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The More Powerful AI Becomes, the More Leadership Matters

Artificial intelligence can do many things, but it cannot lead—not in a classroom, not in a school, not in a district. AI can generate information, analyze data, summarize knowledge, and even mimic expertise, but it cannot read a room, exercise contextual judgment, or demonstrate emotional stability and wisdom. It is not a leader.

Leadership is a complex, uniquely human behavior. In fact, rather than replacing leadership, the rise of AI has magnified its importance. Our students, staff, and communities want to know that we understand what matters to them and that we will be there for them. They want assurance that we can handle complex and emotional situations, and they want to feel that we are capable and trustworthy. These elements cannot be handled by technology.

Consequently, now is the time to really, truly lead. The clarity, credibility, and conviction we bring to our work cannot be easily replaced by technology. People want leaders to whom they can turn in times of confusion, drama, and pressure. This is our opportunity.

The truth is that as the capacity of artificial intelligence grows, so does the need for insightful, stable, skilled leaders. Consider these ways in which leadership becomes even more important and valued in an era of artificial intelligence.

Judgment gains importance when information is abundant.

Leadership gains value by demonstrating discernment, wisdom, and contextual understanding while considering information that AI can provide. Knowledge and expertise remain important when integrated with AI, but the value leaders add becomes less driven by their knowledge. Asking the right questions, navigating ambiguity, and making sound decisions in the face of uncertainty and competing priorities matter even more.

The value of trust grows with the proliferation of auto-generated content.

Incidents of deepfakes, hallucinations, and algorithmic decision-making raise caution and skepticism about the information AI produces. Trust remains among the most valuable currencies in organizations. Consequently, leaders who communicate openly, consistently, and authentically come to be increasingly relied on. People are more likely to assume credibility based on their emotions than to evaluate it solely on an intellectual level.

Calmness and consistency are crucial in times of complexity and constant change.

AI is accelerating the pace and breadth of change for most institutions and industries, including education. Rapid change inevitably generates confusion, fear, resistance, and fatigue. Leaders can provide stability and reassurance by projecting calm, consistency, and clarity. The key is not to pretend to have all the answers. Curiosity, adaptability, intellectual humility, and commitment to learning are increasingly important and impactful leadership behaviors.

Genuine human connections mean more in the context of AI-simulated emotions.

AI can simulate empathy and understanding, but artificial, mechanical emotions have limits and often lead to disappointment and a lack of fulfillment. They are poor substitutes for genuine emotional safety, human connection, and meaningful relationships. Leaders can offer authentic attentiveness, genuine care, and emotional intelligence that technology cannot fully replicate. People want to be seen, experience hope, and feel psychological safety in ways that only humans can provide.

Real communication is even more important in an era of auto-generated content.

It is true that AI can make communication easier and more efficient. It can produce polished emails, professional-looking presentations, and succinct reports. However, the presence of these tools also makes meaningful communication even more valuable. People want to feel connections that are authentic, deeply human, and emotionally fulfilling. Leaders can tap into the benefits AI offers, but the communication that matters most is an extension of who they are and what they value, and it reflects the connections they make with their audience.

Ethical leadership is crucial to evaluate machine-generated advice and direction.

AI can be vulnerable to bias, dismissive of privacy, insensitive to equity, and unconcerned with human dignity. Technical competence is not a substitute for moral clarity and ethical considerations. Leaders can ensure alignment with values, exercise the courage to make principled decisions, and model other behaviors that protect and value those who depend on them to guide and serve in ways that reflect everyone’s best hopes and highest expectations.

As technology continues to advance and get better at generating information and providing answers, people will increasingly seek and value leadership that features the human qualities of wisdom, curiosity, empathy, vision, and trust. Now is the time to embrace our role and lead with humility, authenticity, and courage.

June 04, 2026

Shape Students for Life: 5 Transformative Teacher Habits

One of the most rewarding aspects of teaching is hearing from former students about the profound and lasting impact we have had on their lives. They might describe a characteristic or value we demonstrated and instilled in them, emphasize the impact of a special project or challenge we presented that convinced them of what they could achieve, or they might tell us of how really seeing and believing in them and their potential gave them confidence to shift their perspective and aspire to more than they had imagined possible. The list could go on.

However, it all begs the question: What is it that we do that can have such a life-changing, lifelong impact? We may not see or understand the influence we have on some students in real time. We might never know our impact on others. Yet, we have the opportunity every day, every week, and every year to change students’ lives and give them access to possibilities that never would have occurred to them without spending time with and learning from us.

So, what are some of the most impactful behaviors in which teachers engage that hold the potential to change lives? Here are five behaviors people point to when describing educators whose imprint shifted the trajectory of their lives.

“Seeing” students. Students want to feel seen. They seek reassurance that they are worthy and matter. For students who often do not feel seen, the experience can make an outsized difference. Having teachers greet them by name, be interested in and remember details about their lives, and notice when something is bothering or distracting them communicates the message that “You matter to me.” Being truly seen can be enough to carry students through a difficult time and give them confidence to keep on keeping on.

Believing in students. All students want teachers who believe in them, but for students who do not yet believe in themselves, the experience can be transforming. Having an important person in their lives see potential they have not considered or believed they possess opens new possibilities and freedom to dream. When students do not yet believe in themselves, a teacher’s confidence can serve as borrowed confidence until they do. When students feel the confidence of a trusted adult, they can aspire to high standards, knowing they can succeed.

Being fully present for students. Having someone’s full attention and commitment to understand can be a rare and precious gift, especially for students with few caring adults in their lives. Students remember teachers who were mentally in sync with them rather than rushed, distracted, or detached. Teachers who are ready to listen, engage, and assist are important and appreciated, especially when students are facing life challenges, confused, or in crisis.

Refusing to give up on students. Teachers who remain committed, nudge students to do their best, and always get better matter to students. Students can become discouraged, convinced they cannot succeed, and may even want to abandon the struggle altogether. Often, it is a teacher who refuses to believe that success is not possible, insists on continued effort, suggests different strategies and approaches, and encourages students to persist until success is achieved. Memories of these struggles and pride in the outcome can build lifelong gratitude.

Modeling integrity and grace for students. Students notice when a teacher’s words match their actions—or when they don’t. Authenticity creates credibility. Students want to be confident that what a teacher tells them is what the teacher believes and lives. Students notice how teachers behave under pressure. Times of crisis, conflict, and drama are times when students pay particular attention to teacher behavior. Grace under pressure makes an impact. Calmness during emotional storms creates emotional and psychological safety and engenders confidence. Students often aspire to emulate the models of integrity and grace they were exposed to early in life.

The truth is that we have more influence on students’ lives than we realize. Unfortunately, we are unlikely to know the full impact we have had on the aspirations, achievements, and life views of most students we have taught and nurtured. However, if all or most of these five behaviors are part of our approach to students and our work, we can be confident that our influence is wide and profound for an inestimable number of students.

May 29, 2026

What Great Educators Say and Why It Matters

Great educators come in many forms and from varied backgrounds, and they often display unique characteristics, styles, and other idiosyncrasies. They may be a little quirky, have unusual habits, or dress in ways that are out of the norm, or they may look, act, and engage students in their own version of a more traditional manner. However, despite their variations, they share several crucial characteristics, including language that builds trust, encourages and reinforces effort, and stretches students’ thinking.

Of course, some students may be intrigued by quirkiness, and others may appreciate those more traditional perspectives and styles. Regardless, students universally want to feel trust, be supported, and be challenged in ways that lead to success, even when their behavior at the moment signals something else. Whether you are a teacher, an administrator, or another school staff member, the greatest educators use language that conveys these core elements and assurances. Here are nine examples of phrases and questions that send these crucial messages to students (or colleagues!):

“I appreciate you.” Gratitude is a powerful emotion for both the source and the recipient. It builds relationships and nurtures a sense of belonging. Gratitude has been shown to have a profound effect on the brain, including reducing stress and releasing feel-good chemicals such as serotonin and dopamine.

“Thanks for saying/doing that.” This appreciative phrase assures students that their actions were noticed. When students hear words of appreciation, they are reminded that they are seen and valued, and when the source is a person whom they respect, the impact can be even greater.

“I’m here if you need help.” This phrase offers reassurance that the student is not alone. Regardless of the challenges and struggles that lie ahead, support and assistance can be summoned and accessed when needed. This statement also frees students to take risks and to know that they have a “safety net” they can rely on.

“We’ll work on that.” This phrase offers multiple benefits. First, it recognizes that there is work to be done and that effort and progress are expected. Second, the statement offers support and collaboration to address the challenge. Third, it conveys hope and confidence that success does indeed lie ahead.

“Why do you think that?” This question encourages students to reflect on what they believe or assume about the topic or task before them. It encourages students to deepen their thinking and search for evidence to support or refute their current opinion.

“You’re on the right track.” This phrase offers encouragement while recognizing that there is more work to be done and progress to be made. It offers hope while maintaining high expectations for learning.

“What can you try when you feel stuck?” Asking this question encourages students to take ownership of their learning and builds a sense of independence in their efforts. When paired with the assurance that feeling stuck is often the final step before a learning breakthrough, this phrase also offers hope.

“What will you do differently next time?” Reflection is a crucial but often overlooked element in learning. Taking time after a learning attempt or completed task to explore what worked, what didn’t, and what else might be considered can solidify progress and encourage students to expand the array of strategies they consider.

“I’m going to push your thinking here.” Students can be overconfident in their thinking. This phrase recognizes and respects the student’s thinking, but it also signals that there is more to consider. It reinforces high expectations while pressing or building on what the student already knows or assumes.

The words and phrases we use every day influence the culture and learning conditions in our classrooms. Consequently, it is worth asking ourselves what our go-to phrases are and how they support or distract from our students’ learning. Even small shifts in our language can make a big difference in learning.

May 14, 2026

The Power of “Never”: Advice Students Won’t Forget

We typically avoid telling students what not to do in favor of giving them concrete, positive directions. For example, we might say, “Plant your feet on the sidewalk” rather than “Don’t walk on the grass.” Among the benefits of this approach is to give students a clear understanding of what is expected; we provide students with a clear picture of what to do, not just what not to do.

Nevertheless, there are some benefits attached to occasionally giving negatively framed advice. Negative framing can convey urgency. When framed as advice, what we say can feel protective rather than demanding. The unusualness of its negative framing can also make it memorable, and maybe even empowering. Advice framed as something one should never do can also feel more like guardrails for behavior rather than demands for compliance.

The end of the year is a good time to offer final advice and share our experiences and insights on life. Of course, we could frame our advice as positive and action-focused. However, we might find our advice to be even more effective if presented in a different frame. What if we shared our advice as “never ever do ____”? Here are seven examples of life advice that we can present as thinking and actions “never ever” to engage in.

Never ever allow someone to define who you are and what you can accomplish. No one has the right to define who another person is, nor can they determine what someone else can accomplish. Establish high goals, be your best self, and consider what someone else thinks only when they are aiming higher than you.

Insight: The future is yours to determine.

Never ever avoid something just because it is difficult this is where learning and life most often happen. Things that are challenging may not be pleasant, but they often offer the greatest rewards. Learning that requires struggle leads to deeper understanding and can stay in your memory longer.

Insight: What comes to us too easily often leaves us just as easily.

Never ever allow fear to keep you from going after what you want. Fear can be a powerful force, as it can make us hesitate and second-guess something we might later regret. However, fear should never come between what you want and what you will pursue. When something makes you fearful, ask yourself, “What would I do if I were not afraid?” The answer is often a good indicator of what you should do.

Insight: Fear wins when it keeps us from what we value and what we want to achieve.

Never ever trade what you really want for what you can have right now. When we are faced with the dilemma of an immediate reward and a delayed, even greater reward, we may be tempted to go for instant gratification. Unfortunately, while we may enjoy that immediate reward, before long we are likely to regret not waiting and working toward what we really want. It is true that working, saving, and persisting can take time and delay rewards, but waiting can be worth it.

Insight: Rewards that come after we have earned them almost always offer greater long-term happiness and satisfaction.

Never ever conflate a bad grade, a bad day, or a single bad experience with your worth. Life happens. Our experiences are not always what we choose. We make mistakes and missteps. Yet these are nothing more than incidents. They are not who we are. Mistakes are information we can use to improve, and missteps are just opportunities to learn and keep going. Much can be shown about our character in how we respond when something does not goes our way.

Insight: Success is determined by what we do with what happens to us, not the fact that it does.

Never ever allow a temporary setback to become a permanent condition. If we are learning, stretching, and growing, setbacks are inevitable. Trying things that do not work out the first time is part of life; they do not mean that we cannot succeed with reflection, new strategies, and practice. Setbacks may tell us what will not work, but they do not mean there is no path forward.

Insight: Setbacks can be lessons, but they are not verdicts on what is possible.

Never ever underestimate the power of small, consistent actions. Success in life is more likely to result from the small, seemingly insignificant things we do every day than it is to be the result of a single action or breakthrough. The power of this advice lies in the Japanese philosophy, kaizen. Kaizen involves learning and doing at least one thing every day to learn, grow, and make something better. Over time, the impact of many small actions can be huge for our success.

Insight: Without consistent actions in support of our goals, success in life is likely to remain more a dream than a reality.

We have worked hard to build impactful relationships with our students and to instill credibility in our guidance and advice. Consequently, what we share with students as they are about to leave us is likely to be heard and remembered. In fact, we should not be surprised if years from now, we encounter students who recall and can share specific life lessons, insights, and advice we taught them, especially at this time of year.

May 07, 2026

3 Response Options When Students Ask for Help: Why Our Choice Matters

When students come to us with a heavy problem or challenging circumstance, we need to understand and consider what the student wants and needs before choosing how to respond. Is this a situation in which the student just needs us to understand and try to relate to what they face? Does the student face a circumstance in which they are seeking our caring and assistance? Or might this be a situation in which the student needs our active support on their behalf? In short, do they need to feel our empathy? Are they in need of our compassion? Or do they need our advocacy?

We might think that the necessary type of response should be obvious. Yet there is often more at stake than is immediately clear. Further, the way in which we choose to respond can have larger impacts on our relationship with the student and their growth and well-being than we might initially perceive. Let’s examine these three emotional and behavioral connectors, when they are best employed, and common mistakes associated with them.

Empathy communicates our understanding of how the student is feeling. Our goal with this approach is to build trust and make a connection. Empathy is communicated through a combination of active listening and behavioral observation. Beyond seeking to understand what students say, their behavior can offer clues to deepen our understanding, and inconsistencies between what a student says and their nonverbal behavior can be a clue that something more is going on.

Empathy provides assurance that we hear and care. However, it does not necessarily extend to intervention or acting on behalf of the student. In fact, while a student may seek our empathy, they may resist our direct involvement in the situation they face or what they are experiencing. We need to be cautious about assuming that a student coming to us with a problem implies that they want our advice, involvement, or for us to assume control of the situation. A good way to avoid such a misstep is to ask the student what they would like from us before making any assumptions or taking any action.

Compassion goes beyond listening and understanding and communicates our active caring and desire to help. Our goal is to offer our emotional support and respond to the circumstance the student faces. However, we may need to begin by practicing empathy to gain an understanding of the situation and what is troubling the student. We might demonstrate compassion by providing active support or forgiveness, or by removing barriers or providing flexibility where needed. We might also show compassion by occasionally checking in on or following up with students to understand if something more is needed and how they are doing.

Of course, the nature and extent of our compassion also rest on our perspective on the situation. We want to provide support and assistance when needed, but we also need to avoid undermining the student’s application of life skills such as planning, decision making, and accepting consequences. We might need to moderate our compassion in pursuit of helping the student to build resilience and manage life’s challenges.

Advocacy takes the next step of becoming actively involved on behalf of the student. Advocacy rests on understanding gained through empathy and demonstrates our compassion, but it goes farther than empathy and compassion to include action on behalf of the student. Our goal is to exercise our voice, access, and power to make a difference where the student cannot. We may approach someone with decision-making authority to speak on behalf of the student. We might connect the student with resources or personnel who can help. Or we might press for changes in policies and rules that adversely affect the student or students.

However, we need to be careful not to have our advocacy undermine the agency and confidence of students to advocate for themselves. We can become so emotionally involved and committed that we confuse whose needs we are attempting to meet. Our advocacy is most effective when it achieves the outcome needed while also involving the student and building their skills to advocate for themselves.

Of course, the lines between and among empathy, compassion, and advocacy are often blurred. We may begin with empathy that grows into compassion. Ultimately, we may choose to advocate. Depending on the circumstance, the needs of the student, and our relationship with them, any or all these responses may be appropriate. Regardless, we want students to feel seen, heard, supported, and championed when they need it.

April 17, 2026

Three Types of Power to Claim in Your Classroom

There are days when we may not feel particularly powerful. We may struggle to gain the level of attention we seek, the cooperation we need, and the results we desire. Of course, the diverse personalities, lives, and current moods of our students, as well as our preparation and disposition, each play a role in how the day unfolds and how productive we feel and are.

Nevertheless, there are sources of power we can tap to counter and overcome many of the challenges we face and increase the impact of our efforts. In fact, experts note that teachers as leaders in the classroom possess three potentially potent sources of power: Positional power, influential power, and network power. Each of these sources can provide crucial elements of influence important to effective classroom management and productive instruction.

Fortunately, these sources of power do not compete. In fact, their presence can complement each other. When combined, they can offer substantial and sustained support to our teaching impact and classroom management. Let’s examine these three types of power and how they can provide us with the influence we need to be successful with students.

Positional power is derived from the institution. Teachers possess a measure of this type of power by virtue of their position of authority in schools and classrooms. The position permits teachers to set expectations, establish classroom-based structures and routines, make instructional and grading decisions, establish classroom level policies, and determine other formal roles, rules, and responsibilities. This power is most effective when exercised with consistency, purpose, and predictability. Effective use of positional power helps to protect and employ learning time efficiently, promote stability and safety, and clarify acceptable and unacceptable behavior. Positional power is most useful when it is used to create clarity rather than to primarily exercise control.

Influential power finds its source in teacher characteristics and behaviors. Influential power is the ability to persuade. It draws from familiar elements of persuasion: Ethos, pathos, and logos, or credibility, emotion, and logic. We build influential power through the demonstration of competence, coaching and modeling, relationship building, empathy and encouragement, and other interpersonal behaviors that communicate caring, credibility, and consistency. Influential power supplements positional power by building and leveraging influence rather than defaulting to formal authority. Influential power can support our efforts to motivate students, build engagement, and encourage learning risk-taking. Influential power is best suited for shifting from a compliance-based classroom culture to one based on commitment.

Network power relies on and draws from relationships, connections, and collaboration. Network power leverages partnerships with parents, other staff members and coaches, community connections, and others in the lives of students who hold positions of influence and opportunity. Often there are others in the lives of students who can provide support beyond what we can offer, who have the potential to influence students in ways not available to us, and who may see elements and aspects of students’ lives that can inform and support our efforts. Students exist in a world larger than the classroom or school; network power can activate sources of influence that exist in the broader world where students listen, learn, and respond. Network power takes a wholistic approach to supporting and influencing students.

As noted earlier, each source of power is important to our success. They are not in competition. In fact, when employed thoughtfully and consistently, each source of power can support and complement the others. However, there are some cautions to observe:

Our powers need to be grounded in caring and support, not manipulation.
Trust is crucial to the effective exercise of any of the three sources of power.
We need to avoid overuse or becoming overly reliant on any one source of power.
Neglecting any of the sources of power can diminish the impact of other sources.
When we experience what feels like reduced power, we may need to examine all three sources to understand and shift the situation.

Of course, there are other sources of power—intimidation, coercion, threat—that can seem as though they are effective in the moment, but they carry significant risks of backfiring and creating resistance and resentment. Our best course of action is to draw on sources of power that are grounded in respect, transparency, and trust.

March 13, 2026

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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Seven Subtle Ways We Make Students Feel Seen and Valued

Students want to know and be frequently reassured that we see them, and they belong in our classroom. We might think that such reassurance should happen naturally. Often it does. However, some students seek and need more frequent reassurance than others.

Students pay attention to many seemingly small, subtle signs to reinforce that we notice and value their presence. The truth is that many students do not want us to be obvious and public in our messaging. They seek reassurance, not embarrassment.

The good news is that we send many of these messages naturally, without planning or spending extra time. If fact, when we see and respect our students, we often do and say things that reassure them. Here are seven of the most common and effective messages of noticing and inclusion.

Using students’ names to affirm and reinforce, not just to direct or correct. Saying things like “Good insight, Axel.” And “Interesting idea, Alice.” can send powerful messages about our valuing of and respect for students. The comfortable and natural use of students’ names reaffirms that we see and respect them.

Remembering seemingly small details. Students are especially sensitive to our recalling information about their interests, hobbies, and life. We might comment on a favorite book they mentioned, ask about a hobby they pursue, or we might ask about a sport, musical instrument, or project they are working on. Of course, knowing a student’s birthday and congratulating them can be a special bonus.

Engaging students at eye level. For young students this may mean our kneeling or sitting to better match their height. For older students standing near them and having eye contact without crowding or hovering can convey a similar message.

Responding non-verbally when students speak. We might nod our head, raise an eyebrow, or shrug our shoulders, depending on what the student is saying. How we physically respond can be equally or even more powerful than what we say in response.

Resisting the urge to interrupt or correct. We may think that we know what the student is going to say and we have the answer, we may want to immediately correct them, or we may just be in a hurry. Regardless, letting students speak without interruption is a sign of respect and worth.

Pausing briefly once students finish speaking. We might briefly pause to be sure the student is finished. We might provide space for the student to reflect and possibly think of something more to add. Or we might pause to reassure the student that we are listening and considering what they have said.

Recording and referencing what students say. We might turn and write a student’s idea or observation in a public space, such as on a whiteboard. Or we might later reference what a student has said in the context of our comments without necessarily using their name. For example, we might say, “Recall what someone earlier said…” The student will know that they were the source and we will have had the impact we intended.

We all want to feel as though we are noticed and belong. When we have this reassurance, we are freer to take risks, more confident in forming relationships, and freer to be ourselves. Our students feel the same. Fortunately, we have it in our power to create and offer this assurance.

March 05, 2026

Ten Signs a Current Student May Be a Future Teacher

It is a fact that tomorrow’s teachers are in today’s classrooms—and those among our students who will become educators likely do not even know it yet! They may not have considered teaching as a future path, or they may have even been discouraged from considering teaching as a career.

Yet there are students in our classrooms who likely demonstrate behaviors and characteristics that make them natural teachers. With encouragement, mentoring, and relevant experiences, they may grow an interest that leads them to choose teaching as a career and commit to a lifelong pursuit of making a difference in the lives of children and young people.

Of course, many of the behaviors that align with teaching can lead to other professions as well. However, we can expose and encourage students to consider the possibility that they might become teachers. We can help them to see themselves as someone who can have a profound impact on the lives of learners, who can stimulate curiosity, share useful knowledge, build important skills, and prepare students to become successful adults and good people.

So, what might we see and hear from students that suggest they have a latent or potential interest in teaching, and that they would find a good fit with teaching? Here are ten of the most common signs:

They are quick to explain ideas and routines to classmates. They are attentive to processes and procedures and they are comfortable translating for others—even without being asked or directed.
They volunteer to assist classmates who struggle. They are patient, empathetic, and understanding of the struggles other students may face.
They ask big picture questions. They want to know how things work. They are likely to be interested in how learning happens. They may inquire why we chose one approach or response over another.
They are quick to take a leadership role during group work. They may focus on ensuring that everyone is included and participates. They work to ensure that the group accomplishes its assigned task.
They pay attention to how lessons are designed and delivered. They may ask about teaching strategies and why certain approaches work better than others. At times, they may even offer suggestions and options for improvement.
They are attentive to classroom dynamics. They often are sensitive to the energy and mood in the room. They notice when some students do not participate or are confused or frustrated. They may even take steps to lower frustration and reduce conflict or come to their teacher’s defense when other students are being unkind to them.
They are quick to volunteer for classroom tasks. These are the students who look forward to opportunities such as distributing materials, setting up activities, and arranging space.
They can be counted on to help when a substitute teacher is struggling. Their grasp of how things are supposed to work and the expectations we hold are ready to be shared.
When given the opportunity to teach a lesson or present on a topic, they show promise. They may not be among the first to volunteer, but their natural teaching behaviors and skills come through.
They may ask about our experience. They may inquire about what led us to teach. They might ask us questions such as what teaching is like and what we like about teaching.

Of course, few students will demonstrate all or even most of these behaviors and characteristics. However, the more evidence we see, the more likely a student is to have a natural inclination to teach. We can also remind ourselves that future teachers do not have to be academically top-achieving students. Intellectual curiosity and capacity are important, but teaching success is also dependent on caring, connecting, and making an impact.

February 19, 2026

Not All Praise Is Equal: 3 Types to Choose and Use

Praise can be an effective way to compliment students, reinforce their behavior, and motivate them to do even better. However, not all types of praise are the same or equal. In fact, using certain types of praise can work against our goal of having students accept and use said praise to improve.

We might think of praise as falling into three categories: personal praise, effort-based praise, and behavior-specific praise. Each type of praise can play a role in relationships, but they are not all equally effective in motivating behavior. Let’s examine the types of praise we might choose to employ and how each might be perceived and utilized by students.

Personal praise is most common in general conversation. We might say things like, “You are so talented.” “You are a natural athlete.” Or “You are so good at math.” Our words may be true, and we may feel good having said them. What we say can also feel good to the student and temporarily build their confidence, but this type of praise is not a powerful motivator. In fact, personal praise is the least powerful type of praise. Personal praise typically focuses on things that come easily to students, such as talents, skills, and characteristics. These characteristics may be nice to have, but students are likely to see them as inherent qualities over which they have little control, and they may not be enough when the student faces the next task or challenge. Consequently, students may be reluctant to take future risks or persist in the face of difficult challenges, feeling that what we are praising is outside of their control and may not be enough to propel them to succeed.

The second type of praise is effort-based praise. We might use words like, “I can see how much effort you are putting into this task.” “You did not give up even though the work was hard.” Or “Your practice is making a big difference.” This type of praise focuses on strategies the student is using, the persistence they are demonstrating, and the improvement they are showing. Effort-based praise is more powerful because it emphasizes elements within the student’s control. It highlights investment of energy, effort, and focus, all of which students can manage. Praise for effort encourages students to continue and even increase their energy and effort investment. However, we need to be careful not to communicate that effort alone will always be enough or students may eventually give up without trying different approaches or searching for better tools and strategies.

A third category of praise is behavior-specific praise. When giving this type of praise we might say, “You stayed calm even though you were clearly frustrated.” “You paid close attention to details and avoided mistakes.” Or “You were organized and prepared and it showed.” Like effort-based praise, behavior-specific praise focuses on elements and actions that students can control. The power of this type of praise lies in its clarity and preciseness. It clarifies what is expected and reinforces its importance. Behavior-specific praise also reinforces actions that are repeatable. Further, since the focus is on what students have done correctly, they are better able to replicate and improve their work. They hear not just that they have done well, they have information to use going forward.

When choosing to use praise as a strategy to reinforce and stimulate behavior, there are several observations and considerations that warrant our attention:

Combining effort-based and behavior-specific praise is most the powerful form of praise.

Praise often needs to be paired with feedback to help students see their current state of progress, what has worked, and what might be good next steps.

Overuse of praise can reduce intrinsic motivation and lead to over dependence on the approval of others.

Praise students as soon as possible after they demonstrate the behavior to be reinforced.

Insincerity when giving praise can easily backfire as many students are especially sensitive to attempts to manipulate.

Avoid making comparisons to other students when giving praise.

In summary, we might choose to give students personal praise when an observation or compliment is all that we intend and there is no expectation for improvement. On the other hand, when we want students to understand what they have done well and how to do even better, effort-based and behavior specific praise are better options.

February 19, 2026

Guidelines for Productive Peer Observations

Peer observations can be powerful professional learning experiences. They provide an opportunity to learn in an authentic context, with real students, featuring real lessons, delivered by collegial experts. Peer observations are perfect examples of job-embedded, relevant professional learning that allows practitioners to play leadership roles.

Yet the prospect of other professionals viewing our work can be intimidating. If we lack recent experience with peers observing us, we can feel less than confident. We may fear that we will stumble, that students may not cooperate, or that something unexpected and embarrassing might happen. Yet the experience of observing and being observed can lead us to discover alternatives we never considered, encounter new and exciting innovations, and witness artistry in real time.

Of course, successful ongoing peer observation experiences require administrative protection and support. Time must be made available for observations and follow-up. Observations do not have to be lengthy, and reflections and discussions do not have to be time consuming, but they need to be a priority.

Peer observations also do not have to be complicated. They can be organized and ongoing or arranged informally between colleagues. However, successful peer observations rest on several best practices. The attitudes and mindsets we bring and the behaviors we practice can have a determinative impact on the success of the experience. Let’s begin by considering the mindsets that make peer observations more comfortable and productive:

Trust. The starting place for successful peer observations is positive intent and freedom from psychological risk. Peer observations need to be a space where sharing is more important than performing and learning is more valued than perfection.
Curiosity. Peer observations that support learning begin with the question, “What can I learn?” rather than, “What should I evaluate/judge?” Curiosity opens the door to learning and invites sharing rather than proving. Looking for strengths and promising practices makes it more likely they will be found.
Humility. Peer observations rest on the assumption that everyone can learn, including from colleagues. Differences in approaches and choices can reveal options and alternatives without defaulting to or comparing what is better. An attitude of learning can lift dialogue and lead to surprising and important insights.
Respect. The presence of respect and appreciation reduces the need to protect and defend. Respect for the work, respect for expertise, and respect for the choices and actions of colleagues offer crucial support for reflection, inquiry, and sharing.
Discretion. Protecting confidentiality can lower anxiety associated with peer observations. Knowing that what happens during peer visits will not be shared without permission or in inappropriate contexts can create freedom to take risks.

In addition to the attitudes and mindsets we bring to peer observations, there are several behaviors that can maximize the benefits of the peer observation experience:

Focus. So much happens simultaneously in classrooms that unless we have a focus, we can become distracted, overwhelmed and overlook what might be most useful. It usually is best to decide in advance what we want to see. It is a fact that when we know what we are looking for, we are more likely to find it.
Brevity. Peer observations do not have to be long. In fact, brief visits with a clear focus can be all that is necessary. It can be more beneficial to visit more times than to visit once for a longer period. Further, scheduling a brief - 10-15 minute - visit is much easier to manage than carving out a full class period, considering the typical time and responsibility constraints we face.
Inquiry. A crucial element of peer observation is that it is intended to collect information and observe practice, not evaluate or judge. The process should emphasize what is seen and heard. Peer observations can also offer opportunities to explore processes and strategies employed at other grade levels and in multiple subject areas. We can discover ideas and strategies to use with our students that we might not otherwise have considered.
Reflection. Obviously, much of the learning gained through peer observations comes through reflection. Spending time reviewing our notes following an observation can be a good start. However, reflecting on the experience with the person whom we observed can open a deeper level of reflection and lead to new insights related to options considered, decisions made, and other moves and approaches.
Reciprocity. Peer observations often work best when both parties observe and are observed. When the process is reciprocal, it feels shared and balanced. There also is a lessened tendency for the process to feel as though it is evaluative or corrective. Further, mutual observations build collective knowledge and shared insights and practices.

Successful peer observations build agency, not anxiety. If teachers feel as though they are vulnerable, peer observations will fail. If teachers feel respect and support in the process, success is much more likely.

February 11, 2026

The Master Teacher Blog