The Master Teacher Blog

The first days of a new school year are typically filled with anticipation and excitement—and some nervousness. As teachers, we are engaged in a new beginning. We have an agenda and a plan, and we can shape the path that lies ahead.

Students experience many of the same feelings. However, they have less control over what lies ahead and thus feel even more uncertainty about what the experience will be like. Consequently, they come with many questions, even if they may not ask them explicitly.

As we think about the first days of the new year, we might consider the questions students will have so that we can think about how we will answer them in ways that set a positive tone and preview an attractive, meaningful, and reassuring start to their learning journey. Here are six questions we can be sure are on students’ minds and to which they are hoping for answers.

“Is my teacher interested in me?” For students we have not had in the past, the first week of school is too early to have a relationship, but students will be looking for clues to discern whether a positive relationship is likely. Do we greet students as they arrive in our classroom? Do we make eye contact and notice their presence? Is it obvious that we are committed to learning their names? Are we interested in learning something about them?

“Do I feel like I am accepted and belong?” We might plan some community-building activities to help students reconnect with existing friends and discover potential new friends. We can share the classroom behavior norms and rules, including the reasons behind them. Even better, we can engage students in the discussion and development of norms and behavior expectations. When we do, they will be more likely to feel ownership of and accept and abide by what is decided. Remember: Students will be asking themselves whether they can be themselves or if they must monitor and modify their behavior to fit in.

“What is expected of me?” Students are likely to want to know if they will be expected to sit and listen, or if they will be invited and encouraged to contribute ideas, insights, and experiences. Will learning be directed or co-constructed? We can share examples of how we will design and approach learning tasks and challenges. We might share an estimate of how much out-of-class time students should expect to spend on assignments and projects. We should also consider discussing how much background knowledge will be necessary to succeed in this class and how we will help students to fill any knowledge gaps.

“What am I going to learn?” This is a time to “sell” what we intend to teach. Students will likely be asking themselves whether the content sounds interesting and how they might use or benefit from what they will learn. This is a great time to answer the “why” of learning the content and skills we will be introducing and nurturing during the class.

“Can I be successful?” To reduce our new students’ fears of failure, we might share tips and strategies that previous students have found helpful. We can assure students that we expect them to succeed—and believe they will. We might also share with students the supports available should they begin to struggle.

“Is this a class that I will enjoy?” The answer to this question rests on what students have learned from the first five questions. If students feel that we are interested in them and want them to feel accepted, and if they believe that they can participate and be successful, this is likely to be a class to which they will look forward and in which they will invest.

We only have one opportunity to get off to a good start. It is worth the time and effort to think through what students want to know and how we can provide the information and assurance they will be seeking.

Survival of a species is not determined by strength or intelligence. Survival is determined by adaptability. (Concept by Charles Darwin)

We live in interesting times. The pandemic may be fading into the past, but we are still experiencing its learning, behavior, and emotional aftereffects. Artificial intelligence may offer dramatic new opportunities, but it can feel disruptive, unpredictable, and difficult to grasp. Meanwhile, expectations of schools and educators seem to be changing, and there is no clear roadmap to guide us. The list could go on, but the question of how to respond, manage, and thrive in this environment has no single, simple answer.

In response to the uncertainty and disruption in which we find ourselves, researchers and experts say that the number one skill for survival and success in today’s environment is adaptability. Simply stated, adaptability is the readiness and willingness to change behavior or strategy in response to changing environment. Adaptability helps us to be thoughtful, curious, and skilled at navigating change. It helps us to be versatile, stay resilient, and manage stress and prepares us to embrace change rather than fear or fight it.

We might think of adaptability in three forms. Cognitive adaptability concerns how we think about what is happening to and around us. Do we keep an open mind and embrace change rather than fear it? Social adaptability deals with our relationships to others. How well do we manage relationships with those who may think about and see the world differently? And behavioral adaptability relates to our acquiring new skills and adopting new approaches required to manage and succeed in new and changing conditions. How willing are we to let go of what no longer works and embrace what is needed going forward?

Regardless of the specific challenges we face, adaptability requires us to venture out beyond our comfort zone where we are comfortable and confident. Significant learning and growth rarely occur unless we engage with what we find unfamiliar, challenging, and uncomfortable. We might think of the space just beyond our comfort zone as our learning zone, and while we may be uncomfortable in our learning zone, enough is still familiar to provide some context and allow us to make learning connections. So, what are the habits and skills that contribute to success in our learning zone? Here are six adaptability frames we can develop and use.

Be ready to take risks. Navigating the unfamiliar means that we must be ready to try strategies and approaches that are new to us and may lead to some missteps and setbacks. By accepting the probability of mistakes, we can reduce our anxiety and use our experiences to learn and move forward.

Stay goal focused. Gaining clarity about what we want to achieve can free us to choose the best path. Goals help us to mark progress and allow us to celebrate it. In times of confusion, clear goals can keep us focused and on track. When what we try does not work, goals may suggest what will work.

Be flexible. New perspectives, insights, and evidence may point us in a new direction or offer a different path. We need to be ready to shift with experience, learning, and changing conditions.

Remain open-minded. In circumstances that call for adaptability, we rarely have all the answers, nor can we always anticipate what will be required of us. We must remain open to unexpected, underdefined, and emerging implications. Learning and insight can come from a variety of sources; for example, we might watch how others are responding and adopt and adapt what they have found to work.

Stay curious. We need to watch, listen, and sense what is happening around us. We can ask questions to clarify what seems confusing and stay attuned to nonverbal cues. The better we listen, the more we can learn. The combination of listening and seeing can reveal nuance and subtleties that otherwise might be missed.

Trust yourself. Venturing beyond our comfort zone takes courage. We don’t always know what to expect. However, we have faced challenges before, and we have overcome mistakes and setbacks in the past. Now is a time to believe in ourselves and our potential. Courage is not the absence of fear. Rather, it is a willingness to move forward despite it.

These are uncertain and challenging times. However, they are also opportunity-filled. The risks we take, the learning we gain, and the progress we make now can serve us far into the future.

Many of us have an extensive list detailing what we need and want to accomplish during the summer break. The list likely contains many important and unavoidable tasks, but hopefully, the list also includes several activities that will contribute to refreshing our spirits and renewing our enthusiasm for when fall arrives.

What may not be on our list are actions and activities we plan to avoid. However, what we choose not to do can be as important as those activities in which we plan to engage. As you finalize your plans for the coming weeks, here are six actions and activities to take off your list.

First, resist excessively rehashing the past year. Conflicts, missteps, disappointments, and regrets offer little value unless we can—and intend to—do something about them. If there are lessons to be learned, we need to discern what they are, learn them, and let go. Obsessing saps our energy and can undermine our confidence.

Second, avoid spending too much time in your classroom on materials organization, room orientation, and classroom decoration. Physical separation from our classroom can assist the processes of refreshing and renewing our energy and enthusiasm. While briefly stopping by the classroom to collect or drop off items might make sense, organizing, arranging, and decorating can generally wait until closer to the beginning of the new school year.

Third, forgo creating a detailed content coverage plan and assessment calendar for the semester or year. A general schema to estimate and monitor progress and determine appropriate times to assess that progress can be helpful. However, rigid planning risks focusing exclusively on content coverage and delivery rather than true learning and may result in administering assessments before students have finished with and are ready to demonstrate their learning.

Fourth, don’t spend time developing meticulous lesson plans. The makeup of classes and the needs of individual students need to be considered for lessons to be successful. We might script the first couple of days to get off to a good start, but as soon as we begin to interact with students, the experiences we design need to respond to their readiness, needs, and interests.

Fifth, skip making exhaustive lists of classroom rules. Having a general picture of behaviors and guidelines can help, certainly, but students generally respond better and feel greater ownership when they can play a role in discussing and developing classroom behavior expectations.

Sixth, try not to spend time stressing about the coming school year. We need to trust ourselves to know what to do when the time comes. We cannot predict the future, and worries about it are almost always unwarranted or overblown. It’s easier said than done, sure, but time spent worrying risks distracting us from the refocusing and refreshment time that summer should be.

Summer should be a time for rejuvenating our spirit, recharging our energy, and renewing our enthusiasm. When we remove unproductive and premature activities and actions from our summer to-do list, we make these goals more attainable.

Hoarding physical objects can be a significant life problem. We have seen television shows and read news articles about people who compulsively collect and hold on to seemingly useless objects, even junk. People fill their living space with stuff they collect and often cannot bring themselves to abandon what they have collected. In extreme cases, people are hardly able to live in their house or apartment due to the space occupied by what they are hoarding. For a variety of reasons, despite the stress and discomfort associated with the behavior, they persist.

While physical hoarding is a visible phenomenon, not all hoarding necessarily is visible or physical. Without consciously choosing or even realizing the impact, we can be accumulating mental and emotional “baggage” that saps our energy, grows our stress, and undermines our ability to fully enjoy our life and work.

Much like the accumulation of physical objects, our mental and emotional capacity to engage, explore, grow, and learn can be compromised when we allow past hurts, current conflicts, and the possibility of future disappointments to fill our minds and fray our emotions.

Of course, the mental and emotional elements that take up space come in many forms. It is also true that hoarding happens in stages and does not always grow to the point of paralyzing the hoarder. Regular house cleaning can help to counter urges to hoard. Similarly, conducting a mental and emotional inventory can help us to see what may be interfering with our happiness and success. Becoming conscious of what we are holding on to can position us to let go of what is not serving us well and create space for new energy, curiosity, and growth.

Let’s consider six mental and emotional elements that are worthy of examination and are candidates for abandonment:

• Grudges. Grudges can be among largest occupiers of mental space. Grudges distract us; hold us back from forming, fixing, and flourishing relationships; and almost always exact the greatest price from the people who hold them. Deciding to let go, forgive, and move on can be a major emotional space freer.  
• Guilt. Guilt can occupy a similar amount of mental and emotional space as grudges, but guilt is aimed at ourselves rather than someone else. To clear space, we need to forgive ourselves. To do this, we may need to apologize and make things right with someone we have harmed. We might need to recognize that we cannot change what happened, but if we have learned from the experience, we can give ourselves permission to let it go and free up some emotional space.
• Regrets. Regrets can be the result of choices we made or did not make. They can be the result of opportunities we let pass us by or paths we chose that did not serve us well. However, with each decision made, there were likely new experiences gained, lessons learned, and opportunities presented. Rather than looking back and fixating on what might have been, we can commit to making the best of what we have and making better choices in the future.
• Assumptions. Assumptions also take up significant undeserved mental space. Assumptions are untested, unproven, and often inaccurate perceptions of how things work, who people are, and what is possible. Testing our assumptions can help us to avoid misunderstandings, miscalculations, and missteps in our relationships with others and become more productive in our work.
• Beliefs. Beliefs are formed out of the assumptions we make. We might even think of them as being “stacked” on what we already assume to be true. Beliefs based on inaccurate assumptions can prevent us from engaging in new experiences, taking responsible risks, being curious, and trying new things. Like assumptions, we can create mental space by testing and sorting our beliefs about learning, teaching, and other aspects of our practice.
• Fears. Fear may be the most insidious occupier of mental and emotional space. Fear can conjure up images of failure, identify endless risks, warn of embarrassment, and present a near endless list of other “better avoided” actions. Yet, fear thrives on what might be, not on what is or what will be. Unless we confront our fears, we are not likely to dispel those that have no basis but still have a hold on us.  

Summer can be a great time for mental and emotional housekeeping. Remember: We do not have to be full-fledged mental and emotional hoarders to benefit from letting go of what distracts and holds us back. Most importantly, any space we create is available for more productive and growth-inducing opportunities.

“People may hear your words, but they feel your attitude.” —John C. Maxwell

Our moods, attitudes, and overall sense of presence significantly influence the learning experience of our students. When we bring the right combination of attitudes to the classroom, we can create a climate of positivity, possibility, and productivity.

The fact is that the ways in which we choose to engage with and respond to students can have a profound influence on the effort those students are willing to give, the persistence they demonstrate, and the learning they gain. We design the experience, set the stage, and create the environment for learning through the attitudes and emotions we communicate. Let’s explore this phenomenon through six powerful attitudes we can share with our students.

Anticipation

The relationship between what we anticipate and what we and our students experience can be surprisingly strong. We tend to notice what we expect and reinforce what we anticipate. When we expect our students to succeed, we are more likely to nudge, encourage, and reinforce their efforts, and our students are more likely to feel our confidence and respond positively to it. Anticipating the success of our students sets the stage for them to achieve it.

Appreciation

There is much about students to appreciate. We may be quick to notice when students fail to follow our directions or ignore our advice, but we can easily miss the times when they do as we ask, respond to our questions, and comply with our expectations. When students feel appreciated, we remove a key barrier to cooperation, collaboration, and compliance.

Admiration

Every student who enters our classroom has qualities worthy of our esteem and respect. Unfortunately, not every student demonstrates these qualities in obvious ways or in a consistent manner. Yet, many of our students have faced significant challenges and overcome serious setbacks in their lives. We may not be aware of the specific challenges students face or know what they have overcome, but we can admire and celebrate their inherent worth. As we uncover and experience the gifts, qualities, and achievements of our students, we will find even more to respect and admire.

Affection

Students know when we like them. Expressions of warmth, messages of concern, and words of encouragement matter. Students often feel freer to take risks and face challenges when they know that our care for them extends beyond how they perform academically. Our affection for our students can carry them through difficult times and increase their joy when they succeed.

Amusement

There is a saying that if we fail to see humor in our interactions with students, we must not be paying attention. Students say and do unexpected things. They also observe and call out many of the naturally absurd and humorous happenings that otherwise may pass us by. Our receptivity to what is humorous and appreciation of the absurd can lessen tension and stress and make our classroom a more comfortable place for learning and relating.

Amazement

Students also often say and do things that we find awe inspiring. Overcoming an intellectual challenge, pressing through a physical barrier, or moving beyond a significant setback can leave us amazed. We can make a lifelong impression on students when they realize that something they have created or accomplished has inspired us. We can boost confidence, inspire courage, and strengthen resolve when we take the time to share the awe our students inspire in us.

Our attitudes and emotions are powerful forces. They can lift students up and feed their enthusiasm or deflate their spirits and undermine their confidence. Fortunately, using these forces to support students and accelerate learning do not require special skills and extra effort. However, they are the result of choices we make every day.

Students come to our classroom with varied backgrounds and experiences, and their friendships are no exception to this variety. Students typically form friendships, join groups, and associate with others with whom they share social status, interests, cultures, and other factors. For example, when students are allowed to choose where to sit in the lunchroom, they typically sit with others who share some or all these characteristics. These affiliations often extend to other activities and even find their way into the classroom. In fact, most classrooms are crisscrossed with multiple invisible social lines and unspoken boundaries of association and interaction.

Our challenge is to deliberately blur many of these lines to foster understanding, promote empathy, and build respect for others regardless of background, culture, and other factors. The world for which we are preparing today’s students will be even more diverse, and their success in it will require understanding, collaboration, and learning from people who approach and have experienced life differently.

We can create an environment within which students can connect, collaborate, and contribute without risking disrespect, rejection, and isolation. However, our work must be sensitive, deliberate, multifaceted, and sustained. Here are six strategies to consider.

First, we can use our actions and attitudes to set the stage for blurring lines and erasing unhelpful social boundaries. We must be conscious of and monitor our own behavior to ensure that we do not reinforce lines and boundaries in how and with whom we interact. The example and tone we set can free and encourage students to emulate our behavior. Our choices about on whom to call for ideas and answers and who we invite to perform classroom tasks matter. We also need to ensure that our expectations regarding the behavior and academic performance of students are not influenced by their race, culture, history, socioeconomic status, or other aspects.

Second, we need to monitor—and if necessary, create—inclusive curriculum content and experiences. For example, when what students are learning reflects multiple cultures (including art, history, literature, and societal contributions) and customs, they are more likely to value and respect life approaches that may be different than what they have experienced. Virtual field trips, inviting students to share their experiences, and guest speakers can add perspective and increase student exposure to varied life experiences. These elements can also lead to important discussions and deepen the understanding students have of each other.

Third, we can help students to identify strengths they possess and ones they want or are working to develop. Self-assessments, our feedback, and observations may be necessary for some students to grasp and own their unique areas of strength. Building student awareness of their value and assets can build confidence and encourage students to take social risks. When students own their strengths and talents, they are more likely to volunteer to assist other students. Meanwhile, when strengths and talents are the focus, students are often more comfortable asking for assistance across typical social and other invisible lines.

Fourth, we can engage students in meaningful collaborative work. We might structure activities and projects to have students work with others with whom they may not otherwise associate. However, we need to design the work so that students get to know and depend on each other, not just perform separate tasks that join to create the final product. Explicit norms for working together may be helpful. Depending on the age and makeup of the class, we may need to assign roles so that students who may have natural leadership talents and are outgoing do not dominate and less confident and experienced students have permission and responsibility to lead. Developing and providing provide job descriptions can also help students to understand and perform their roles.

Fifth, we can further blur lines when we work with students to develop and pursue shared class goals. Class goals might focus on developing and practicing good studying and learning habits and skills, identifying a community or school service activity, collective performance improvement, and/or other worthy efforts in which everyone can participate and contribute. However, we need to be careful not to create internal competition or conflict that might embarrass or shame some students, thus undermining our goal of blurring social lines and boundaries.

Sixth, we can notice and reinforce student behavior that reaches across social, academic, and other invisible lines. Our attention and recognition matter. We can set the stage, create supportive conditions, and establish expectations, but our reinforcement of the behaviors we want to flourish is important to building and sustaining a culture of inclusion, valuing, and respect.

Of course, as we blur social and cultural lines, we not really erasing them as much as we are creating an environment in which differences are respected and celebrated. By lessening separation and fostering connections, we can create a space in which every student feels accepted, understood, respected, and empowered to succeed.

It can be awkward and disheartening to realize that students no longer respond to many of our previously successful instructional strategies and approaches like they used to. Rarely, though, does this realization come suddenly. It may start with a vague feeling that something is different. Our influence may seem to be slowly waning. We may even find ourselves noticing that the minority of students who have always been less engaged is growing in number and may soon become most of the class.

Our first reaction may be to blame the students. After all, our approach has been successful and effective with students in the past. We have not changed our expectations or modified our approach. Therefore, it must be the students.

It is probably correct that the students have changed. We may live or work in a community whose population is shifting. We may have more students in our classes for whom English is not their first language. More students may come from families who do not have a history of formal education and don’t offer the guidance and support to which we are accustomed. Many of today’s students have spent their early years in a world rich in and supported by technology and thus expect high levels of activity and entertainment. For some, family and economic disruption may also play a role in how much attention and investment they lend toward their learning. It may even be that what students experienced during the pandemic left them valuing learning differently.

Nevertheless, choosing to blame students will not meet the challenge or solve the problem we face. Expecting students to change is not realistic or productive. Neither does it make sense to lower our expectations and compromise the futures of our students because they present a different profile.

At the same time, this is not a cause for guilt or shame. Our expertise is not in question. Rather, this challenge is about how to adjust and match the circumstances to achieve the outcomes we desire and expect. Still, the fact is that there is only one person’s behavior we can change: our own. As much as we might hope otherwise, if we want to reach and support students to success, we need to adapt to them and their learning needs, interests, and readiness. Our goals for and commitment to nurturing the learning of our students do not need to change, but the path to reach our goals and the application of our commitment will have to shift. Here are seven actions to consider and get started.

First, we can step back and reflect on what exactly seems to be changing. Observing trends and understanding the nature of what is changing can reveal options and opportunities to adjust. If there is new learning we need to gain, understanding what is happening can help us to seek out and sort promising strategies and techniques to build, adapt, and apply.

Second, we would do well to learn all that we can about the students we are teaching. There may have been a time when we could assume much about our students because they came from familiar backgrounds and with familiar and even shared life experiences. The more we know about the lives of our students, the better able we are to make connections and provide useful examples.

Third, we might identify the approaches and strategies to which students respond most positively. We can increase our employment of what is working while diminishing those with which students do not connect.

Fourth, we can collect the observations and experiences of colleagues regarding what seems to work in their practice and create paths for ongoing collaboration. The experiences of colleagues can add to our arsenal of options. Further, our learning from colleagues can expand the variety of activities, strategies, and approaches we employ to “cast a wide net” and capture what seems to work.

Fifth, we would do well to explore with students their perspectives on what works for them. We can create a safe space for dialogue where students can share their experiences and offer ideas about how they learn best. Small-group discussions, one-on-one meetings, and surveys can offer a wealth of information to use in planning and prioritizing instructional practices and learning experiences.

Sixth, we might involve students in planning and leading learning activities. When students participate in setting standards, establishing criteria, and even creating assessments, their levels of ownership and commitment grow. We might share examples of standards-meeting work and give students opportunities to analyze and brainstorm ways to have their work match the level of excellence.

Finally, we can advocate with colleagues and others to design curricula and provide materials and experiences that connect with the lives of students and still meet established learning standards. As student populations change, often the examples and other content to which students are exposed may no longer connect with they see and experience. Providing a meaningful context for curricular goals can make a big difference for students who otherwise experience a disconnect with what they are asked to learn.

We may not be able to prevent the changing profile of the students we teach. However, we can build our understanding of the challenge, engage students in identifying potential changes, collect and develop a range of strategies and approaches in response, and modify learning experiences and content to reflect and connect with the lives of our students—and lift them to success.

Conflict is an inevitable element of the work we do. Our work is important, after all, and it involves high stakes for the students we care about and serve. We are passionate about our work and do not want to make careless mistakes. Each of us has a unique set of experiences and expertise that we want considered and respected. This combination makes conflict an unavoidable occurrence. 

Of course, conflict is not necessarily a bad thing or something to avoid. In fact, when engaged in with thought, sensitivity, and purpose, conflict can be a significant contributor to a healthy and productive culture, as it can help us to sort the best approaches and find the best solutions.  

On the other hand, conflict can also become a barrier to innovation, a divider of staff, and a drag on the culture if not engaged in skillfully, purposefully, and thoughtfully. Healthy conflict is not just arguing or insisting we have our way.  

A great deal of important planning, decision making, and other work likely lies ahead over the summer months. Predictably, we will encounter diverging opinions about some of the approaches, concepts, and content that we will need to resolve. Skillful handling of these disagreements will be required to reach consensus on the path forward. Here are five strategies to consider that will ensure that any conflicts remain productive.  

Move from defending to listening. When we find ourselves conflicting with someone, our first instinct is often to defend ourselves. While this stance may serve to protect our position and ego, it ignores the probability that there is another side or perspective to know and consider. When we default to defensiveness, we risk accelerating the conflict and embarrassing ourselves when the full picture emerges. Taking time to listen first gives us access to what may be important and saves us from having to backtrack once another perspective is presented. 

Shift from furious to curious. Conflict can be the source of strong emotions. We may feel justified in projecting our anger and frustration. However, like failing to listen, failing to ask open-ended questions and explore the understanding, perspective, and expectations of the other person is likely to move us deeper into conflict rather than toward resolution. Questions such as, “What makes you say that?” “How do you see this situation?” and “What do I need to know?” can be good places to start.  

Go from pressing to patience. When we feel as though we have the correct motivation, position, or understanding, it can be tempting to press the other person to agree with us. Unfortunately, this stance can push the other person to “dig their feet in” to their original stance and stop listening to what we have to say, regardless of how right we may actually be. Taking a step back and giving the other person time and space to think and process can open the door to new information and greater understanding.  

Shift from forcing to flexibility. Similarly, when we feel we are right and we have a path in mind we believe the situation should follow, we can become narrow in our perspective. Simultaneously, we risk missing or rejecting workable, or even excellent, solutions that could lead to the outcome(s) we seek by employing a different strategy or following a different path.  

Move the focus from winning to solving. The emotions and momentum of conflict can lead us to become so focused on “winning” that we forget that the goal is to find the best solution. In fact, conflict over the best path to a shared goal can generate innovative ideas and lead to creative solutions. The key is to focus on what will work, not just getting our way.  

Conflict can be uncomfortable. Sometimes, we may even choose to stay quiet or give in just to avoid it. However, such a choice undervalues our experience and expertise. It also deprives colleagues and the institution of what may be the best, most effective, most innovative solutions to the challenges we face.  

This is not the typical season when many or most of us set aside time to watch the classic movie, It’s a Wonderful Life. Yet, its message is important for our reflection as the school year approaches its end. George Bailey, the film’s protagonist, spent his life in Bedford Falls running a small family bank and serving his community. Sadly, he failed to see the important difference he was making in the lives of those around him. Then, though, he was visited by an aspiring angel who helped him to see how the small, everyday things he did changed lives, created opportunities, and opened doors for those he touched.

People on whom others looked down benefited from George’s confidence, compassion, and encouragement. People with dreams were able to pursue them with the support George provided. The lives of the people of Bedford Falls were improved because of George’s everyday actions. Fortunately, the community was able to tell George this and show their appreciation at the conclusion of the movie. Still, the difference he made was profound and lasting—regardless of whether he was aware of it.

It is not a stretch to make comparisons between George Bailey and the work educators do with children and young people every day. It is true that much of the impact we have will not be visible to us. In some cases, the difference we make in the lives of our students may not even show up for years. In fact, the difference will not always even be obvious to the students whose lives we change. Regardless, it is important for us to pause and reflect on the profound and lasting impact we have.

Consider:

• When we plant a seed of possibility with a student and lift their dreams and aspirations, we may be putting them on a path to a life and achievements beyond what they could have imagined otherwise.
• When we take the time to help a student build a key skill with which they have struggled, we may be giving them a tool that will become a lever for their future success.
• When we notice a budding talent and encourage an emerging passion, we may be paving the way for a future artist, entrepreneur, social or public service worker, community leader, or diplomat.
• When we nurture an insatiable curiosity, we might be opening the door to a future inventor, researcher, scientist, or designer.
• When we take time to listen and understand, we may be preventing someone from harming themselves and instilling hope that carries them through a tough time.
• When we commit to teach, rather than default to punish, when students behave inappropriately, we might be building skills that may prevent a future tragedy or make a neighborhood or community better.
• When we choose to believe in the inherent goodness and potential of our students, we make it possible for them to believe in themselves and to persist and overcome what life places before them.

The fact is that we do George Bailey things every day that make a difference to those around us. We may not immediately see the difference. We may never even hear about many of the positive impacts we have had on the lives of our students. However, these facts in no way diminish the importance or lessen the value of the important work we do.