The Master Teacher Blog

Hopefully, the summer has offered opportunities to disconnect from the press and stress of the past year and provided time to engage in other activities and endeavors. Mental and physical breaks are important to our health and feeling of well-being. They can also help us to refresh and re-energize.

However, the beginning of another school year will soon be upon us. These final weeks of summer can be a good time to begin to mentally re-engage. It can also be a time to revisit and maybe shift some important mindsets that can help us to have a successful start and sustain us throughout the year. Here are five perspectives that can help us to balance our thinking and inform our work as we prepare for what lies ahead.  

Less expectations for control and more prioritizing connection.

Classroom management is a key element in maintaining order and a focus on learning. We need to establish routines and clear behavior expectations. However, effective and sustainable classroom management requires more than setting rules and controlling behavior. The best classroom management grows out of mutual respect and strong, positive relationships with our students. Our success in the opening weeks of school and beyond will rest as much on the connections we make with students as they will on the rules we ask them to follow.

Less focus on covering content and more attention to nurturing learning.

For most of us, preparation to become a teacher focused heavily on how to organize and present content. Priority was often placed on coverage of what was contained in the formal curriculum. While these elements remain important, more crucial is what students understand, the purpose learning can serve, the ways in which they can use it, and the value they assign to it. A perfectly presented lesson carries little value if students fail to absorb, integrate, and retain what is presented to them. Now is a good time to remind ourselves that our work is nurturing learning, not just presenting content. We might think of our work as designing learning experiences, not planning lessons. Only when students are active participants in the teaching and learning process can we expect deep and lasting learning to result.

Less preoccupation with deficits and more valuing of assets.

It can be tempting to fall into the habit of focusing on what students do not know, what they cannot do, and the many things they do wrong. Students are not perfect, but every student has unique experiences, multiple strengths, and their own perceptions, perspectives, and strategies for managing life. The more we can identify, focus on, and leverage the valuable assets students possess the more we can build their confidence, gain their trust, and nurture their engagement. Of course, some students may not be convinced of their assets, and we may need patience and persistence to help them shift their thinking and begin to appreciate their assets.

Less pouring information in and more drawing insights out.

Many traditional teaching practices are based on the John Locke theory that students come as empty vessels and need to be filled with the information and knowledge that teachers present. Yet, we know that students come with many experiences, preferences, prior knowledge, and a desire to drive, or at least influence, what they learn. We also know that students learn better when they see connections to things they already know or have learned. The more we can draw out the ideas students have, help them make connections with what they already know, develop insights about what they are learning, and provide them with opportunities and options to influence and use what they learn, the more engagement, commitment, and learning retention we will see. 

Equal priority on products and process.  

During the school year, it is important to not only prioritize student success with grades, test scores, and other outcome measures, but also to equally value the learning process to obtain success along the way. While final products are important, they carry little value if the considerations, decisions, and processes necessary to generate them are ignored or lost. Increasingly, artificial intelligence can generate a product without students understanding context, being aware of sequences, or gaining crucial knowledge. Grasping key principles, managing essential information, developing core knowledge, and other process elements can be equally as important as generating a grade, obtaining a test score, or completing a project. The more we can help students to meaningfully engage in and value the processes that contribute to or generate important outcomes, the better prepared they will be for the world after graduation.

Undoubtedly, the coming year will be filled with its share of challenges and opportunities, delights and disappointments, successes and setbacks. Consider the balance of these five mindsets as you navigate what lies ahead. Also, feel free to add other mindsets that you have found helpful to guide your thinking and inform your actions. 

Refusing to assume that students are lazy may seem like a preposterous proposition. If we apply the common definition of laziness to the behavior of some students—procrastination, taking shortcuts, failing to follow through—we might conclude that there is a perfect match. However, labeling a student as lazy has some serious downsides.

Once we decide that a student is lazy, we often feel that there is no need to search further to understand their behavior. Yet, what we are seeing may be the result of a variety of factors, pressures, and circumstances. We also risk blaming the student for a problem that may not be their fault.

Laziness is often assumed to be a character trait, but no scientific research identifies laziness as an element of someone’s character. Further, punishing laziness does not make students more motivated, conscientious, or committed to learning. The behaviors of procrastination—taking short cuts and a lack of follow-through—may look like laziness, but they may be the result of something that is addressable and fixable. Labeling students as lazy cuts off the need to inquire, blames the student, and may allow us to feel that we do not have to do more.

On the other hand, if we refuse to assume laziness as the cause of student behavior, we open the door to ask some important questions: What is driving the behavior? What about the task associated with the behavior may be contributing to the conduct? Is there something else going on that drives the behavior we are observing?

We also might ask: What are the consequences of being wrong? If we assume the student is lazy and there is something else at play that is holding the student back, we will have squandered an opportunity to make a difference. We may also brand the student in ways that become self-fulfilling prophecy. If we assume the student is not lazy, when they actually are, we can still learn more about the student, uncover possible ways to make them less lazy, and we may even plant some seeds that take root and grow in the future.

So, what opportunities lie in refusing to assume that students are lazy?

• We move from blaming the student’s character to exploring what may be causing the behavior.
• We look beyond the student’s behavior and try to learn and understand the back story of their choices.
• We move from making assumptions about the student toward understanding their perspective, experience, and life circumstances.
• We lessen our focus on compliance and look for ways to make and strengthen our connection with the student.
• We become less occupied with punishing and more focused on problem-solving.
• We leverage the power of our positive assumptions to lift our expectations and strengthen our support.

We may discover that some difficult realities underlie what appears to be laziness. The student may lack underlying skills that need to be strengthened. They may fail to see relevance or challenge in what we are asking them to learn. They may have failed so many times that they lack confidence in their potential to succeed. They may fear what friends would think if they began to behave as though they care. Of course, the list of learning-related challenges could go on. Yet, these are issues about which we can usually do something to make the situation better and increase opportunities for success.

We may also find that what is causing the behavior lies beyond the student’s experience in school and our ability to intervene. We may need to enlist the efforts and support of others in the student’s life. We might need to recruit professionals within and beyond the school to intervene and provide support. While we may not be able to solve these issues, our interest, concern, and support can make a determinative difference to the student and lead to shifts in behavior and a stronger relationship with us.

It may seem that laziness is straightforward behavior. However, upon examination, there is often much more to the situation than first appears. Only when we go beyond making assumptions and drawing conclusions are we able to understand, intervene, and make the difference that can change a life.

Now can be a good time to pause and reflect on the current state and preferred direction of our lives and work. With distance from day-to-day professional pressures, problems, and other stressors, we can gain some perspective and consider the larger picture within which we live each day.

Of course, it can be helpful to have some structure to engage in this sort of reflection. Having a sense of where to look and what to consider can help us to be more efficient and gain greater clarity. Whether you are personally looking for self-reflection activities, an administrator looking to engage your teachers in professional development sessions, or a teacher looking for opportunities to have your students work on self-reflection, here are five reflection activities that can be good places to start.

Our Personal Mount Rushmore

A useful initial activity can be to reflect on who would have a place on our personal Mount Rushmore. Like the actual Mount Rushmore, we might identify the people who have helped us to become who we are. Selecting just four or so people might be a challenge, but the idea is to limit inclusion to those who have had an outsized influence. We might also consider what it is about these people that make them worthy of such a place of honor and influence.

Our Personal Board of Directors 

Another activity is to reflect on who is or should be on our personal “Board of Directors.” In this activity, we might identify people in our lives who have the greatest influence on our decisions, provide support, and give us guidance. This activity can help us to be more aware of who is having an impact on our lives in real time. Of course, our reflection might also reveal that we need more people on our board of directors and/or that there may be people on our board of directors who may not be giving us good advice or providing support and who should be removed and replaced.

Our “True North”

This reflection is to identify who in our lives helps us to find our way through uncertain times. They may be the person or persons to whom we turn when we face a moral dilemma. They may be a source of wisdom on which we depend. Or they may provide the emotional support we need to think clearly and decide where to focus. They may not be the person who tells what to do as much as help us to figure out what is best.

Our Life Movie Cast

In this reflection, we imagine that we were making a movie of our lives and need to “cast” it with people who have played various roles in our life story. Who might be the supporting actor or actors? Is there a hero or heroine other than you? Who would provide comic relief? Who fits the role of mentor or guide? Might you identify an antagonist? The idea behind this reflection is to consider the narrative of our life and who is influencing it in what ways and to surface “plot shifts” we might want to make.

Our Shield of Safety

We also have people in our lives who make us feel safe. In this reflection, we might consider who we deeply trust. Who makes us feel seen when we feel invisible? Who makes us feel valued when we doubt ourselves? Who is there for us when we feel vulnerable and need reassurance? These are special people in our lives, especially when we most need support and protection.

This series of reflections may help us to better appreciate those in our lives who have had or are having an outsized influence. They are people who make us who we are. We also may have identified some people we have taken for granted or who may not know what they mean to us. Now is a great time to reach out and let them know how important and special they are. Don’t delay!

We know when working with students that the absence of boundaries does not necessarily lead to freedom, flexibility, and creativity in their work. Often, the lack of boundaries leads to chaos, conflict, and distraction, and in many ways, failing to set boundaries in our lives can lead to similar outcomes. Without boundaries, we often find ourselves uncomfortable, ineffective, and frustrated.

Tony Martignetti, writing in Fast Company, explains that boundary-setting is crucial to being productive, building trust, and finding satisfaction. Martignetti argues that boundaries are less about having to say “no” and more about being able to say “yes” to what we value. Martignetti’s observations about boundary-setting might be summarized as:

• Good boundaries are structures, not barriers. Boundaries help us to decide where to place our energy, what to avoid, and what to let go.
• Effective boundaries are less about time and more about attention. We might think of boundaries as dictating how we spend our time, but boundaries work best when they help us decide where to allocate our mental and physical energy.
• Thoughtful boundaries do not constrain; they clarify. Boundaries can help us to sort out priorities and set goals.
• Sustainable boundaries do not block energy; they protect it. When our energy is in short supply, clear boundaries can preserve what we have and help us to use it where it makes the greatest difference.
• Strategic boundaries do not undermine commitment; they focus it. Gaining clarity about what we value and how we want to live can create new levels of productivity without unduly exhausting our energy or undermining relationships.

Summer can be a great time to reflect on what we value, how we want to live, and how we might set boundaries that maximize our effectiveness and productivity without compromising our health, relationships, and happiness. Here are some ideas to get started:

• Spend time reflecting on what is most important. Clarifying our life and work values can help to set priorities, sort areas of conflict, and guide the establishment of boundaries.
• Revisit current boundaries. Reviewing where current boundaries are working well and identifying boundaries we are ignoring or not following can help us to decide what to keep, what to fix, and what to abandon. If regularly bringing work home and sacrificing family time and relationships is a source of stress, this pattern might be a good place to start.
• Identify “pain points.” We might think about times and circumstances when we feel the greatest guilt, frustration, or exhaustion. They can be good places to focus our boundary-setting work. Often, these situations represent a conflict between what we value and how we behave.
• Reach out to a colleague or friend who seems to set and manage boundaries well. Discovering what works for someone who shares our general circumstances might provide options we can adopt or adapt to fit our needs. As examples, learning how a colleague establishes and manages limits to work hours or has a shutdown routine at the end of the day can provide options and practices we choose to follow.
• Think of boundaries as guidelines to respect, not unbreakable rules. Depending on the boundary, there may be times when we need to flex to accommodate unusual circumstances. Inflexibility can create as much stress and conflict as not establishing a boundary. For example, we might establish a manageable limit to the number of committees and work groups we join, but an emergency or special task force that needs our expertise may lead us to make a temporary exception.
• Notice when frustration, anxiety, or resentment begin to grow. When these feelings persist, they may be signals that it is time to revisit a current boundary or establish a new one. Circumstances can change from year to year, month to month, and even week to week. Boundaries that worked for us in the past may no longer serve us well. As examples, technology we used to control may be starting to control us. Or the time we have blocked out for self-care, family, or relaxation may no longer work for us and needs to be adjusted.

We need boundaries to sustain our energy, mental health, and productivity. Boundaries can create as much freedom as they provide limits. However, we need to establish them with care. The key is to find what works for us and allow our boundaries to give us the structure, clarity, and confidence that can keep us fresh and sustain our enthusiasm and commitment.

Reference:

Martignetti, T. (2025, May 19). Healthy boundaries at work matter more than ever. Here are 7 steps to build them. Fast Company. https://www.fastcompany.com/91334582/healthy-boundaries-at-work-matter-more-than-ever-here-are-7-steps-to-build-them

Conversations about bias are not new, but there has been a more recent trend addressing the implicit biases that we develop naturally through the experiences we have, the experiences we don’t have, how we interpret our experiences, and what we learn from others. Biases influence what we believe about people and what happens to and around us. They influence our expectations, interpretations, and interactions with others, including our students.

Biases are invisible yet omnipresent. They subtly and persistently influence how we see and engage with our students, and as an extension, they can shape how our students experience learning in our classrooms. Our biases can influence our students’ emotional state and psychological development, and they can hold the potential to undermine our efforts and our students’ learning. Let’s explore five of the most common biases that haunt our classrooms and how we can counter them.

Expectancy bias. Also known as the Pygmalion Effect, this bias allows our perceptions of students’ potential to drive what we expect, how we support, and how we evaluate the work and behavior of students. Multiple research studies have shown this bias to have a significant effect on how well students learn and perform. This may be good news for students whom we perceive to be talented, but it is very bad news for students we perceive as having low potential. Expectancy bias can also influence student behavior. Students whom we perceive as well behaved can more easily be given extra chances and the benefit of the doubt, while students perceived as mischievous, sneaky, or otherwise prone to misbehavior are often blamed and punished more frequently and harshly.

How to counter: We can avoid expectancy bias by having high expectations for all students and not allowing past performance to shape our beliefs about their future potential. We might commit to supporting all students to build their potential. We can also focus on individual student progress rather than comparing the performance of some students to others.

Gender bias. This bias involves different perceptions about female and male students. As examples, girls are assumed to share characteristics such as being more likely to demonstrate good behavior and skills in reading and writing but not being as likely to demonstrate strong skills in math and science. Boys are seen as more prone to mischief and leadership roles and not as strong in communication and relationships. While there may be some natural gender-related tendencies present, girls and boys share more characteristics than not. Girls commonly demonstrate strengths and interests often attributed to boys, and boys often excel in areas that are perceived to favor girls.

How to counter: We can start by being conscious of the language we use, the assumptions we make, and the behaviors we practice that reinforce gender labels. We might make it a point to balance opportunities for participation, responsibilities, and leadership. Further, we can encourage and support students—regardless of gender—to enroll and excel in a wide variety of academic and career-related subjects.

Stereotype bias. Socioeconomic status, ethnic background, race, and other factors can play a role in how we see and interact with our students. We may hold lower expectations for these students’ learning and expose them to less rigorous curricular content. We may make negative assumptions about their likely behavior and commitment to learning. We may even press them less to perform than we do for other students.

How to counter: We can regularly check ourselves and our beliefs to be certain that we are not expecting or supporting these students’ learning less than that of our other students. We can focus on each student as an individual, value their strengths, and support their growth. We also need to review instructional materials and resources to avoid reinforcing stereotypes and to ensure positive models for learning.

Affinity bias. We sometimes encounter students with whom we feel a stronger than usual sense of connection. We may share similar personalities, backgrounds, interests, or even certain life challenges. Even without consciously deciding to do so, we can give these students more attention, encouragement, support, and positive feedback than other students. While the students who experience our affinity may benefit, other students often pick up on what they see as favoritism. As a result, they can feel unseen, ignored, or even disliked, and those can lead to feelings of resentment; meanwhile, the student who is the object of our affinity can experience separation, teasing, and jealousy from classmates.

How to counter: Being aware of our feelings and the consequence of showing favoritism is a good start. We might also be careful to provide equitable feedback and attention to all students. We could even go as far as collecting data on our interactions to ensure an equitable distribution exists among all students.

Confirmation bias. When we have a preferred approach or have done something in a certain way for some time, we can assume that it is the best way to do it, even when there is evidence that other approaches work better, at least in some circumstances. Equally challenging, when trying alternative approaches and strategies, we can find ourselves paying closest attention to information that supports what we expect rather than objectively evaluating evidence. Confirmation bias can leave us clinging to practices that are not effective or that are not as effective as other options and approaches.

How to counter: Commit to having current practices prove themselves. Start with an expectation that a different approach might be better, and collect evidence in an attempt to prove it. Allow the evidence, rather than pre-existing beliefs, to determine the outcome. However, be certain to practice the alternative approach long enough to become proficient before making a judgment.

Biases can be destructive, but they are not inevitable—and we are not helpless to them. We can educate and equip ourselves to understand and overcome their presence and their impact. Our commitment to our students can be the motivating force.

After the end of an eventful school year, the beginning of a well-deserved summer break can be a good time to step back, reflect, and attempt to make sense of the shifting, stirring, and often stubborn issues and challenges we face. The pace of our work can often make it difficult to see and make sense of what is happening in the world around us. Consequently, while we might busy ourselves trying to fix symptoms of problems, we might not truly understand the root causes of what vexes us.

Teachers, administrators, paraeducators, and other school staff members share many frustrations and distractions that can get in the way of serving students and supporting their learning. The challenge is to frame issues so that they can be understood and addressed. Fortunately, questions can often serve as tools to begin the process of understanding and lead us to see issues with greater depth and insight.

As we reflect on this school year and think about the next one—or the ones after that—we can use some key questions to guide our thinking, planning, and actions. Here are ten questions that may be useful to the quest.

• How is the make-up of our student body changing? What do we know about changes in poverty levels, shifting demographics, expectations of education, career aspirations, and other experiences, expectations, and challenges that shape our students’ relationships with us and learning? How might shifts in make-up of the student body be having an impact on academic achievement, behavior, social cohesiveness, and other issues we observe?
• What forces are shaping the ways in which our students relate to each other and us? Technology, social media, and political divisions may be at play. Shifts in housing development and availability or in socioeconomic appearances might also be factors. We may not be able to change or dismantle these forces, but recognizing them can help us to understand, give guidance, and provide resources where appropriate. We might teach students more or different coping mechanisms, coach useful skills, and offer other opportunities to counter what they face.
• What rules and expectations no longer serve the purposes for which they were established? Consider that chewing gum was a big no-no in the 1950s (and in some schools and classrooms still to this day!). Hair and skirt length were flashpoints in the 60s. Some schools had policies about students’ “bold beauty” expressions in the 80s. What battles are we fighting today that need a “ceasefire” and a reset? Cellphones and smartwatches are receiving lots of attention, for valid reasons, but they are likely not the only elements to consider.
• What routines and rituals no longer seem relevant to—or serve the interests of—our students? Tradition components of student dances, pep assemblies, theme days, and some clubs might be places to start our reflection. How are we shifting what we offer to align with what students find interesting and worth engaging in? Esports, niche clubs, and student-generated activity ideas might be good starting places.
• What instructional practices no longer generate the same levels of engagement and learning? Teaching harder, persisting longer, and pushing more may not be the answer, especially when those things occur at the expense of teacher morale and student achievement. It may be time to shift approaches, let go of long-held assumptions, and explore other strategies. As examples, what if we began our instruction where students are, not where we want—or where the curriculum expects—them to be? What if we gave students more choice and voice in what and how they will learn? What if, instead of us setting goals for students, students were expected and supported to set goals for their own learning?
• How clear are we about the future for which we are preparing our students? Of course, no one can fully predict the future, but there is much that we can anticipate and plan for. What skills will students need to be successful? Where and how well are we teaching, nurturing, reinforcing, and having students utilize these skills as they learn?
• Do we need to revisit how are we defining success? Are test scores enough? Many educators, if not most, say no. What other data and indicators should be captured and analyzed? What might a comprehensive profile of success look like for our students? For our school or district? Students and learning are complex, and determining what defines success needs to reflect that.
• How are parent expectations changing? We know that in general, parent support has waned. What might be causing this shift? What might we do to better align what we do with what parents are expecting? What can be done to see higher levels of parent support, and how do we get there? Similarly…
• How are the ways in which parents and the community communicate and engage with us changing? Are periodic newsletters effectively communicating our message? How effective are the channels through which parents and the community communicate with us? Might we need to engage new or shift social media and messaging platforms? How will we know when we get it right?

Obviously, not every question on this list is relevant to your circumstance, and some of the ideas mentioned are more actionable than others. There also may be issues or topics missing from this list that you need to consider and plan for as you think about the coming year. You know your community and the issues and pressures that are likely to require attention and leadership in the next school year. Consider framing these items as questions for your reflection, investigation, and planning during the summer months—but make time to focus on relaxation and restoration, too.

This is a time of the year when educators can feel as though our energy levels have been depleted and are in need of a boost so that we can fully enjoy our summer breaks. For some of us, the school year has left us feeling utterly spent and focused only on getting through each day. As a result, we might have narrowed some of our interests and neglected activities that have excited, energized, and motivated us in the past. Or we may be looking for something to refocus, reenergize, and renew our sense of purpose and direction, especially as we look toward the summer months and hope for rejuvenation.

There is a historical figure whose approach to life can provide inspiration and guidance for living life to its fullest, staying vibrant, and being interested in the world around us: Benjamin Franklin. It must be said that there were aspects of Franklin’s life that were not admirable and are not to be emulated. Nevertheless, he was someone who fully embraced life. His contributions to science, culture, and other areas have endured. There is much we can learn from how he approached and lived his life, things that we can apply to our own lives to keep us fresh, alert, and engaged.

Richard Munson’s “Ingenious: A Biography of Benjamin Franklin, Scientist” is filled with insights and examples of what made Franklin and his life exceptional. Here are six lessons we can glean from his approach to life and the behaviors he practiced and promoted.

Benjamin Franklin was insatiably curious. Franklin had a wide variety of interests; his curiosity extended to include science, politics, literature, philosophy, history, and more. He did not fear appearing uninformed. In fact, what he did not know drove his enthusiasm for learning.

Lesson: We do not have to fear what we do not know or what people might think. Being willing to ask, explore, and experience can lead to energizing, motivating, and enlightening new insights.

Benjamin Franklin was deeply reflective. Benjamin Franklin began each day by reflecting on what he wanted to accomplish and ended the day with reflection on what he succeeded in accomplishing and what he needed to learn and improve. He believed that reflection is the key to remaining focused, moving forward, and becoming better.

Lesson: Life is a series of experiences. However, they only have an impact when we take time to reflect on and learn from them. Reflection can help us to avoid having repeated experiences that lead nowhere, and it encourages us to view every experience as an invitation to learn, grow, and move forward.

Benjamin Franklin reveled in discovery. He appreciated discovery when it was what he expected, but he delighted in discoveries that were not what he anticipated. In fact, Franklin treasured discoveries that dispelled assumptions and revealed new insights.

Lesson: Every day features activities and outcomes, some of which are planned and expected and others that are not. We might be reassured when what we expect happens, but the unexpected often reveals something worth exploring, appreciating, and treasuring. Our choice to revel in discovery can be an excellent source of inspiration and renewal.

Benjamin Franklin was a voracious learner. He was an avid reader and prolific writer. His reading included topics far afield from his formal career. Franklin understood that exposure to a variety of disciplines and perspectives broadened his understanding and grew his knowledge. His writing offered a means to process what he learned and sharpen his thinking.

Lesson: We can access information today through multiple means, but exposing ourselves to other perspectives, views, and knowledge is no less beneficial to our thinking and understanding. Similarly, we may not write letters and depend on formal communication as much as during Franklin’s lifetime, but the process of writing, through whatever means, can still solidify our thinking and keep our minds sharp.

Benjamin Franklin was a constant networker. He maintained a wide array of friends, colleagues, and contacts. His engagement with others spanned an expansive array of disciplines, expertise, and backgrounds. Franklin saw interactions with others as valuable sources for learning, discovering fresh ideas, and challenges to his thinking.

Lesson: The social networks we form can be excellent sources of information, insight, and encouragement. When our networks include people who think differently than we think, have experiences that are different than our experiences, and who bring insights and ask questions that challenge our thinking, they can be great resources for freshening our learning and sustaining our growth.

Benjamin Franklin sought balance in life. Despite the breadth of interests and involvements that filled his life, Franklin advocated for balance and moderation. Finding time for recreation and rest from work helped him to maintain his energy and remain mentally sharp.

Lesson: Life can seem to be filled with limitless expectations and demands. As a result, we can find ourselves spending a disproportionate amount to time and energy in one area while neglecting others. Unless we commit to setting boundaries, finding balance, and practicing discipline, exhaustion and frustration will be our frequent companions as we make our way through life.

Without question, life today can be challenging. However, there are elements and aspects of life that are universal and timeless. Benjamin Franklin lived in a difference century, but much of what he promoted and practiced still has value today. Our task is to learn the lessons we need to live the life we seek.

As humans, it’s fair to say that we generally like to feel competent and confident. Confidence comes with knowing what is expected of us, and we feel competent when we know how to respond effectively to the challenges we face. Feeling competent provides us with a sense of comfort, control, and stability.

However, preoccupation with feeling competent can get in the way of our learning and growth. Wanting to feel competent can keep us in our comfort zone when we need to venture outside of it and into our learning zone. Moving beyond our comfort zone can expose us to risks, missteps, mistakes, and fear, and in turn, we can experience stress, feel anxious, and be embarrassed.

Still, we are not likely to grow unless we are willing to nudge ourselves to gain new experiences, try new approaches, and build our learning. We need the courage to experience feelings of incompetence if we hope to grow, learn, and move to new levels of competence.

At times, we may actively choose to venture into circumstances that leave us feeling incompetent. At other times, the conditions and context within which we live and work change, leaving us feeling incompetent and needing to change and grow in order to regain our competence. Let’s explore five circumstances in which our feelings of incompetence can be the stimuli we need to move us forward and lift us higher.

1. When taking on a new role. Early days and weeks in a new role can present us with tasks and challenges that generate feelings of incompetence. At the same time, these experiences can offer the freedom to explore the purpose and effectiveness of common practices and procedures. While we may ask many “how” questions, we can be free to ask just as many “why” questions. We can also explore different approaches and test common assumptions that later, when we have settled in, might cause uncertainty and create consternation among colleagues. Our willingness to embrace our feelings of incompetence and our commitment to learning can be the fuel we need to gain the confidence and competence we need to succeed.
2. When practicing a new strategy. Learning and applying new strategies can feel awkward and inefficient at first. Yet, overcoming feelings of incompetence requires that we persist until we gain the understanding and skill necessary for the strategy to work. Meanwhile, trying something new often offers opportunities to make mistakes without undue shame or embarrassment. We can take risks, examine consequences, and learn from experience. We can be free to try various options and discover what works best before settling into a preferred approach.
3. When conditions change. When circumstances change, populations shift, or teams are reformed, we face the challenge of discovering how we need to alter our thinking and practices. Assumptions about what works may no longer apply. Consequently, we may no longer feel competent in areas we used to take for granted. A new context can free us to explore new approaches, develop a new understanding of our work, and create new relationships that lead to learning and new levels of competence.
4. When learning to use new tools. New tools come with new processes and new applications and may even require new skills. Old ways of doing things may be replaced by more efficient approaches and new processes. Our lack of knowledge and experience can free us to explore uses of and applications for the new tool(s). Our feelings of incompetence can free us to ask what may seem like obvious questions without others expecting us to already have the answers, and we can tap the insights and experience of colleagues to accelerate our learning and build our competence.
5. When facing new expectations. Feelings of incompetence that accompany new expectations may present the greatest challenge. New expectations can leave us feeling that what we have been doing is not good enough. They can challenge what we believe and assume about ourselves, our practice, and our students. We can feel resentment and be resistant. Yet, new expectations can also be an invitation to re-examine common processes and practices. They can lead us to set new goals. We can choose to open ourselves to new ideas and explore new approaches. Our confidence and feelings of competence return when we realize that we are capable of meeting new expectations with the adjustments we make and the strategies we adopt.

Feeling incompetent may not be comfortable, but it may be the push we need to build our skills, strengthen our confidence, and position us for future success. The key is to see what we face as an opportunity to take advantage of rather than a problem to avoid.