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Five Superpowers We Can Employ Every Day

The routines and seeming predictability of this time of the year can lead us to ignore the power and opportunities we have each day to shape the experiences of our students. The decisions we make, the lessons we design, the strategies we employ, and even the assessments we administer determine how our students will experience their day, how they’ll engage in learning, and what they’ll do with the learning they gain. We can either create an exciting learning challenge and opportunity or assign students to an experience of repetition, compliance, and boredom. Here are at least five superpowers we can access every day in our work with learners. How we choose to use our superpowers determines not only what students experience, but also shapes how students view the learning we offer and shapes their value of it. Let’s explore these five superpowers and how we can leverage them to open possibilities and shift the learning trajectories of our students. Our first superpower is choosing the tempo, mood, and expectations for learning. Our attitude, energy, and excitement aren’t just one of the influences on the temperament of the class, it’s the driving force establishing the daily climate. When we expect an energetic, exciting, uplifting day, chances are high our students will respond in kind. The opposite also is true. When we project low energy, frustration, or boredom, students pick up our signals and respond accordingly. In fact, students typically spend the first minutes of class tuning in to the mood and energy of the teacher to determine what lies ahead. A second daily superpower is the design and structure we create to support the intended learning. If our design is an interactive investigation of an important learning concept, the exploration of an empowering skill, or expansion of an emerging area of competence and we invite students to be partners in their learning, we create spaces for inquiry, ownership, and sense-making. If the day features information sharing, students listening, and notetaking, we create conditions more likely to generate quiet compliance and fought-for attention. The structure we establish and the design we create drive how students engage in and respond to the learning we present. A third superpower resides in how we choose to listen and respond to our students’ interests, questions, and confusion. When we treat questions as interruptions and distractions to be handled quickly and efficiently, we signal to students that they should confine their questions to cleaning up confusion and clarifying expectations. On the other hand, if we use our attention and responsiveness superpower to invite inquiry, explore implications and possibilities of questions, and even open new paths for learning, students are more likely to think, reflect, and imagine in response to what they’re learning. Of course, when questions are honored, respected, and explored they invite additional questions and even more learning. Still another superpower available to us daily is the focus, depth, and purpose we bring to the learning we plan. When we choose to treat learning as information to be absorbed and skills to be practiced and demonstrated, our students are likely to respond by focusing on what they'll be responsible for and how to meet our expectations. Conversely, we can use our superpower to inquire and examine, press for deeper learning and application, and support students to generate their own insights and generate new learning. When we do, we open the door to an unlimited quest for learning that’s not fully dependent on our knowledge and interpretation of what’s significant. Our fifth superpower is how we choose to approach assessment of learning. If our focus is on determining whether students can repeat what they’ve been told and demonstrate that they can do what they have been shown, we can expect students to give their attention to what’ll be on the test, what type of questions they’ll be asked, and what sort of problems they’ll have to solve. Alternatively, we can treat assessment as an opportunity for students to integrate what they’ve learned, demonstrate their understanding and capacity to use new skills, and even push beyond what we taught to gain new insights and make additional observations. When we do, students shift from being consumers of information to appliers of skills and from repositories of adult knowledge to generators of new ideas and possibilities. An additional observation about these superpowers: The more we use them to open learning doors, inspire inquiry, build confidence, and learning ownership, the more power they possess. Of course, they also enrich and expand our influence on our students and our relationships with them.

February 16, 2023

A Dozen Ways to Motivate Lazy Students

There appears to be a consensus that today’s students are lazier than students in the past. Certainly, it may seem that there are more students who are unmotivated and less committed to learning than in the past. It’s also true that almost every generation in history has claimed that the generation coming after them is lazier than they were. Regardless, many students aren’t making the effort or showing the persistence we’d like to see from them. The question is, what can we do about it? Let’s start with what we mean when we say “lazy.” Generally, researchers and experts describe lazy students as learners capable of learning what’s asked, but for one or more reasons don’t consistently give the effort necessary for success. However, there are many reasons why a student may demonstrate this type of behavior. Laziness in most cases is about motivation. When a student isn’t motivated, laziness is a predictable choice. However, motivation can be complicated, and lack of motivation can be the result of many factors: Fear of failure: “I want to avoid the pain and embarrassment of failing.” Lack of confidence: “I don’t believe that I can do it.” Discouragement: “My past attempts haven’t been successful.” Overwhelmed: “I don’t know where to start. The number and scope of what must be done is too great.” Absence of relevance: “I don’t see a connection between the task or learning and what’s important to me.” Self-concept: “I don’t deserve to be successful.” Hopelessness: “Why bother?” Each of these factors and others suggest differing approaches to motivating students who appear lazy. However, we can’t know what to do unless we get to know them. Before we can intervene, we need to know what interests them, what excites them, what troubles them, and how they think about the tasks and challenges they face. One thing is certain, punishing a student for laziness almost never works. Similarly, attempting to shame a student into not being lazy more likely backfires than succeeds. The best choice is to focus on what'll motivate the student. Our first step in motivating this type of student is taking time to know them. Engaging them in conversation, listening carefully, and watching them are good places to start. The better we know the student and what matters to them, the better we're able to design an approach to help them change their behavior and become more engaged and successful. In many ways, laziness involves making choices. Our goal is to create conditions that’ll lead the student to make a different, more productive set of choices they can sustain over time. When we have information about and understand a student engaged in "lazy" behavior, we have several actions to take. However, we need to be careful and choose steps that respond to the student, not what would motivate us or other students. Here are a dozen strategies to consider: Reassure the student of our belief in and commitment to them. Convey appreciation and valuing of the student. Give students responsibility and allow them to feel needed and important. Notice and positively reinforce effort and progress. Help students set reasonable goals, set progress markers, and take ownership of their learning. Connect what students are asked to learn with things that are important, interesting, and meaningful to them. Celebrate small wins. Make frequent check-ins to understand their current mindset and to encourage their effort. Be persistent with reminders, steps to take, and strategies to try. Maintain high, but realistic expectations. Encourage friendships with students who are motivated or who have struggled with and overcome motivational challenges. Find ways to make learning enjoyable through games, activities, and challenges the student finds motivating. Of course, some strategies will work with some students and not others. And some things we think will work won’t, so we need to adjust. Some students can tell us what's blocking their motivation; others may be confused or oblivious to the reasons. We need to remain curious, flexible, and creative. Above all, we must resolve never to give up on the student. Helping a student to uncover and leverage what motivates them can be their key to lifelong success.

February 16, 2023

The Best Questions for Learning May Not Be Ours

As soon as children learn to speak, they begin to ask questions. We can even become frustrated and impatient with the number of questions children ask. Sometimes we may not feel we've the time to respond. At other times we may not know the answers, and we don’t have the energy to pursue them. Yet, questions are a crucial way for children to learn. Our responses can shut the door to asking and learning or open the door to further inquiry and more information. Later as children enter school, they come to understand that the important questions are the questions that adults ask. These questions point the way to where adults want students to give their attention. In fact, student questions often are discounted and treated more as distractions than they’re honored, respected, and used as possibilities to generate learning. Consequently, students learn to explore less of what they don’t know and ask fewer questions. Unfortunately, the messages students receive about their questions risk cutting off key paths to learning that can be generated by questions. When students aren’t encouraged to ask questions, they often discount their curiosity, tolerate their confusion, and default to the thoughts and attention leveraged by adults. In a world that increasingly demands new ideas, thrives on discovery, and rewards novel insights, discouraging questions delivers a serious disservice to our learners. Alternatively, if we reacquaint students with their imagination, honor their curiosity, and encourage their questions, we place in their hands a powerful tool for learning within and beyond what the formal curriculum presents. However, for most students, we need to reteach the role and value of questions to stimulate and support their learning. Let’s explore four ways we empower students to enhance their learning through questions they develop and ask. First, we can teach students to ask questions about their learning as they learn. For example, when students study a concept, reading text, or develop a skill, they can ask themselves questions about the meaning and application of what they’re learning. Their questions help them organize, focus, and absorb new information and strengthen their recall. In fact, creating and asking oneself questions while learning proves a more powerful learning tool than highlighting or underlining text or taking notes. Second when students ask questions that are more significant than seeking clarification and direction, we can resist providing immediate answers and join them in their learning search. We might begin by probing the source and implications of student questions to gain full understanding of what’s driving their questions. Further, we can engage with students to find answers, even when we might have a ready answer we could share. When we learn with students, we honor their interest and curiosity, and we provide them with approaches, options, and modeling they can use to learn independently. Third, we can teach students to frame worthy questions about their learning. For example, we might introduce a taxonomy, such as Bloom’s or Depth of Knowledge (DOK), to help students to understand and utilize multiple levels of thinking and complexity in questions they develop. Then we can coach students to ask deeper, more significant questions in class discussions, probe with deeper questions and thinking in their writing, and practice deeper reflection as they learn. Fourth, we can leverage growing questioning expertise among students by having them create some or all the questions they’ll be asked on a quiz or exam. At first, we might think this approach to be unproductive because students would know the questions in advance. However, if we coach students to create an array of meaningful, complex, relevant questions, their responses will demonstrate learning that may go well beyond what would have been demonstrated by unfamiliar questions at risk of being misunderstood or confusing to students. In fact, the process of developing good questions leads to greater understanding of content and enhanced organization of what has been learned than responding to questions developed by someone else. Asking questions isn't only a great way for young children to learn; questions are powerful drivers of learning regardless of age. Our challenge is to renew the natural tendency for children and young people to ask questions. However, we also can help them to frame, examine, and pursue questions that feature greater complexity, depth, and significance. When we do, we give them one of the most powerful tools for learning they can employ.

January 27, 2023

Make Professional Disagreements Productive—Here’s How

Pressure-packed and activity-filled accurately describes work performed in public schools. Differing opinions, conflicting preferences, and varying perspectives abound. Of course, when committed people hold different viewpoints and competing ideas, disagreements naturally arise. Yet, disagreements do not have to be destructive. In fact, they can be productive ways to test and hone latest ideas, build understanding of various perspectives, and identify promising new strategies and approaches. The key is to approach and engage in disagreements in ways that minimize their personal nature and limit their damage to relationships while building understanding and finding common ground. Here are eight guidelines to help us navigate such conflicts: First, we need to come to the conversation with curiosity, openness, and humility. We need to leave space for the other person to feel safe and respected. Focusing on understanding and learning rather than winning or convincing others that we're correct benefits everyone. Forcing someone to agree with us never works. The best outcome is increased understanding while protecting the freedom for everyone to make their own decision. Second, if we simply desire to vent or impose our perspective, our best choice is to skip the conversation. When people feel threatened and become defensive, an unproductive conversation results, possibly sacrificing our relationship. A better choice is to give the other person space to make their own decision considering the conversation. It’s the only way convincing really works. Third, we cannot control the behaviors of others. However, the more we know about how the other person behaves in conflict the better we can prepare for a productive conversation. Is the other person likely to listen? Will they remain respectful? Or must they have the last word? Knowing their tendencies in advance helps us to not take their responses personally and helps us avoid becoming emotionally caught up in an argument. Fourth, we can avoid “put downs,” “put offs,” and “push aways.” We need to refrain from statements that imply what the other person should or shouldn’t do, or generalizing and invoking stereotypes. Such language tends to shut down the dialogue we seek and can feel disrespectful. Remember: People will recall how we made them feel long after they forget the substance of the disagreement. Fifth, we can share the experience that led to our perspective. Our perspective is not necessarily fact. Our experience is the story behind how we came to our perspective. To avoid confusion, we might say, “I think,” “My view,” or “I believe” to remain clear that we're sharing our perspective, not stating immutable facts. Sixth, we need to be open to other perspectives. The other person may have a dissimilar experience. We can invite further information with statements, such as: “Tell me more.” Or “Why do you think that is so?” Just because someone does not share our perspective doesn't mean they're unintelligent, lack character, or a bad person. Seventh, we must be willing to suspend the conversation when it becomes personal or disrespectful. We might say, “I need some time to think about what you have said. Let’s get back together when I've had some time to reflect.” We also need to avoid pushing if the topic is sensitive or elicits an emotional response from the other person. Eighth, throughout the conversation, we can seek ways to build common ground, create momentum, and find solutions with which we both can agree. Listening to find the best ideas and options keeps us open and ready to find agreement rather than trying to win at all costs. We may not always convince the other person or reach agreement. However, we can always treat the experience as an opportunity to learn and better understand the experiences and perspectives of others. Meanwhile, this discerning strategy informs our thinking and builds our insight. Throughout the experience, we'll have maintained or even strengthened our relationship with them despite areas of disagreement.

December 09, 2022

The Power of Noticing, Appreciating, and Supporting Each Other

Every time of the year brings its challenges. This month is no exception. We can feel nostalgia with the change of seasons. Shorter hours of daylight can signal our bodies that we need more sleep. Our energy and enthusiasm may ebb. Meanwhile, we continue to struggle to address our students’ learning needs. We may be dealing with behavior issues that accompanied students back to in-person school. We may also be facing more adult conflicts and troubling interactions than we recall from the past. Yet, there are actions we can take to counter these feelings and lift the spirits of our colleagues and staff. During times like these, we need to hear that what we do matters, that others understand what we are experiencing, and they want to support us. We need to get beyond glib sayings and meaningless phrases if we hope to have our words be heard and accepted and have an impact. Our messages will matter most if they include three crucial dimensions:

Attention: People want to know that we notice what they face, what they are doing, and how what they are contributing matters, especially to us.
Understanding: They want to know that we grasp how difficult, frustrating, and exhausting some tasks, responsibilities, and situations are, even if there are limits to what we can do immediately to lift the burden or resolve the situation.
Support: When we genuinely offer our support - whether tangible, emotional, or symbolic – we can lighten the load, make the work more worthwhile, and leave people feeling appreciated.

So, what might be some messages we can share that will make a difference? Here are five examples to consider and build on as your own:

I know that you are working hard right now. Is there something I can do to help?
I noticed how you worked through a difficult and challenging situation. I appreciate and admire the flexibility and creativity you demonstrated.
I have an idea about how to address a challenge we face, but I would appreciate your insights and advice before a decision is made.

I have noticed how your team seems to be pulling together despite the situation you face. Thank you for collaborating and continuing to search for the best answers.
I appreciate the insight and commitment you demonstrate in response to the student behavior incidents we have faced recently. Thank you for the sensitivity and wisdom you have shown.

There is no question that many of the challenges we face are enormous, longstanding, and systemic. However, we all do better when we notice, understand, and support each other. In fact, we may be surprised by the impact we can have when we commit to face our challenges together, work together, and search for solutions that will make a better future.

November 03, 2022

Supporting Parents and Caregivers of Transferring Students

We know that during-the-year school transitions can be difficult for students. They enter an environment where social relationships largely have been established. Routines and expectations are familiar too and may largely be taken for granted by current students. The curriculum is already unfolding and may not be the same as students experienced at their previous school. All these factors argue for us to be attentive to and supportive of students as they enter our school and class mid-year. However, we also need to pay attention to the needs of parents and other caregivers of students who transfer schools during the year. With students experiencing a new social culture and learning what they need to succeed and become a part of their new school, parents and other caregivers, on the other hand, may feel like bystanders. They hope the transition goes well yet know there will be some “rough patches” as the child acclimates to the new environment. But they may not always know what to do. Parents and caregivers may be reluctant to reach out to check on how the transition is going. They may not know how and when to contact us. They may worry their inquiries appear overly protective. On the other hand, they may be concerned that if they wait too long to reach out, problems may develop and become more difficult to address later. Fortunately, by taking a few key steps, we can help parents and other caregivers to support children through school transitions and assist them to begin feeling a part of the school parent and family community. A good place to start is to collect key information - information we shared with families at the beginning of the school year to ensure their children were off to a good start. Parents and caregivers need this information to support their children. It’s also helpful information for families whose children join our school and class during the year. In the first days after a new student arrives, we can reach out to parents and caregivers to welcome them and share any observations we have about the initial experience of their child. We might share ways in which we welcomed their child and the excitement we feel at having their child in our class. Our reaching out also offers an opportunity to inquire about any information we need to know regarding their child, including how they feel about the transition and any support they may need. Letting them know we’ll send information they might find helpful, including schedules, class events, the best ways and times to contact us, and other routine matters, can help put parents and caregivers at ease. Informing them of upcoming parent and caregiver activities and events in which they may be interested creates a more welcoming transition for them, too. This is also an opportunity to schedule a check-in after the first week or so to learn about any emerging needs or concerns. This provides a good time for us to share our observations about how the student is acclimating academically and socially. Sharing a quick story about how their child is engaging, interacting with other students, or adjusting to the new environment can be reassuring and appreciated. Sharing the story helps assure them that we know their child, and we are paying attention. Of course, if emerging concerns or issues arise, we need to address them. The check-in can also provide a context for collecting information and sharing observations. In the weeks following the arrival of a new student, we can continue to pay attention to how the student adapts to class routines and expectations, as well as the development of peer relationships. A quick text or email sharing the student’s progress or describing a positive observation can offer valuable reassurance to parents and caregivers that the transition is going well, and the student has our attention and support. Of course, as time passes, new students naturally become a part of the school and class. Our attention and communication with families become part of the ongoing rhythm and pace of the school year. However, we still need to pay attention to whether parents and caregivers feel connected and included in the school community. The transition for students can be long past before parents and caregivers feel fully welcomed and comfortable in the new environment.

October 06, 2022

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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Forming and Sustaining Relationships with Families

We dedicated considerable effort at the beginning of the year to ensure families had the information needed to help their children succeed academically. Maybe we held open houses and “meet the teacher” events to introduce ourselves, created good first impressions, and began building relationships with families. We shared information on how families can communicate with us and how we plan to communicate with them. We might think of these and other actions and activities as Phase 1 of forming relationships with families. These important first steps help set the stage for a successful year. However, these connections also occur during the flurried activities signaling the new school year. Consequently, much that we shared and their benefits may soon be forgotten. Our challenge, now that school has started and we’re forming new routines, is to nurture, strengthen, and sustain family relationships we initiated. Relationships thrive on frequent communication and connections. People lean toward greater trust in those with whom they have more contact. We might think of our communication efforts and activities as entering Phase 2. There are many ways to deliver on our promises to parents when school began. Here are nine relationship forming and sustaining actions deserving our time and attention as we establish a rhythm and pace for the year. Continue to be confident and congenial. Parents become attuned to whether teachers are confident in their role. Our poise and enthusiasm send reassuring signals to anxious parents and leave them feeling more confident in us as their child’s teacher. Forming and sustaining strong positive relationships with parents is an easier task when we approach the situation with self-assurance and a positive attitude. Reinforce expectations shared at the beginning of the year. We shared with parents when we are available. We communicated options regarding the best ways to contact us. We urged them to let us know when significant issues and events occur that may disrupt or distract their children. However, this information was likely received with a wealth of other information and expectations. Now is a good time to repeat and reinforce the expectations that parents can have of us and what we need from them. Of course, not all parents will follow through in a manner we prefer, but most parents are conscientious and will respond appropriately. Collect, learn, and use family names. When we know and use names, rapport and relationship building become easier. We need to pay special attention to family names not the same as our students’. Numerous reasons account for last name differences and noticing them can avoid awkward and embarrassing situations. It isn’t necessary to memorize every parent’s name but collecting names and reviewing them makes an important difference when interacting with parents at conferences or meetings. Also, for parents with whom we have frequent interactions, knowing their names is important. Give them something to talk about. Families often feel at loss on how to draw out of their children what they experienced and learned during the school day. Assisting families with brief group texts, email, and other electronic messages with suggestions about how they might talk with their children regarding what they studied, discussed, and accomplished during the day helps families. As a bonus, our messages keep parents informed about what we teach and even stimulate conversations beyond the curriculum. Look for opportunities to share good news. Rarely will parents object when we take time to share good news about their children. A quick text or email will be appreciated. For a more significant impact, consider calling and sharing the news live. Furthermore, should the time come when we must share less positive news about their children, the more likely parents will see our efforts as balanced and objective. Don’t assume. Inquire. If we notice or hear something that needs attention, we must be careful not to make assumptions or jump to conclusions. Families can be complex, often facing significant challenges. Rather than starting with a conclusion, we need to tactfully inquire and allow families to inform us as they see fit. Avoid surprises. No one appreciates unpleasant surprises, especially if earlier available information could have been shared. When we see student behavior changes, achievement drops, or other issues emerge, we must communicate with parents early, especially before what we see becomes a set pattern. We may find parents already aware of the situation and willing to share information, so we can respond effectively. Or they may appreciate our sharing our observations and inviting them to partner in finding solutions. Even if parents don’t respond in a way we prefer, we’ll have gained information to boost our efforts and relationship with the student. Help families to prepare for engagement with us. When contacting parents to schedule a meeting or conference, we must be clear and specific about its purpose or topic. Knowing what’s planned helps lower anxiety and allows parents to prepare. When appropriate, we might share what they specifically can prepare and bring with them. Be an advocate. When we see ourselves as advocates for our students, our attitude and commitment naturally reflect in our language and actions. Parents rarely resist or question our advice and behavior when they clearly see we’re supporters, defenders, and protectors of their children and their success. Relationships matter. We know the power of positive, influential relationships with our students. The relationships we form with families stand equally important, especially during rough spots when students need all the support we can muster.

September 16, 2022

Teach Students to Respond Rather Than React

One of the post-pandemic challenges we face is helping our students to learn, or relearn, how to live, learn, and work with others. Long periods without frequent human contact followed by having to deal with the in-person words and behaviors of others have left many students without effective, flexible interpersonal skills. The absence of these skills can lead to hurt feelings, verbal confrontations, and even physical conflicts. The situation is not likely to improve without our intervention and support. One aspect of interpersonal skills where we can assist students is building an understanding of the significant difference between reacting and responding to the behavior of others. We can start by sharing with students what it means to react and how they can choose to respond. Our message to students might be something like this: (Adjust for age and maturity) When someone says or does something to us that we perceive as hurtful, unwarranted, or disrespectful, we have a choice to make. We can allow our emotions to direct our behavior, or we can pause, consider, and decide the best action to take. Our reptilian brain urges us to react based on our assumption, perception, or emotion of the moment without consideration of the context, intent, or consequences. Our actions are spontaneous and not necessarily reflective of our skills, values, or goals. We may not even be fully conscious of the choice we make, but it is a choice. We can also choose to pause in order to consider, reflect, and decide what we should do next. Important is to consider the perspective and intentions of the other person and what response would be best for us. What someone said or did does not have to dictate our behavior. How we respond is our choice. If we allow another person to dictate our behavior, we give up our power and become vulnerable to their manipulation. We also risk engaging in actions that do not reflect who we are and who we want to be. Following up this discussion by sharing examples of ineffective or unproductive reactions and the consequences that follow the choice to react without thinking provides opportunity for deeper reflection. Contrasting those examples with others that demonstrate more effective responses and avoid needless and hurtful conflict serves our advantage. Further, students can brainstorm and practice strategies to respond rather than react to words and actions that might hurt their feelings or make them angry. Additional strategies for students to consider can start with these five ideas:

Asking a question to clarify the other person’s intent.
Calling out the words or behavior as hurtful or disrespectful.
Assuming the positive intent of the person and claiming confusion with what they meant.
Asking to talk later when everyone has calmed down.
Ignoring the comment or action and walking away.

We might also share this five-step strategy using the acronym PLACE, depending on the age and maturity of our students:

Pause. Rather than allowing emotions to control, take a deep breath and create space to think.
Label what you are feeling. Are you angry, frustrated, confused, or feeling something else? Naming your emotions makes them easier to control.
Ask what is causing your feelings. Why are you feeling the urge to react? What will you accomplish by reacting?
Choose a response. What do you want to accomplish? What other actions might you consider? How might this choice lead to a good outcome? How might the other person react or respond to the step you contemplate?
Empower yourself. Consider that you are making the choice of what to do, not the other person. You are acting from a position of power and control. You have not discounted or given away your power.

Of course, as adults we too can encounter situations that tempt us to react rather than respond to the words and actions of others. The good news is that the same strategies we teach our students can be effective for us.

September 16, 2022

Five Ways Our Curiosity Can Jump Start the New Year

Curiosity can be a powerful force for discovery, engagement, and learning. When we allow, or even nudge, ourselves to wonder, probe, and question, we can change the path of our thinking and open new doors to experience. If we choose to capitalize on them, the beginning of a new school year can offer a myriad of new connections, new experiences, and new learning. Our curiosity can help us to see what we otherwise might ignore and learn what we might otherwise overlook. Our curiosity can help us to “ramp up,” encourage us to more carefully consider how the opening of the school experience affects everyone, whether starting new or returning. This creates a more successful and satisfying start. Let’s consider five ways we can engage our curiosity to jump start the new year: First, we might seek out staff members whom we do not know well and start a conversation about engagement activities they use to create connections and momentum in the first days of the year. In just a few conversations, we can gain access to an array of ideas and options upon which we can draw to build meaningful and memorable experiences with our students. Equally important is opening the possibility of forming new relationships. This helps to widen our professional network and strengthen our support system. Second, we might informally survey colleagues to find at least one new useful strategy for organizing work that can save time and make our professional lives easier, while protecting learning processes. Challenges from the past two years forced us to find new ways to manage our tasks and time. As a result, we can learn more effective ways to share what we have developed and learned. Additionally, organizing tools and tasks for which students can take responsibility, and preparation and process shortcuts can be good places to probe. When we employ our curiosity in this direction, we gain access to innovative ideas and options. This also lends to renewing professional relationships and building bridges for future collaboration. Third, we might seek out one or more of our most experienced, innovative, and effective colleagues and probe for new insights, ideas, and strategies they have developed to improve learning experiences and outcomes. We may discover they have learned and are perfecting the exact new strategy we need. Even better, they may be looking for someone with whom they can collaborate on further development. Furthermore, what we glean may not be new but may reveal new twists and applications from which our practice can benefit. Of course, our inquiry also communicates our respect for their work, a great message to send a colleague as a new year begins. Fourth, we can set a goal to discover at least one thing about each of our students that makes them unique. Our search for what makes students unique also will assist our efforts to learn names and collect other information that can help us in our success with them. Of course, the search alone reinforces for us their individual worth and potential, plus each deserves unique recognition. Personal conversations, interviews, or a group activity lend to interesting information collection. Although, if we collect the information through a group activity, we need to follow up with students individually to confirm that we noted and value what they have shared. These student conversations create suitable places to begin forming relationships that grow in strength and influence throughout the year ahead. Fifth, we can focus our curiosity on those elements and aspects of our work for which we are grateful. Our inquiry might open our eyes to meaningful experiences and relationships that energize us, carry us through tough times, and give us a sense of meaning and purpose. And although the opening of the new year can generate feelings of uncertainty and anxiety, it does present us with occasions to renew and reengage those aspects of our work that bring us satisfaction, pride, and happiness. One of the unique aspects of teaching is that each year brings new opportunities and allows us to begin anew. By unleashing and engaging our curiosity, we can make the start of the new year even more promising, productive, and purposeful.

July 29, 2022

Five Crucial Components of Strong, Productive Cultures

We talk a lot about culture. We know that it can be a determining factor in the success of any organization, including schools. We hear terms like “good cultures” and “bad cultures,” “strong cultures” and “weak cultures,” and “toxic cultures” and “healthy cultures.” What do we mean? What are the crucial components shared by healthy, productive cultures? It can be helpful to think about cultures as comprised of building components, much like a physical structure. At the base we find characteristics that provide supports for higher, more impactful components of healthy and productive cultures. Let’s explore five crucial elements for developing a positive, impactful culture and how each might be described by people who are experiencing each one. Foundation: Relationships The foundation of a healthy culture can be found in relationships. People feel accepted and respected. They feel as though they are a part of the organization. Relationships may extend beyond work to become friendships. While there may be conflicts, they tend to center around ideas and strategies rather than personalities and politics. Often, they resolve without grudges or resentment. Open communication extends throughout the organization. In organizations that have a strong relational culture, people say:

This is a warm and friendly place.
I feel respected and heard.
I am not afraid to disagree if I feel strongly about an issue or decision.
I enjoy the people with whom I work. Some of them even have become my friends.

Floor: Collaboration At the collaborative level, relationships extend beyond feeling respected and valued. Shared knowledge and experiences inform and benefit colleagues and the organization. People feel trusted enough to share their ideas and insights and feel safe enough to be vulnerable. They can admit they do not have every answer, without fear of shame and criticism. People frequently work in teams to perform tasks, solve problems, plan, and improve processes. In organizations that have moved to the level of a collaborative culture, people say:

I feel my expertise is valued and respected.
I don’t always have to act as if I have all the answers.
I can ask for help without worrying about what others may think of me.
I have opportunities to work with colleagues on important projects, problems, and processes.

Supporting Walls: Shared Purpose The search for and feelings of shared purpose rest firmly on the first two components. Shared purpose makes relationships more meaningful and collaboration more productive. Shared purpose drives decisions and keeps the values of the organization constantly in play. Shared purpose generates a sense of integrity and significance in the work. Goals become clearer, more transparent, and influential in daily and ongoing activities and initiatives. Celebrations lift the purpose of the organization and honor the people and work that move the organization ever closer to achieving its purpose. In organizations with a strong sense of purpose, people say:

I feel like the work we do here is important and worth the effort.
I appreciate that everyone is committed to doing our best work in service of our purpose.
I like the clarity and consistency with which goals are set and decisions are made.
Our celebrations feel authentic and meaningful.

Roof: Shared Accountability The fourth level expands the focus of the work and achievement of the organizational purpose to include shared responsibility. People hold themselves and each other responsible for doing their best work, achieve shared goals, and make a shared difference. Accountability is based on promises people make to themselves and each other rather than relying on external monitoring, measurement, and metrics. When people experience a culture of shared accountability, they are likely to say:

I feel great responsibility to do my best and to not stop learning and trying until we are successful.
I am confident that my colleagues share my commitment to our work and purpose.
We know that when we work together there is not a problem that we cannot solve or challenge we cannot meet.
We worry little about state-informed and other accountability measures because our standards are much higher than others would establish for us.

Upgrades: Renewal and Innovation People who are a part of cultures that have reached this level resist feeling satisfied or comfortable. They continue to reflect, challenge, and push themselves. Not only do they search for ways to improve current practices and processes, but they also look for opportunities to innovate, redesign, and reimagine even better work. They fear lethargy and staleness. They are quick to share, model, and mentor others who aspire to reach this level of culture and performance. People in cultures that have reached the level of innovation and renewal are likely to say:

I feel as though we have come a long way, but we are far from finished.
I constantly look for new ideas, better strategies, and even more effective approaches.
We often ask ourselves whether there are better approaches, more effective designs, and innovative perspectives that we can adopt and develop to move to an even higher level of performance.
We are eager to share our knowledge and experience with others who are on journeys like ours.

As noted earlier, each component of culture builds upon the one below it and expands its impact. With weak interpersonal relationships and collaboration, other levels weaken and can even collapse. The challenge for leaders is to build from the bottom, but constantly monitor cultural health at all five levels.