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Looking for Inspiration? Here Are Six Ways to Find It

We often think of inspiration in connection with an experience that we find mentally or emotionally stimulating. Feeling inspired heightens experiences. After all, inspiration can motivate us to start something new, follow through on something already started, or return to something we may have abandoned and forgotten. Inspiration can increase the clarity with which we see the world around us. It can stimulate higher levels of energy, which can in turn help us to be more creative.

We might find ourselves inspired by exposure to the arts, the courage or behavior of someone, or the wonders of nature. In response, we can be moved to tears or motivated to act. Our feelings of inspiration might lead to a new idea, an insight to address or solve a problem, or a commitment to rearrange our priorities, or it might encourage us to change the direction of our lives.

The inspiration we feel can lead to outcomes as modest as rearranging our classroom furniture and planning a lesson, or it may lead to outcomes as profound as exploring a new dimension of music or art, starting a new phase of our career, or rethinking our relationships and approach to engaging students. The question is: Where can we find inspiration, and what we might choose to do with it? Here are six steps to help us find it and decide what to do as a result.

We can start by changing routines and opening ourselves up to new experiences. Trying new things can revitalize our habits and shift our attitudes. New experiences can stimulate new ideas, open us up to new possibilities, and suggest options we have not been aware of or considered in the past. Interestingly, just making the commitment to do something different can be the first step in becoming inspired.

We can become more aware of shifts in our energy. We might notice what seems interesting, feels exciting, and may even leave us feeling a little “tingly.” Changes in energy levels can be an indicator that something we are observing or experiencing has the potential to be inspiring; the source may be another person, an innovative idea, music, art, or a demonstration of expertise and passion. Regardless, if we pay attention to our response, we may find the inspiration we seek.

We can pay more attention to our fantasies, daydreams, and musings. By reflecting on where our mind goes when it is not required to pay attention or focus, we can uncover some important insights about what might inspire us. Consider the quote from author Vi Keeland: “If you want to know where your heart is, look at where you mind goes when it wanders.”Journaling can be a great way to keep track of where our mind goes when our attention is not directed at a task or other responsibility.

We can revisit what used to inspire us. Most of us have had dreams and activities that occupied our minds and stimulated our emotions, but for some reason we migrated away from them. Their abandonment may have been in favor of what may have been expected of us, what we expected of ourselves, or just because we moved on. Now might be a good time to revisit and reacquaint ourselves with these past inspirations. We may find that there is something there worth exploring and reengaging with.

We can explore ideas, innovations, and solutions present in other fields and professions. When our experience is exclusively in one area, we can be unaware of how problems have been solved, answers discovered, and practices perfected in other contexts. Sometimes the inspiration we seek can be found in approaches and applications others have developed that, with revisions and adjustments, can be the source of inspiration to solve problems or challenges we face.

We can spend more time observing and experiencing nature. While this strategy may seem obvious, its simplicity does not nullify its significance. We can experience something magical when we pay attention to—and gather inspiration from—the wonders of nature: the relationships among plants, animals, weather, and earth. The systems that make up nature can be great sources of insight, adaptation, beauty, and inspiration. We may just need to pay closer attention and remain open to what emerges as we allow our imagination and observation skills to work.

Inspiration is a wonder feeling. It can give us new hope and renew our confidence. It can lead us in new and exciting directions in our life and work. However, inspiration does not always come naturally. We need to open ourselves to possibilities and be ready to grasp and follow its lead when it arrives.

Six “Potholes” to Avoid When Students Are Upset

Communication, In Your Corner, Relationships and Connections

December 05, 2024

Six “Potholes” to Avoid When Students Are Upset

This time of year is emotionally challenging for many students. The holidays can be a time of uncertainty and stress. Relationships formed earlier in the year may not be going well or may have disintegrated. The end of the calendar year may include challenges and deadlines that are disruptive to families. Meanwhile, colder weather and fewer hours of sunlight can lead to emotional stress and dips in mental health. The list could go on.

Of course, we, too, might be experiencing stress, pressure, disappointment, and uncertainty that make it challenging to sense our students’ struggles and respond in helpful and supportive ways. As a result, we can misstep, overstep, or under-respond to students who need our attention and support.

Admittedly, these may not be easy or comfortable situations. However, with a few reminders, we can avoid some of the most common mistakes and missteps in response to student emotional challenges. Here are six “potholes” worthy of our reflection and avoidance as we enter the holiday season.

Assuming—We might think that we know or can predict why a student is upset. Yet, what is causing the student’s emotions may actually have nothing at all to do with what we assume. Our jumping to conclusions can leave the student feeling unheard, misunderstood, and discounted.

Instead: We can put aside our preconceived notions and ask open-ended questions that invite the student to share what they are feeling and why. Our interest can lead to understanding, and our concern will be reassuring. Meanwhile, we will not have to backtrack and apologize for assuming that we knew what we did not.

Shaming—We can be tempted to tell a student variations of “get over it,” “toughen up,” or “just ignore it.” However, even when we softly convey those sentiments, we discount the student’s concern and risk sending the message that what they are feeling is not worthy, that expressing emotion is not acceptable, or that they should be ashamed.

Instead: We need to reassure students that it is natural to experience strong emotions, even when they are negative. Everyone goes through times when they face difficult circumstances and struggle. We can normalize the expression of emotion as a sign of strength, not weakness.

Overlooking—We might be busy or distracted, only to discover that we missed or misinterpreted multiple clues that a student needed our attention and support. Students do not always verbally or directly tell us when they are struggling. They do not always reach out and request our help. Yet, they may be sending multiple messages via shifts in their behavior and body language or through other nonverbal cues.

Instead: We can be mindful and observant of our students’ behavior. When a talkative student suddenly goes silent, a usually even-tempered student immediately becomes agitated, or a demonstrative student withdraws, we need to check in with them in an inquiring, non-judgmental manner.

Abandoning—We might have an initial conversation with a student that seems to help and then we move on to other things. Yet, the student may still be struggling and may need more support. Or we may promise to do or provide something but neglect to follow up or follow through.

Instead: Make it a point to check back with distraught students to see how they are doing and if they need anything. Following up and following through builds trust and communicates that we value our students and their well-being.

Pressing—We might think that we can convince upset students to let go and move forward quickly or that we have given them a solution to their situation that they should accept and implement immediately. We might feel the urgency of students getting back to work, but we need to remember that moving beyond intense emotions such as anxiety, worry, and grief takes time. Pressing during these times can leave students feeling unheard or misunderstood. As a result, their feelings may intensify.

Instead: We can step back and give students time to process their feelings and regain composure. We might suggest a break, moving to a private space, or even a few minutes to calm themselves. Of course, we need to reassure the student that we are available if they need to talk more.

Overreacting—Sometimes the emotions students are feeling touch a pain point in our emotions or stimulates a strong reaction in us. We might react harshly or become emotional ourselves. In either case, we risk escalating the student’s emotional state, setting off a power struggle, or struggling to deal with our own emotions.

Instead: We can focus on remaining calm and in control. Rather than reacting, we might respond by recognizing that the student is upset and inquire about what is causing it. Also, giving the situation some time by pausing, taking a deep breath, or physically stepping back can create space for us to gain control and avoid making the situation worse. Later, we can reflect on why we reacted so strongly and what we may need to do to feel better.

Dealing with emotions is hard. The challenge is even greater for young people as they navigate relationships, mature, and encounter many of life’s experiences for the first time. Obviously, we cannot always prevent or change their feelings, nor can we solve all their emotional difficulties. However, we can be ready with our attention, support, encouragement, and patience. Very often, that is enough.

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