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Decision Fatigue Does Not Have to Own Us

Estimates are that teachers make as many as fifteen hundred student-related decisions per day, more than just about any other profession. Some decisions are routine, while others cannot be anticipated. Some decisions carry little risk and have low impact, where others may carry long-term implications for our students and our relationships with them. Some decisions are accompanied by clear criteria and implications. Others come with limited information and are filled with uncertainty and risk. The result: The number and nature of daily decisions we face can wear us out; this condition is known as decision fatigue.

Unfortunately, decision fatigue can then lead us to make poor decisions. We can fail to fully assess the implications of decisions we make, we may ignore key information that should inform our decisions, or we may choose options that do not align with our goals. We may even put off decisions that should and could be made in real time.

Decision fatigue can also lead to levels of frustration and anger that are disproportionate to the situations we face. We can find ourselves making impulsive decisions we otherwise would resist. We may feel as though we are not capable of recognizing the best choice to make. The bottom line is that we risk not relying on our best judgment when the number of decisions we must make leaves us feeling exhausted and overwhelmed.

Of course, we cannot avoid making decisions entirely, nor should we. The decisions we make determine the nature, direction, and productivity of not only our day, but also the day our students will experience. However, there are steps we can take and strategies we can employ to make our “decision load” more manageable and position us to give greater attention and thought to the most important decisions we make.

First, we can be clear about our values and goals. Many decisions become easy when we consider their impact on our students’ learning and their alignment with our professional practice standards. Unfortunately, when we make decisions in the heat of the moment that are not in the best interests of our students or aligned with our professional commitments, the regret and guilt we feel can add to our frustration and exhaustion.

Second, we can reduce the number of decisions we have to make. We know the value of routines for common processes and procedures in our classes. However, we may be able to expand our use of classroom routines by asking the question: What am I doing that my students can do? By giving students greater responsibility, we can free up time and energy to allocate to higher leverage decisions and activities. Further, when we establish routines for our own time and activities before and after school, we can reduce the number of decisions we have to make when we are feeling stressed or tired.

Third, we can prioritize the decisions we face. Before we begin our day, we might identify the most important decisions we expect to face and give some pre-thought to options and approaches that might lead to the best outcomes. When it is time to decide, we will be better prepared and able to rely less on in-the-moment thinking. Additionally, sorting the decisions we must make can help us to identify decisions that are not important or urgent and can be delayed or avoided.

Fourth, we can develop a process for making common and frequent decisions. We might think about decisions that we face monthly, weekly, or daily and reflect on what has worked in the past, what information we will need to collect, and what options are likely to be available. Not every decision has to be treated as unique. However, we need to be careful not to treat unique situations as routine or we risk ignoring options, missing opportunities, and short-changing students and their learning.

Fifth, we can set deadlines for making difficult decisions. When we face decisions that carry significant consequences, feature multiple options, and lack clear direction, we can be tempted to put off deciding. Consequently, we can spend excessive energy evaluating options even when we have all the information we need or will have to decide. Meanwhile, we have less time and energy to give to other decisions that demand our attention. Establishing a time by which we will decide we can avoid unnecessary procrastination, while giving needed attention to the decision before us.

Sixth, we can commit to taking mental and physical breaks during the day. Even a short walk and some fresh air can replenish our energy and clear our thinking. A brief non-work-related conversation with a colleague can help us to relax and regroup. Momentarily stepping away from the pressure to decide and orchestrate activities can be an effective antidote to decision fatigue.

We may not be able to avoid making hundreds of decisions each day, but we can create routines, processes, and priorities that allow us to better manage the decisions we face. We can also recapture energy and time to make better decisions and avoid becoming overwhelmed and fatigued by those that remain.

Smith, D. D. (2022, August 9). How to make decision fatigue more bearable. Fast Company. https://www.fastcompany.com/90776828/how-to-make-decision-fatigue-more-bearable

Six Lessons from Magicians About Grabbing and Holding Attention

In Your Corner, Planning, Student Learning

February 06, 2025

Six Lessons from Magicians About Grabbing and Holding Attention

A key secret to the success of magicians is their ability to gain, maintain, and manage our attention. They frequently direct our attention to one activity while they perform another one that we fail to notice. They often engage in elaborate stories to provide a context as they set up a trick. They surprise us, shock us, and may even leave us to question our senses.

Obviously, we are not and should not necessarily aspire to be magicians in our classrooms. After all, there is much more to the job of an educator than simply maintaining student engagement. Yet, there are lessons we can learn and strategies we can copy from magicians to set up the learning experiences we plan and better capture and retain the attention of our students. Teaching is neither magic trick nor magic show; we do not have to replicate the performance of—or go to the same performative lengths as—magicians in order to benefit from what they know and use to engage and amaze their audiences. Here are six lessons from magicians and examples of how we might apply them to gain and maintain the attention of our students.

Start with a story. People love stories, especially when they have a compelling narrative, build anticipation, ignite curiosity, or tap emotions. We might tell a story about an experience we had, draw on an interesting narrative from history, share something that happened with a former student (while maintaining their anonymity), or create a story that relates to what students will be learning or doing. We might even choose to leave out a key element or some revealing information that we hold until later in the lesson.

Invite involvement. Asking for volunteers can be a great place to start. Magicians almost always seem to have someone from the audience participate—often unwittingly—in what is about to happen. We might ask students to take a small action such as guessing an outcome or predicting what is going to happen. We could have students participate by creating an image in their mind or painting a mental picture related to the lesson. Students audiences, like audiences for magicians, are more likely to pay attention and remain engaged when they feel that they are part of the activity and contribute to the narrative.

Manufacture a mystery. Mysteries are close relatives to stories, but they invite attention by leaving a question unanswered, stirring up questions and speculation, injecting an element of unpredictability, or building anticipation for a pending solution. Mysteries build tension that is released when the mystery is solved or an answer is revealed. The magic of mysteries to hook and hold attention is that they are filled with wonder, awe, and amazement.

Inject some humor. Humor can be a powerful attention grabber and memory creator. We might relate a humorous example that demonstrates an aspect of what students are going to learn. We can share an entertaining and relevant vignette. We might choose an exaggerated illustration to which students can relate. Or we might recount a self-deprecating experience that students find entertaining and relatable. However, we need to be careful not to embarrass or otherwise leave students feeling uncomfortable.

Stage a surprise. Like mysteries, the power of surprises is often found in the anticipation that precedes the unveiling. We might preview that something is coming, hint that something unusual is about to happen, or warn students that something “unplanned” may lie ahead. The best surprises often reveal a counterintuitive outcome, unveil an unanticipated element, or disclose something shocking and memorable.

Set the scene. We might use sound, lighting, and props to create an environment that invites anticipation and promotes attention. Dramatic or themed music can create interest. Dimmed or focused lights can suggest mystery or direct attention. Posters, puppets, pictures, or other props we employ can create variety and interest in what is about to happen.

Some of these strategies require thought and perhaps even a moderate amount of preparation and practice. However, the benefits we see in the attention and engagement of our students can be more than worth the effort.

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