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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In Your Corner, Relationships and Connections
Reconnecting With Disconnected Students
One of the most worrisome problems we faced during the spring was the students who disappeared when face-to-face school was suspended. Despite efforts to contact, locate, and engage these students, too many never resurfaced. Predictably, they missed a good portion of learning from the past year. This is bad news, but other aspects of the situation are even more troubling.
For many of these students, the shift in school experience gave them an exit door that allowed them to act on preexisting feelings of separation and psychological disconnectedness without having to face immediate consequences. The source of these students’ behavior was not really the pandemic and cancellation of school. It grew out of what was already present in their school experience and absent in their relationship experience. Simply providing support and opportunities to catch up in their learning will not likely solve their problems or change their behavior.
These students and others like them need a different experience, stronger connections, and a new direction before their choices about school and learning will change. Fortunately, we know much about what can be done, but our efforts will require commitment, patience, and focus.
It is correct that much of this work must occur within the relationships between students and teachers. Yet, our leadership, advocacy, persistence, and accountability in support of these students will likely determine the extent to which many teachers will invest in and persist in engaging them. Everyone needs to hear that we cannot and will not give up on these students. Teachers need to know that we place a priority on the success of students who are disconnecting.
We also know that among the strongest driving influences for students to remain in, commit to, and succeed in school are feelings that they are noticed; they are seen and recognized, especially by adults who matter. They need connections with other students and other parts of their lives. They also need to experience some level of success, at least occasionally. These elements need to play a role in the work we all do to address this challenge.
Interestingly, these factors are not necessarily expensive to put in place, but if we have any hope of reengaging and finding success with these students, we need to act on them. For example, do we know how many students in our school have no adult with whom they have a relationship, could go to with a problem, or see as an advocate? There are a number of ways to find out. Student surveys, staff analysis, and sociograms are places to start. Making a commitment to have every student know an adult to whom they can turn and who is willing to advocate for them can make a profound difference.
We can help students form positive, influential relationships with other students through engagement in activities. Research studies have shown that forming positive peer relationships alone can increase academic success. Traditionally, sports, theater, music, and technology clubs have offered good options for some students. However, if we want more students to choose to be involved, we need to think more broadly and cast a wider net. Esports programs, video game related activities, and engagements related to social issues are just a few examples that can broaden appeal and build connections. Consider asking students what they would like. Listen carefully and find a way to make it happen.
The third factor, experiencing some instances of success, also warrants careful consideration and commitment. Think about the number of students who come to school each day and week and fail to experience even one success. The number might be surprising and definitely will be sobering. A recent Gallup study found that one of the most powerful factors leading students to stay in school is experiencing some form of success at least once per week. Of course, not every success must be academic. Being noticed can reinforce our value. Hearing a compliment can lift our spirits. Having friends can feel like we belong. Having someone advocate for us can feel like success.
We might think that moving forward on these fronts at this time will be challenging. They will be. Yet, with focused, clear leadership supported by concrete steps, persistence, and unwavering commitment we can make the greatest difference in the lives of our students, especially those who need us the most.
In Your Corner, Leadership and Change Management
Ten Questions to Guide What You Will Do Next
One of the most challenging aspects of planning and responding during the pandemic is the need to consider and adjust to changing conditions. It would be great if we could assess the current situation and circumstances and make decisions that will carry the organization forward for an extended time.
Unfortunately, conditions related to the pandemic change constantly and quickly. Outside experts and governing forces often shift advice and expectations. Stakeholders often move from supporting one approach to advocating another. Consensus can quickly dissolve.
Through all of this “shifting sand” we are expected to see into the future while satisfying current expectations. When conditions shift, stakeholders look to us to know what comes next and to have a plan ready to launch.
Obviously, it is impossible to anticipate everything that may have an impact on how instruction is provided and learning is experienced. We cannot have endless plans that take into account every factor and influence that must be assessed and responded to. Neither can we just “fly blind” without guidelines and decision rules to inform what will come next.
Still, there is a middle course that can prepare the organization and your team to shift and respond to the most likely forces that will demand a change, whether to move to a more restrictive and remote learning environment or return to some less restrictive form of face-to-face learning. Here are ten questions you can use to guide your planning and preparation without having to know all of what lies ahead.
Question #1: What conditions will trigger a change in approach? This question directs attention to what needs to happen to make a change. As examples, reductions in infection rates, modifications to brick and mortar facilities, extended periods without new cases, or significant new outbreaks could trigger a change in approach. The conditions you identify can guide decisions and provide a clear rationale for making a change.
Question #2: How were the conditions established? The conditions are essentially criteria to stimulate an action. However, who participated in establishing the criteria, the expertise consulted in establishing them, and the clarity the criteria provide are important elements for decisions to be accepted.
Question #3: How have the conditions been communicated? The extent to which stakeholders are aware of and understand the criteria will make a difference in whether decisions based on them will be accepted. Also, transparency surrounding the application of the criteria can be important, especially if the decision will lead to greater restrictions and inconvenience.
Question #4: What needs/fears/confusion need to be anticipated and planned for? Despite having communicated the process and criteria for making decisions, when changes are announced and reality changes, it is likely that people will need more information. There will be confusion, and some level of fear will likely surface. The more these reactions can be anticipated and prepared for, the more likely the change will be accepted, or at least tolerated.
Question #5: What preparation/planning/practicing will be necessary to put the change of course in place? It can be one thing to develop plans. It can be another to put them successfully into action. Such activities as table-top simulations, “gaming out” reactions, and having those responsible for elements of the plan practice how they will act and react can make a crucial difference in preparedness.
Question #6: What resources will be required to make the change? It is unlikely that a significant change in approach to learning and instruction can be accomplished without requiring some additional resources. The more resource supports that can be identified and put in place early, the smoother the process will play out.
Question #7: What are potential reactions/resistances/forces that could have an impact on the plan? Rumors, social media, fake news, and other reactions can quickly develop into resistance and pushback to even the most logical and creative decisions. Thinking through what might happen, tapping past experience, and monitoring events in neighboring communities can be extremely useful to your anticipation of these activities.
Question #8: What planning and preparation need to be completed in response to potential surprises and resistance? Once you have a reasonable understanding of what reactions and resistance you may encounter, think through how you might prevent, avoid, or manage what surfaces. For example, you might have drafts of blogs, potential tweets, or Facebook posts ready to respond and head off problems before they fully develop.
Question #9: What potential opportunities may surface for which you need to be prepared to leverage? Not everything that happens in response to the changes you have to make will be negative and resistive. Think through what opportunities might surface to improve learning, lessen confusion and resistance, and build support and credibility.
Question #10: Who will decide that conditions meet the criteria to change and how will the decision be made? Even the best decisions can become derailed if processes are not clear and followed. If the school board must make the decision, identify the data and materials members will need. If the administrative team will make the call, clarify how and when board members and other key stakeholders will be informed. Knowing and responding to expectations about how key people will be informed can make the difference between acceptance and support and pushback and undermining.
Communication, In Your Corner, Planning
In Your Corner, Leadership and Change Management
In Your Corner, Leadership and Change Management
In Your Corner, Thinking Frames
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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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We can attempt to shut down disruptive student behavior with quick admonishments and directives, but this approach is more likely to prolong such behavior than prevent or extinguish it.
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