The Master Teacher Blog

Venting of emotions is much like the release valve on a pressure cooker. Without venting, our crankiness and crabbiness build, collaboration suffers, and conflicts grow more frequent and intense. Releasing frustration and emotional pressure can keep our emotions from spilling over, leading to meltdowns, and eventually burning out.

The sources of frustration, pressure, or distraction can vary. We may just be having a bad day. Someone who knows how to “push our buttons” may be pushing them. We may be struggling to implement a new classroom routine or employ a new strategy. Regardless, we need to let off some emotional steam. Holding it in may work for a while, but holding in frustration can create even more problems.

When we need to vent, it usually is best to find an opportunity and an outlet. Here are some options to consider:

• Seek out a trusted colleague, mentor, friend, or family member. Having someone who is willing to just listen can allow us to talk about what’s bothering us.
• Capture thoughts, record emotions, and explore solutions by journaling. Writing about what is bothering us can help us to think through the situation and find some release without worrying about what we have said.
• Take a walk or engage in other physical activities. Exercise can be an effective way to channel our emotions and dissipate emotional pressure.
• Engage in meditation or mindfulness activities. Calming our thoughts and consciously releasing the tension we feel can relax our minds and bodies.
• Do something creative. Tapping our creativity can release emotions without having to put them into words. Engaging in a favorite hobby, painting, or playing an instrument might be helpful. Writing poetry, a short story, or even composing a song can help us to explore and express what we are feeling.
• Find a reason to laugh. Humor can be a surprisingly effective way to release tension. Humor can also help us to gain distance from our problem and provide a less intense way to release the pressure we feel.
• Yell or scream where no one can hear you. A pillow can be a great receptacle for our verbal outbursts. Open spaces with no one around or even driving alone in a car can be a safe place to shout and release our tension and frustration.

While venting can feel good and release intense emotions, we need to observe some cautions. Here are some things to keep in mind:

• If venting to someone, we need to be sure they understand that we are venting, not trying to solve a problem.
• We need to be careful about venting to students, parents, and others about issues over which they have no control. They often do not fully understand our context and may feel awkward. We need to maintain our professionalism despite our frustration.
• It is best to avoid over-venting. Repeated venting on the same topic, or with the same person can strain relationships.
• We need to think about how our words and emotions might impact others. Becoming overly personal or accusatory based solely on emotion can create long-term damage to relationships and reputations.

Sometimes venting is enough to release emotions and let go of what is bothering us. At other times, venting might provide momentary relief, but frustrations remain. When we feel prolonged frustration, we may need to go beyond just venting. We might ask ourselves:

• What are some reasonable, realistic solutions?
• What have I tried and what else might lead to a solution?
• Who can solve the problem or change the situation?
• What would it take to make the situation better?
• Who else seems to be experiencing similar frustrations and how might we partner to find a solution?

Finally, there may be times when we find that our need to vent is constant, problems begin to feel unsolvable, or we frequently feel overwhelmed. This may be a point where we need to consult a professional who can help us to gain a better perspective, find some more effective emotional outlets, or make some changes that lead to less frustration, greater satisfaction and a happier outlook.

We typically think of resilience as finding our way through a difficult experience or time, recovering, and being able to move past the experience. We may carry some “scars” with us from the experience, but we assume that returning to where we were before is success. Yet, settling for the ability to endure and survive leaves us where we started with little benefit to show from the experience.

As unpleasant as uncertainty, challenges, and change can be, they do not have to break us or even leave us where we were before they emerged. Adversity can be an important opportunity and stimulus for growth and learning. We might look to nature to understand the benefits of approaching challenges with an adaptive mindset. We know that when we stress our muscles in strength training, we become stronger. Trees exposed to persistent, vigorous wind develop stronger, deeper root structures. The stress of forest and grass fires stimulate new plant growth. When predators are introduced to ecosystems, other animals develop greater awareness, avoidance, defense, and escape skills.

Author Nassim Nicholas Taleb in his book, Antifragile: Things That Gain from Disorder, describes three general response options to stress, challenge, and uncertainty:

• Fragile: Unprepared, unaware, inflexible systems and people are likely to break under stress. Rather than endure, they give in to the pressure and abandon the struggle. Adversity leaves them weaker, less able to deal with stress, and with diminished ability to confront the next challenge.
• Resilient: Strong, durable systems and people focus on managing, enduring, and surviving. Their goal is to “live to fight another day,” but not necessarily adjust or improve because of the experience. Adversity generally leaves them where they started: standing, but not stronger or wiser.
• Antifragile: Flexible, adaptive, responsive systems and people view uncertainty, adversity, and pressure as opportunities to learn, adapt, innovate, and grow. Returning to normal following challenging times is not their goal. Becoming stronger, becoming better able to adapt and adjust, and building toward new levels of skill and success are their intended “takeaways” from these experiences. 

When conditions change, new elements are introduced to our world, or new challenges emerge, we can choose to give in and abandon the struggle, endure and survive, or adapt, learn, and grow. The course we choose can have lasting effects on our personal and professional lives.

Certainly, there are times when choosing to fight is futile, or committing to hang on is the best we can do. However, the greatest upside potential lies in leveraging difficult experiences to learn, grow, adjust, and thrive. The question is: How can we make the best use of challenging experiences and emerge wiser, stronger, and ready for what lies ahead? Consider these seven strategies as places to start:

• Interrogate adversity to find lessons you can learn. The lessons you learn may not only be useful now, but they may be good preparation for the future.
• Consider the challenge as an opportunity to innovate. Now can be a time to try something new.
• Explore what beliefs or assumptions may be getting in your way or holding you back. Try flipping your perceptions about the situation and see what new insights emerge.
• Examine the strategies and approaches that appear to be working for others. They may have discovered something that will be useful to you.
• Revisit something you tried that did not work.  Often the “seeds of success” can be found in efforts and attempts that did not fully produce desired results.
• Accept that you hold the power to choose how you will respond regardless of what you face. Embrace the power you have.
• Ask yourself, “What would I do if I were not afraid?” Fear can keep us from considering options and solutions that may involve risk but also hold significant promise.

Adversity is a natural part of life. We will face it regardless of whether we choose or deserve it. The question for us is how we will respond. We can give in, tolerate, or leverage these experiences. The choice we make can make a significant difference to our confidence, sense of control, and ability to deal with what the future holds.

Resource: Taleb, N. (2012). Antifragile: Things That Gain from Disorder. Random House.

We want to see ourselves as skilled, resilient, confident professionals. Yet, a tough class, a less-than-successful initiative, or a difficult professional relationship can leave us doubting ourselves. The distraction it can cause for us is less important than how we perceive it. The danger is in the self-doubt we feel.

Self-doubt can also be sneaky. It can creep up on us when we are not expecting it. And it can stay with us longer than we would like. Over time, self-doubt can contribute to our stress, undermine our confidence, leave us feeling reluctant to take risks, and can even damage our health.

Fortunately, there are several steps and strategies we can employ to counter feelings of self-doubt and build our confidence. Consider these six attitude and action adjustments that can replace self-doubt with self-confidence.

Strive to be your best, not perfect. Perfectionism can be a trap. Trying to create flawless lesson plans, build constant student engagement, and form perfect relationships is a recipe for disappointment and doubt. We cannot control all the factors that make a perfect learning experience. On the other hand, deciding to do our best each day and remaining flexible when not everything goes as planned can help us to let go of perfection while continuing to improve and allow us to celebrate even small successes. In the words of John Steinbeck in East of Eden: “And now that you don’t have be perfect, you can be good.”

Resist comparisons to others. We may perceive some colleagues as “having it all together.” They project an attitude of confidence and control. Yet, it is likely that there are areas in which they face challenges too. Be assured that they also experience difficult days, even if we are not aware of them. Instead of making comparisons to them, we can commit to collaborate with them. While we may gain some insights and strategies from them, there are likely ideas and approaches we can share that will help them improve, too.  

Reframe negative thoughts and self-talk. What we say to ourselves can have a powerful impact. The more we tell ourselves negative things, the more we are likely to believe them. Yet, we are in control of what we say and think. Shifting negative thoughts into positive affirmations and giving ourselves the support we would want from a valued friend can shift the way we think and feel. We might tell ourselves: “I can do this,” “I have faced and overcome tough things in the past,” and “I have what it takes to succeed.”

Treat mistakes and missteps as opportunities. Dwelling on mistakes and missteps can haunt our thinking and undermine our confidence. We want students to see that mistakes play an important role in learning. The same should be true for us. We are not—nor should we expect to be—perfect. Mistakes and missteps are part of life. Mistakes may point to something we need to learn, and a misstep may be a reminder to pay closer attention. When we commit to learn and improve, we gain value from the experience, not just left with regret.

Set goals and celebrate milestones. Goals can be powerful tools for making progress and building confidence. Setting meaningful, realistic, achievable goals can help us to focus our energy and attention. Achieving even small goals can give us a sense of accomplishment. Over time, the goals we set and achieve can build our confidence and remove doubts about our ability to face and overcome difficult challenges and navigate rough spots in our professional journey.

Keep a success and gratitude journal. We can quickly forget our successes while we dwell in what went wrong. We can become preoccupied with what we don’t have while ignoring what we do. Keeping a daily journal of what we have achieved and what we are grateful for can be a great way to keep our focus on what is going right and is good. When we have a bad day or experience a setback, reading our journal can be a great way to restore our confidence and re-balance our perspective.

Self-doubt can be uncomfortable, but it doesn't have to hold us back. Pushing forward even when we have some worries and trepidation can help us focus our attention and energy. Prevailing in the face of self-doubt can help us to build the confidence and courage we may need when we face the next challenge.

When students trust us and see us as a safe and supportive adult in their lives, they often come to us to help them find their way through difficult, emotionally laden, complex life challenges. While we should feel honored that our students value our relationship and judgment, we need to recognize that these can be high-stakes conversations. How we respond, what we say, and the counsel we offer all deserve careful consideration.

We need to convey empathy, sensitivity, clarity, and compassion. Yet, when emotions are high, we can overstep, undermine, and alienate the student without intending or, in some cases, realizing what we have done. We can forget that the goal is to help the student find their way, not take over and solve the situation for them. With this reality in mind, here are five “do's” and five “don’ts” for engaging in high-stakes conversations with students.

Do:

• Validate the student’s feelings. We might say something like, “I can see that you are really upset” or “This seems very important to you.” We might assure the student that it is okay to feel bad, disappointed, or angry. We may not understand the full extent of their feelings, but we can acknowledge and respect their presence.
• Stay fully present. Students can sense when we are distracted, impatient, or in a hurry. When this happens, students are likely to shut down and abandon the conversation. Eye contact, open body position, leaning in, and other supportive nonverbal behaviors can encourage students to trust and be open with us. Students want assurance that we care.
• Listen carefully and actively. Careful listening includes attempting to hear what is not said as well as what is. Head nodding, verbally feeding back what we are hearing, and confirming our understanding reassures students and encourages them to say what is truly on their mind.
• Keep questions open and neutral. Our questions need to help the student reflect and share. Questions that sound accusatory or blaming can shut down the conversation and leave the student feeling as though we are not supportive and interested in helping them find their way through what they are feeling and experiencing.
• Be supportive. It is best to ask what we can do to be supportive. The best support is likely to be what the student wants and needs, not what we assume will be helpful. We can’t assume that what would work for us is what will be best for the student. If the student is not sure what they need or what to do, we might offer to work with them to figure out the best solution.

Don’t:

• Make unfounded assumptions. We may think that we know more than we do. Assuming something that is not true or jumping to premature conclusions can make the situation worse and alienate the student at a time when they desperately need us. Similarly, it is risky to assume that what would work for us in similar circumstances is what would be best for the student.
• Compare the student’s situation with others. It may be true that other students appear to face greater challenges or more difficult circumstances. However, making comparisons usually is not welcome or helpful. What seems a reasonable comparison to us may feel wildly disconnected from the perspective of the student.
• Downplay the gravity of the situation. What seems a minor problem and temporary setback to us may feel huge to the student. We need to resist being dismissive, even if the situation sounds blown out of proportion. Similarly, we need to refrain from making judgements based on our own experiences or estimate of the size of the problem. To the student, the situation is troubling and that is enough. 
• Give advice without permission. The student may just want to be heard. Talking through emotional situations and hearing themselves describe what they are feeling may be all that they need. If we have advice to offer, we might ask the student if they would like advice. Importantly, if the student says “no,” we need to let it go.
• Rush the conversation or solutions. We may be in a hurry and want to “cut to the chase.” If we do not have time for the conversation, we might suggest a time when we can give our full attention rather than press forward when we feel urgency and can’t give our full attention. Similarly, we may see what seems like a good solution and try to sell it before the student is ready. What is most important is that the student is ready for resolution or deciding next steps. We need to be patient and supportive until the student is ready.

As much as we sometimes want to take control and tell students what they should do when they face a difficult challenge, it usually is best to position ourselves as coaches, reflectors, and supportive advocates. These can be important, informal learning opportunities for our students. We want them to build the confidence and skills to manage the current circumstance and be ready for other challenges that may lie ahead. 

We might think that changing the level of our satisfaction and success at work will require major shifts in our environment and our relationship to our role. While in some cases big changes might be necessary, there are many small things we can do that take minimal time and effort, and they can yield outsized positive results.

We might think of these activities as micro habits. Micro habits are small changes that, when practiced consistently, can lead to significant changes in how we feel and even increase our productivity. Micro habits can become part of our daily routines, so they are easy to sustain.

The right micro habits can help lower our stress, improve our cognitive processing, and lead us to feel more optimistic, satisfied, and efficient. Consider these six micro habits as places to start.

Thank or encourage at least one colleague each day. Not only will our gratitude and support brighten someone else’s day, we will feel better about ourselves. As a bonus, when we work with people who are having a good day, our own day brightens, and we feel better. Not unlike planting a garden, the seeds of care and encouragement we spread can grow into an array of good feelings, optimism and mutual support.

Praise or encourage at least one student each day. We may think that we offer support and encouragement to students, but without intention, we can form habits that focus our attention elsewhere. It can be easier to notice what students do wrong and how their behavior frustrates and distracts us. Yet, when we commit to noticing and commenting on what students are doing right, when they are working hard, and when they are persisting in the face of challenges, students feel better, their behavior improves, and they work harder. Consequently, we feel better and more successful.

Practice one-minute breaks. Admittedly, the lives of educators do not feature much time for extended breaks and relaxation. However, taking a minute to close our eyes, take a few deep breaths, and clear our minds can pay big dividends in energy, focus, and creativity. A moment of intentional break between classes or before entering the next meeting also can make a significant difference in our stress level and productivity.

Take two breaths and pause in tense situations. When we feel anxious, nervous, stressed, or angry we can react before we have time to think and decide the best thing to do or say. Consequently, we can find ourselves having to apologize, backtrack, or live with some unfortunate consequences. Simply taking a couple of breaths and pausing for a second or two can give us time to take in the situation and make a better decision about what to do next.  

Note and capture at least one win per day. Reflecting on our achievements keeps us focused on what went well, the progress we made, and what to be grateful for. Over time our list will grow, and we will be reminded of the goals we’ve achieved and the difference we make. Also, when we have a bad day or week, we can return to the list to reassure ourselves and bolster our confidence.

Implement an end-of-day routine. By taking a few minutes to put things away, review plans for tomorrow, and mentally close out the day, we can create a transition from work to personal time. The drive home can be an opportunity to think about the evening and leave work behind. Practiced regularly, shutdown routines can lower stress and improve satisfaction with our work-life balance.

While these micro habits can be helpful to our mental and emotional health, this is not an exhaustive list. What other habits have you discovered and practice that help you to feel and do better? Be sure to share them with a colleague.

As human beings, we often internalize how we are treated, and our students are no exception. While the intensity with which students seek evidence and reassurance of our relationship with them may vary, all students want to know that they matter to us, that we are attentive to their needs, and that we want them to succeed. Even students who may seem to resist our influence and reject our guidance want to be connected and included. These students may be carrying negative past experiences that make it more difficult to make connections and gain trust with adults in their life. It is crucial to not give up on making these connections and continue attempting to forge a relationship with these students, even when it doesn’t seem possible.

It is also true that much of what we communicate to students about our feelings toward and perceptions of them are not scripted and often are not even consciously demonstrated. Yet, students watch, feel, analyze, and interpret our words and actions to discern where they can find reassurance, protection, and connectedness. Let’s examine eight ways that we communicate to students what they mean to us, what we think about them, and what our actions and intentions say to them:

• Noticing. A greeting at the school or classroom door, an authentic and personal smile, or fist bump can send an unmistakable message that students are noticed and they count. These seemingly small gestures can have an outsized impact on how students feel about us and about themselves.
• Respect. Regularly calling students by name, listening to what they have to say, sharing their victories and empathizing with their struggles tell students that they are worthy and have our respect. When students feel respected, they are more likely to show respect in return. 
• Safety. When we establish and consistently enforce reasonable rules, refuse to tolerate hurtful teasing and harassment, and otherwise attend to students’ physical and emotional safety, we free students to be themselves. We make it safe to participate and take learning risks. When we create an environment that students feel is safe, we set the stage for everything else we want to accomplish.
• Caring. While noticing is important, caring goes the next step to inquire, listen, and act.  A question or comment when students may not be feeling well or are having a bad day, offering to do something to help, and even stepping up to advocate for a student who needs adult support can create a significant, lifelong impression on a student who feels lost and helpless.
• Belonging. When we build a classroom community, encourage respect and inclusion, and step in when students are shunned and ignored. It is important to assure students that they are welcomed and belong. Students who may lack social skills, come from backgrounds from other students, and otherwise may struggle to fit in can be especially aware to whether they have a place and feel connected to the class. These students often appreciate our attention and actions more than we know.
• Confidence. “I know you can do it”, “I have seen you find your way through difficult challenges before”, and “I believe in you” are all powerful statements when students hear them from us. Feeling our confidence can make the difference between giving up and persisting in the face of difficult learning or life challenge for students. Students do not always believe in themselves. Our confidence may be exactly what they need to feel to find their way through.
• Positive presumptions. Assuming that students are well-intended, trying to do the right thing, or simply made a poor choice when they made a mistake or behave inappropriately can send a powerful message about what we think of them and the behavior we expect from them. Giving students “the benefit of the doubt” reassures students that we view them as more likely to act positively than engage in mischief. Assuming that students are trying to meet our expectations encourages positive behavior. Assuming that students are purposely misbehaving risks encouraging them to validate our negative assumptions.
• Forgiveness. When we give students a fresh start after a bad day and avoid rehashing yesterday’s conflict or reminding students of past disappointments, we signal to students that we are focused on what today will bring. They do not have to fear retribution or uncomfortable reminders from the past. We free students to face forward and do their best without being hampered by guilt and regret.

Taken together, these eight connecting and confidence building behaviors can have a powerful impact on how our students feel and behave. However, this is not necessarily an all-inclusive list. What behaviors would you add to reassure and connect with students?

When we experience positive energy emanating from others, we tend to feel happier, safer, and more relaxed. On the other hand, when we sense negative energy, we often become tense, depressed, deflated, and less secure. We are remarkably sensitive to the energy vibes we pick up from around us, and others are susceptible to ours. The influence does not always even require words; we can feel it in the atmosphere.

The energy we project and perceive in others is more than an abstract idea. It is a real, experienceable force. It is also infectious. It influences our interactions with others and their interactions with us. Energy is a source for forming relationships and it is an influence we can tap into, whether you are an administrator working with teachers and other staff, or as a teacher working with students.

Occasionally, we encounter what might be considered “energy vampires." They consistently project gloom, doom, negativity, and cynicism. They sap our energy and challenge our optimism. The key is to recognize who may be sapping our energy, leaving us depressed, and feeling pessimistic. To the extent we can, these are people to avoid or spend as little time with as practical. They are free to choose negative energy as their vibe, but we can choose not to be infected.

Of course, at times we can all feel negative. Events, experiences, and even our current mood can leave us feeling energy depleted, but it is important not to stay there. We have the power and responsibility to manage the energy we carry with us and project to others.

Beyond the role of energy in our personal and collegial relationships, it also plays an instrumental role in our effectiveness with the staff we supervise and the students we teach. Let’s examine seven connections via which our energy is communicated and influences our work with staff and students.

Inspiration. Enthusiasm matters. Students respond to teachers who are passionate and truly care about their teaching. In conjunction, teachers can sense the passion and commitment of their leadership team. This energy feeds creativity, stimulates curiosity, and stirs passion. The result often is the emergence of new possibilities and the inspiration to pursue them.

Responsiveness. Staff and students are quick to pick up on supportive, interest-infused attitudes. Our open-mindedness, desire to understand, readiness to encourage, and shared confidence communicates the respect and support they need to add fuel to their energy and reinforce their commitment.

Authenticity. Others notice when we are comfortable in our skin. When we signal that we are not perfect or all knowing, we become more human and approachable. Our willingness to share our experiences and value humor also makes us more relatable. Our authenticity draws others to us; it is reassuring and trust evoking. When we model authenticity, we also make it safe for staff and students to let go of their expectations to appear to be perfect and never make mistakes.

Empathy. Caring is a powerful source and transmitter of energy. Trust thrives in accepting, nurturing, and supportive environments. Students feel safe to express their thoughts and feelings, and staff feel respected and valued. As a result, their confidence and commitment grow.

Adaptability. We demonstrate positive energy when we look for the upside of situations without being naïve or overly optimistic. Our flexibility in the face of barriers and setbacks models resilience and agility. Our commitment to be proactive and ready to try something different communicates confidence and optimism; two energizing habits.

Consistency. Clear expectations and structure can give staff and students reassurance and reduce the energy they must spend trying to discern what is expected of them. Consistency also generates a sense of calm and predictability, a key element in sustaining energy for engagement and resilience.

Of course, there are times when we, too, want to find energy to be inspired and need to feel reassured. We may seek security and authenticity on which we can depend. The same connections and influences we often share with others can be sources of energy we can tap into to fill our needs.

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.