The Master Teacher Blog

The Master Teacher Blog
Providing you, the K-12 leader, with the help you need to lead with clarity, credibility, and confidence in a time of enormous change.
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Embrace the “Spillover Effect” to Increase Your Success and Satisfaction

Climate and Culture, Leadership and Change Management, Relationships and Connections

Embrace the “Spillover Effect” to Increase Your Success and Satisfaction

We know that the choices our students make about who they’re friends with matter. Students who spend most of their time with peers who value learning, achieving, and succeeding do better in school. For example, students who join athletic teams, participate in the arts, and join other purpose-driven groups tend to misbehave less and succeed more in academics. Similarly, students who spend most of their time with others who expect to graduate also graduate at higher rates themselves. Likewise, students whose friends plan to go on to higher education have a higher rate of participation in formal education after high school.

However, the influence of social networks is not confined to young people. It turns out that the people we spend time with as adults—our friends, colleagues, and associates—also tend to have a significant impact on our sense of well-being, our productivity, our level of motivation, and even our character. For example, a recent study found that workers who are surrounded with high performers experienced an increase of 15% in their productivity. Attitudes and behaviors such as curiosity, innovation, and motivation have a “spillover effect.”

Surrounding ourselves and spending significant time with positive people, high achievers, and action-oriented individuals can also have a significant impact on our attitude. We tend to feel better more often when the people around us are optimistic, take action to make things better, and show resilience in the face of challenges.

Of course, we cannot always choose those with whom we work and occasionally must spend time. Nevertheless, we can choose to minimize social and unstructured time with negative, pessimistic, and otherwise toxic people. When we must spend time with such people, we can consciously resist being dragged down, depressed, or otherwise influenced by them. Just being aware of the potential to be influenced can provide significant immunization from their impact.

Each of us has networks of people around us. We may have social networks formed by commonalities like the same workplace or field, or we may have networks based on our faith or religion to feed and renew our faith and spirituality. We may even be part of other networks that meet a need, feed an interest, or serve another purpose for us. Each of these associations plays a role in our lives and can have an influence on our happiness, satisfaction, sense of belonging, and self-worth.

There is yet another type of network to consider if we are not already part of one. This network is comprised of people we admire, people who are high achievers in an area of interest or aspiration and who can serve as models to emulate. Our commitment to and participation in this network can play a determinative role in our career success or in other areas of importance to us. When choosing or building this kind of network, there are several factors to prioritize so we can embrace its “spillover effect.” Here are factors to consider in our search:

  • Look for thought leaders who provide access to valuable ideas, perspectives, and insights.
  • Look for models of mindsets and patterns of behavior that lead to success.
  • Pay attention to curious mindsets, innovative approaches, and novel thinking.
  • Search for people who are energized by exploring and embracing ideas.
  • Seek out skilled, interested listeners who invite your ideas and will provide thoughtful feedback.
  • Find people who inspire and challenge your thinking.
  • Embrace opportunities to share your knowledge and expertise.

It may be challenging to find or form a network that includes all these features. Just know that the more exposure to and engagement you have with sources of possibility, the greater impact it will have on your thinking, aspirations, performance, and overall satisfaction.

References:

Housman, M., & Minor, D. (June 2016). Workplace design: The good, the bad, and the productive. Harvard Business School. https://www.hbs.edu/ris/Publication%20Files/16-147_c672567d-9ba2-45c1-9d72-ea7fa58252ab.pdf

Corsello, J., & Minor, D. (2017, February 14). Want to be more productive? Sit next to someone who is. Harvard Business Review. https://hbr.org/2017/02/want-to-be-more-productive-sit-next-to-someone-who-is

Errors, Mistakes, Missteps, and Setbacks: How They Are Different and Why It Matters

Student Learning

Errors, Mistakes, Missteps, and Setbacks: How They Are Different and Why It Matters

It can be tempting to group student errors, mistakes, missteps, and setbacks together and treat them all in the same manner. It is true that they share some characteristics, but each of these experiences include unique elements.

Knowing which behavior-related experience is involved is crucial to deciding how to respond. Each has unique causes and calls for different types of action. There are risks in treating all four as the same; students can become confused, decide to shut down, and be reluctant to keep trying.

Consider these four types of behavior experiences and how they are unique:

  • Errors: Errors point to opportunities for learning and teaching. They are typically caused by deficiencies in students’ knowledge, skill, or understanding. They reveal confusion, misunderstanding, or the need for more learning. If left unaddressed, errors can become calcified and resistant to later correction.
  • Mistakes: Mistakes are typically due to carelessness, deciding or acting too quickly, inattention, overconfidence, or feeling pressure. Mistakes are the result of a lack of execution, not a lack of knowledge or understanding. Usually, students know better but fail to use the knowledge and skills they possess to inform and guide their actions.
  • Missteps: Missteps usually occur when students neglect to give adequate attention to the context within which they are acting. They may be the result of a lack of judgment, inattentiveness, or failure to follow existing norms, procedures, or expectations.
  • Setbacks: Setbacks are unique in that they typically result from some external cause and are beyond students’ control. Setbacks often create disappointment and frustration that can lead to giving up. Overcoming setbacks requires understanding of what caused the setback and adaptation to achieve future success.

Our support for students in response to each of these conditions must begin with an understanding of whether what we observe is an error, a mistake, a misstep, or a setback. Once we are clear about which experience is involved, we can tailor our feedback, encouragement, instruction, and coaching to achieve the best outcome. Let’s examine each of these experiences and how we might best match our response to what our students will likely need.

Errors

Need revealed: Learning

Tailored responses:

  • Make it safe to try and not always succeed in the first attempt(s).
  • Be careful not to overcorrect and risk doing more harm than good.
  • Reteach with a different approach or adjusted explanation.
  • Provide scaffolding support until the student can be independent.
  • Provide additional practice to raise the student’s confidence.

Mistakes

Need revealed: Self-discipline

Tailored responses:

  • Coach for acceptance and accountability.
  • Encourage attentiveness and self-awareness.
  • Teach self-monitoring techniques such as concentration and appropriate pacing.
  • Share precision strategies such as double checking and process review.
  • Teach metacognition strategies to help students be aware of their thinking.

Missteps

Need revealed: Awareness

Tailored responses:

  • Coach reflection to understand causes and plan for accuracy.
  • Reinforce the need for awareness of context.
  • Encourage situational thinking such as what is best or acceptable in a situation.
  • Highlight the need to consider the perspectives and needs of others.
  • Teach the importance of noting and responding to norms and cues.

Setbacks

Need revealed: Insight

Tailored responses:

  • Encourage analysis of situational elements such as obstacle, forces, and factors.
  • Teach coping strategies.
  • Coach adaptation strategies.
  • Nurture persistence and resilience.
  • Reinforce flexibility without losing goal focus.

When we take the time to understand students’ experiences and tailor our responses, they feel our personal commitment, experience higher levels of support, and grow in response to our efforts.

Have You Had Your Annual Listening Habits Check-up?

Communication, Relationships and Connections

Have You Had Your Annual Listening Habits Check-up?

Inspiration Can Be a Daily Experience: Eight Places to Find It

Climate and Culture, Relationships and Connections, Thinking Frames

Inspiration Can Be a Daily Experience: Eight Places to Find It

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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