The Master Teacher Blog

For many of us, this time of the year can bring with it a great deal of complicated thoughts and feelings. Not only do we face many expectations from others, but we also hold numerous expectations for ourselves. Meanwhile, this is a time when we often experience difficulties, disappointments, and setbacks and feel emotions most acutely.

It is only natural that we want this to be a time when we feel centered, connected, and confident in who we are and what we do. We want to feel good about ourselves and to have others feel good about us. The challenge is to overcome what life brings us and not be pulled down by events over which we have little or no control.

The good news is that there are several experience- and research-proven life strategies that we can employ now—and throughout the year—that can lift our spirits and our confidence, make us more resilient, and leave us feeling more connected to those around us. Here are five of those strategies to try.

Forgiveness:

We might think that forgiveness is primarily about removing the blame and resentment we feel toward someone who wronged us. Yet, while freeing the other person from the grudge we hold toward them is certainly a part of the process of forgiveness, equally important is freeing ourselves from the emotional burden and preoccupation that resentment carries for us. Of course, forgiving is also important when we need to forgive ourselves. Forgiveness allows us to become free to engage, grow, and live free of guilt and shame.

Gratitude:

Consistently taking time to consider and reflect on what is good in our lives can shift our outlook, even during times of stress and strain. Gratitude can help us to become more resilient and better able to manage relationships in our lives. When practiced regularly, gratitude can function much like a muscle that allows us to recognize what is difficult and may cause us to struggle without becoming stuck or preoccupied. Meanwhile, our positive and appreciative outlook can spread to others and inspire them to be more optimistic and less preoccupied with disappointments and stresses. Gratitude, positivity, and optimism can give us confidence, help us to remain centered, and feel connected to others in our lives.

Authenticity:

Being authentic is more than choosing to be oneself, and it is not a matter of simply removing one’s interpersonal “filter” to do and say whatever comes to mind. In fact, authenticity has more to do with being clear about what we value, what we want to accomplish, and who we want to be. Becoming more authentic starts with acting with purpose, focusing on what matters, and finding alignment between what we spend our time and energy on and what is most important to us. Authenticity is engaging in the journey from where we are to who we wish to be. Authenticity gives us courage to act, helps us to become centered in who we are, and frees us to connect with who and what is important in our lives.

Altruism:

We might not think much about altruism—doing things for others, making donations, volunteering, and similar selfless activities—as being just as important and rewarding for the giver as the receiver. Yet, going out of our way to help others also improves how we feel about ourselves. The truth is that doing good feels good. When we help others, our mood improves, and our well-being grows. Research studies have found that altruism can reduce feelings of depression and even provide respites from pain in people suffering from cancer. Doing good can help us to feel better about ourselves and more connected to others.

Hope:

We might think of hope as a naïve view of life and susceptible to being dashed by the words and actions of others. But hope is more than a verbal form of optimism or an idealistic view of life. Hope is the realization that success is possible with patience, effort, strategy, and persistence. Hope is a key motivator that pushes and pulls us toward our goals and is not dependent on the immediate expectation of success or the departure of problems. It gives us confidence that staying the course will lead to what we seek, and it can help us to be resilient in the face of setbacks because we see today’s experiences as part of a longer, more important life journey. Hope can give us confidence, keep us focused, and connect us with others who share our goals and values.

Obviously, we cannot always control the day-to-day experiences that may disappoint or depress us. However, we do control what we do to preserve our outlook and overcome what may briefly set us back. Tapping the power of forgiveness, gratitude, authenticity, altruism, and hope can make an amazing difference.

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.

What we intend with our words and actions may be laudable and admirable, but what students and others experience does not always align with what we mean and expect. When there is a disconnect, we can feel surprised, disappointed, and frustrated in response. However, as tempting as it might be, we cannot simply blame students or others for not interpreting what we say and do in a manner consistent with our intentions.

Even though our intentions might be pure, when the impact elicits a negative response or is misinterpreted, we must first examine our role in the situation. The only actions we control are our own. Understanding where and how a disconnect occurred starts by accepting responsibility, working to rectify the current situation, and understanding how to prevent its reoccurrence in the future.

How does intention become disconnected from impact? The culprit might be any of several factors. Here are four common causes:

• Our communication style or strategy. Our message may not have actually been clear to its recipient. Our tone may have been harsher or more critical than we intended. It might even be that what we said and how we said it was fine, but our body language betrayed us or communicated something else unintentionally.
• Assumptions we made about readiness to hear and learn. Students may not have fully mastered the skills on which new content and actions depend. They may have learned—but since forgotten—crucial information and processes necessary for success in the planned activity. Others may have been distracted or not had the background understanding we assumed.
• The strategy we chose to motivate. A setup that previously was motivating may no longer hold the same meaning and pull. Our word choice may have undermined the motivational message we intended. Or our timing might have been off and, as such, people may have misread what we were attempting to accomplish.
• Our intent and the context may not have been a match. What happened the day prior, or even earlier in the day, might have poisoned the context. Consequently, despite our intent, students or others were unable to separate their emotions and let go of their negative perceptions of us and the situation.

The obvious questions are, how we can reduce the potential for a disconnect to occur between our intentions and the impact of our actions, and what can we learn when disconnects do occur? Here are five strategies worth considering:

• Assume positive intentions. Assuming positive intentions reduces the temptation to blame others for the impact. Once we decide to blame others, we risk not fully understanding what happened, how we might fix the disconnect, and what we might learn to avoid repetition in the future.
• Reflect. The precipitating action was ours, in one way or another, so reflecting is a good place to start. When we understand what we missed, misinterpreted, or assumed incorrectly, we can begin to uncover where and how the disconnect occurred.
• Ask for feedback. In real time, checking for understanding and soliciting feedback can help us to avoid plunging ahead when others are not with us. In retrospect, feedback can offer hints and insights about how our words or actions had an impact, and we can begin to close the information loop.
• Look for communication gaps and gaffs. What we said and how we said it—and what we did and how we did it—matters. As much as we may think that we were clear, the proof is in the reception of information, not in the sending of it.
• Be aware of nonverbal clues and cues. Confused looks, frowns, furrowed brows, crossed arms, physically turning away, and whispered comments are just a few of the clues we might observe when our intent is not having the impact we expect. These behaviors are cues that it is time for us to stop and sort what is happening before any additional confusion, consternation, or disconnection occurs.
• Take responsibility and be accountable. When our first step in repairing a disconnect is taking responsibility, we open communication and reduce the need for others to explain, defend, or blame. We may need to explain and clarify our intentions, but we also need to be ready to apologize if we could or should have seen the disconnect coming.

Every day, we strive to lift our students, nurture in them a love for learning, and lead them to see a future filled with possibility. Sometimes we get it right and we see an amazing impact. At other times, we may need to stop, step back, and set a new course. These are times for reflection, learning, and recommitment, not occasions for regret or retreat. Every day, we have a new opportunity to turn positive intentions into amazing impacts.

Teachers, 

We wanted to take a moment in this season of gratitude and reflection to focus exclusively on being grateful for and reflecting on you, and we want to thank you for your continued dedication to what can so often feel like a thankless job. Although you deserve more than gratitude, we want you to know that we see you, we hear you, we believe in you, and we advocate for you. 

In many ways, today’s classrooms bear little resemblance to their predecessors from even a decade ago, and the nature of teaching has changed as a result. Be it due to the pandemic, generational or societal factors, or a combination of those plus other contributing elements, the fact of the matter is irrefutable—teaching is different now. Thank you for hanging in there. 

Between increasing class sizes, the push to embrace trending buzzword concepts, conference periods being eaten up by additional asks, and increasingly challenging student needs—it can feel like the job is becoming less possible by the day. For whatever reasons that compel each of you, you are choosing to remain in the classroom and shoulder the expectations and demands put upon you from so many directions, and for that we thank you. 

Unfortunately, the innumerable positives unique to teaching often get overshadowed by all the “other stuff.” Being intentional about noticing or seeking out the bright spots that exist in the world of teaching is a must, because they are very much still there and as bright as ever. There is nothing quite like a class of students united by laughter at a funny noise or an innocuous joke. There is nothing quite like finally connecting with a student whose defensive walls have begun to crumble as a result of your hard work chipping away at them. There is nothing quite like the camaraderie that exists between teachers, especially now. 

Schools have always been special places that exist within and yet somehow sit adjacent to the rest of our society, and that dynamic has not changed. Some days are easier than others, and some students, colleagues, and moments can make all the “other stuff” seem less pressing—but the core of your teaching experience is you. It’s whatever is in you that makes you right for this job at this time in your life and in the world around you.  

All too often, teachers are urged to “remember your why,” so much so that it's typically and understandably met with eye rolls; however, despite the fact that it does not solve many of the very real problems teachers face, it certainly cannot hurt to reflect on your reasons for having become—and still being—a teacher. Even though it is certainly overused, there is still a great deal of truth to the importance of focusing on your why. There are many factors beyond your control in this job, but focusing on why you are here can help you to focus on the things you can control. After all, your why is unique to you. Why are you a teacher? Why do you teach what you teach? Why do you teach it the way you do? 

Something in you was attracted to this monumental job, and if it was the allure of summer and holiday breaks (or “breaks”), well, that probably hasn’t been a very sustainable attraction. Do you teach because you want to inspire the love of your content area in others? Do you teach because you want to prepare the future generations with the knowledge you feel as though you missed out on? Do you teach because you want to be a safe space for the kind of kid you were when you could have used a safe space? Do you teach because you loved school and want to play your part in making school something your students love, too? 

Regardless of your why—or because of it—you’re here. You’re teaching, and we thank you. We thank you for showing up, day after day, even on the days when you don’t want to. We thank you for planning lessons, even on the days when you doubt how successful they’ll be. We thank you for being there for your students, even on the days when some of them make it hard on you. We thank you for representing the pursuit of growth, even when it isn’t linear, and of lifelong learning. We thank you for holding this integral position in our society even when society doesn’t always show its thanks enough or in the right ways. We thank you for continuing to walk this walk. We thank you for being a teacher.

Now more than ever, we thank you.

We may feel as though we deserve more respect than we are given. We might want people to take our word as enough. We might seek more recognition for our expertise. We also may want more notice taken of our commitment. The good news is that there are several research- and experience-based steps we can take to increase the professional and personal respect we receive.

According to leadership expert Scott Mautz, we can build the amount of respect we receive by taking three types of actions: being generous with what we choose to give, being clear about what we will resist, and projecting behaviors that garner respect.

Regarding the first aspect of respect generation,we can be free with our time, expertise, and knowledge. As examples, we might help people complete tasks, solve problems, and find their way through challenging situations. Additionally, we can share positivity, consistently give extra effort, and offer encouragement to those who need it. Of course, being present to listen and support demonstrates generosity and caring. Finally, we can share gratitude and be quick to offer genuine praise. The point is that seeking respect begins with our being willing to show it.

The second element of respect gathering asks us to decide what to avoid and what to resist. Of course, we need to avoid speaking and acting in ways that are disrespectful to others. Some behaviors are obviously disrespectful, while others are more subtly so. For example, we can resist taking credit for others’ ideas and work, even when we may have played a role in what is achieved. Focusing on and giving credit to others, even when we might deserve to share in the accolades, offers respect to others that often comes back in the form of their respect for us. Similarly, we can avoid negative assumptions about the intentions of others. Resisting negativity tends to make us more interesting and pleasant to be around. Finally, staying away from and not participating in the spread of gossip and rumors communicates our commitment to be positive and avoid undermining or diminishing others.

Mautz’s third strategy for building respect is to consistently project openness, transparency, and authenticity. Beyond deciding what we will not do or tolerate, we can take the step of demonstrating “with-it-ness,” forthrightness, and integrity. For example, we need to make it our practice to come prepared to meetings and do our homework before we take a position and decide a course of action. Our preparedness invites confidence and garners respect for what we say and do. We can further demonstrate courage and strength by our willingness to take principled stands, even when they may be unpopular. Of course, being willing to admit mistakes, take responsibility, and fix the situation are clear markers of integrity and authenticity.

Respect is not necessarily given to us because of our position. Instead, it must typically be earned. The process of gaining respect can take time, and we may need to remind ourselves to be patient. However, we are not powerless. By giving respect, resisting what is not respectful, and embracing elements that define respect, we can gain the confidence, stature, and positive regard we seek.

Reference:

Mautz, S. (2024, October 15). The no. 1 way to get more respect at work. CNBC. https://www.cnbc.com/2024/10/15/want-to-be-respected-at-work-use-this-framework.html

It is not uncommon to hear people say that educators do not understand or live in the real world. What exactly is meant by the statement is open to interpretation, but one thing is certain: a literal interpretation makes little sense. Of course educators live in the real world. Educators share the same life experiences as non-educators and face many of the same pressures, challenges, and other elements of reality experienced by most people in the workforce.

Presumably, the sentiment is based on perceptions that educators and other members of the education profession are separated from the forces, frustrations, and factors associated with other types of work. However, close examination dispels many of these perceptions. Consider these seven misperceptions that are commonly associated with educators and their work.

Perception #1: Educators don’t experience “real work.”

Fact: Teaching is real work. Teaching features many of the same pressures and challenges of other professional roles—in addition to elements that are unique to the classroom. Planning and delivering instruction, implementing accommodations and modifications, differentiating content to reach a diverse audience with a range of needs, and seemingly innumerable other tasks create schedules ladened with responsibilities. It is also common for educators to have jobs beyond their education roles in the evenings, on weekends, during holidays, and throughout summers. Often, these are part-time roles that give educators experiences with the issues and challenges that accompany other types of work. It is also true that many educators possess trade and technical skills that allow them to interact with and understand the realities of highly skilled and professional workers through part-time and limited-term engagements. All this is to say that not only is teaching itself real work, but it is also often accompanied by other work layered over it.

Perception #2: Educators don’t face real customers.

Fact: Educators regularly practice customer service, engage in conflict resolution, manage conflicting expectations, and deal with other human relationship issues. The days are gone when students, parents, and communities accepted what educators said and did without questioning. Educators must deal with unrealistic expectations, unfounded assumptions, and demands for special treatment, which are all common behaviors of customers.

Perception #3: Educators don’t have to compete.

Fact: Every day, educators must compete for the attention, energy, and commitment of students. The competition includes a wide array of powerful forces that constantly seek to distract, undermine, and refocus student attention away from engaging in and learning what educators present and are accountable for accomplishing. Educators’ daily competition is less about market forces and more about mental focus.

Perception#4: Educators are not experienced and informed about industries and careers outside of education.

Fact: Educators today have available a variety of means to learn about and engage in short-term experiences in industries that may or may not be related to their area of expertise. Technology tools offer a wide array of opportunities for educators to remain current, track contemporary trends, and discover future opportunities in varied industries and professions. Guest speakers, career exploration projects, internships, and job shadowing can also help students to bridge gaps in teacher experience and expertise.

Perception #5: Educators do not understand money.

Fact: Educators face the same financial realities as non-educators. Educators pay the same bills and have mortgages or pay rent. Debts from college are common. Typically, educators are not highly paid, so both spouses generally work. They save, invest, and plan for retirement. Some educators also operate side businesses to supplement their income. The list could go on, but one of many aspects unique to education is that educators often purchase resources for their classrooms and students out of their own pockets.

Perception #6: Educators are insulated and isolated.

Fact: Educators face the full array of challenges associated with families. They have children who excel and others who may face a myriad of issues and challenges. Like other parents, educators who have children have hopes and harbor worries about them and must balance their work responsibilities with their family needs. Educators also are members of the communities in which they live and work. As such, they participate in social activities, attend church, and engage with other local organizations and institutions. They are volunteers, part-time workers, and may serve in civic and governmental roles. These roles expose them to the day-to-day realities of the lives their students live. These are elements of the real world.

Perception #7: Educators are paid while not working in the summer.

Fact: The typical contract for most teachers compensates them for school-year work: typically, nine months. Summer is not compensated, even though many teachers have their pay spread over the full twelve-month calendar year. Some school districts contract with educators for summer work in addition to their basic contract. Additionally, educators typically use the summer months to take summer jobs, participate in additional education, or allocate time for other non-contract related activities. Because time off during the school year often comes at the expense of student learning, educators also generally schedule most or all their necessary appointments, medical and otherwise, during the summer months. Rarely is a teacher’s summer truly restful, and almost never is it without work.

Education is real work, and it takes place in the real world. Of course, there are aspects of the education profession that are unique—the same might be said of any profession. It is vital that we do what we can to dispel misperceptions that can undermine the credibility of one of the most important roles in society.

The Master Teacher is the creator of The Museum of Art + Light in Manhattan, Kansas, the grand opening of which is THIS FRIDAY, 8 November.

It was built at this time because the research is so clear that children who are in the visual and performing arts in our schools out-perform all other students, and this is particularly important in this new high-tech era. The Master Teacher passionately supports the arts and advocates for arts education to be an integral component within the public-school core curriculum.

The first of its kind, the MoA+L boasts its unique vision to explore the limitless convergence of visual art, the creative process, and digital technology. Its mission is to bridge 21st century technology with the visual and performing arts to incite positive emotion, cultivate meaningful connections, encourage artistic exploration, and spark innovation.

Visit the museum website and purchase tickets now!

As human beings, it is inevitable that we sometimes make decisions that seem logical and right in the moment only to discover later that we sacrificed something important and necessary. In these cases, and with varying degrees of intentionality, we neglect to consider long-term consequences and how we might actually be undermining the very outcomes we seek.

Consider the multi-decade trend to reduce the focus on—and support for—the arts in the school curriculum, “the arts” encompassing the many various branches and presentations of creative activity and expression. It may have seemed that placing greater focus on and giving more time to academics would lead directly to higher test scores and greater student academic success, yet progress has been a struggle and greater pressure has not led to expected levels of achievement. Meanwhile, student behavior seems to have become more challenging and traditional consequences have become less effective.

It's time to reconsider the role of the arts and explore how the presence of arts education in the core curriculum can help us to achieve our goals of increasing academic performance and building learning and life skills. Rather than defaulting to the perception that the arts are extraneous “nice-to-haves” or simply scheduling add-ons, we should consider what multiple research studies tell us about the impact of the arts on learning and life skills. Here are ten areas of impact to consider:

• Better critical thinking. Experiences in the arts can increase students’ abilities to closely observe and remain focused. They nurture analytical skills. The arts ask students to practice introspection and interpretation, and engagement in the arts encourages exploration from multiple perspectives.
• Stronger communication skills. The arts offer multiple ways to express oneself. They are a means for connecting with others, reinforcing the importance of communication while broadening its application. The arts value rich descriptions, interesting images, and varied expression, all of which support the development of crucial communication skills.
• More effective problem-solving skills. The arts often present interesting questions and beg for creative responses, thus inviting novel ideas and innovative approaches to resolve a dilemma or address an issue. Students are free to try multiple approaches and discover unexpected answers. Rather than attempting to calibrate a response to a predetermined outcome, the arts invite risk and exploration in resolving conflicts and solving problems.
• Greater willingness to take initiative. The arts are less driven by templates and restrictions than some other areas. Students are encouraged to develop ideas and create products that are meaningful to them. As a result, students are freer to follow their preferences, express themselves, and take initiative than in many other formal learning contexts.
• Improved self-discipline. The arts reinforce the importance of practice, persistence, and progress before becoming proficient. For example, learning to play an instrument or master a certain visual technique is not necessarily self-reinforcing in the early stages of skill development. Goal pursuit, progress monitoring, strategy selection, and aligned effort are key elements for success in the arts.
• Greater responsiveness to constructive criticism. The arts typically tolerate multiple responses or answers to a challenge or idea. Since there is no single right answer, the arts can lead to multiple final products, all with value deserving of celebration. Consequently, students learn to accept constructive criticism without feeling that they have made an error. They learn to gracefully receive a critique and use it to improve.
• More creativity. The arts can help students see connections and patterns and can build confidence to imagine. They provide a reason, context, and motivation to be creative. Originality is encouraged—and celebrated—in the arts.
• Stronger teamwork. The arts encourage interpersonal skills within a context of purpose and in pursuit of achieving a shared outcome. Through the arts, students can experience authentic, constructive interactions with other students. These experiences help to build interpersonal skills and give students opportunities to learn to manage their emotions and express their viewpoints effectively.
• Increased empathy. The arts offer exposure to different viewpoints and types of people. The arts help students to see the world outside of themselves, with experiences in the arts helping students to become more tolerant of the ideas of others. The arts encourage students to become more compassionate and accepting of diverse thinking and perceptions.
• Better stress tolerance. While the arts build skills and emphasize processes, they are less insistent on a single answer or outcome. The arts can offer permission for students to have fun. When students experience more freedom to express and be themselves, they typically experience less stress while, at the same time, build more tolerance for it.

It should come at no surprise that many studies have shown that students who are engaged in the arts do better academically, are better behaved, and graduate at higher rates. The arts build key skills and nurture foundational characteristics that are easily transferred to and applied in academic subjects and life. We do our students a disservice when we do not include arts education in the core curriculum.

The Master Teacher is the creator of the new Museum of Art + Light (MOA+L) in Manhattan, Kansas. It was built at this time because the research is so clear that children who are in the visual and performing arts in our schools out-perform all other students, and this is particularly important in this new high-tech era. The Master Teacher passionately supports the arts and advocates for arts education to be an integral component within the public-school core curriculum. The first of its kind, the MOA+L boasts its unique vision to explore the limitless convergence of visual art, the creative process, and digital technology. Its mission is to bridge 21^st century technology with the visual and performing arts to incite positive emotion, cultivate meaningful connections, encourage artistic exploration, and spark innovation.

This is a time of year when we can feel like responsibilities are piling up and we may not be making the progress we envisioned. We might be at our full “bandwidth” and feel as though we are unable to manage what we face, let alone take on anything more. We may even be feeling as though what we face is spinning out of control.

As much as curling up in bed and pulling the covers over our head may seem attractive, the choice to avoid our situation will not help it. We need strategies to deal with what we face and restore a sense of control.

The good news is that even in these times there are steps we can take to gain a better perspective, create a plan, and move forward with greater confidence and clarity. Here are five strategies to get started:

• Sort. Often, the feeling of being overwhelmed is the result of things piling up without us having a clear sense of what do or where to start. If this is what we face, we can ask ourselves several questions to create categories to help us decide where to begin: What should—and can—I do right now? What can wait? What can be dropped without making a significant difference? What can be put off, put down, or pushed back?
• Prioritize. We might ask ourselves questions to determine what matters most. What is urgent and important versus what is creating pressure but may not be crucial? What would not carry consequences if delayed or ignored? Is there something we have elevated to feel important but really is not something that will make a marked difference if left unattended? Are there promises or commitments that we made that can be delayed or undone?
• Schedule. Deciding what to do and when to do it can give us a sense of control, build our confidence, and help us to see a path forward. What can I do right now and take off my list? What can wait for a few days or until next week? What tasks might be combined and addressed together? Completing a few small tasks and shifting items on our list can create a feeling of progress and lessen the pressure and stress we are experiencing.
• Connect. Now is the time to engage our network. In fact, these are some of the times for which we build and maintain connections. We might reach out and have a conversation, maybe meet for a cup of coffee, or engage in a favorite activity with a supportive friend or family member. This can also be a good time to connect with someone we have not talked to or spent time with recently. The interaction can remind us of what is most important in our lives and give a perspective on what we face.
• Decompress. Sometimes what we most need is some space and time to step back and disconnect. We might listen to our favorite music, go for a walk, engage in a hobby, or just chill. The key is to break the pattern we are experiencing and do something that feels calming and comfortable.

What we experience as overwhelming may be very real or a result of the way we are feeling—or, likely, a combination of both. Regardless, we need to do what we can to regain our balance and move forward. Often, just taking time to sort, prioritize, and schedule what is on our plate can help. However, we also need to take care of ourselves whether we do so by connecting with others or by spending time alone to decompress, renew our energy, and shift our perspective. Ultimately, it would do us good to remember that feeling overwhelmed doesn’t mean we are powerless.