The Master Teacher Blog

Our students come to us with varying levels of self-management skills and understanding of the importance of self-regulation. Many students do not have good self-management models in their lives to emulate. For others, school has been a place where students wait to be told what to do, how to do it, when to do it, and what is good enough, so they have not seen the need for or been expected to build a self-management skill set. Nevertheless, building the skills necessary to manage oneself is crucial to school and life success.

The benefits associated with high levels of self-management skills are numerous. Students achieve greater academic success when they are organized and able to identify and work toward important goals. Behavior improves when students learn to self-reflect and make conscious, proactive choices rather than react. Students form better and more lasting relationships when they can regulate their emotions and navigate conflicts. Self-management skills and habits also contribute to improved mental health by enabling students to manage stress, become more resilient, and experience greater agency in life.

Regardless of the presence and strength of the self-management habits and skills our students possess, there are steps we can take and strategies we can employ to help them to become more successful academically, socially, and emotionally. Here are nine research- and experience-tested places to start:

• Coach self-reflection. Reflection is among the most powerful elements for developing the skill of self-management. Without reflection, many otherwise useful strategies may be left untapped. We can help students self-reflect by asking open-ended questions about their experiences, how they might shift their thinking, or changes they might make to their approach to achieve greater success. Having students journal about their experiences can be helpful. Interestingly, having students give advice to each other about challenges and problems they face can often stimulate reflection about their own behavior and choices.
• Teach students to set goals and develop action plans. The SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) goal framework can offer a useful approach to making goals clear and attainable. Goals might relate to academic performance, behavior, or other elements on which students can focus and improve. Some students may also need strategies for breaking large tasks and projects into manageable tasks and steps. As students track their growth and improvement, they become more aware of the connection between their efforts and success and feel greater ownership for outcomes.
• Give students opportunities to make meaningful choices. We need to be certain that the choices we offer matter to students, are legitimate, and are not between clearly attractive and unattractive options. Then, we can coach students to assume ownership for what they have selected; living with a choice that is not optimal can teach an important lesson about decision making. Of course, there are times when revisiting and changing a choice may be justified.
• Teach students to motivate themselves. We often think about motivation as something we attempt to do to students. However, the most powerful form of motivation originates within students themselves. For example, we can help them to find meaning and purpose in their learning. We can encourage them to tap areas of current interest. We can have them focus on their own self-selected goals. Motivation is both a choice and a skill. Learning ways to motivate oneself is a powerful success strategy that can last a lifetime.
• Introduce strategies for recognizing and managing emotions. We can start by giving students the language to describe their emotions. If we are working with young students, we might consider using a feelings chart to help them identify what they are experiencing. As students become more aware of the complexity of their emotions, we can teach calming strategies for managing emotions such as taking a break or practicing breathing techniques.
• Teach the importance of delayed gratification. Some students are naturally better at working toward a reward or waiting for something important or attractive to them. However, delaying gratification is a learnable skill. We can have students practice the subskills associated with delayed gratification such as staying focused, remaining motivated, and demonstrating stamina. We might work with students to create a contract or identify a reward at the end of a task or project. We could have students practice techniques to manage eagerness and anxiousness associated with delayed gratification. Additionally, consider pairing delayed gratification with goal setting and progress monitoring to encourage patience and persistence.
• Praise efforts and progress over talent and innate ability. Our goal in developing self-management is to have students take greater control over themselves and assume greater ownership for their behavior. When we emphasize the talents students possess and the innate ability they demonstrate, we are focusing on elements over which students have limited control. On the other hand, students determine the type and amount of effort they invest, and the progress they achieve is a result of their investment.
• Cultivate resilience. We can remind students that setbacks and failure are opportunities to learn and improve. We can coach students to view challenges as invitations to grow new skills and develop new strategies. Further, more than simply bouncing back, we can teach students that the real goal should be to come back even stronger.
• Be a visible model. It would be a great idea to share with students some of the ways in which we practice self-management. As examples, we might share some of our goals, time-management techniques we practice, routines we follow, and organizational strategies we find useful. We might even talk with students about how we manage stress and control our emotions. Our modeling can offer a powerful example for students to follow.

Self-management skills may not be present in the formal curriculum we are responsible to teach. However, the time we invest in helping students to become skilled self-managers can pay rich dividends in improved behavior, academic progress, and higher levels of confidence.

As we begin the second half of the school year, we can all use some renewed energy and attitude refreshment. We might want to leave behind some of what happened in the first several months of the year, and a shift in routine and some new perspectives can lift our spirits. While we may not be able to fully restart, there are steps we can take to reset our attitude, change up our routines, adopt new approaches, and discover useful tools.

Of course, there remains much from the first semester that we nurtured and coached with students that we want to maintain. However, students, too, will want to have new experiences and try fresh approaches to what lies ahead. Consider these six reset-and-refresh ideas to help your students—and you—get off to an energized start for the second half of the year.

Reorganize and refresh the classroom. Physically reorient the classroom. Maybe the “front” of the room can face a new direction. You might reconfigure student seating to support more collaboration or reduce distractions. New posters, quotes, and displays of student work are options, too (but be careful not to over-decorate). Studies have shown that changing the space where we work, learn, and live can reset our thinking patterns and shift our work habits. Not unlike occupying a new space, making changes in the space where we spend our days can be refreshing.

Get reacquainted with students. Rather than just welcoming students back with all the experiences and judgments accumulated during the first half of the year, commit to taking a fresh look. Be intentional about finding something new and interesting about each student. Let go of anything that might hold back or impede your relationship with them. You might go as far as reintroducing yourself and having students do the same. Letting go of history and connecting with students where they are now can open productive doors to learning and growth for us and them.

Revisit classroom rules and routines. Shifting routines can add novelty and variety as students return. Consider revisiting existing rules with students, reminding students why rules are important, and exploring with students any changes they think might be useful and warranted. Your flexibility and understanding can be a good opening message as students return. As an added challenge, see if you and your students can state all rules in language that explains what students can and should do rather than what they cannot do. For example, rather than having a rule that says, “Don’t run in the halls,” the rule might be stated as “Walk when traveling in the hallway.”

Set classroom goals. Consider teaching and coaching students to set goals. If goal setting was not part of students’ experience during the first portion of the year, setting some now can be an energizing and focus-building activity. The goals might be shared by the entire class or set individually. If the goals are group-based, it is usually best to focus the goals on behavior, relationships, or other non-academic elements to avoid placing undue stress and pressure on students who face learning challenges. Individually set goals might address these same elements and include academics, but having students focus on improvement rather than performance gives every student something for which they can strive.

Adopt a new artificial intelligence (AI) tool that can save you time and make your life easier. One of the promises of newly developed AI tools is that they can perform routine tasks that teachers previously had to do themselves. As examples, AI tools can draft correspondence, assist with lesson planning, and suggest real-life applications for what we are teaching. Take some time to explore, then decide what tool (or tools) might be most helpful and try them out.

Try a new instructional strategy. Start by reflecting on the types of concepts, categories of skills, or areas of content where students typically struggle. Talk with colleagues, check with professional development staff, consult instructional coaches, do an internet search, or tap other resources to see what might work for you. You might identify several options and possibilities. However, start by trying just one that seems to be the best match with your need. If that approach doesn’t accomplish what you want, having other options positions you to keep trying until you find what works for you. The key is to choose something that meets a need and will help you to be more successful.

Treating the return to school as simply resuming the work begun in the first part of the year may be the easiest option, but injecting some novelty and creating some variety can give us and our students a welcome lift. Also, treating this time as an opportunity for a new start can give everyone permission and encouragement to let go of what is not helpful and adopt what may hold more potential.

At some point in our preparation to become teachers, we all probably came across studies showing the power of teacher beliefs and expectations on student learning. “Pygmalion in the Classroom,” the best known of these studies, demonstrated that steps as simple as telling teachers that a selected set of students had the capacity to succeed at higher levels led to remarkably higher performance.

The fact is that what we believe about students drives our expectations, influences our interactions, and effects how well students learn. Of course, this is great news when we perceive our students as having high potential and the ability to succeed with our help. We expect them to do well, we press and support them to excel, and we refuse to accept less than high quality effort and work.

However, the opposite also is true—often to devastating effect. When we are assigned students whose past performance has not been strong, we work in an environment where student achievement historically has been low, or our students come from families that do not have a history of support and successful experience with formal education, it can be easy to fall into the trap of believing that our students are not capable of performing at high levels. We can begin to negatively adjust our expectations, modify our approach, and accept lower levels of effort and learning. Unfortunately, with lower expectations often comes less depth of content, slower pace of instruction and learning, less engaging learning experiences, and more reliance on remediation.

Meanwhile, when we lower our expectations, students respond predictably by lowering their expectations of themselves, lessening the effort they give, and accepting results that reflect lower levels of learning. Sadly, the process can be subtle and gradual, often spread over time. As a result, we may not even realize how our expectations and approaches have changed. Meanwhile, we may hear reinforcing messages that imply that we should not expect more, that the results we are seeing are predictable, and that efforts to shift outcomes are not likely to be worth the effort.

Yet, the truth is that past performance, family history, and other demographic factors do not have to predict the learning potential or performance of students. The good—and bad—news is that we are the key to changing what has been to what could be. Consequently, to change the situation, we need to start with ourselves and what we believe about our learners and learning. Consider these five places to guide your self-reflection:

Assumptions: What assumptions are you making that may limit your perspective on the potential students possess? What would happen if you reversed limiting assumptions and replaced them with the belief that your students have high potential and that you are the one to change their potential into performance? What if you assumed that you are the one to change what has been true in the past to what could be true in the future?

Expectations: How might your expectations change if you saw your students as having exceptional potential that has been ignored or overlooked? How would your approach change if you refused to believe that your students are not capable of learning at high levels? What if you began to treat your students as though they are yet-to-be-discovered gifted learners?

Relationships: How could you encourage your students to see you as the “guide on their side” rather than the person who tells them what they have to do? How might your relationship with students change if they experience you as their success advocate and coach? What if students understood that you see more potential in them than they see in themselves?

Flexibility: How can you demonstrate your commitment to your students finding a way to succeed no matter what? What if you committed to finding what works for your students, regardless of what you need to learn or how flexible you need to be?

Voice: What might happen if you committed to explore your students’ hopes, uncover their strengths, empower them to make significant learning choices, and begin to own their learning? How might your students’ effort and commitment change when they see learning as something that has value to them and is not just something they do to satisfy adults? What if you started listening deeply to students?

Resilience: How can you commit to seeing your students succeed, regardless of how they have performed in the past, their reluctance to believe in themselves, or the distance they still need to travel to experience success? How can you consistently communicate and demonstrate to your students that you will not give up on them? What if you told them that you know that they can do better, and you are committed to helping them to believe and show the world that you and they are right?

Admittedly, there are factors beyond our beliefs, expectations, and advocacy that have an impact on student success. However, none of them pack more power, are more under our control, or hold more long-term potential than our commitment to seeing our students succeed.

In many cultures, this is a time of the year when gifts are given to family, friends, colleagues, and others. The gift-giving tradition generates feelings of generosity and gratitude, but it can also feel like a burden and an obligation. During an already busy and pressure-filled time, we find ourselves stretching budgets, pressing for time, and searching our brains for gift ideas.

Unfortunately, gift giving under these conditions can risk us missing the value of gifts given freely and thoughtfully with the recipient in mind. Gift giving should not feel like an obligation. The gifts that matter the most, regardless of the time of year or tradition behind them, come from our hearts filled with the joy and happiness of the receiver in mind.

In fact, some of the most precious gifts we can give aren’t tangible objects or expensive selections. Instead, the gifts that matter most tend to cost the least and are given without expectation or obligation. Here are six gifts we can offer now or at any time of the year that communicate our caring, demonstrate our generosity, and cost us nothing. Most important, they can be priceless to those who receive them.

The first gift is our simple, attentive listening. Listening communicates respect and value. Our willingness to be still and really listen to others offers a precious gift to those who need to be heard and want to be understood. We don’t have to have all the answers. We may have no solutions to offer, but our willingness to give our time, dedicate our attention, and actively care matters more than we know.

A second gift is our willingness to accept others without conditions and expectations. Our society, our communities, our schools, and even our families are becoming more diverse. People who see life differently from us, whose lifestyles may be different from ours, and whose goals are not goals we would choose to pursue still deserve to be accepted for who they are. Still, the sad reality is that people often face barriers, discrimination, and pressures to conform that are debilitating. Our willingness to accept and value those who may not be exactly like us is a welcome gift and gives reassurance of their inherent value as a person.

The third gift is our willingness to offer encouragement and give support to those who may be struggling and need someone who believes in them and wants them to succeed. However, our encouragement needs to be authentically offered and our support genuinely extended. Often just knowing that we’re confident in them and their potential to succeed is enough to encourage them through their struggle and get them to move forward.

A fourth gift is to reach out and lend a hand without expectations or obligations. Our willingness to give our energy, insight, skills, and time can be a relief-giving gift when someone feels overwhelmed, inadequate, and alone. We may not see our assistance as special or unusual, but when offered at just the right time, freely given, and obligation-free, our offer of assistance can be a burden-lifting and much appreciated gift.

The fifth gift is our willingness to forgive, let go of past grievances, and restore relationships. Disappointment, resentment, and separation result in heavy burdens both for those who harbor these feelings and for those who are the object of them. The feelings may have roots in legitimate grievances. Past words or actions may have caused hurt. However, hurt feelings and grievances rarely maintain any value over time. Deciding to forgive, let go, and restore relationships that matter to us create valuable, life-lifting gifts.

The sixth gift may be simplest, yet it can make an outsized difference. That gift is a smile. A genuine smile assures others we see and notice them. A smile offers hope and communicates caring. It’s difficult to ignore a bright and friendly smile. A smile brightens a day and offers hope. It‘s been said that “If we meet someone too worried or distressed to give us a smile, we should leave one of ours. For no one needs a smile quite as much as someone who has none to give.”

In this season of giving and of gratitude, these gifts can have astounding positive effects on those around us. Additionally, these gifts also offer special value to us as their givers. Each of these gifts enrich our lives, make us more optimistic, and leave us feeling happier. It’s a no-brainer that these dual benefits make these gifts worth giving!

Life seems to come at us at full speed; as Ferris Bueller notably observed, “Life moves pretty fast. If you don’t stop and look around once in a while, you could miss it.” In our day-to-day schedule, though, finding time to reflect, appreciate, and enjoy life can sometimes feel beyond our reach, yet the truth is that each of us has the same number of minutes and hours in each day. The key to finding a pace that works for us and provides time for what makes us happy, gives us comfort, and feeds our soul resides in decisions we make every day.

We can allow life to come at us at its own pace, or we can decide to exercise more control. We can react to things life throws at us without much thought, or we can respond with insight and purpose. The choice is ours.

Of course, gaining more control over our lives, finding ways to moderate the pace, and reserving time for what matters to us is not necessarily easy. It requires thoughtfulness, focus, and some discipline. However, the process can be amazingly fulfilling and meaningful. Here are eight strategies we can use to slow life down and allow us to savor more of it.

Establish reassuring routines and reinforcing rituals. We might start each day by taking a brief walk while taking note of our surroundings and appreciating nature. We may spend a few minutes stretching and loosening our muscles. We might spend some time journaling our thoughts while having a cup of tea or coffee. The key is to begin the day with a comfortable pace and thoughtful presence. Similarly, at the end of the day, we can establish quieting and relaxing routines and rituals; listening to calming music, reading a good book, or taking a relaxing bath or shower can bring the day to a peaceful close.

Engage in mini breaks and mindful minutes. We can interrupt the pace of hectic days by consciously stepping back for even a few minutes to close our eyes, calm our minds, and give our brains a rest. These mini breaks can also be times when we practice mindfulness activities such as breathing deeply, choosing calming thoughts, and centering our attention on the moment. Even a minute or two spent during transitions can help us to slow down and connect to our feelings and surroundings. As a result, our stress can ebb, and our productivity can surge.

Slow your speed and take your time. As simple as it may seem, consciously slowing our walking pace, moderating the tempo of our speech, and even driving at a more leisurely pace can help us to feel calm and more deliberate in our thoughts and actions. Similarly, we can resist multitasking and, instead, focus on what we are currently doing while savoring the moment. Meanwhile, we will make fewer mistakes and get more accomplished.

Take time away from the tension of technology. We might designate times when we will unplug from notifications, alarms, and screens. For example, we might choose to unplug during meals, while driving to and from work, an hour before bed, and, if possible, a day on the weekend. We can avoid nonessential alarms and notifications that add to our distraction. Of course, staying away from technology during the night can lead to more restful sleep. Time spent away from the screens in our lives also creates more opportunities to focus on ourselves, connect with our surroundings, and pay more attention to our loved ones.

Notice small things and appreciate simple pleasures. In a hurried life we can overlook, ignore, and discount the presence and value of small but enjoyable aspects of life. Paying attention to the sunrise and sunset, focusing on music as we listen to it, stopping to smell a flower, or enjoying the taste of a delicious meal can help us to gain greater enjoyment of everyday life. Making time to visit with a friend, spending quality time with family members, or engaging in conversation with a neighbor can help us to refocus and reflect on the importance of the people in our lives.

Prioritize progress over perfection. When we expect perfection, we are more likely to be disappointed than gratified. Focusing on progress gives us permission to make mistakes—and learn from them. Expecting perfection, on the other hand, means mistakes must be avoided. We can celebrate small wins and modest successes as we build new skills, develop our talents, and expand our expertise. Regardless of whether progress comes at a modest and consistent pace or occurs in surprising leaps, we can savor the journey and use the experience to remain positive and motivated to live and learn.

Consider the possibility of procrastination. Procrastination has a bad reputation, but just because something is on our to-do list does not always mean that it must be done right now, or even today. Sometimes allowing time to pass can lead to a better understanding of something or a better approach to completing a task. In some cases, conditions migrate, and the task we thought we needed to complete changes or may no longer require our attention. Of course, we need to avoid falling into the trap or habit of putting off what really needs to be done. However, considering elements of urgency, timeliness, and consequences can help us to better manage the pace and sequence of what needs our attention.

Regularly reflect, reassess, and realign. Life happens whether we go with the flow or decide how to live it. Spending time thinking about what is important to us, contemplating the difference we want to make, and setting goals can help us to clarify and honor our priorities. However, we need to regularly reflect on how and whether we are really spending our time on what is most important. Intentions matter and plans are necessary, but what we do and how we spend our time determines whether what we value is also what we live.

There is no question that resisting the constant rush of life is a challenge and finding time for meaning, enjoyment, and appreciation can be difficult. These and other strategies can help us to create space for meaning, find a place for enjoyment, and embrace life as it unfolds. Do you have some favorite strategies to add?

For many of us, this time of the year can bring with it a great deal of complicated thoughts and feelings. Not only do we face many expectations from others, but we also hold numerous expectations for ourselves. Meanwhile, this is a time when we often experience difficulties, disappointments, and setbacks and feel emotions most acutely.

It is only natural that we want this to be a time when we feel centered, connected, and confident in who we are and what we do. We want to feel good about ourselves and to have others feel good about us. The challenge is to overcome what life brings us and not be pulled down by events over which we have little or no control.

The good news is that there are several experience- and research-proven life strategies that we can employ now—and throughout the year—that can lift our spirits and our confidence, make us more resilient, and leave us feeling more connected to those around us. Here are five of those strategies to try.

Forgiveness:

We might think that forgiveness is primarily about removing the blame and resentment we feel toward someone who wronged us. Yet, while freeing the other person from the grudge we hold toward them is certainly a part of the process of forgiveness, equally important is freeing ourselves from the emotional burden and preoccupation that resentment carries for us. Of course, forgiving is also important when we need to forgive ourselves. Forgiveness allows us to become free to engage, grow, and live free of guilt and shame.

Gratitude:

Consistently taking time to consider and reflect on what is good in our lives can shift our outlook, even during times of stress and strain. Gratitude can help us to become more resilient and better able to manage relationships in our lives. When practiced regularly, gratitude can function much like a muscle that allows us to recognize what is difficult and may cause us to struggle without becoming stuck or preoccupied. Meanwhile, our positive and appreciative outlook can spread to others and inspire them to be more optimistic and less preoccupied with disappointments and stresses. Gratitude, positivity, and optimism can give us confidence, help us to remain centered, and feel connected to others in our lives.

Authenticity:

Being authentic is more than choosing to be oneself, and it is not a matter of simply removing one’s interpersonal “filter” to do and say whatever comes to mind. In fact, authenticity has more to do with being clear about what we value, what we want to accomplish, and who we want to be. Becoming more authentic starts with acting with purpose, focusing on what matters, and finding alignment between what we spend our time and energy on and what is most important to us. Authenticity is engaging in the journey from where we are to who we wish to be. Authenticity gives us courage to act, helps us to become centered in who we are, and frees us to connect with who and what is important in our lives.

Altruism:

We might not think much about altruism—doing things for others, making donations, volunteering, and similar selfless activities—as being just as important and rewarding for the giver as the receiver. Yet, going out of our way to help others also improves how we feel about ourselves. The truth is that doing good feels good. When we help others, our mood improves, and our well-being grows. Research studies have found that altruism can reduce feelings of depression and even provide respites from pain in people suffering from cancer. Doing good can help us to feel better about ourselves and more connected to others.

Hope:

We might think of hope as a naïve view of life and susceptible to being dashed by the words and actions of others. But hope is more than a verbal form of optimism or an idealistic view of life. Hope is the realization that success is possible with patience, effort, strategy, and persistence. Hope is a key motivator that pushes and pulls us toward our goals and is not dependent on the immediate expectation of success or the departure of problems. It gives us confidence that staying the course will lead to what we seek, and it can help us to be resilient in the face of setbacks because we see today’s experiences as part of a longer, more important life journey. Hope can give us confidence, keep us focused, and connect us with others who share our goals and values.

Obviously, we cannot always control the day-to-day experiences that may disappoint or depress us. However, we do control what we do to preserve our outlook and overcome what may briefly set us back. Tapping the power of forgiveness, gratitude, authenticity, altruism, and hope can make an amazing difference.

The world of education is filled with ideas, strategies, and approaches about how to learn. Unfortunately, many of the most popular learning strategies—while they may generate some learning benefit—do not represent the best approach to learning. Students often rely on mediocre strategies because they seem to work well enough for them, and they are not aware of better, more effective approaches. Consequently, they may be spending more time and exhausting more energy than necessary to learn well enough, rather than experiencing greater learning returns, often gained with less effort and time invested.

This is a good time to inventory the learning practices upon which our students rely to determine whether they are using some of these mediocre strategies and how they might gain the best learning advantages. Here are five common learning approaches that can be transformed into some of the best learning strategies by having students make a few adjustments and tweak their approach.

Common assumption #1: More practice leads to the best performance. Practice builds habits and muscle memory, absolutely, but not all practice is equal. Careless practice and unaddressed errors and confusion can undermine learning and motivation. Practice that leads to the most improvement is focused and purposeful. The highest levels of learning success result from setting challenging goals, seeking and using feedback to adjust, regularly measuring progress, and sustaining focused commitment.

Insight: The best performance results from the best practice.

Common assumption #2: Reading (and rereading) is the best way to build understanding. Repeated exposure to the same content can be marginally helpful. However, rereading, by itself, does not necessarily increase comprehension. The best way to check and build understanding is to follow reading by explaining the content to someone else or writing a summary. Having to clearly explain a new concept can surface areas of uncertainty or confusion. If returning to the text is necessary, students can do it with intentionality and in search of clarity rather than in service of repetition.

Insight: Explaining a concept is the surest and most efficient way to check and build understanding.

Common assumption #3: Longer study sessions lead to the best learning. Spending more time listening, reading, and studying is of limited value once students begin to lose the energy needed to pay attention and process information. The longer students attempt to study, the more they are likely to fight fatigue and loss of focus. Additional content studied during extended sessions becomes difficult to retain.

Insight: Short, focused study followed by reflection builds greater understanding and better memory storage.

Common assumption #4: It is best to study one subject per study session. Students may think that by focusing on a single class or topic, they will retain what they have learned longer. However, multiple research studies have shown that alternating among subjects during study sessions can increase understanding and retention of information. When students switch to a new topic or subject after a moderate study session (twenty to twenty-five minutes), their brains search for connections and seek to categorize the information studied. This approach is known as interleaving.

Insight: Breaking study sessions up and studying more than one subject in shorter sprints is the best approach.

Common assumption #5: Taking notes is the best way build learning recall. While taking notes can be better than nothing, the best learning comes from taking notes strategically and spending time reviewing them. Jotting random statements or trying to capture a transcript of a lesson typically yields limited learning and disjointed recall. On the other hand, capturing key points, organizing an outline that reflects the lesson, and summarizing key concepts can lift learning and support more efficient review and study.

Insight: Taking strategic notes and using them to refresh and self-evaluate understanding is the best way for notetaking to reinforce comprehension and increase recall.

Our students deserve to know and be able to use the most effective learning strategies and approaches we can offer. Taking some time now to inventory and assess with students the strategies they use to study can build confidence and increase the effectiveness of their learning efforts.

We often think of inspiration in connection with an experience that we find mentally or emotionally stimulating. Feeling inspired heightens experiences. After all, inspiration can motivate us to start something new, follow through on something already started, or return to something we may have abandoned and forgotten. Inspiration can increase the clarity with which we see the world around us. It can stimulate higher levels of energy, which can in turn help us to be more creative.

We might find ourselves inspired by exposure to the arts, the courage or behavior of someone, or the wonders of nature. In response, we can be moved to tears or motivated to act. Our feelings of inspiration might lead to a new idea, an insight to address or solve a problem, or a commitment to rearrange our priorities, or it might encourage us to change the direction of our lives.

The inspiration we feel can lead to outcomes as modest as rearranging our classroom furniture and planning a lesson, or it may lead to outcomes as profound as exploring a new dimension of music or art, starting a new phase of our career, or rethinking our relationships and approach to engaging students. The question is: Where can we find inspiration, and what we might choose to do with it? Here are six steps to help us find it and decide what to do as a result.

We can start by changing routines and opening ourselves up to new experiences. Trying new things can revitalize our habits and shift our attitudes. New experiences can stimulate new ideas, open us up to new possibilities, and suggest options we have not been aware of or considered in the past. Interestingly, just making the commitment to do something different can be the first step in becoming inspired.

We can become more aware of shifts in our energy. We might notice what seems interesting, feels exciting, and may even leave us feeling a little “tingly.” Changes in energy levels can be an indicator that something we are observing or experiencing has the potential to be inspiring; the source may be another person, an innovative idea, music, art, or a demonstration of expertise and passion. Regardless, if we pay attention to our response, we may find the inspiration we seek.

We can pay more attention to our fantasies, daydreams, and musings. By reflecting on where our mind goes when it is not required to pay attention or focus, we can uncover some important insights about what might inspire us. Consider the quote from author Vi Keeland: “If you want to know where your heart is, look at where you mind goes when it wanders.”Journaling can be a great way to keep track of where our mind goes when our attention is not directed at a task or other responsibility.

We can revisit what used to inspire us. Most of us have had dreams and activities that occupied our minds and stimulated our emotions, but for some reason we migrated away from them. Their abandonment may have been in favor of what may have been expected of us, what we expected of ourselves, or just because we moved on. Now might be a good time to revisit and reacquaint ourselves with these past inspirations. We may find that there is something there worth exploring and reengaging with.

We can explore ideas, innovations, and solutions present in other fields and professions. When our experience is exclusively in one area, we can be unaware of how problems have been solved, answers discovered, and practices perfected in other contexts. Sometimes the inspiration we seek can be found in approaches and applications others have developed that, with revisions and adjustments, can be the source of inspiration to solve problems or challenges we face.

We can spend more time observing and experiencing nature. While this strategy may seem obvious, its simplicity does not nullify its significance. We can experience something magical when we pay attention to—and gather inspiration from—the wonders of nature: the relationships among plants, animals, weather, and earth. The systems that make up nature can be great sources of insight, adaptation, beauty, and inspiration. We may just need to pay closer attention and remain open to what emerges as we allow our imagination and observation skills to work.

Inspiration is a wonder feeling. It can give us new hope and renew our confidence. It can lead us in new and exciting directions in our life and work. However, inspiration does not always come naturally. We need to open ourselves to possibilities and be ready to grasp and follow its lead when it arrives.

This time of year is emotionally challenging for many students. The holidays can be a time of uncertainty and stress. Relationships formed earlier in the year may not be going well or may have disintegrated. The end of the calendar year may include challenges and deadlines that are disruptive to families. Meanwhile, colder weather and fewer hours of sunlight can lead to emotional stress and dips in mental health. The list could go on.

Of course, we, too, might be experiencing stress, pressure, disappointment, and uncertainty that make it challenging to sense our students’ struggles and respond in helpful and supportive ways. As a result, we can misstep, overstep, or under-respond to students who need our attention and support.

Admittedly, these may not be easy or comfortable situations. However, with a few reminders, we can avoid some of the most common mistakes and missteps in response to student emotional challenges. Here are six “potholes” worthy of our reflection and avoidance as we enter the holiday season.

Assuming—We might think that we know or can predict why a student is upset. Yet, what is causing the student’s emotions may actually have nothing at all to do with what we assume. Our jumping to conclusions can leave the student feeling unheard, misunderstood, and discounted.

Instead: We can put aside our preconceived notions and ask open-ended questions that invite the student to share what they are feeling and why. Our interest can lead to understanding, and our concern will be reassuring. Meanwhile, we will not have to backtrack and apologize for assuming that we knew what we did not.

Shaming—We can be tempted to tell a student variations of “get over it,” “toughen up,” or “just ignore it.” However, even when we softly convey those sentiments, we discount the student’s concern and risk sending the message that what they are feeling is not worthy, that expressing emotion is not acceptable, or that they should be ashamed.

Instead: We need to reassure students that it is natural to experience strong emotions, even when they are negative. Everyone goes through times when they face difficult circumstances and struggle. We can normalize the expression of emotion as a sign of strength, not weakness.

Overlooking—We might be busy or distracted, only to discover that we missed or misinterpreted multiple clues that a student needed our attention and support. Students do not always verbally or directly tell us when they are struggling. They do not always reach out and request our help. Yet, they may be sending multiple messages via shifts in their behavior and body language or through other nonverbal cues.

Instead: We can be mindful and observant of our students’ behavior. When a talkative student suddenly goes silent, a usually even-tempered student immediately becomes agitated, or a demonstrative student withdraws, we need to check in with them in an inquiring, non-judgmental manner.

Abandoning—We might have an initial conversation with a student that seems to help and then we move on to other things. Yet, the student may still be struggling and may need more support. Or we may promise to do or provide something but neglect to follow up or follow through.

Instead: Make it a point to check back with distraught students to see how they are doing and if they need anything. Following up and following through builds trust and communicates that we value our students and their well-being.

Pressing—We might think that we can convince upset students to let go and move forward quickly or that we have given them a solution to their situation that they should accept and implement immediately. We might feel the urgency of students getting back to work, but we need to remember that moving beyond intense emotions such as anxiety, worry, and grief takes time. Pressing during these times can leave students feeling unheard or misunderstood. As a result, their feelings may intensify.

Instead: We can step back and give students time to process their feelings and regain composure. We might suggest a break, moving to a private space, or even a few minutes to calm themselves. Of course, we need to reassure the student that we are available if they need to talk more.

Overreacting—Sometimes the emotions students are feeling touch a pain point in our emotions or stimulates a strong reaction in us. We might react harshly or become emotional ourselves. In either case, we risk escalating the student’s emotional state, setting off a power struggle, or struggling to deal with our own emotions.

Instead: We can focus on remaining calm and in control. Rather than reacting, we might respond by recognizing that the student is upset and inquire about what is causing it. Also, giving the situation some time by pausing, taking a deep breath, or physically stepping back can create space for us to gain control and avoid making the situation worse. Later, we can reflect on why we reacted so strongly and what we may need to do to feel better.

Dealing with emotions is hard. The challenge is even greater for young people as they navigate relationships, mature, and encounter many of life’s experiences for the first time. Obviously, we cannot always prevent or change their feelings, nor can we solve all their emotional difficulties. However, we can be ready with our attention, support, encouragement, and patience. Very often, that is enough.