sincerely apologize if our actions have hurt someone and then commit to do better in the future. We also can teach and coach the value and importance of extending these core values beyond those with whom we commonly associate and see as like us. When we practice these values widely and consistently, trust and understanding grow. Our class, school, community, and nation become stronger.

August 04, 2022

Time to Repair and Rebuild Culture – Where to Start

It is not a secret that organizational cultures took a beating during the pandemic. The result for too many of us has been feelings of isolation, struggle to remain engaged in and committed to our work, and even questioning whether we still belong. Unfortunately, without focused attention and careful effort, some of the damage to the culture of our schools and districts will become permanent. Simply hoping the situation will improve holds little promise. Declaring that certain elements will be part of our culture does not guarantee their presence. Repairing and rebuilding culture takes time and focus. It also requires an understanding of what the culture can be and why rebuilding is important. Our repair and rebuilding plans must focus on the areas and aspects of our culture that have sustained the most crucial damage. Our plans also need to include expanding and strengthening areas of the culture that were not as robust as they needed to be prior to the pandemic. Of course, as leaders we must model the central elements of the desired culture consistently and visibly. If we as leaders do not commit to and behave consistently with the culture we seek, all other efforts will likely fall short. The beginning of a new year is a great time to revisit, reexamine, and recommit to the culture that will define us and the impact we will have on our students, each other, and the communities we serve. We must be intentional, transparent, and authentic in our work to repair and rebuild. We also need to support the work with dialogue, activities, and reflection to translate concepts and aspirations into experience. Here are five areas of examination and potential activities that can serve as places to start: Reaffirming core values and purpose. We may assume that the core values in place before the pandemic remain and that everyone accepts and is committed to a common purpose. We may be correct. However, much has changed over the past few years. Unless we revisit, re-examine, reaffirm our core values, and recommit to our central purpose, we risk having them drift, be ignored, and even be abandoned. Our repair and rebuilding efforts must push beyond broad statements to include clear examples and evidence of living our values and purpose. Activities in which we engage might include generating what would constitute evidence of living our purpose and values. We might provide real or constructed case studies, and in response, people could identify the values involved and describe how our purpose would inform actions to take and messages to communicate. Seeing through the eyes of learners. We can examine learning experiences from the perspective of students. When we do, we shift the focus away from adult issues and gain insights into how learners experience the culture and what we can do to make the culture more inclusive, supportive, and rich for students. Activities that include student voices can stimulate important conversations and dispel faulty assumptions about how students experience school. Student voices can also provide insights regarding where to expand learning opportunities and experiences, how to increase learning commitment, and how to uncover ways to make learning more relevant and compelling. Reaffirming the value of community. Shared community is a crucial element of a healthy culture. When members feel as though they belong, are valued, and are respected, almost anything becomes possible. People want to feel confident that they will receive support when needed, that they can collaborate without fear of manipulation, and that they can struggle together without fear of blame and abandonment. Activities must help participants to feel what community can be and how it opens doors to possibility. Celebrating evidence of living our purpose. A strong culture is more than an aspiration. It is experienced daily, sometimes minute by minute. When teachers and other staff members exhibit courage, flexibility, patience, persistence, and other purpose and value related behaviors, it is important that we recognize and celebrate these behaviors and their impact. What we choose to celebrate conveys a message about what we value. The activities we choose need to signal the importance of reflecting and recommitting to core values and purpose. Building shared capacity. New challenges, a new context, and new expectations call for increased capacity to respond and serve. Initial capacity building activities can engage teams and staff in learning that has value for all. Activities might explore how to stimulate student creativity, promote engagement, and build learning skills. Capacity building can also extend to defining and responding to challenges and opportunities facing the organization. We can explore how everyone can play a role, contribute their talents, and be a resource in meeting challenges and take advantage of opportunities. Organizational culture often becomes strongest when everyone works together in the face of difficult problems, responds to external threats and achieves common goals. Sustaining a healthy, vibrant culture is difficult work even in stable and predictable times. The times in which we are living are neither. Consequently, the work of repairing and rebuilding culture now is even more challenging. Yet, it is work that can strengthen and transform our organizations and the experiences of those associated with them. We face what may be a once in a career opportunity to lead work that will create a path to greatness for our organizations and for those who are a part of them. It is time to get to work.

July 21, 2022

Why We Need to Assure Students They Matter – And How We Can Do So

We all want to matter. We want attention, relationships, engagement, and respect. Feeling that we matter can counter depression and ease feelings of stress. We like being in places where our presence seems to matter and we make a difference. On the other hand, when we feel ignored, not useful, unappreciated, and like we don’t have strong connections we tend not to make a strong emotional investment. We may eventually drift away in favor of circumstances and contexts where we feel needed, appreciated, and respected. The desire to feel that one matters is not exclusive to adults. Students typically have the same feelings. The difference is that children and young people often don’t have the freedom to choose where they spend their time and may not always be allowed to physically drift away from situations where they don’t feel as though they matter. Of course, school can be one of these places. We may assume that these students aren’t academically successful. We may speculate that students who feel they don’t matter are loners, behavior problems, disinterested, and disengaged. Of course, students who fit this profile may feel as though their presence and participation don’t matter to us and classmates. However, many students who seem well-adjusted and academically successful often still feel that they don’t matter in school. Fortunately, we are in a unique position to counter student feelings that they do not matter. In fact, when we create and nurture conditions that contribute to feelings of “mattering,” we can transform learners’ experiences from disconnection and “going through the motions” of school to learning engagement, commitment, persistence, and satisfaction. Let’s examine five conditions we can nurture that signal to students that their being in our class matters. First, we can create a sense of belonging. A sense of belonging begins with our communicating to students that they are valued and appreciated. Belonging grows when we demonstrate a belief in their potential and we offer our trust and support. Belonging blossoms when we encourage students to build connections with one another. We can sustain a sense of belonging for students when we create a classroom culture that encompasses these elements. Second, we can build an environment of acceptance. We can assure students that they can be themselves and don’t have to pretend to be accepted and successful in our class. Of course, we also need to create conditions where students understand and accept each other’s unique identities. When acceptance moves to valuing and appreciating uniqueness, students’ sense that they matter grows even more. Third, we can create a sense of shared purpose. Not every task or assignment must have a distinct and obvious purpose, but students need to know what we’re trying to accomplish and how they can contribute to shared success. We can help students see how they play a role in making the class successful. We also can point out to students that we cannot be successful unless they are successful, so they truly matter. Fourth, we can make it a habit to notice. When something happens in students’ lives and someone notices, comments, or asks a question, they hear the message that they matter enough for others to pay attention. Often what may seem like a small change in behavior and performance can be a clue to problems and even trauma students may be experiencing. The reassurance of someone asking what is wrong and what they can do to help can be a strong signal that the student matters. Fifth, for students who need even more assurance, we can create roles and responsibilities. Some students need even more proof and ongoing reassurance that their presence matters in our classroom. We can think of the skills and interests these students present and offer them roles and responsibilities that are consistent with their talents and that position them to help the class succeed. For younger students, these tasks may be as simple as distributing materials and monitoring supply inventories. Older students might assume roles such as discussion timekeepers and technology support aides. Reassuring students that they matter may seem like a small thing. Doing so is not costly or overly time consuming. However, from the perspective of our students, knowing we care and they matter can be all it takes to set them on a path to academic and life success.

June 28, 2022

It’s Time to Tap a Powerful but Underappreciated Morale Booster

Much has been said and written over the past several months about the pressures, disappointments, and difficulties educators are facing. They are navigating crisscrossing political currents, frequently changing pandemic mitigation measures, and the conflicting expectations of multiple publics. Any one of these forces can get in the way of doing one’s best work, but the combination can feel overwhelming. Of course, as leaders we need to do all that we can to shield staff from the distractions and block out the noise. We can provide flexibility in use of time where practical, lighten the load of responsibilities where possible, and provide the support we can where needed. Yet too often this still is not enough, particularly viewed in the context of the predictable stresses and pressures that accompany the final months of the school year. We might ask ourselves what else can we do to lift spirits, restore energy, and renew hope to carry through to the end of the year? Surprisingly, there remains an often underutilized but powerful source that can significantly lift morale and performance. For some, the answer may seem too simple or obvious and be easily overlooked. The answer has to do with sharing and receiving gratitude. A recent study on the power of gratitude reported in the Journal of Applied Psychology involved healthcare workers who, as much as anyone, have had to bear the brunt of the pandemic. When workers heard and felt the gratitude of patients, their spirits lifted, they experienced greater satisfaction in their work, and incidents of burnout dropped. Another less formal study at the Warton School arranged for a customer who benefited from the services of a call center to speak to workers at the call center about his gratitude for their efforts and support. The impact of hearing the difference they were making led to a 20% increase in revenues for the call center. The point is that gratitude matters. During rough times when feelings of appreciation are in short supply, finding ways to help educators and others associated with education feel gratitude can be especially important. The effort may be even more impactful if other steps to improve working conditions and lessen stresses are already in place. So, what are some ways we might arrange for our educators and other staff to experience the gratitude of those whom they serve? Here are six ideas to get started:

Invite a current parent or panel of parents to a staff meeting to share how their children are being supported, nurtured, and protected during the pandemic and how they have grown as learners and young people despite the challenges of the past two years.
Arrange for a panel of recent graduates of your school to reflect on their experiences as students in your school and how staff relationships, guidance, and support have helped them to succeed as learners. Their reflections might be a part of a staff meeting or recorded and shared with staff.
Work with student leadership groups to plan a surprise appreciation week for staff. Hall decorations, a special assembly to honor staff, and notes and letters of appreciation are some ideas to stimulate planning.
Invite parents to record brief videos describing the difference school staff have made in the lives of their children.
Invite students to record short videos describing how staff helped them to have “their best day of school.”
Invite support staff to a faculty meeting to be honored for the contributions they make to a smooth operating and successful school. Be sure to cite specific examples and describe tangible differences they make.

Of course, gratitude makes the greatest difference when it is genuine, specific, and timely. Gratitude can also become an impactful habit. We like being around people who are quick to share their gratitude. We also feel better when we share our gratitude with others. It is a classic “win-win.”

March 16, 2022

The Hidden Power of Our Promises to Each Other

When we make promises, we commit to do something, be somewhere, provide something, or otherwise follow through on what we have pledged. Promises are integral parts of our personal lives and professional roles. Our promises tell others what they can expect from us. Promises are essential to the formation of strong, sustaining relationships. Within organizations, the promises we make to each other are important building blocks of the culture we build and maintain. The absence of promises and follow through lead to mistrust, suspicion, and division throughout organizations. On the other hand, when we promise to respect and support each other, we create the foundation for relationships that are trustful and make it safe to take risks. Our promises to each other can also help us to remain focused and insulate us from the buffeting we may otherwise experience from external issues, conflicts, and fads. Promises can give us a greater sense of control over factors that contribute to our shared success. Promises can also lay the foundation for internal accountability in our work with students. When we promise to be learner-centered in our priorities and practices, commit to ensuring that every student receives the support necessary to succeed, and when we mobilize to address areas where work is needed to lift learning outcomes, we are taking steps toward a culture of shared accountability. Importantly, internal accountability is far stronger and more effective than external accountability measures that attempt to hold schools accountable for performance. Over-reliance on external accountability for improvement and outcomes can shift our focus away from processes that lead to improvement such as collaboration, shared problem-solving, and mutual support, and lead to prioritizing short-term solutions, superficial changes, and excuse making. Even worse, a hyper-focus on external accountability measures can lead to decisions that make the organization look good, while compromising the learning needs of students. Several high-profile testing scandals in recent years are examples of attempts to respond to external accountability at the expense of integrity and internal accountability. Of course, we cannot ignore external accountability. Published test results, state report cards, and compliance with state and federal regulations are among the elements of accountability that cannot be discounted. Clearly, external accountability has a role to play. Such accountability measures are intended to assure that student needs are met and expected performance outcomes are achieved. Yet, external accountability typically does not provide the internal support and commitment to achieve results that internal accountability provides. So, how should we think about the roles of shared, internal accountability and externally imposed accountability measures? Michael Fullan, who has written extensively on this topic, advises that we think about the mix of our focus on internal and external accountability as an 80/20 ratio. Eighty percent of our focus should be on building and maintaining an internal culture of accountability, and twenty percent of our attention should be on the extent to which our internal work is generating results that satisfy external accountability measures. Fullan also advises that we start with promises we make to each other and build a culture of internal accountability before turning our focus to elements of external accountability. Internal accountability builds processes and creates capacity to make lasting improvements in student achievement. Subsequently, external accountabilities can serve the role of monitoring internal efforts and providing guidance where adjustments may be needed. Now may be a good time to step back and consider the health of our culture and the strength of our internal accountability. How clear is our common purpose? What have we promised each other about our shared goals? What is our commitment to continuous learning and improvement? How do we provide mutual support to improve instructional practices and learning outcomes? These promises are at the core of our culture and internal accountability work.

February 25, 2022

Time to Have Some Fun!

The experiences of the past several months have left many of us caught in a cycle of stress, pressure, and exhaustion. It can feel as though there is no way out and no end in sight. The consequences, if we do not break the cycle and find strategies to counter the feelings, can be serious for our health and our careers. Of course, there are some large system and environmental forces at work that need to be interrupted and shifted if we are to find permanent solutions to what we are feeling. However, there are some immediate and shorter-term steps we can take to counter the stress we are feeling, experience authentic enjoyment, and feel better about ourselves. The answer: Have some fun! At first, this advice may seem counterintuitive, even naïve. We might think it is too simple to be effective. We may even wonder if we have forgotten how to have real fun. Help is on the way. Catherine Price, author of the new book, The Power of Fun: How to Feel Alive Again, provided some timely information and advice worth heeding in a recent New York Times article. She reports from her research that fun can help us to counter feelings of stress and to make us more resilient. Fun can help us to be happier and healthier mentally and physically. However, Price cautions that we use the term “fun” broadly for a variety of activities. We often describe anything we do with our leisure time, including activities that pass time and occupy our minds, but may not be especially enjoyable or satisfying, as fun. Price describes real fun as having three components: playfulness, connection, and flow. Playfulness is doing something just for the fun of it. Playfulness is not taking ourselves too seriously. Playfulness alone helps us to manage stress. Connection speaks to the social nature of fun. While we can have fun alone, when we enjoy something fun with others, we experience connections that can help us to feel less isolated. Connections, too, are important in countering stress and helping us to be more resilient. Flow, we often associate with athletics, the arts, and highly engaging projects. However, it also can apply to the state of mind we experience when we are fully engaged in fun and focused on the activity in which we are engaged. Flow helps us to let go of what may be causing worry and stressing us, at least for a while. Often experiencing a period of flow is enough to restore our perspective and energy. While each of these elements of fun hold power to relieve stress and increase our resilience by themselves, their confluence as we experience fun can be a powerful antidote to what is dragging us down. If it has been a while since we have experienced real fun, we may struggle to figure out where and how to find it. Price advises finding our “fun magnets,” by recalling times when we have been fully engaged in an experience, laughed with other people, and felt free of immediate worry and concern. Think about who we were with, what we were doing, and what made the experience so good. Importantly, fun does not have to be a grand event. Fun can be an unplanned hike, a board game with relatives, or an engaging conversation with a close friend. Once we find our “fun magnets” we need to carve out and schedule time to engage in them. The pandemic can make finding time and creating space for fun more challenging, but it will be more than worth the effort, even if the experiences are shorter and may have to be modified for safety. We have experienced plenty of stress, disappointment, and loss. It is time to prioritize having some fun!

January 10, 2022

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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Five Crucial Considerations to Protect Social and Emotional Learning

The growth in popularity of social and emotional learning (SEL) is bringing with it increased attention to and scrutiny of what exactly SEL means and questions about whether it is something more than just another educational fad or ideological movement. These reactions are important in that the history of education is replete with examples of good ideas and promising practices that were rejected due to lack of clarity about definition and purpose, over-promising of results, less than rigorous implementation, and fears of ideological motivation. Push back regarding the common core standards, outcome-based education, and the self-esteem movement are just a few examples of how misperceptions, missteps, and mistrust derailed promising ideas and initiatives. The good news is that there is a significant reservoir of support for the purpose and practices featured in most SEL programs. The pandemic has brought into focus the importance of skills such as coping, decision making, goal setting, and relationship building. Most adults see the need for young people do develop civic, moral, and character aspects of themselves. However, failure to address areas of potential confusion and concern could seriously undermine and even imperil efforts related to SEL. In fact, without attention and effort now, SEL could become the next flash point in partisan political conflict. Let’s explore five aspects of SEL that deserve attention now if we hope to avoid having it become the next battle in the culture wars. First, consider whether social and emotional learning is what you should call this effort. A recent survey by YouGov, commissioned by the Thomas B. Fordham Institute found that parents strongly support most of the components of social and emotional learning, but are resistant to the name. In fact, more that 75% of parents in both major political parties supported addressing the social and emotional needs of students. However, they rated the name at the bottom of a list of potential terms to describe the concept. The name most popular among parents was life skills. It seems the term social and emotional learning sounds too much like jargon and is open to a wide variety of interpretations and misperceptions. Second, consider how social and emotional skill development can be a partnering effort with families. Many parents consider the skills associated with social and emotional development to also be part of their role and responsibilities as parents and families. There is little benefit in attempting to compete with this perception and significant opportunity in partnering to develop these skills in children and young people. In addition, when families see social and emotional learning as a shared effort, they are less likely to be suspicious or to join efforts to undermine the work. Third, be clear and consistent in describing what SEL is and is not. Already, there are varied definitions of the skills, behaviors, and dispositions addressed under the umbrella of SEL. Lack of clarity is an invitation to skeptics and detractors to attack the movement and derail efforts to develop SEL competencies in students. The Collaborative for Academic, Social, and Emotional Learning (CASEL) framework includes five dimensions: self-awareness, self-management, social awareness, relationships skills, and responsible decision-making. While these elements define broad areas for attention, they remain open to considerable interpretation and potential misinterpretation. Fourth, be careful not to oversell the academic impact of SEL. While SEL can provide support for academic learning efforts and processes, it is largely a complement to academic learning. Promising increased academic scores because of SEL efforts would likely be difficult to document. Certainly, SEL efforts can prepare students to become more engaged, confident learners and more successful adults, but promising specific academic outcomes tied to SEL is risky. Fifth, communicate the connection between SEL and character development and civic education. There is broad consensus across political boundaries that we need more civic engagement and character development. Characteristics such as integrity, honesty, and empathy enjoy near universal support. Adults across the political spectrum also tend to agree that civil behavior, civic engagement, and social consciousness are important aspects of youth development. Of course, there probably is not a path that will be free of questions and doubt, but by knitting together a strong case for addressing the social and emotional needs and skills of today’s young people we can preempt much of the strongest resistance. Meanwhile, our efforts can make a dramatic difference in the success and happiness of the generation now in our schools.

September 13, 2021

The Amazing Power of a Sincere Compliment

Consider the power of a simple, sincere compliment. We may not think much about the act of complimenting, but research and long experience testify to its power. In fact, compliments and appreciation are at the core of healthy, sustaining relationships. Compliments improve social interactions and generate happiness. Timely, authentic compliments in the workplace have been shown to have a greater positive impact on productivity than cash bonuses—and for good reason. Cash bonuses are often thought to be late reward dollars for something a long time ago that is overdue and already earned. To paraphrase Mark Twain, a compliment is among the rarest human gifts to give, and it adds to the happiness of the person who delivers it. When we offer a compliment, we communicate the message, “I notice you.” Being noticed conveys value in the recipient. Depending on the content of the compliment, it can convey admiration, appreciation, approval, thankfulness, respect, and even trust. In times like these, we would do well to make giving compliments a habit. Compliments can be our contribution to counter the negativity so powerfully present in our world. Communicating a message of value and worthiness can make a difference in the moment, in the day, and even in the lives of others, even though we are often not privy to the impact a simple, sincere compliment can have. Framing an impactful compliment is not difficult. Consider these elements:

Be specific. A general comment can be pleasant but focusing on a specific action calls out what is noteworthy and will carry greater meaning.
Be sincere. Authenticity matters. Insincerity can leak through in the tone of our voice and non-verbal behavior. Compliments are rarely rejected, unless the recipient detects that it is offered with an ulterior motive.
Be generous. There is little reason to skimp or hold back when we compliment. Understatement deprives the recipient of the full impact of our message.
Focus on actions over appearance. The context within which compliments are offered matters. Complimenting the way in which a person managed a situation, a choice they made, or a challenge they met addresses elements they can control. Further, compliments offered regarding appearance, especially in the workplace and with people we do not know well, can be interpreted as objectification rather than admiration.
Resist qualifying. Offer the compliment and stop. Adding qualifiers and caveats undermines our message and can leave the recipient wondering if there is a hidden element embedded in our words.
Don’t wait. When we see the need or opportunity to compliment, we need to do so. Waiting can lead us to forget and delay can undermine the impact we want to have.

A final thought: It is difficult to over-compliment if we are sincere. People rarely tire of being noticed, appreciated, and admired. If we want to counter the negativity we experience in our world, we can start by making compliments a priority. Remember, there are seven negatives in the environment for every positive. If you can’t create positives and balance scores, you can let the negative over power us to win.

August 30, 2021

Our Respect for Student Names Can Build or Break Relationships

The first weeks of a new year are filled with organizing procedures, creating routines, and communicating expectations. There is much to do to launch a new year. However, there is one task that we can ill afford to ignore: learning student names. We may not give it much thought, but names matter. The relatively simple task of respecting, learning, and pronouncing names correctly can be a big deal. Names are also an important aspect of our identities. Consider the message of the popular Johnny Cash song from a few decades ago: A Boy Named Sue. When we fail to learn student names early in the year or ever, we risk sending a message that we do not care enough to make the effort or that our students do not count enough to be recognized as individuals. It is not surprising in these circumstances that many students will choose not to invest in their learning or respond to our instruction. Why should they care about what we offer and expect if they believe that we do not care enough to know their names? If we fail to pronounce students’ names correctly, we risk sending a similar message. When these students come from different cultures and have names unfamiliar in the English language, we risk communicating that we also do not respect their culture and identity. If these students are also still learning English, we can create even greater feelings of separation and further complicate our relationship. As a result, we can make reaching them even more difficult. Yet another element deserving our attention is assigning nicknames to students based on some aspect of their name, especially when the nickname may be perceived as less than positive and respectful. We may intend the practice to be playful, and even endearing, but we are assigning an identity to students based on our perceptions and preferences, not their choosing, and potentially without their permission. Like many other aspects of humor, we must be careful to avoid having what is intended to be funny result in emotional pain. Even worse is the practice of intentionally mispronouncing student names or assigning negative nicknames to intimidate or denigrate students who are different, misbehave, or demonstrate a negative attitude. This behavior is especially egregious as it often masquerades as humor that is well-intended, but misinterpreted. Unlike many conditions that can interfere with student learning, there are specific and relatively simple steps we can take to avoid having our treatment of student names become a barrier to relationships and compromise our influence on student success. First, we can make learning student names a priority during the first weeks of the year and when new students enter our class or learning environment. By focusing on names, using them frequently, and reviewing them often, we can accomplish this task. Second, if pronouncing some students’ names is challenging, we can ask them to pronounce their names for us and make phonetic notations to help pronounce them correctly. Collecting this information in private is usually best. Of course, practicing saying names can solidify and help to store them in our memory. If necessary, we can utilize online language resources or consult language experts to assist our efforts. Third, we need to be careful to avoid assigning or using nicknames unless we have specific permission or students request that we use their nicknames. As noted earlier, the close connection between names and identity makes modifying or substituting student names an unnecessary risk to our relationships and ability to reach and teach students. Learning and respecting names might seem like a small thing. Yet, our attention to and treatment of this aspect of student identities conveys a message about who we are and our commitment to supporting them as they learn.

August 16, 2021

Change Learning Outcomes—And Students’ Lives—With This Statement

It may seem improbable that a single statement, even one made with sincerity and backed by commitment and positive intentions, could change the arc of success students experience. Rarely is there one commitment we can make or position we can take that carries such significance for our students and ourselves. Nevertheless, educators around the world have found the following statement to change their perceptions of their work, the nature of their practice, and their relationships with learners. That statement is: I cannot be successful unless you are successful. At first, this may seem like a simple or maybe even a throwaway statement. Yet, it is uniquely powerful in that it conveys a set of messages that can transform the learning experiences and aspirations of students. This commitment aligns our interests with the interests of our students, and it places our professional skills, expertise, and efforts behind their success. There may never be a better time for our students to hear this statement from us. We might assume that students know we want them to succeed and that we are committed to doing what we can to ensure their success. Unfortunately, many students, especially those who have not experienced much success with formal learning, too often see teachers as making their lives difficult, placing them in positions where success is not possible, and leaving them behind when they do not succeed. This statement tells students that their success is in our self-interest. It is no longer a vague hope or ill-defined possibility. Stating that we cannot be successful unless our students are successful conveys a clear belief in the potential of our students. We are saying that our belief is so strong that we are willing to commit our energy, expertise, and efforts to see that their potential is recognized and developed. This commitment goes beyond “I will do my best and hope that you will succeed.” This statement tells students that we believe in them and we believe in our capacity to ensure they experience success. Further, this statement expands our role from presenter, organizer, and evaluator to include advocate and unwavering supporter. We still want to be certain that students have the information and resources to succeed, but we now stand with learners to see that they can employ the tools, skills, information, and strategies to find success. If they fail, we fail. When we make this statement, we become part of a team with our students. Our common goal is ensuring that students learn and succeed. We are on the same side, working to make sense of content, make essential skills attainable, and ensure that their progress is significant and consistent. In addition, this statement makes our intentions clear. We are making an unambiguous statement to students on which they can count. When we press and nudge them, they can be assured that we are doing so in their interests and in support of their success, because their success has become our success. For some students, hearing such a clear and important commitment on their behalf from a trusted adult may be a first in their lives. Be assured, it will not be forgotten.

November 30, 2020

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