Somedays, when that last dismissal bell rings, we might struggle to determine if that day was a successful one. It may have been filled with interruptions, disruptions, and distractions. We may have struggled with a lesson plan that did not go as envisioned. Technology might have injected itself in unwelcome ways as students engaged in learning tasks. Some students may have been unprepared, while others had difficulty engaging in planned activities. Of course, the list could go on.
However, having a day unfold exactly as planned does not necessarily mean that it was a success, either. “Winning” the day has more to do with the experiences, connections, and insights students gained than how smoothly it went. We can become distracted with order and predictability and miss the crucial elements that help students to become better learners and people—and the role we play in making this magic happen.
A great way to measure the success of any day is to reflect on the elements that really matter. Despite all that may not have gone as planned, we may have made a crucial difference and moved learning and our relationship with students forward in important ways. The next time you are uncertain about whether the day mattered, ask yourself these five questions.
Today, did I reinforce my confidence in the inevitability of my students’ success? Our confidence sends a strong message to students, especially for students who may be struggling or lack confidence in themselves. Our belief in the potential of our students gives us permission to hold high expectations and nudge students to do their best work. Our expectations can grow the confidence students feel, build their willingness to try, and help them to persist when they are challenged. Students want to hear, “You can do it, and I am here to help.”
Today, did I listen deeply to a student? Listening can be a very empowering action. Our attention matters. Students want to know that we notice them and care about what they have to say. Deep listening also can reveal important information and insights about our students. The time we spend focusing, gaining an understanding, and responding can be among the most impactful minutes of our day. Interestingly, as few as 20-30 seconds can be enough to have an impact.
Today, did I ensure that a student felt they were supported and belonged? Maybe I used a student’s name in a positive example. I may have shared an insightful observation from a student who does not receive much attention. I may have made time for students to share something about themselves and noted how important it is to know and support each other. Feeling connected, respected, valued, and belonging are among the most powerful conditions to support learners and learning.
Today, did I reinforce the purpose and usefulness of what my students are learning? We understand the value of the information we are sharing with our students and the skills we are teaching them, but the connection may not be present for or clear to them. Students do better when they see the utility of what they are asked to learn. On that note, learning must have benefits beyond doing well on a test or receiving a good grade. Consistently making this connection for students can build learning momentum and keep students engaged when the work is challenging and learning does not come easily.
Today, did the lesson I designed include a discovery? Maybe we revealed a new insight, created an “a-ha” moment, or built in an interesting question that uncovered new understanding. The moment may have featured a connection between new learning and something students already knew, helped them to grasp the purpose of a process, or provided proof that helped students to see their progress.
Committing to focus on what matters most can help us to build momentum in learning and our relationships with students despite distractions and disruptions. Obviously, this list is not exhaustive. Other behaviors and connections matter, too. What would you add to the list and why?
