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 the ever-evolving world of education.
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Three Tools to Regain Control: Routine, Rituals, and Regimen

Supporting Teachers, Thinking Frames

Three Tools to Regain Control: Routine, Rituals, and Regimen

This is a time of year that can be chaotic, unpredictable, and stressful. Feeling as though we are “on top” of what we want to accomplish and what is expected of us can be a special challenge. We need some dependable, predictable, and workable strategies to help us to make sense of our world and gain confidence that we can build and sustain momentum to carry us through.

Fortunately, there are some easily accessible strategies and frameworks we can adopt and practice to help us feel and be more in control. We might think of them as mental “software” to help us to perform tasks, manage time, derive meaning, and experience connections. Importantly, they are based in neuroscience. They offer ways to help our brains manage the myriad tasks, expectations, and challenges that comprise our lives.

These three life hacks can make a significant difference in how we approach our days and the significance and success we derive from them. We know them as routines, rituals, and regimen. Let’s explore each of these tools and how we can employ them to make our lives better.

Routines help us to be more efficient. They create predictability in starting our day, beginning class, or taking attendance and handling administrative tasks. Routines can save us time, energy, and attention. They are intended to prevent us from having to plan and manage new behaviors and action sequences unless there is a specific need to do so. They help to speed up processes and preserve time and energy for other useful activities. Routines add value to our personal and professional lives because they create efficiency, but they are not designed to create inspiration or stimulate growth.

Rituals provide readiness, meaning, and inspiration. Like routines, rituals offer predictability, but they represent more than efficiency. Rituals are practiced with intention. We engage in rituals to create meaning, trust, and readiness. They symbolize something important to us. We might begin our day with an inspirational reading, reflecting on what we want to accomplish, or connecting with a friend or family member. When arriving at work, we might engage in the ritual of greeting colleagues, securing a cup of coffee, or sitting quietly to prepare for the day. They can program our brains for resilience, clarity, and connections. Rituals are designed to connect and focus, and for us to be open to inspiration.

Regimens are designed to produce growth. Practicing regimens helps us to improve in specific areas of focus. They involve discipline and growth. Often a sequence of actions, they are intended to move us progressively toward a desired outcome, such as improving a skill, honing a practice, or building expertise. Regimens often are not comfortable like routines and rituals, but they share characteristics such as repetition, consistency, and predictability. Personally, we might adopt an exercise regimen to build strength or engage in a walking regimen to build stamina. Professionally, we might engage in a regimen to refine feedback practices, build a new instructional strategy, or improve our classroom management. Regimens involve consistency, feedback, focus, and patience to become more proficient rather than to become more efficient or find inspiration.

Considerations:

  • Together, routines, rituals, and regimens help us to become more intentional and in control.
  • All three can reduce our stress and provide order and structure to our lives.
  • Each of the tools serves a unique purpose. Misapplication can create confusion and frustration.
  • When we hurry through rituals or lose focus, they can lose their meaning and revert to being routines.
  • Rituals require emotional investment, while regimens require intellectual and physical investment.
  • When regimens are treated as routines, they can lose their ability to support improvement.
  • Adopting more routines can increase efficiency, but adding regimens can create overload.

Finding balance, creating efficiency, being productive, and finding inspiration are crucial components of personal satisfaction and professional success. By tapping routines to gain stability, adopting rituals to find purpose, and following regimens to achieve progress, we can gain the control we seek and enjoy the success we deserve.

Getting Past an Us vs. Them Mentality

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

Getting Past an Us vs. Them Mentality

Schools perform a wide array of functions and depend on many people to accomplish them. Naturally, within this context, people develop relationships and alliances with others who may perform similar functions or share other connections. These affiliations often lead to sharing expertise, building a sense of belonging, and creating alliances.

Unfortunately, they also can lead to separation among groups. For example, some teachers may see their interests and priorities as different from administrators. Or some may perceive staff in other roles as competition. Other issues and perceptions can result in other types and levels of separation within the school.

Over time, these perceptions can solidify into an “us versus them” mentality. When this happens, communication can break down, collaboration may suffer, and identities separate. The separation often produces reduced levels of morale, increased resentment, and even burnout.

 Students, too, can suffer when adults adopt an “us versus them” mentality. Services may not be well coordinated, support may become disjointed, and learning opportunities may diminish. Of course, students are likely to sense the conflict and resentment among adults they depend on and feel torn and stressed as a result.

So, what can be done if we find that an “us versus them” mentality is developing or is already present? Fortunately, with commitment, patience, and persistence, “us versus them” thinking can be overcome. Here are six steps to get started. 

Focus on purpose, not position.

Everyone has a role to play in accomplishing the school’s mission. When the emphasis is on the goal of student success and everyone shares in the work, there are far more reasons to collaborate, partner, and support than to separate, silo, and single out. The mission of schools is multi-faceted.  Success depends on everyone’s contribution. Viewing some members or groups as “others” makes the work more difficult and less satisfying. When we realize that we are all in the work together and we need each other to fully succeed, working together becomes easier. Sharing student stories, highlighting the impact of shared efforts, and mining data for new ideas and opportunities can create energy, promote shared ownership, and mutual appreciation.

Insight: Shared purpose can create connections, energy, and mutual respect.

Invite input early and often.

Listening sessions and open discussions that are taken seriously matter, but only if what is said is considered and used to guide deliberations. Input that is invited too late in planning and decision making can fuel resentment rather than trust and support. Willingness to wrestle with difficult questions may feel risky at first, but over time, openness and dialogue can build high levels of trust and lead to better decisions.

Insight: Input matters only if it is timely taken and heeded.

Commit to decision making transparency.

Knowing the “why” behind decisions can go a long way toward creating understanding, even when not everyone agrees with the outcome. When the factors, processes, and criteria that drive decisions are shared throughout the process, much of the mystery and suspicion can be avoided. When everyone understands the objectives, constraints, and options considered, trust grows.

Insight: Transparency strengthens decision credibility.

Create cross functional teams.

Bringing varied experience and expertise to focus on problems and design new initiatives can prevent foreseeable problems, build ownership for decisions, and create longer lasting solutions. Similarly, forming teams of teachers and administrators to conduct instructional rounds followed by reflection and analysis can surface examples of excellence to build on and opportunities for improvement. Planning, celebrating, and solving problems together can dispel faulty assumptions, build mutual understanding, and lower mental walls that can get in the way.

Insight: Diverse perspectives and varied experience will open the door to new possibilities.

Engage in productive conflict.

Avoiding conflict and ignoring tension reinforces separation and undermines trust. Honesty, respect, and clarity do the opposite. Having norms and processes to deal with disagreement such as assuming positive intentions, remaining open and curious, and committing to focus on issues and ideas rather than people can help to keep conflict respectful and productive. People will not and should not always agree, but they should always feel heard and respected.

Insight: Engaging in conflict that leads to understanding is more important than finding agreement.

Make wins “we” celebrations.

“We” language can send a powerful message of collaboration and appreciation. It is not “my” staff or “my” team, it is “our” staff and “our” team. Recognizing shared achievement leads to shared identity. Think: “We solved this problem.” “We improved this process.” “And we are making a difference for students.” Success as a school always is a shared effort and accomplishment.

Insight: Shared credit builds shared identity.

Finding common ground and forming shared identities takes time. However, the benefits of everyone sharing in the mission, committing to listening, engaging in productive conflict, and building trust far outweigh the effort required.

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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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