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In Your Corner, Leadership and Change Management
Create Midyear Momentum With Four Strategies
Each year seems to have a unique rhythm and personality. This year is not an exception. It has asked more of our energy, flexibility, patience, and persistence than most of us would have imagined. Meanwhile, even though we have turned the midyear corner, the end seems a long way off.
Yet, our students and colleagues need us to stay focused, energized, and motivated. Spring will be here soon, but some of the most important learning our students will build and most impactful work we will do needs to happen in the next several weeks.
How can we reorient and reground ourselves and build momentum to accomplish the important work that lies ahead? Here are four strategies we can employ to center our attention and build the energy we need.
First, focus on small wins. Small victories can be easily overlooked when we feel tired and stressed. A struggling student masters a key skill. We finally feel competent with a new technology tool. Or we notice that a routine with which students previously struggled is now automatic. Independently, these events may bring relief and free up energy for other challenges. They may not seem momentous, but they are reasons to celebrate. When we notice and appreciate small wins, especially as they accumulate, they can lift our spirits and give us joy. When we connect these experiences, we can build momentum in our work and more fully appreciate the impact we are having.
Second, pursue short-term goals. When pursuing a long-term effort, such as a full school year, preoccupation with the end can become overwhelming. So much work must be done, so much has yet to be accomplished, and the outcome is not yet certain. These are times when a focus on progress, informed by short-term goals, can be a powerful motivator. Basketball coaches remind their players in the context of a full game to “win the next four minutes.” Long distance runners focus on maintaining pace for the next mile. Focusing on winning the next few minutes or staying strong for the next mile helps to maintain a high level of energy and mental intensity and provide the momentum necessary to finish strong.
Third, ease up on expectations of others. During times when our emotional momentum is flagging and frustrations are building, it can be tempting to turn our anxiety and uncertainty outward in the form of expectations for others. We can tell ourselves that if only others would “step up,” “pitch in,” and “carry more of the load,” everything would better. When these things do not happen, feelings of being let down can add to our struggle. It is good to remember that others may also be struggling, have limited energy to share, and may be unable to anticipate our needs. This is a good time to give ourselves and others a break and limit what we expect. When we do, we reduce the likelihood of feeling let down. Of course, when others reach out, follow-though, and share “the load” we can appreciate them even more. Further, when we lessen our emotional dependence on others, we feel more in control, and confident in our ability to carry on.
Fourth, sort what matters most. The impact of interruptions, irritations, and inconsistency can become exaggerated when we are already off balance. Yet, the impact of these occurrences is usually determined more by how we respond than by the incidents themselves. It can be helpful to pause briefly and ask ourselves whether the situation really is a “big deal,” or just something that has hooked our emotions. We can take the measure of what really matters by considering whether it will continue to matter next week, next month, or next year. If not, maybe the best option is to let it go. We can remind ourselves not to “sweat the small stuff.” Now is not the time to give in to unwarranted worry and frustration about things that do not matter beyond the moment. There is little benefit in allowing passing frustrations and conflicts to jeopardize our momentum and disrupt our relationships.
These can be some of the most productive and determinative weeks of the year. We are past the holidays and spring celebrations and distractions are still several weeks off. We need to leverage the opportunities that this time of the year offers to focus, build momentum, and tap the learning and teaching opportunities before us.
In Your Corner, Leadership and Change Management
You Are a Leader – Even If You’re Not Trying to Be
Some of us see ourselves as leaders. Some of us do not. Yet, the truth is that we are all leaders, regardless of whether we see ourselves that way. If we are interacting with others, we are leading.
As educators, leading is a difficult role for us to avoid. Every day students look to us to understand what is expected, what is important, and what is unacceptable. Colleagues listen to us, learn from us, and follow our example. Parents and others look to us for advice, guidance, and ideas they can apply with their children.
Leadership is commonly defined as influencing the thinking, perceptions, and behavior of others through words and actions. This definition describes our work.
Examples of ways in which we lead abound. Regardless of our awareness and intentions, we demonstrate leadership every day in at least four ways. Let’s explore these behaviors and how they demonstrate leadership.
First, when we offer an observation or answer a question, whether with colleagues, students, or others, we are putting our thinking in the shared idea and perspective marketplace. We might find that what we say resonates with others. Or our words may generate disagreement. Regardless, we are influencing the thoughts, perceptions, and potential actions of others. Interestingly, even when we choose not to offer an observation or respond to a question, and leave our thoughts and ideas unrevealed, we still may be influencing the response of others. They may perceive that we don’t think the topic is worth engaging. Or they may wonder if the subject is too emotion-filled and we are choosing not to share the intensity of our feelings. In either case, our choices and actions are influencing others and we are exercising leadership.
Second, when we take an action, we send a signal about what we value, what we care about and what we think is worth our time and energy. Others observing our action may read a message, feel an urge to join us, or choose to counter our effort. This is leadership. Remarkably, when we choose not to act we still hold the potential to influence the thoughts and actions of others. They may “read” our inaction as being motivated by our perceptions, priorities, or purposes. This, too, is leadership.
Third, when we step forward to support or reinforce the words and actions of others, we add weight to their efforts and increase their impact. Our engagement may lead others to commit and take similar action.
Fourth, when we ignore the words and actions of others we are sending a message. We may be denying attention to unacceptable or inappropriate behavior. As a result, the action is not reinforced and may be extinguished, especially if the goal was to garner attention. Or our lack of response may be read as tacit approval. Again, regardless of our intention, we are influencing, and leading.
These influences are present and active everyday with our students, our colleagues, parents, and others with whom we interact. We lead in our roles as educators throughout every day. Being unaware does not change our role, nor does it diminish our influence. If fact, we are all leaders. We need to embrace the role, use our influence to make lives better, and add our leadership to improve the organizations of which we are a part.
In Your Corner, Thinking Frames
In Your Corner, Thinking Frames
Communication, In Your Corner
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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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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.
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