Blog

Lessons From History About Overcoming Pressure and Stress

These are difficult times. The confluence of pressures, challenges, and trauma educators face is real and has a significant impact on lives in and out of school. While advice to take care of oneself may be well intended, for many of us, it is not enough to counter the stress and fatigue we are experiencing. We need solutions that are more powerful, pervasive, and sustainable. Interestingly, history may offer some hints and insights for how to navigate the current situation while remaining healthy and hopeful. Consider examples from two countries. During World War II Germany assumed that by indiscriminate and sustained bombing of British communities and citizens they would their break morale, undermine their spirit, and lead to societal collapse. Yet, the bombing largely had the opposite effect. British citizens developed a sense of pride in surviving. They banded together to find safe spaces and protect each other. They remained focused on making life normal under conditions that were anything but normal. Interestingly, despite the British experience of having developed shared strength and a sense of pride in response to the German bombing, the British made a similar assumption about indiscriminate bombing of Germany later in the same war. They believed that by destroying towns and cities and causing massive disruption to civilian life, the German people would turn on their government and surrender. Yet, the German people remained committed and determined in the face of horrific conditions until the end. Again, the strategy largely had the opposite effect of what was expected. Obviously, the pressures and challenges we face today are not the same as those faced by British and German citizens almost eighty years ago. For the most part, the threats are not to our lives and the damage is not physical. Yet, we can learn from the attitudes and actions that carried these people through difficult times. First, the British and Germans understood that they confronted a common challenge. They shared an understanding of what they needed to do to survive. They swapped strategies for what to do during attacks. They provided support and encouragement to each other. How much agreement is there about our common challenge? What are we committed to protecting? How might we support each other in ways that keep us whole, healthy, and energized to prevail? What strategies and perspectives can we share that will encourage and support each other? Second, they focused their frustration on countering the challenge they faced. Both populations committed to doing what was necessary to keep moving forward despite the difficulties of their circumstances. They did not succumb to fear and self-doubt. Rather, they marshalled the resources they had and committed to prevailing despite what they faced. What are we committed to preserving? How might we marshal the resources we have to counter the forces that are standing in the way of the learning success of our students? Third, they shared a common, specific goal. The Germans and Brits agreed on and were committed to what they needed to accomplish. While they faced challenges that may have been more immediately existential, ensuring the success of our students holds crucial implications for the future of our society. What is our overarching, shared goal? How clear are we about what we are trying to accomplish? What if together we publicly committed to the single-minded goal of ensuring that despite everything our students will continue to learn, succeed, and catch up? Fourth, they developed a shared sense of pride in what they were doing and how they were holding up. People shared stories about what they were experiencing and listened as others told their stories. Shared experiences and commitment to survive were strong forces driving their will to stay the course. What if we made it our practice to share what we are experiencing and build a shared sense of pride in the work we are doing despite the challenges we are facing? What if we took the initiative to share our stories and the stories of our students so that others come to know the great work that is occurring despite the challenges we face? It might be argued that the forces in play during times of war are not the same as we are experiencing today. However, the emotional and psychological impacts can still be significant. Regardless, we choose how we will respond. We can band together and support each other to counter the forces we face. When we do, we may find that we weather the current “storm” and emerge even stronger.

March 24, 2022

Our Power to Make a Difference – Every Day

One of the special opportunities that accompanies being an educator is that every day presents openings to make a difference in the lives of those we teach and touch. A causal greeting, attentive observation, or supportive question can send a signal of interest and caring beyond what we might imagine. Our connection can make someone’s day. Of course, we may not always recognize the opportunities presented to us. We can be distracted by responsibilities, events of the moment, and other competitors for our attention. Whether student, colleague, or another person whose daily path we cross, what we say and do and where we give our attention matters. These are not opportunities to ignore or take lightly. Each of us can recall times when someone important to us noticed our need for encouragement, recognized our desire for attention, or reached out with an understanding and supportive question. It mattered. Recognizing occasions when we can lift the spirits of others is part skill and part habit. An axiom of life is that we tend to find the things for which we are looking. Developing the habit of looking for signs and signals that a student or colleague needs our attention is not especially difficult, but we must make it a priority. Of course, we may not always say exactly the right thing. But our good intentions can often be as important as our words and actions. It is also true that missteps can be the source of new learning and skill development. What is most important is that we notice and respond. So, how can we develop our sensitivity to what others may need from us and fine-tune our attention “radar?” We can start by noticing five common areas of need and responding to them. First is the need to be noticed. There are likely people around us who often feel invisible. We can look for those who seem not to have close connections with others. Often, others seem not to recognize their presence. It can be easy for us to overlook them too. Taking time for casual greetings, friendly comments, or inviting questions can send a message that we notice them and they are worthy of attention. Second is the need to be encouraged. Some people in our orbit may be struggling with life challenges or are feeling discouraged. They may be at a point where they are deciding whether to give up. Our recognizing their struggle and encouraging comments can be exactly what they need to continue to struggle and ultimately prevail. Interestingly, a single comment from us can often be repeated in self-talk to sustain their commitment and lead them to continue to move forward. Third is the need to be heard. We can become impatient with people in our lives that seem to always have an opinion to offer or story to tell. Yet, we may be the one person in their lives who is willing to hear their thoughts and consider what they have to say. Our willingness to give our time and attention can validate their identity and their worthiness. Fourth is the need to be included. This need resembles the need to be noticed but goes further. Some people around us may feel they are purposefully excluded because of their social status, cultural background, or some other factor. Our recognition and intervention to facilitate inclusion and confront bias and other perceptions can offer important opportunities to build bridges and counter false assumptions. We can also model the importance of being inclusive and respectful of diversity. Fifth is the need to be “nudged.” Inclusion of this need may seem surprising as people who may need a nudge can seem to be doing well. Yet, they may not be giving their best effort, taking advantage of their talents, or pushing themselves beyond what is comfortable. Our recognition and willingness to gently push can be the nudge they need to increase their commitment and expand their understanding of who they are and what they can accomplish. We should not be surprised by the positive difference even small gestures and mild attention can make in the lives of the students we teach and the colleagues with whom we work. However, we also need to remember that as powerful as our positive influence can be, negative comments and discounting of others can be equally powerful in a destructive direction.

March 16, 2022

Five Drivers That Fuel Mental Toughness

These are times when we need more than skill, technique, strategies, and knowledge to be successful. We must be ready to face and overcome setbacks. We need to be able to focus, persist, and prevail. Such behaviors typically are associated with mental toughness. Yet, mental toughness is more than pressing forward single-mindedly, regardless of circumstances, resistance, and environmental feedback. In fact, such a narrow view of mental toughness can lead to stubbornness, repetition of avoidable mistakes, and inability to adjust. A broader, more insightful understanding of mental toughness is particularly important during times of uncertainty. This perspective improves the odds of success because it positions us to manage the factors that we control. When we focus on these factors, we can evaluate, adjust, and move forward in response to the challenges we face. Mental toughness is fueled by key drivers that provide energy, confidence, guidance, and persistence. Let’s explore five drivers of mental toughness and how they can empower our efforts during these uncertain times. The first driver is purpose. Purpose is among the most powerful influencers of behavior. Purpose is reflected in our goals and priorities, even when they are not stated or formal. Purpose defines value and meaning. When we believe deeply in the importance of what we are doing, we can summon the confidence necessary to overcome doubt and fear. Purpose helps us to keep going despite missteps and setbacks. Purpose can help us to press forward even when progress is slow. A sense of purpose can provide compass points for reflection and alignment as we examine our efforts, assess our impact, and focus on where we are headed. The second driver, hope, is more powerful than most people assume. Hope is not just waiting for life to get better. Hope is persisting even when there is little evidence to support its worthiness. Hope drives us to prepare, work, and persist, even when the outcome remains in doubt and others have given up. Hope is the belief that we will prevail, regardless of whether our circumstances will change. Hope empowers us to rethink, reframe, and reimagine to see new paths and options to achieve success. The third driver is gratitude. The connection between gratitude and mental toughness is not always obvious. However, people who demonstrate high levels of mental toughness often have suffered a significant loss, endured trying circumstances, and overcome difficult challenges. Despite the difficulties, these experiences have led them to appreciate what they have been given and the importance of giving back. Rather than feeling sorry for themselves, these people use the experience to build their confidence and resilience. The fourth driver, empathy, may seem surprising because we often think of mental toughness as rugged independence and self-reliance. Yet, empathy can lead to understanding. It also builds relationships that can offer mutual support and reciprocity. Understanding the circumstances and perspectives of others can provide important insights into our experiences and ways of thinking. Further, when we practice empathy, others are more likely to offer it to us. Experiencing empathy can give us psychological strength and lead to mutual support when we need it most. The fifth driver is integrity. We might think of integrity as doing what is right, even when no one is looking, and no one will know. Integrity frees us from being buffeted and manipulated by those who do not share our values and interests. It keeps our motives pure and our self-respect intact, even when others may doubt our decisions and criticize our commitment. Mental toughness does not mean that we always have the courage to do the right thing or the insight to make the correct choice. Mental toughness is built step-by-step as we gain clarity about what is important and maintain hope even when the evidence to support it may be slim. Mental toughness grows as we practice gratitude and empathy in our relationships with others. And mental toughness remains on track when we think and act with integrity.

February 18, 2022

Six Common Myths About Educational Leaders and Leadership

At least in part, our perceptions of what makes a good educational leader have been formed by the individuals whose leadership we experienced and the context within which our experience played out. Most of us can point to educational leaders we respected and willingly followed. We might also point to leaders in which we were disappointed. Yet, our recollections and perceptions are not always fully informed and accurate. In fact, we can hold images that are not realistic and have expectations that are not attainable.

Of course, each leader has their own personality. They have a unique combination of skills, experiences, approaches, and strategies. As is true with all leaders, they are not perfect. However, it can be tempting to hold educational leaders to standards that may not be reasonable or even useful. Let’s consider six aspects of educational leadership where expectations may be off and have become myths about good leaders and how they lead.

Myth #1: Good educational leaders are experts in every aspect of the curriculum.

Fact: Leaders need to understand learning and how it can be stimulated, nurtured, and supported. Specific activities, strategies, and approaches may vary across the school curriculum, but learning is a universal process to be constantly protected and relentlessly improved. Advocating, coaching, and supporting are important leadership contributions in any context and content area.

Myth #2: Good educational leaders must be good public speakers.

Fact: Leaders must be able to communicate effectively. They need to be clear. Their messages need to be precise. They need to avoid false promises and exaggeration. However, application of these skills does not necessarily mean that leaders must be gifted orators. In fact, listening is often a more valuable skill for the crucial leadership tasks of communicating respect and building trust than eloquence.

Myth #3: Good educational leaders do not make mistakes.

Fact: Good leaders are smart risk takers but risks often involve engaging unknown factors and yet-to-be experienced challenges. Despite good planning and careful strategy, initiatives do not always work out as envisioned. Many of our country’s greatest leaders failed repeatedly before their leadership was recognized and success came to them. More important than avoiding mistakes is recognizing problems early, admitting reality, learning, and adjusting in response to what has happened and applying what has been learned.

Myth #4: Good educational leaders tell people exactly what they are to do.

Fact: Good leaders appreciate the skills, experience, and judgment of people on their team. Effective leaders are clear about the vision and goals involved, are present to provide support and focus on efforts and actions that result in progress. To the extent practical, the specific action steps in which team members engage are left to their discretion, if they are aligned with shared goals and desired outcomes.

Myth #5: Good educational leaders are not followers.

Fact: Good leaders know when to allow others to lead and provide support and coaching as needed. One of the most important tasks of leaders is to develop other leaders. Often, the best way to develop leadership is to give people an opportunity to lead.

Myth #6: Good educational leaders do not ask for advice and assistance.

Fact: Good leaders are willing to admit when they do not have all the answers and may be uncertain about the best course of action. Their willingness to be vulnerable often makes it safe for others to offer needed advice, perspective, and expertise. Success is more likely when everyone is focused on and contributing to success.

Educational leadership is a crucial dimension of our educational system. We need skilled, committed, effective leaders. Leading in education has never been more challenging than today. We must hold leaders to high standards, but we need to avoid burdening them with mythical expectations that make leading an impossible task.

February 14, 2022

Seven Ways to Counter Pressure to Be Available 24/7

Expectations to be available 24/7 is a key source of stress, exhaustion, and burnout for many educators. We want to be there for our students, but we also have lives, families, and interests and responsibilities outside of work. Unlimited availability is not realistic. Some limits are necessary to avoid disruptions in family life, provide opportunities to decompress, and refocus on other reenergizing activities. Of course, expectations for near-universal availability are not unique to education. The growth of personal communication technology has brought with it assumptions that if a message is sent, the recipient should respond immediately, regardless of time and circumstances. This situation is also not unique to the United States. Some European countries, including France, have passed laws giving workers the right to disconnect outside of work hours and responsibilities. What is unique to education is the experiences students had during remote learning. When students were engaged in remoted instruction they no longer had set hours for learning. Sleep schedules were no longer driven by getting to school at a certain time. Students presented their questions and requests as they surfaced. It was natural for educators to want to be as responsive as possible during the crisis. However, some of the habits and expectations that grew out of remote, crisis-driven learning have been carried back in-person learning. Many students and families still expect educators to be responsive regardless of time of day, or day of the week, including weekends. Educators are often caught in the middle between wanting to be responsive to students and families while also dealing with personal needs and professional pressures and challenges. The key is to reset expectations for courtesy, thoughtfulness, and patience while still ensuring appropriate professional support and accessibility. Here are seven actions to help accomplish this goal.

If possible, set schoolwide/districtwide expectations for staff availability. For example, a cutoff time in the afternoon might be set for when students and families should no longer expect a response until the next day. Consistent expectations, supported by a strong rationale can go far in addressing the situation. Of course, a set of expectations and procedures jointly agreed upon by the school board, the administration, and education association will likely be most effective while avoiding conflicts related to negotiated working hours and conditions.

Educators, too, can reinforce expectations with a strong rationale addressing the importance of their family time and the need to disconnect to remain fresh and energized. Any expectations should include how and when it is acceptable to make contact outside of school hours and days.
Some school teams have established “availability hours” beyond the school day that are rotated among team members, much like medical personnel “on call” hours. Availability hours might be confined to days leading up to major assessments or due dates for major projects.

Depending on the capability of available technology, devices might be set to communicate unavailability in automatic response mode. However, this option needs to be accompanied with information about when staff members are available and how they can be contacted.

Educators might set a standard for responsiveness during times when they are available. For example, students and families might be assured that they can expect a response within “X” hours. Of course, it is important to be responsive during the promised time frame.

Once expectations are set, it is important that educators not violate them and risk introducing inconsistency to the practice. While there may be emergency situations that demand attention, when educators respond to some students and not others, or at some times, but not others, expectations are not likely to be respected.

It is also important that educators respect availability expectations with each other. Questions and requests from colleagues can also add to the load.

Of course, not every option on this list will work in every school and school district. It’s important that we consider local history, conditions, and culture as structures and limitations are placed on availability. What is most important is to find a balance between being accessible and reserving time for life outside of our roles as educators.

February 04, 2022

Create Midyear Momentum With Four Strategies

Each year seems to have a unique rhythm and personality. This year is not an exception. It has asked more of our energy, flexibility, patience, and persistence than most of us would have imagined. Meanwhile, even though we have turned the midyear corner, the end seems a long way off. Yet, our students and colleagues need us to stay focused, energized, and motivated. Spring will be here soon, but some of the most important learning our students will build and most impactful work we will do needs to happen in the next several weeks. How can we reorient and reground ourselves and build momentum to accomplish the important work that lies ahead? Here are four strategies we can employ to center our attention and build the energy we need. First, focus on small wins. Small victories can be easily overlooked when we feel tired and stressed. A struggling student masters a key skill. We finally feel competent with a new technology tool. Or we notice that a routine with which students previously struggled is now automatic. Independently, these events may bring relief and free up energy for other challenges. They may not seem momentous, but they are reasons to celebrate. When we notice and appreciate small wins, especially as they accumulate, they can lift our spirits and give us joy. When we connect these experiences, we can build momentum in our work and more fully appreciate the impact we are having. Second, pursue short-term goals. When pursuing a long-term effort, such as a full school year, preoccupation with the end can become overwhelming. So much work must be done, so much has yet to be accomplished, and the outcome is not yet certain. These are times when a focus on progress, informed by short-term goals, can be a powerful motivator. Basketball coaches remind their players in the context of a full game to “win the next four minutes.” Long distance runners focus on maintaining pace for the next mile. Focusing on winning the next few minutes or staying strong for the next mile helps to maintain a high level of energy and mental intensity and provide the momentum necessary to finish strong. Third, ease up on expectations of others. During times when our emotional momentum is flagging and frustrations are building, it can be tempting to turn our anxiety and uncertainty outward in the form of expectations for others. We can tell ourselves that if only others would “step up,” “pitch in,” and “carry more of the load,” everything would better. When these things do not happen, feelings of being let down can add to our struggle. It is good to remember that others may also be struggling, have limited energy to share, and may be unable to anticipate our needs. This is a good time to give ourselves and others a break and limit what we expect. When we do, we reduce the likelihood of feeling let down. Of course, when others reach out, follow-though, and share “the load” we can appreciate them even more. Further, when we lessen our emotional dependence on others, we feel more in control, and confident in our ability to carry on. Fourth, sort what matters most. The impact of interruptions, irritations, and inconsistency can become exaggerated when we are already off balance. Yet, the impact of these occurrences is usually determined more by how we respond than by the incidents themselves. It can be helpful to pause briefly and ask ourselves whether the situation really is a “big deal,” or just something that has hooked our emotions. We can take the measure of what really matters by considering whether it will continue to matter next week, next month, or next year. If not, maybe the best option is to let it go. We can remind ourselves not to “sweat the small stuff.” Now is not the time to give in to unwarranted worry and frustration about things that do not matter beyond the moment. There is little benefit in allowing passing frustrations and conflicts to jeopardize our momentum and disrupt our relationships. These can be some of the most productive and determinative weeks of the year. We are past the holidays and spring celebrations and distractions are still several weeks off. We need to leverage the opportunities that this time of the year offers to focus, build momentum, and tap the learning and teaching opportunities before us.

February 04, 2022

Share Your Tips & Stories

Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.

Send Us An Email

You Are a Leader – Even If You’re Not Trying to Be

Some of us see ourselves as leaders. Some of us do not. Yet, the truth is that we are all leaders, regardless of whether we see ourselves that way. If we are interacting with others, we are leading.

As educators, leading is a difficult role for us to avoid. Every day students look to us to understand what is expected, what is important, and what is unacceptable. Colleagues listen to us, learn from us, and follow our example. Parents and others look to us for advice, guidance, and ideas they can apply with their children.

Leadership is commonly defined as influencing the thinking, perceptions, and behavior of others through words and actions. This definition describes our work. Examples of ways in which we lead abound. Regardless of our awareness and intentions, we demonstrate leadership every day in at least four ways. Let’s explore these behaviors and how they demonstrate leadership.

First, when we offer an observation or answer a question, whether with colleagues, students, or others, we are putting our thinking in the shared idea and perspective marketplace. We might find that what we say resonates with others. Or our words may generate disagreement. Regardless, we are influencing the thoughts, perceptions, and potential actions of others. Interestingly, even when we choose not to offer an observation or respond to a question, and leave our thoughts and ideas unrevealed, we still may be influencing the response of others. They may perceive that we don’t think the topic is worth engaging. Or they may wonder if the subject is too emotion-filled and we are choosing not to share the intensity of our feelings. In either case, our choices and actions are influencing others and we are exercising leadership.

Second, when we take an action, we send a signal about what we value, what we care about, and what we think is worth our time and energy. Others observing our action may read a message, feel an urge to join us, or choose to counter our effort. This is leadership. Remarkably, when we choose not to act we still hold the potential to influence the thoughts and actions of others. They may read our inaction as being motivated by our perceptions, priorities, or purposes. This, too, is leadership.

Third, when we step forward to support or reinforce the words and actions of others, we add weight to their efforts and increase their impact. Our engagement may lead others to commit and take similar action.

Fourth, when we ignore the words and actions of others we are sending a message. We may be denying attention to unacceptable or inappropriate behavior. As a result, the action is not reinforced and may be extinguished, especially if the goal was to garner attention. Or our lack of response may be read as tacit approval. Again, regardless of our intention, we are influencing, and leading.

These influences are present and active everyday with our students, our colleagues, parents, and others with whom we interact. We lead in our roles as educators throughout every day. Being unaware does not change our role, nor does it diminish our influence. If fact, we are all leaders. We need to embrace the role, use our influence to make lives better, and add our leadership to improve the organizations of which we are a part.

January 31, 2022

Six Ways to Fight Feeling Overwhelmed

Few of us have lived through the past months without feeling overwhelmed at some point. It may have come from the uncertainty we feel. It may be the cumulative and persistent pressures we feel to protect ourselves and others while also teaching, leading, counseling, and engaging in all the other tasks and responsibilities in our lives. Of course, feeling overwhelmed sometimes comes and then passes quickly as projects are complete, events come and go, and we move on to other things. However, for many of us, feeling overwhelmed has become more frequent and persistent. Waiting until the feeling passes is not always a healthy option. When we find ourselves feeling overwhelmed with no short-term probability that circumstances alone will bring resolution, we need ways navigate our feelings and find solutions within our reach. Here are six practical options that collectively can help us to counter our feelings and move us forward in productive ways. First, we can step back and gain perspective. Sometimes stepping back can even be physically creating distance. Taking a walk, getting away for the weekend, or engaging in a hobby are good places to start. We can also gain perspective by asking ourselves. “What is at stake?” “What are potential implications?” “Who might help me see the situation better or at least differently?” When we find ourselves too close to the issue or situation, it can be difficult to accurately analyze and assess what is really happening and whether it is as big a deal as we are making it. Second, we can focus on what is most important: We often become caught up in busyness that does not move us forward. We can take some time to sort through the situation to find what really matters. Often, asking “why” questions can help us to sort what is most important. For example, we might ask ourselves, “Why is this situation bothering me so much?” Or, “Why am I finding this task so hard?” Practicing the patience to reflect can lead us to answers about what is really going on and what really matters. Once we know what is most important, we can focus our energies in that direction. Third, we can challenge our assumptions. We might think that one wrong word or step, or an overlooked implication will spell disaster. Consequently, we may be reluctant to take any action. Yet, on close examination, we are likely to find that rarely will a single action or chosen approach lead to complete failure. In fact, often taking action that is not correct will lead to discovery of what can work. We may also find that what we assume about how others think and what they feel is not correct. Assumptions by nature are unverified and untested. Until we question and test our assumptions, we risk being held captive by perceptions with no basis. Fourth, we can take one or two steps to move the situation forward. We do not always have to solve or act on the entire situation at once. We can search for one or two actions to take that might be low risk but still move the situation forward. Interestingly, when we act on one aspect of a problem, we can begin to see new options and alternatives we can consider and act on. Before long, we see progress and build the momentum necessary to keep moving forward. Fifth, we can choose to give up some control. Of course, this step means that we must trust others. When we feel overwhelmed and stressed, it can be even more difficult to let go. We may fear that others will not fully understand the nature or importance of the task, or they may not do it well enough. Yet, our unwillingness to let go may be the primary source of our stress. Letting go can be the key to having our stress subside and our being able to do what we do best in the situation. Sixth, we can reflect and practice gratitude. Gratitude can be a potent counterbalance to feeling overwhelmed. We can focus on what we are thankful for in our lives and the privilege to do the work we do. Gratitude can help us to appreciate the present and lessen our worries about the future. Connecting with people and sharing our gratitude can be uplifting and energizing and give us the nudge we need to keep moving forward. The fact is that we have faced difficult times in the past and our success in meeting those challenges have brought us to where we are. By practicing these and similar strategies and with the confidence of knowing we will measure up, we can assure ourselves with, “I’ve got this.”

December 20, 2021

Six Secrets to Maintaining a Positive Outlook–Even in Tough Times

For many of us, these are among the most challenging times we have encountered in our careers. Beliefs and issues that used to be taken for granted are now called into question. Accusations are made without basis in fact or experience. Kindness and grace seem to be in short supply. Rudeness and negativity seem to rule the day. Yet, these are not the first times we have faced confusion and controversy and we are not the first people to confront difficult challenges. In fact, we can draw much from our experiences and learn from those who came before us about how to navigate and succeed in the face of trying times. We can allow what we are experiencing to try our patience, sap our enthusiasm, and drain our energy, or we can make another choice. We can rise above what seeks to pull us down and walk a brighter, more satisfying path. Here are six secrets we can tap to lift our spirits and maintain a positive outlook. Choose to smile. This secret at first may seem too simple. Yet, research shows that the act of smiling, even when it is not completely genuine, releases chemicals in our brain that make us feel better. Additionally, when we choose to smile, people we encounter are more likely to respond positively to us and further improve our outlook. It happens that attitudes are contagious. When we choose to smile, we can “infect” others in positive ways. Associate with positive people. Our outlook also tends to be influenced by the people with whom we choose to spend time. We can choose to spend time with optimistic, caring people. In the same way that our attitudes influence others, their moods and outlook can have an impact on ours. The more time we spend with positive people, the better we tend to feel. The opposite also is true. Look for what is good. A fact of life is that what we look for is what we are most likely to find. If our attitude has us looking for what is wrong, we are likely to notice something negative in each encounter. Our words and interactions may become laced with negativity, and we can even become needlessly embroiled in arguments and controversy. On the other hand, when we look for what is good, notice what is right, and focus on things that are positive, we tend to see and experience more that reinforces our positive outlook. Own our choices. We cannot always control what happens, but we can choose how we will interpret what happens and how we will respond. We may interpret someone neglecting to respond to our question as ignoring us, or we may conclude that they did not hear us. We may interpret a sharp comment as a judgement toward us, or we may reflect on the pressures and stress the person is experiencing. We may become frustrated when our efforts are overlooked, or we may take pride in knowing what we have accomplished. Importantly, our outlook is influenced as much by how we interpret and respond to what we experience as the experience itself. Adopt a bias toward action. When we see something that needs to be addressed, experience events that are hurtful, or hear words that are untrue, we can choose to become involved. Doing nothing can have the same impact as not being able to do something. When we choose to become involved in what is important to us, we move from feeling helpless to empowered. Tap the power of “yet.” We coach students to think “not yet” rather than “cannot” when initial attempts with a learning task are not successful. We can tap the same optimism and energy when our efforts are not initially successful. Trying a new instructional practice, testing a new routine, or addressing a difficult challenge may require reflection, iteration, and persistence. Rather than give up, we can shift our focus toward what to do next. Not everything always works perfectly. The questions to ask are, what can I improve or correct, and what other strategies and approaches should I consider? Life has a way of challenging us at every stage. Yet, it is in the challenges we face that we grow and learn. What we experience may not always be pleasant, but every experience offers a lesson. What is important is that we remain ready to learn and open to what life has to offer.

December 06, 2021

Take a Minute: Three Leadership Behaviors to Prioritize This Week

Each week presents a set of issues, challenges, tasks, and responsibilities for us to address. Some are anticipated and scheduled. Others will emerge as the week unfolds. Sometimes we will be expected to anticipate what is coming. Other situations will require us to react. Some things we will be able to manage. Others will be beyond our control.

Yet, regardless of what the upcoming week may present, there are three behaviors that we can practice in nearly any situation that will improve the outcome, empower those we lead, and increase the impact of our leadership. Equally important, these leadership behaviors can reduce our stress and strengthen our relationships with others.

At first, these behaviors may seem obvious. We may even take them for granted. Yet, in our hurried, harried week we can forget their importance and neglect to prioritize their practice. When we do, we risk compromising the impact of our leadership and missing opportunities to help those around us. Let’s examine these behaviors and why making them a priority this week and every week is so important.

The first behavior is listening. The practice of close listening can generate multiple benefits and advantages. Listening can give us access to important information, multiple perspectives, crucial insights, and an array of options to consider. Meanwhile, listening is a demonstration of engagement and caring. Listening conveys our respect and demonstrates our valuing of others. Further, just listening to someone “talk out” an issue can result in their discovering new insights and solutions beyond what we might have offered. Committing to listen may seem simple, but really listening to understand words and their meaning can make an important difference.

A second leadership behavior to prioritize this week is empathizing. Empathy focuses on understanding the stresses, concerns, worries, and reactions of others from their perspective. Empathy is not sympathy. Sympathy focuses on sharing feelings, while empathy focuses on understanding feelings. The difference is important in that we may not have shared the experience of the other person, but we can seek to understand and appreciate what they are feeling and how they are perceiving a situation. By seeking to understand we can validate the perspective and feelings of the other person, while remaining positioned to help and support them. Practicing empathy can lead us to ask questions, clarify emotions, and sort responses in ways that are empowering. Empathy does not mean taking on the emotions of the other person, but it can lead to discovering actions and solutions that will make a difference.

The third leadership behavior, encouraging, builds on the first two behaviors. Listening and empathizing can surface valuable information and insights to guide choices and other actions. However, people often need a nudge to take a risk or reassurance that they can succeed with the challenge they face. Our belief in their skills and commitment can be what it takes to move someone to action. Our confidence can lead others to persist until they prevail. Our encouragement may not seem like much to us, but it may be just enough to “tip the scales” in favor of taking on a new challenge, confronting a long-standing problem, or committing to a new idea or project.

Of course, we may assume that listening, empathizing, and encouraging are naturally present in our daily and weekly routines. However, giving these behaviors renewed attention and committing to practice them regularly can strengthen our leadership impact, increase our work satisfaction, and improve the work and life experience of those around us.

November 01, 2021

We’re In Your Corner!

There is a saying that the person who is learning the most in a classroom is the person who is speaking the most and working the hardest. That person should not be us.

The Master Teacher Blog