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In Your Corner, Thinking Frames
Four Daily Intentions That Rebuild Confidence and Optimism
There are times when we can feel as though we are caught in the “back water” of life. We may doubt that we are making the difference we want to make. We are not making progress where we desire. We may even feel our confidence begin to wane and our optimism to dim.
Certainly, many forces and factors can contribute to these feelings. However, the challenge is to find our way out. We may not be able to control all the elements in our lives that push us in the direction of momentum loss and self-doubt, but there are steps we can take and areas to focus our attention to counter the malaise in which we find ourselves.
It happens that by taking control in some areas of our lives we can counter what we are experiencing elsewhere. When we create energy and build momentum in areas over which we have control, we often begin to see movement in other aspects of life.
We can begin to turn the situation around by the intentions we adopt for how we will spend our time, where we will focus our energy, and the actions we choose to take. Let’s consider four intentions we can adopt for each day that can put us on a path to rebuild our confidence and restore our optimism.
First, we can adopt an attitude of gratitude. Gratitude is a surprisingly powerful life force. When we pay attention to the things in our lives we can be thankful for and we notice the actions of others that make our lives easier, more pleasurable, and full, our outlook automatically begins to change. We start to focus on what is good and valuable rather than what is frustrating and disappointing. Life gets better when we start the day committed to finding and appreciating what can make us grateful and end the day by reviewing and savoring what is good in our lives.
Second, we can commit to showing compassion to others. As difficult as our current circumstances may be, there are others who face challenges equal to or greater than ours. When we choose to notice, understand, and care about others, our burden can feel lighter. Further, when we show compassion to others, we gain an appreciation for their courage and can be inspired by their commitment. Showing compassion generates a sense of connectedness and reveals the value we can offer in the lives of others. It is a worthy question at the end of the day to inquire where and to whom we offered compassion.
Third, we can commit to being of service to others. As educators, we might assume that everything we do is in service to others. While this perspective has merit, the value of service is revealed when we take an additional step, offer a little additional attention, and provide a measure of support beyond what may be typical or required. When we provide a measure of extra service to others, they benefit and so do we. We feel better about ourselves and we can see the difference we make. Taking a few minutes at the end of the day to reflect on what we did to improve the lives of others, even in small ways, can make a big difference in how we feel about the day and what we did in it.
Fourth, we can commit to being curious. At first, this intention may seem like a surprising strategy to turn around our confidence and attitude. Yet, curiosity is the gateway to surprises, discovery, and learning. When we adopt an attitude of curiosity, we notice aspects of our world that we may have ignored or taken for granted. We ask questions that lead to new insights and information. We open ourselves to learning and exploring. Curiosity can lead us to see new opportunities and guide us to let go of what may be holding us back. At the end of the day when we recount for ourselves what we explored, discovered, and learned we can see a world that seemed closed begin to open and that invites us to grow and become who we want to be.
Intentions can be powerful forces. When we align our energy with what we want to accomplish we can overcome barriers that seemed insurmountable. New insights and opportunities emerge and new strategies surface. When we commit to practicing gratitude and showing compassion, being of service and remaining curious, and we take the time to reflect and appreciate our experience, we harness a force to rebuild our confidence and restore our optimism.
In Your Corner, Student Learning
Students Who Transfer During the Year Need Special Support
The events of the past two years have disrupted many families, led to housing instability for many, and has often meant that children and young people have had to relocate, join new families, and find their way in new schools. Beyond the crises and trauma leading to life disruptions, students also pay a price in their learning.
Even before the pandemic, estimates were that roughly 6.5 million students changed schools each year. Some of these students faced having to change schools multiple times. For students who lost parents and family members to COVID and suffered other related traumas, changes in schools they attend may be only one of many challenges they face.
Of course, we carefully prepare and support students as they make planned transitions from one school to the next within a system, such as from elementary to middle school and middle school to high school. We know that moving from one school to another, even when planned and supported can be traumatic for students. So, we prepare for and monitor the process carefully. We arrange visits and orientation well in advance. Entry to the new school is orchestrated to be smooth and information about students and their needs is provided to receiving staff to prepare them to move students forward with as little disruption as possible.
However, for students who move from one school to another during the year, such planning and supports are rarely available. Yet, the trauma and confusion associated with changing schools are felt no less intensely. In fact, the intensity is often greater given that friends and even families may be left behind, the new neighborhood may not be familiar, and little information about the student may be available to inform us about the student’s history, needs, and strengths.
This is a situation we can ill afford to ignore. Researchers have calculated that students who transfer schools four or more times by sixth grade have an average academic deficit equal to a full grade. Estimates are that each transition sacrifices three months of reading and math achievement. Frequently transferring students tend to engage in more at-risk behaviors than age-mates. They are more likely to be held back a grade. They also are more likely to drop out of school before graduation and, if they graduate, they are less likely to pursue post-high school education. The pandemic has added to the trauma experienced by these students and we are just beginning to understand the impact.
Obviously, such a situation is intolerable. Educators alone can do little to change the factors that often cause student mobility. Inability to pay rent, loss of job, family stresses and break-ups, adult mental health challenges, and other factors are complex and often intractable. Yet, there are several steps we can take to help students who face school transitions to do so successfully.
Where possible, we can offer flexibility in school attendance area requirements to families that move locally, but relocate in new school attendance areas. Preventing the need to make a transition can be the most effective prevention step we can take.
When a transition is inevitable, we can quickly reach out to the sending school to learn as much as possible about the student, including their academic achievement profile, social strengths and struggles, any special programs or supports needed, and other information that might support a successful transition. Granted, sending schools are not always prompt in sending records for transitioning students, but personal contacts and reach outs can often hasten the process and glean important informal information. This information needs to be in the possession of receiving teachers before the student arrives, if possible.
We can also take steps to see that these students feel welcome. For example, students might be formally introduced and welcomed to their new class. Work products posted by the class should include the new student’s work as soon as possible. Posted information and activities such as birthdays, weekly class leaders, etc. should feature the student as soon as they can be integrated so these students feel included and connected.
We can encourage connections and friendship with other students. Peer mentor programs can assist in making this process intentional and consistent. However, informal introductions to students who might share interests and become friends can also help. Further, we can encourage and arrange for new students to join school clubs and activities that can facilitate friendships and foster social inclusion.
Adult mentoring programs can be an effective way to smooth the transition and identify emerging issues before they require formal intervention. For some students, having a positive, stable, caring adult checking in with them regularly may be exactly what they need to succeed.
We may not be able to control the frequency of school transitions for students, but there is much we can do to help them survive and succeed when a change of school is unavoidable. Our attention and support may be the key to making the transition successful and allowing learning to continue.
In Your Corner, Student Learning
Behavior, In Your Corner
In Your Corner, Student Learning
In Your Corner, Teacher Learning
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Artificial intelligence can do many things, but it cannot lead—not in a classroom, not in a school, not in a district. Leadership is a complex, uniquely human behavior, and now is the time to really, truly lead.
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