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Want to be a Respected Voice in Meetings? Here’s How

The life of an educator is filled with meetings. Administrative meetings, staff meetings, team meetings, grade-level meetings, PLC meetings, work groups, planning groups, task forces—the list could go on. For many, these meetings are seen as obligations to be tolerated, and we can fail to see the opportunity these activities present to build professional respect and stature. Of course, with professional respect and stature comes the opportunity to be listened to, to influence, and to make things better.

Yet, building professional respect and stature requires more than simply attending and tolerating meetings. Gaining influence requires intention, strategy, and discipline. Here are seven ways to gain the professional respect you seek and deserve, while contributing to and influencing the outcomes of the meetings you attend.

Plan to participate early and confidently. Prepare for the meeting by exploring the agenda for items that you want to influence. Assemble any facts, examples, and research that may support your participation. Your preparation provides an advantage over those who simply show up. Further, your reference to credible resources adds to your own credibility. When issues of opinion are at stake, those with higher status may dominate the conversation, but if facts, data, and research are involved, the person with command of information will typically prevail.

Use a confident tone and speak at a moderate pace. People tend to equate confidence with capability. Speaking quickly can be confused with nervousness, fear, and uncertainty, while a clear, measured statement can carry increased weight and impact. Bear in mind that even if you are typically reluctant to speak, that personality trait does not mean that what you have to say is less valuable.

Present your position or make your argument as a statement rather than as a question. Avoid the habit of lifting your voice at the end of a sentence, thus implying a question. Statements framed as questions can send a message of not being certain and risks their being ignored or dismissed.

Avoid repeating or over-explaining your point. Perseveration risks appearing insecure or implying that others are not capable of listening and understanding. If you believe that some may not grasp your message, you can ask if there are questions or if someone needs an example.

Don’t wait to share your perspective until after the meeting. Choosing not to share your thinking during the meeting can make you appear uncertain, uncollaborative, and even judgmental. It is better to state your position and learn why it may not work or may need to be adjusted than not having it considered at the time when it could have made a difference.

Build support and strength for your position by endorsing others’ points and perspectives and then, when you can, use them as a starting point to build your own. Your agreement with a previous point, especially one that has been well received, taps existing support. Your addition can further solidify an idea or course of action. At worst, others will see you as a listener and consensus builder. At best, they will see you as capable of building on previous thinking to create something even better.

Remain focused and avoid distractions. Resist checking your email, texts, and social media during meetings. Rather, use your thinking to “mind map” the discussion. Consider: What is missing? What has not been explored and noted? What implications have not been identified and contemplated? Your full attention can position you to observe and point out issues that others who may be distracted will miss. When important issues and decisions are at stake, your contribution can make a huge difference.

If we hope to make the institutions in which we work better, and if we hope to serve the needs of students more effectively, we need to challenge and contribute productively. A key element in our being able to make a difference is the professional respect we build and hold.

August 03, 2023

Trust: What We Need Now

Trust is something we may think little about until it is damaged or lost. Yet, trust frees us to take risks. Trust leads us to make suggestions and even disagree without fear of rejection or retribution. Trust can lead us to do a little more and push a little farther because we know our efforts will be noted, supported, and appreciated. Trust frees us from constantly “looking over our shoulder” and seeking reassurance.

Trust may be thought of as the “grease” that “frees the wheels” of an organization to move easily, with minimum effort. A high level of trust can reduce anxiety, worry, and stress. It can also free our energy to focus on our work and serving students.

Of course, the events of the past two years have placed serious strain on our trust, confidence, and energy. It is easy to feel as though others are ready to second-guess our decisions and actions. We might worry that, despite our best efforts, getting student learning back on track will take time, and patience may be in short supply.

Building and restoring high levels of trust in ourselves, each other, and the institutions wherein we work is not an easy task or a quick project. There is also little value in constantly looking for someone or something to blame. On the other hand, the process of focusing on and building high levels of trust can be a therapeutic and energizing one. The actions necessary to build trust can increase our feelings of connectedness, free us to be more open and vulnerable with each other, and give us the confidence to meet the challenges we face. We do not have to have all the answers or avoid every mistake, and we might even stumble. In fact, trust grows from how we respond to not always knowing, making mistakes, or falling victim to occasional stumbles.

So, how can we build and maintain the level of trust needed to free us to focus on our work with confidence and openness? Dennis Jeffe, writing in Forbes, identifies six building blocks of trust in our relationships and the organizations in which we work. He notes that when any of the building blocks are absent, levels of trust will diminish. If we want to build and reinforce high levels of trust, we can turn to these six elements to inform and prioritize our actions.

The first building block is reliability and dependability. They are foundational to trust. People want to know that we are true to our word and that we will follow through on our commitments; the same is true for organizations. Being conscientious and committed to the promises we make can build confidence and nurture trusting relationships.

The second building block, transparency, speaks to openness and timely communication. Keeping secrets and withholding information breed suspicion and distrust. As decisions are considered and made, sharing options to be considered and the thinking behind them can go a long way toward building trust. At the same time, we need to be open and forthright about our thoughts and reactions rather than keeping quiet and then complaining to each other later.

The third building block is competency. We must take responsibility for our work and build the skills necessary for success. When there is doubt about the competency of those with and for whom we work, it can be difficult to trust. Good intentions and an optimistic outlook are important, but they are not a substitute for competency.

The fourth building block is sincerity and authenticity. When we speak, others need to know that we believe what we say and that our actions will be consistent with our words. When we attempt to distract or manipulate others for our own purposes, trust suffers.

The fifth building block is fairness. We want to be confident that consideration and treatment of everyone is driven by respect and even-handedness. Opportunities, decisions, and support need to reflect the interests of all, even if not every decision and action can fully satisfy everyone.

The final building block of trust is openness and vulnerability. Our willingness to admit mistakes, accept and respect disagreement, and even ask for help invites honest conversation and healthy conflict. Interestingly, when we are willing to admit faults and lack of perfection, it is easier for others to step in, support, and assist when needed. Also, timely admission of mistakes and sincere apologies can be powerful ways to rebuild trust when it has been damaged.

Building and maintaining high levels of shared trust will not solve every problem, eliminate every pressure, or overcome every challenge. However, when trust is present, every problem, pressure, and challenge is easier to manage and less daunting to face.

June 29, 2023

Students Not Listening? Try These Tips

Educators know all too well that there are times when we can feel as though we are talking to the wall or speaking into an empty echo chamber. We think that we are being clear, and we know what we want our students to know and do. Yet we may discover that they didn’t hear what we intended, are confused by what we said, or did not hear us at all.

We may be tempted to blame our students when we discover they have not received the messages we sent. Of course, it may be that they have indeed not been giving us the level of attention that we expect. However, before looking elsewhere to assign responsibility or blame, we need to consider whether our communication has been clear, timely, and complete enough to capture the attention of our students and if it was presented in a way that made it memorable.

Typically, the problem is not that we do not know how to communicate effectively, but that we can become preoccupied with or distracted by other issues and tasks. We may be in a hurry to cover instructional material, or we may not be clear about what we want to communicate. Often, just taking some time to review what we know about effective communication can be enough to remind us to practice the techniques and strategies we already know. Here are six reminders that may be helpful.

We need to be sure the message is timely. We must consider what students need to know and when they need to know it. Just because something is on our mind does not mean that now is the time to share it. Communication that sticks is both relevant and well-timed. Of course, there also are times when we may preview or prepare students for future work, so hearing a preview now can help them to be ready. Think of it like this: just in time and just enough.

Then, we must keep it simple. We need to avoid vocabulary and concepts to which students have yet to be exposed. Simple words and short sentences are most likely to be absorbed. The best communication is confined to the smallest number of points, expectations, and tasks students need to hear and absorb; the more complex our communication, the more likely it is that students will become confused, seek interpretation from other students, or ignore what we have to say entirely.

Next, we can structure the message so that students get both our point and the key supporting information. Start with the “headline.” What is the core message on which we want students to focus? Follow with crucial supporting details; what else do students need to know? Limit the information to avoid overloading and creating confusion. Finally, we can complete the message with an example or two to clarify implications and ground our key points.

We increase the probability that our message is received when we employ multiple modes to convey it. Say it, send it, and show it. We may even sing it, sign it, or signal it when we really want to be sure. The more ways students receive information, the more likely they will hear and remember it.

Closely related to communicating via multiple modes is to repeat what is most important. We may think that students should always be paying attention, ready to hear what we have to say, but that is not reality. The more times our messages are repeated, the more likely they are to be absorbed. Repeating important messages as many as seven times is a good goal.

Despite our best efforts to communicate, we still need to check for understanding. We may think that we have been clear, but what matters is whether students hear and understand what they need to be successful. Regardless of how well we may have instructed, students may still have misheard something, or they may still be confused or uncertain. Only when we check in with students can we be certain that what we thought we said is indeed what students heard.

Taking some time to review our practices and make key adjustments can make a big difference in how well our students pay attention and understand what we need them to know. Of course, these same reminders will help us to be more effective communicators with colleagues, parents, and even our partners and our own children.

June 29, 2023

Five Things Teachers Do Every Day That AI Cannot

It is hard not to be amazed by what artificial intelligence (AI) can and promises to do. We wonder how much AI will change the ways in which we engage students and support their learning. It seems clear that there will be new opportunities and unexpected challenges as we adjust to this new reality.

However, we need to remember that many of the most important influences we have on students cannot be duplicated by AI—because they are uniquely human. Their power resides in the relationships we build with students, and our relationships with students are among the most powerful influences on students’ choices related to their learning.

Consider that each day we reach out to students to discern their mood, learn what is happening in their lives, and understand how their emotional state may influence their behavior and probable success in upcoming lessons. Here are five of those routine behaviors and the important implications they hold for students and their success.

First, we welcome students at the door with a smile, and we check out their emotional state. Initial contact between students and teachers sets the stage for the learning experience designed for the day. Eye contact and other nonverbal cues can tell us when students will need more attention, some additional space, or have exciting news and experiences they want—and need— to share.

Second, we offer a wink, frown, or raised eyebrow to connect and encourage. We possess a variety of communication tools beyond words. In fact, among the most effective tools for managing the classroom are nonverbal signals, facial expressions, and “looks.” When teachers know their students, they can anticipate what students are likely to do next, “nudge” their behavior, and prevent a variety of behaviors that otherwise might necessitate intervention or redirection.

Third, we offer high-fives and fist-bumps to celebrate or a pat on the arm to comfort and reassure. Physical contact can be a powerful communication tool. Celebrating with students in a moment of success and triumph can reinforce the experience and create a lasting memory. Reassurance and encouragement can also be powerfully communicated by a gentle touch. Of course, physical contact requires sensitivity and thoughtfulness. However, it remains an important way to communicate caring, support, and confidence.

Fourth, we look over a shoulder or stand next to a desk to refocus attention and discourage distractions. Physical proximity can have a significant influence on student behavior. Experienced and insightful teachers for generations have known that moving close to a student can be a reminder of the task at hand and lead to engagement in expected behavior. This move can influence students to shift their behavior or attitude without having to say a word.

Fifth, we send students off with a personalized comment or words of encouragement to carry them through the day or evening. During the time we spend with students, we often learn much about what may be on students’ minds, what may be worrying them, and what they may be looking forward to during the remainder of their day. This information positions us to provide students with specific reassurance, support, and encouragement as they move to their next challenge or experience.

We need to be open and ready to learn how AI can support our work with students. However, we would also do well to remember the power of our connections with students, how we build relationships with them, and how influential we are in nurturing their well-being and success.

May 18, 2023

Five Superpowers We Can Employ Every Day

The routines and seeming predictability of this time of the year can lead us to ignore the power and opportunities we have each day to shape the experiences of our students. The decisions we make, the lessons we design, the strategies we employ, and even the assessments we administer determine how our students will experience their day, how they’ll engage in learning, and what they’ll do with the learning they gain. We can either create an exciting learning challenge and opportunity or assign students to an experience of repetition, compliance, and boredom. Here are at least five superpowers we can access every day in our work with learners. How we choose to use our superpowers determines not only what students experience, but also shapes how students view the learning we offer and shapes their value of it. Let’s explore these five superpowers and how we can leverage them to open possibilities and shift the learning trajectories of our students. Our first superpower is choosing the tempo, mood, and expectations for learning. Our attitude, energy, and excitement aren’t just one of the influences on the temperament of the class, it’s the driving force establishing the daily climate. When we expect an energetic, exciting, uplifting day, chances are high our students will respond in kind. The opposite also is true. When we project low energy, frustration, or boredom, students pick up our signals and respond accordingly. In fact, students typically spend the first minutes of class tuning in to the mood and energy of the teacher to determine what lies ahead. A second daily superpower is the design and structure we create to support the intended learning. If our design is an interactive investigation of an important learning concept, the exploration of an empowering skill, or expansion of an emerging area of competence and we invite students to be partners in their learning, we create spaces for inquiry, ownership, and sense-making. If the day features information sharing, students listening, and notetaking, we create conditions more likely to generate quiet compliance and fought-for attention. The structure we establish and the design we create drive how students engage in and respond to the learning we present. A third superpower resides in how we choose to listen and respond to our students’ interests, questions, and confusion. When we treat questions as interruptions and distractions to be handled quickly and efficiently, we signal to students that they should confine their questions to cleaning up confusion and clarifying expectations. On the other hand, if we use our attention and responsiveness superpower to invite inquiry, explore implications and possibilities of questions, and even open new paths for learning, students are more likely to think, reflect, and imagine in response to what they’re learning. Of course, when questions are honored, respected, and explored they invite additional questions and even more learning. Still another superpower available to us daily is the focus, depth, and purpose we bring to the learning we plan. When we choose to treat learning as information to be absorbed and skills to be practiced and demonstrated, our students are likely to respond by focusing on what they'll be responsible for and how to meet our expectations. Conversely, we can use our superpower to inquire and examine, press for deeper learning and application, and support students to generate their own insights and generate new learning. When we do, we open the door to an unlimited quest for learning that’s not fully dependent on our knowledge and interpretation of what’s significant. Our fifth superpower is how we choose to approach assessment of learning. If our focus is on determining whether students can repeat what they’ve been told and demonstrate that they can do what they have been shown, we can expect students to give their attention to what’ll be on the test, what type of questions they’ll be asked, and what sort of problems they’ll have to solve. Alternatively, we can treat assessment as an opportunity for students to integrate what they’ve learned, demonstrate their understanding and capacity to use new skills, and even push beyond what we taught to gain new insights and make additional observations. When we do, students shift from being consumers of information to appliers of skills and from repositories of adult knowledge to generators of new ideas and possibilities. An additional observation about these superpowers: The more we use them to open learning doors, inspire inquiry, build confidence, and learning ownership, the more power they possess. Of course, they also enrich and expand our influence on our students and our relationships with them.

February 16, 2023

A Dozen Ways to Motivate Lazy Students

There appears to be a consensus that today’s students are lazier than students in the past. Certainly, it may seem that there are more students who are unmotivated and less committed to learning than in the past. It’s also true that almost every generation in history has claimed that the generation coming after them is lazier than they were. Regardless, many students aren’t making the effort or showing the persistence we’d like to see from them. The question is, what can we do about it? Let’s start with what we mean when we say “lazy.” Generally, researchers and experts describe lazy students as learners capable of learning what’s asked, but for one or more reasons don’t consistently give the effort necessary for success. However, there are many reasons why a student may demonstrate this type of behavior. Laziness in most cases is about motivation. When a student isn’t motivated, laziness is a predictable choice. However, motivation can be complicated, and lack of motivation can be the result of many factors: Fear of failure: “I want to avoid the pain and embarrassment of failing.” Lack of confidence: “I don’t believe that I can do it.” Discouragement: “My past attempts haven’t been successful.” Overwhelmed: “I don’t know where to start. The number and scope of what must be done is too great.” Absence of relevance: “I don’t see a connection between the task or learning and what’s important to me.” Self-concept: “I don’t deserve to be successful.” Hopelessness: “Why bother?” Each of these factors and others suggest differing approaches to motivating students who appear lazy. However, we can’t know what to do unless we get to know them. Before we can intervene, we need to know what interests them, what excites them, what troubles them, and how they think about the tasks and challenges they face. One thing is certain, punishing a student for laziness almost never works. Similarly, attempting to shame a student into not being lazy more likely backfires than succeeds. The best choice is to focus on what'll motivate the student. Our first step in motivating this type of student is taking time to know them. Engaging them in conversation, listening carefully, and watching them are good places to start. The better we know the student and what matters to them, the better we're able to design an approach to help them change their behavior and become more engaged and successful. In many ways, laziness involves making choices. Our goal is to create conditions that’ll lead the student to make a different, more productive set of choices they can sustain over time. When we have information about and understand a student engaged in "lazy" behavior, we have several actions to take. However, we need to be careful and choose steps that respond to the student, not what would motivate us or other students. Here are a dozen strategies to consider: Reassure the student of our belief in and commitment to them. Convey appreciation and valuing of the student. Give students responsibility and allow them to feel needed and important. Notice and positively reinforce effort and progress. Help students set reasonable goals, set progress markers, and take ownership of their learning. Connect what students are asked to learn with things that are important, interesting, and meaningful to them. Celebrate small wins. Make frequent check-ins to understand their current mindset and to encourage their effort. Be persistent with reminders, steps to take, and strategies to try. Maintain high, but realistic expectations. Encourage friendships with students who are motivated or who have struggled with and overcome motivational challenges. Find ways to make learning enjoyable through games, activities, and challenges the student finds motivating. Of course, some strategies will work with some students and not others. And some things we think will work won’t, so we need to adjust. Some students can tell us what's blocking their motivation; others may be confused or oblivious to the reasons. We need to remain curious, flexible, and creative. Above all, we must resolve never to give up on the student. Helping a student to uncover and leverage what motivates them can be their key to lifelong success.

February 16, 2023

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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The Best Questions for Learning May Not Be Ours

As soon as children learn to speak, they begin to ask questions. We can even become frustrated and impatient with the number of questions children ask. Sometimes we may not feel we've the time to respond. At other times we may not know the answers, and we don’t have the energy to pursue them. Yet, questions are a crucial way for children to learn. Our responses can shut the door to asking and learning or open the door to further inquiry and more information. Later as children enter school, they come to understand that the important questions are the questions that adults ask. These questions point the way to where adults want students to give their attention. In fact, student questions often are discounted and treated more as distractions than they’re honored, respected, and used as possibilities to generate learning. Consequently, students learn to explore less of what they don’t know and ask fewer questions. Unfortunately, the messages students receive about their questions risk cutting off key paths to learning that can be generated by questions. When students aren’t encouraged to ask questions, they often discount their curiosity, tolerate their confusion, and default to the thoughts and attention leveraged by adults. In a world that increasingly demands new ideas, thrives on discovery, and rewards novel insights, discouraging questions delivers a serious disservice to our learners. Alternatively, if we reacquaint students with their imagination, honor their curiosity, and encourage their questions, we place in their hands a powerful tool for learning within and beyond what the formal curriculum presents. However, for most students, we need to reteach the role and value of questions to stimulate and support their learning. Let’s explore four ways we empower students to enhance their learning through questions they develop and ask. First, we can teach students to ask questions about their learning as they learn. For example, when students study a concept, reading text, or develop a skill, they can ask themselves questions about the meaning and application of what they’re learning. Their questions help them organize, focus, and absorb new information and strengthen their recall. In fact, creating and asking oneself questions while learning proves a more powerful learning tool than highlighting or underlining text or taking notes. Second when students ask questions that are more significant than seeking clarification and direction, we can resist providing immediate answers and join them in their learning search. We might begin by probing the source and implications of student questions to gain full understanding of what’s driving their questions. Further, we can engage with students to find answers, even when we might have a ready answer we could share. When we learn with students, we honor their interest and curiosity, and we provide them with approaches, options, and modeling they can use to learn independently. Third, we can teach students to frame worthy questions about their learning. For example, we might introduce a taxonomy, such as Bloom’s or Depth of Knowledge (DOK), to help students to understand and utilize multiple levels of thinking and complexity in questions they develop. Then we can coach students to ask deeper, more significant questions in class discussions, probe with deeper questions and thinking in their writing, and practice deeper reflection as they learn. Fourth, we can leverage growing questioning expertise among students by having them create some or all the questions they’ll be asked on a quiz or exam. At first, we might think this approach to be unproductive because students would know the questions in advance. However, if we coach students to create an array of meaningful, complex, relevant questions, their responses will demonstrate learning that may go well beyond what would have been demonstrated by unfamiliar questions at risk of being misunderstood or confusing to students. In fact, the process of developing good questions leads to greater understanding of content and enhanced organization of what has been learned than responding to questions developed by someone else. Asking questions isn't only a great way for young children to learn; questions are powerful drivers of learning regardless of age. Our challenge is to renew the natural tendency for children and young people to ask questions. However, we also can help them to frame, examine, and pursue questions that feature greater complexity, depth, and significance. When we do, we give them one of the most powerful tools for learning they can employ.

January 27, 2023

Make Professional Disagreements Productive—Here’s How

Pressure-packed and activity-filled accurately describes work performed in public schools. Differing opinions, conflicting preferences, and varying perspectives abound. Of course, when committed people hold different viewpoints and competing ideas, disagreements naturally arise. Yet, disagreements do not have to be destructive. In fact, they can be productive ways to test and hone latest ideas, build understanding of various perspectives, and identify promising new strategies and approaches. The key is to approach and engage in disagreements in ways that minimize their personal nature and limit their damage to relationships while building understanding and finding common ground. Here are eight guidelines to help us navigate such conflicts: First, we need to come to the conversation with curiosity, openness, and humility. We need to leave space for the other person to feel safe and respected. Focusing on understanding and learning rather than winning or convincing others that we're correct benefits everyone. Forcing someone to agree with us never works. The best outcome is increased understanding while protecting the freedom for everyone to make their own decision. Second, if we simply desire to vent or impose our perspective, our best choice is to skip the conversation. When people feel threatened and become defensive, an unproductive conversation results, possibly sacrificing our relationship. A better choice is to give the other person space to make their own decision considering the conversation. It’s the only way convincing really works. Third, we cannot control the behaviors of others. However, the more we know about how the other person behaves in conflict the better we can prepare for a productive conversation. Is the other person likely to listen? Will they remain respectful? Or must they have the last word? Knowing their tendencies in advance helps us to not take their responses personally and helps us avoid becoming emotionally caught up in an argument. Fourth, we can avoid “put downs,” “put offs,” and “push aways.” We need to refrain from statements that imply what the other person should or shouldn’t do, or generalizing and invoking stereotypes. Such language tends to shut down the dialogue we seek and can feel disrespectful. Remember: People will recall how we made them feel long after they forget the substance of the disagreement. Fifth, we can share the experience that led to our perspective. Our perspective is not necessarily fact. Our experience is the story behind how we came to our perspective. To avoid confusion, we might say, “I think,” “My view,” or “I believe” to remain clear that we're sharing our perspective, not stating immutable facts. Sixth, we need to be open to other perspectives. The other person may have a dissimilar experience. We can invite further information with statements, such as: “Tell me more.” Or “Why do you think that is so?” Just because someone does not share our perspective doesn't mean they're unintelligent, lack character, or a bad person. Seventh, we must be willing to suspend the conversation when it becomes personal or disrespectful. We might say, “I need some time to think about what you have said. Let’s get back together when I've had some time to reflect.” We also need to avoid pushing if the topic is sensitive or elicits an emotional response from the other person. Eighth, throughout the conversation, we can seek ways to build common ground, create momentum, and find solutions with which we both can agree. Listening to find the best ideas and options keeps us open and ready to find agreement rather than trying to win at all costs. We may not always convince the other person or reach agreement. However, we can always treat the experience as an opportunity to learn and better understand the experiences and perspectives of others. Meanwhile, this discerning strategy informs our thinking and builds our insight. Throughout the experience, we'll have maintained or even strengthened our relationship with them despite areas of disagreement.

December 09, 2022

The Power of Noticing, Appreciating, and Supporting Each Other

Every time of the year brings its challenges. This month is no exception. We can feel nostalgia with the change of seasons. Shorter hours of daylight can signal our bodies that we need more sleep. Our energy and enthusiasm may ebb. Meanwhile, we continue to struggle to address our students’ learning needs. We may be dealing with behavior issues that accompanied students back to in-person school. We may also be facing more adult conflicts and troubling interactions than we recall from the past. Yet, there are actions we can take to counter these feelings and lift the spirits of our colleagues and staff. During times like these, we need to hear that what we do matters, that others understand what we are experiencing, and they want to support us. We need to get beyond glib sayings and meaningless phrases if we hope to have our words be heard and accepted and have an impact. Our messages will matter most if they include three crucial dimensions:

Attention: People want to know that we notice what they face, what they are doing, and how what they are contributing matters, especially to us.
Understanding: They want to know that we grasp how difficult, frustrating, and exhausting some tasks, responsibilities, and situations are, even if there are limits to what we can do immediately to lift the burden or resolve the situation.
Support: When we genuinely offer our support - whether tangible, emotional, or symbolic – we can lighten the load, make the work more worthwhile, and leave people feeling appreciated.

So, what might be some messages we can share that will make a difference? Here are five examples to consider and build on as your own:

I know that you are working hard right now. Is there something I can do to help?
I noticed how you worked through a difficult and challenging situation. I appreciate and admire the flexibility and creativity you demonstrated.
I have an idea about how to address a challenge we face, but I would appreciate your insights and advice before a decision is made.

I have noticed how your team seems to be pulling together despite the situation you face. Thank you for collaborating and continuing to search for the best answers.
I appreciate the insight and commitment you demonstrate in response to the student behavior incidents we have faced recently. Thank you for the sensitivity and wisdom you have shown.

There is no question that many of the challenges we face are enormous, longstanding, and systemic. However, we all do better when we notice, understand, and support each other. In fact, we may be surprised by the impact we can have when we commit to face our challenges together, work together, and search for solutions that will make a better future.

November 03, 2022

Supporting Parents and Caregivers of Transferring Students

We know that during-the-year school transitions can be difficult for students. They enter an environment where social relationships largely have been established. Routines and expectations are familiar too and may largely be taken for granted by current students. The curriculum is already unfolding and may not be the same as students experienced at their previous school. All these factors argue for us to be attentive to and supportive of students as they enter our school and class mid-year. However, we also need to pay attention to the needs of parents and other caregivers of students who transfer schools during the year. With students experiencing a new social culture and learning what they need to succeed and become a part of their new school, parents and other caregivers, on the other hand, may feel like bystanders. They hope the transition goes well yet know there will be some “rough patches” as the child acclimates to the new environment. But they may not always know what to do. Parents and caregivers may be reluctant to reach out to check on how the transition is going. They may not know how and when to contact us. They may worry their inquiries appear overly protective. On the other hand, they may be concerned that if they wait too long to reach out, problems may develop and become more difficult to address later. Fortunately, by taking a few key steps, we can help parents and other caregivers to support children through school transitions and assist them to begin feeling a part of the school parent and family community. A good place to start is to collect key information - information we shared with families at the beginning of the school year to ensure their children were off to a good start. Parents and caregivers need this information to support their children. It’s also helpful information for families whose children join our school and class during the year. In the first days after a new student arrives, we can reach out to parents and caregivers to welcome them and share any observations we have about the initial experience of their child. We might share ways in which we welcomed their child and the excitement we feel at having their child in our class. Our reaching out also offers an opportunity to inquire about any information we need to know regarding their child, including how they feel about the transition and any support they may need. Letting them know we’ll send information they might find helpful, including schedules, class events, the best ways and times to contact us, and other routine matters, can help put parents and caregivers at ease. Informing them of upcoming parent and caregiver activities and events in which they may be interested creates a more welcoming transition for them, too. This is also an opportunity to schedule a check-in after the first week or so to learn about any emerging needs or concerns. This provides a good time for us to share our observations about how the student is acclimating academically and socially. Sharing a quick story about how their child is engaging, interacting with other students, or adjusting to the new environment can be reassuring and appreciated. Sharing the story helps assure them that we know their child, and we are paying attention. Of course, if emerging concerns or issues arise, we need to address them. The check-in can also provide a context for collecting information and sharing observations. In the weeks following the arrival of a new student, we can continue to pay attention to how the student adapts to class routines and expectations, as well as the development of peer relationships. A quick text or email sharing the student’s progress or describing a positive observation can offer valuable reassurance to parents and caregivers that the transition is going well, and the student has our attention and support. Of course, as time passes, new students naturally become a part of the school and class. Our attention and communication with families become part of the ongoing rhythm and pace of the school year. However, we still need to pay attention to whether parents and caregivers feel connected and included in the school community. The transition for students can be long past before parents and caregivers feel fully welcomed and comfortable in the new environment.

October 06, 2022

The Master Teacher Blog