The Master Teacher Blog

For many of us, if not most, anxiety can be an enormous life distraction. We can find ourselves spending our time worrying about what lies ahead, doubting whether we will measure up, wondering how we will face a confrontation, or being apprehensive about any of a hundred other challenges life throws our way. Our anxiety might feel like a gnawing sense of concern, or it can feel like an all-consuming worry.

Interestingly, the very presence and level of our anxiety are more likely to be based on our fears and perceptions than on reality. We can easily obsess about a situation that may have few real implications—or none whatsoever. We might constantly replay a situation that is behind us when everyone else has moved on. Or we may catastrophize an outcome that has yet to be determined and will likely not be as bad as we imagine. Fortunately, there are steps and strategies we can employ to counter our anxiety and lessen its weight. Here are seven of the most common anxiety-producing behaviors and practical ways to counter them.

Negative self-talk. Telling ourselves that we are not capable and are likely to fail or otherwise undermining our self-confidence can be especially harmful and anxiety producing. Unfortunately, we may not be fully aware of how negatively we talk to ourselves. Becoming conscious of our self-talk can be an important first step. We also need to remember that our brains pay attention to what is repeated; the more we tell ourselves negative things, the more our brains pay attention to those things.

Counter strategy:

We must pay close attention to what we tell ourselves and consciously shift our negative self-talk to become more positive. Mantras and affirmations can help. The more often we practice speaking positively to ourselves, the less anxiety we generate and must deal with. Of course, speaking positively and confidently about ourselves to others can also be a helpful counter strategy.

Avoidance. If a situation, interaction, or task is creating anxiety for us, we may try to find ways to avoid it. While it may seem that staying away from a circumstance that makes us anxious should make it better, doing so often increases our anxiety. Avoiding a needed conversation, delaying an important decision, or refusing to complete a time-sensitive task can increase our anxiety, while also making the situation worse.

Counter strategy:

Of course, the most direct and obvious counter strategy is to face the situation and get it over with. Usually, the experience is far less negative and uncomfortable than we imagine. Reminding ourselves of situations in the past that we faced and survived, and even succeeded in, can sometimes help. When we need an intermediate step, we might approach the situation incrementally. Breaking a task into parts and completing aspects of the work can be reassuring and diminish our reluctance. Taking the step of scheduling a conversation can give us the courage to go forward. This also is a time when positive self-talk can help us gain the confidence to act.

Either/or thinking. Seeing most things as either good or bad and not recognizing what lies between or what represents the gray area can leave us with little room for nuance and flexibility. Consequently, we can be caught up in reaching extreme conclusions that have no basis. For example, we might overlook a detail in a task, make a mistake in our communication, or misspeak in a presentation, and in response, our either/or thinking leads us to conclude that we are incompetent. Even worse, we worry that others think so, too.

Counter strategy:

The fact is that we all are human. We all make mistakes. Concluding that a misstep is evidence of incompetence is to overlook the reality of life that mistakes may be reminders or opportunities to learn from the experience, but they are rarely not fixable. It is even rarer that are they recalled for very long by others. Life is filled with nuance. Recognizing that most of life exists between the extremes can be reassuring and freeing.

Overthinking. We can become stuck in a loop of replaying our thoughts, reviewing every possible implication from a conversation, or attempting to predict every possible outcome in a situation. Overthinking can magnify issues and divert our energy from places where our thinking might have a useful outcome. As a result, we can find ourselves exhausted, confused, and unable to decide, let go, and move on.

Counter strategy:

Whether we find ourselves replaying an event or situation over in our head or worrying about every possible outcome, we need to recognize what is happening before we can employ a strategy to counter it. Fortunately, there are several steps we can take to counter this tendency. We might set a time limit to avoid being caught in an endless thought loop. We can challenge our thinking by asking ourselves questions such as, “What is the worse probable outcome?” or “Am I blowing this situation out of proportion?” A realistic assessment of the situation can often break the thought pattern. We also might commit to focusing on the elements we can control and then decide what actions to take. Finally, we can accept that imperfection is natural, mistakes will happen, and it is okay to not have all the answers.

Second-guessing. Second-guessing is related to overthinking, but it typically happens after we have reached a decision or taken an action. We may feel uncertain about our choice, wonder if we considered everything, and worry about opportunities we left behind. Our anxiety might be heightened if we gain new information or discover additional implications after having decided.

Counter strategy:

Sometimes we can realize that we did not make the best decision and revisit and change it. However, second guessing is most common when the decision has already been made, and then it is time to move on. Rather than becoming preoccupied by whether we made the right decision, we can focus on the fact that we made the best decision we could with the information we had at the time. Few complex and important decisions are made perfectly. They almost always require trade-offs. Instead of marinating on something we cannot change, we can shift our focus to making the best of the situation. In many circumstances, the value and wisdom of a decision resides more in what we do after the decision than in the decision itself.

Fearing the worst. While waiting to learn an outcome or fearing the arrival of bad news, our anxiety can grow, even though we do not know if what we learn will be negative. Also referred to as catastrophizing, convincing ourselves that the worst will happen and that we will not be able to deal with it can be daunting. The combination of expecting catastrophe and doubting our ability to cope with it can feel overwhelming.

Counter strategy:

Certainly, reminding ourselves that the worst case is only one of the possible outcomes can help us to gain perspective. Resolving ourselves to wait and deal with the outcome when we know it can help. In the meantime, we might consider what we can do and how we might cope should the worst case become reality. Often, it is the unknown and unexamined outcome that is so scary. Developing options and creating plans for what we might do if the worst happens can help us to uncover steps, strategies, and alternatives that reassure and give us confidence that we will survive.

Needing to please others. Preoccupation with what others think about us and feeling that we need to please them in order for them to like us can create an insatiable need that accelerates our anxiety. We can find ourselves parsing other people’s words to find reassurance. Consequently, an off-hand comment or meaningless observation can put us in an unfounded anxious spin.

Counter strategy:

We can start by reminding ourselves that the most important opinion is the opinion we have of ourselves. When we are true to ourselves and make decisions based on our needs, values, and goals, we become more likeable than when we constantly ruminate on the opinions and observations of others. This perspective does not mean that we ignore the needs and perspectives of others. We can care, give, and please others if we do not lose our sense of ourselves. Importantly, in the long term, people with whom we experience the healthiest relationships value who we are, not whether our goal is to please them.

Regardless of its source, anxiety is an uncomfortable feeling and can be a barrier to our best thinking and work. By recognizing the source of our anxiety and taking steps to counter it, we can minimize its impact and find the freedom to be our best selves. Of course, if high levels of anxiety persist and we are unable to let them go, it may be time to seek professional help and support.

It may seem like multitasking is a key skill for maximizing productivity, responding to expectations, and managing tasks. Certainly, we can feel more productive when working on more than one thing. However, what we feel and what we accomplish may not be the same in measure. Despite the temptation to engage in multiple tasks simultaneously, research studies and careful reflection suggest that we need to be cautious about doing so.  

Why might multitasking not be a good idea? Our brains are not capable of doing multiple things at once. In fact, the term multitasking was coined by IBM in the 1960s to describe the way in which early computers were capable of operating. The concept quickly became popular because people thought that it was a good way to describe high levels of human output. The assumption was that multitasking—working on multiple tasks at once—must lead to greater productivity. However, studies as early as 2001 showed that multitasking is not an efficient way to get more done. In fact, multitasking requires our brain to constantly switch between tasks, but because the human brain is not wired to do this, what happens instead is that our attention moves quickly back and forth between tasks, ultimately creating inefficiency. As we multitask, our brain slows down and often loses track of important information—and neither task receives our full attention. Consequently, mistakes are more common, and quality suffers.  

So, how costly is task switching? A study by the American Psychological Association shows that even brief switches between tasks can reduce our productivity by as much as 40%. Tasks that require attention and cognitive control are more vulnerable to mistakes. Thinking tends to be more superficial, and important details can be overlooked. Meanwhile both working memory—holding current information—and long-term memory—managing recall—suffer by misunderstanding or misreading situations and failing to store crucial information.  

What does multitasking look like in daily life? In this day and age, multitasking has many faces. It is checking our phone, computer, or other technology for messages during meetings. It is working on a lesson plan while listening to a colleague discuss a problem they face. It is answering a student’s question while assembling materials for an upcoming lesson. It is monitoring social media or scrolling through the latest news while on a Zoom call. The list could go on.  

Are there some good applications of multitasking? There are at least some circumstances under which multitasking can, at least, not be harmful. Tasks that require little cognitive effort such as listening to music while doing routine chores or exercising can be more pleasurable without compromising mental processing. Multitasking can be helpful when tasks are complementary such as listening to a presentation while taking notes or reading directions while completing a related task. In some cases, multitasking can be helpful in creative work such as making a sketch or diagram while brainstorming the best solution to a problem or making notes while consulting research conclusions. 

When should we absolutely avoid multitasking? Here are four types of situations when we should focus solely on the task at hand: 

• Activities that are complex or cognitively challenging—including any tasks that require deep thinking or clear judgment such as analyzing data, making student placement decisions, and budgeting. 

• Tasks that require precision and detail—such as determining grades, documenting a student’s behavior incidents, and driving in heavy traffic. 

• Situations that involve strong emotions—such as resolving conflicts, offering relationship advice, and apologizing for a significant mistake. 

• Challenges that require creativity—such as solving complex problems, developing important plans, and brainstorming new processes and strategies. 

The bottom line: Multitasking is not necessarily good or bad. What matters is the context within which multitasking is practiced, the task to be performed, and the experience and expertise we can bring to the situation. The best advice is that if there is a question about whether to engage in multitasking—don’t.  

References: 

American Psychological Association. (2006, March 20). Multitasking: Switching costs. https://www.apa.org/topics/research/multitasking 

Brown, H. (2021, May 5). The myth of multitasking. Fast Company. https://www.fastcompany.com/90630548/the-myth-of-multitasking 

It is inevitable that, on occasion, students will become upset and lose control of their emotions. The student may become disrespectful, distraught, angry, or unruly. Of course, there is a reason for the behavior, even if we are not aware of the cause at the time. Our challenge is to respond and de-escalate the situation in a manner that keeps everyone safe and that supports the student in regaining control. We can work on identifying and addressing the cause of the behavior later.  

We may be tempted to exert force, push the student to calm down, and demand that they comply with our directives. Unfortunately, relying on authority and power in these circumstances rarely works, and in most cases, pushing back on the behavior makes the situation worse.  

Admittedly, not every situation in which students lose control of their emotions will be the same. Yet, there are several strategies we can apply to de-escalate student emotional outbursts regardless of the specific circumstances. Note: If we are concerned about the safety of the student, classmates, or ourselves, we need to summon assistance immediately.  

In most circumstances, this seven-step process can help us to dissipate emotional outbursts, position us to help students return to a state of emotional control, and prepare them to better manage similar situations in the future.  

1. Remain calm. Our behavior will play a crucial role in whether the situation escalates or levels out and begins to dissipate. A calm, non-threatening posture and empathetic tone can minimize the probability that the student’s emotions will continue to escalate. On the other hand, attempts to exert physical control are likely to result in a power struggle that may become dangerous for the student and us.  

2. Make a connection. Our influence in the situation goes up dramatically if the student sees our response as caring and trying to help. We might say things like “I understand that you’re upset,” “I can see that this situation is bothering you. Let me help,” or “Let’s find a way to help you get what you need.” This is also a time to listen without attempting to interrupt or downplay the significance of what the student is feeling. 

3. Offer a choice. Rather than directing the student to take a specific action, we might present them with some options. We might say, “You may sit here or go over to the study area,” or ask, “Would you rather stay with the group or read by yourself?” If we know what is likely to be calming for the student—drawing, coloring, putting their head down on their desk—we might offer that activity as an option. Offering choices can have the effect of reminding the student that they have some control in the situation.  

4. Provide space and time. If we attempt to pressure the student to calm down, comply with our directive, or threaten consequences, we can trigger a fight-or-flight response that escalates the situation. Instead, we might offer the opportunity for the student to take a break, think, and calm down. However, we need to careful not to present the offer of time and space as a punishment, such as a time-out, or we can anticipate pushback and escalation. 

5. Signal that you will talk later. We might tell the student that we will discuss the situation when everyone has had a chance to calm down. If we push to discuss the situation while the student is still upset, we will likely face pushback. Meanwhile, announcing that you will discuss the situation later signals to the student and other members of the class that you are not ignoring the situation. You plan to address the matter at a more appropriate and productive time.  

6. Develop a plan. Once the student is calm and both of you have had some time to think and reflect, it is time to develop a plan with the student for what will happen the next time the student becomes stressed and loses control. We might discuss coping strategies the student can tap and contingency plans for when they feel they are in danger of losing control. We might also explore what they want from us when they are losing or have lost control.  

7. Consider assigning consequences, if appropriate. Depending on the nature of the crisis, behavior of the student, and the level of disruption caused, we may need to consider consequences. If so, we must be certain that they are measured and responsive to what happened. If practical, they might be restorative by providing a service to the class, assisting us with a task or project, or another activity that preserves dignity and helps the student reenter the classroom community.  

Obviously, the nature of situations and the specific behavior of out-of-control students will vary. Not every suggestion will apply in every situation. The crisis cycle can vary in length. Everything may be over in a matter of minutes, or final resolution may take hours. The key is to be calm, flexible, and focused on keeping everyone safe, and to remain ready to respond as the student makes their way through the crisis.  

We know that trust takes time to build. It also requires experiences—those we share and those we hear from others. Students build a history with us that tells them who we are and whether we can be trusted, and they also tell each other about their experiences and which adults they can trust. In fact, our students usually know much about us, good and bad, before they even enter our classrooms. Of course, not everything students share with each other is accurate, so there are times when we need to build experiences that counter what students expect when they enter our class. At other times, we may benefit from the positive, trust-building experiences past students have had with us.

Beyond taking time to build, trust has multiple dimensions. We might think of trust in broad terms and assume that all trust is the same or that trust in one area means that trust exists elsewhere. Yet, close examination reveals that trust comes in multiple forms and carries varied implications for the relationships we build. The truth is that trust includes dimensions such as the extent to which student can predict how we will act and react in situations, how they can expect to be treated, whether our caring extends to them as a student and as a person, and whether they can depend on us to do what we promise. Let’s explore five crucial areas of trust we need to build and maintain with students if we hope to make a significant and lasting difference in their learning and lives.

First, students want to trust that we are competent. Students depend on us to teach, guide, coach, and support them as they learn. They want assurance that we have the skills, knowledge, experience, and judgment to lead them to success. We build this type of trust by demonstrating our skills and helping students to develop theirs. The processes and procedures we put in place, and the resources we share, reassure students that they can trust what we share, depend on what we advise, and be cautious about what we urge them to avoid.

Second, students want to trust that we will be consistent. They want assurance that they will be treated fairly, regardless of who they are, who their family is, whether they have a history of academic success, or even whether they have had behavior issues in the past. Students also want to know that we have high ethical standards and will be fair and transparent in what we expect and how their progress and performance are evaluated. Further, students need to feel confident that our expectations will remain stable. What we expect one day needs to remain the same the next day. They also seek assurance that we will give their thoughts, ideas, and input the weight and consideration they warrant.

Third, students want assurance that we will follow through when we make a commitment. When we promise to do something, they want to know that we will do it. If we say we will find an answer, complete a task, or secure a resource, students want to be able to depend on us to do just that. If we promise a party or reward for completing a project or achieving a goal, we need to do all that we can to see that it happens. This type of trust also applies to limits we set. If we promise a consequence for unacceptable behavior, students want to know that we will do as we say. Of course, they may try to talk us out of it, but they still want to know that we will follow through with our commitment.

Fourth, students want assurance that we will maintain confidentiality. When students share their secrets, stories, fears, and worries, they want to know that we will not share what they have told us without their knowledge and permission—unless we have no choice as mandatory reporters. Students especially want to be confident that we will not gossip about them or share embarrassing information with colleagues. Above all, students want to know that we will not thoughtlessly hurt them, diminish how others see them, or damage their reputation.

Fifth, students want to be confident in the depth of our caring. Students seek assurance that we care about and know them as individuals. They want reassurance that we will create and maintain an environment that is safe and supportive, free of bullying, discrimination, and harassment. Our patience when students struggle can offer reassurance that we understand that learning can be hard. Similarly, our concern when they hurt can mean more than we imagine.

We need to remember that while trust takes time to build, it can be destroyed in a single minute. When we discover that students believe that we have violated their trust, we need to move quickly to do everything we can to correct or clarify the situation and restore their trust. We don’t have to be strong in every area, but the more ways in which students feel they can trust us, the more they will allow us to influence them—often for a lifetime.

There are many lessons we want and need to teach our students. Schools are designed to present students with a set of lessons, related experiences, and feedback to build their learning, and they typically have a formal curriculum that presents the learning that students are expected to gain. Consequently, we spend most of our time designing lessons and experiences that are aligned with intended outcomes and that we hope will result in learning.

However, there are times when we may also be teaching our students lessons of which we are not conscious or do not intend. We may do so by habit, neglect, or tradition. In fact, they may be lessons that we were taught as students, and we are simply passing them along. Yet, they can narrow our students’ understanding of learning, leave them with assumptions that cap their learning potential, and limit their preparation for life. Here are five lessons we need to be careful not to pass along to our students. 

Lesson #1: Learning is primarily for the purpose of getting good grades. We often tell students to study hard and practice so that they will get a good grade. However, the purpose of studying and practice should be to learn. A good grade may follow good learning, absolutely. A high grade gained by any means other than learning is not worth much. A better lesson to teach is that studying and practicing are for the purpose of learning. When study and practice are done well, good grades will typically follow.

Lesson #2: Adults are supposed to ask questions and students are to give answers. The traditional school structure features teachers questioning students to determine if they have learned. Students are to respond with expected answers. While this process has a role in the teaching and learning process, too often it focuses students’ attention on what adults want to hear, not on what students want to know. In fact, student questions are often discouraged because they take up precious time and may lead to distractions from a planned lesson or activity. Yet, meaningful learning often comes through discovering answers to questions students ask, not just the questions presented by teachers.

Lesson #3: Learning only happens when students are quiet and listening. Certainly, listening is one way to take in information and being quiet can facilitate listening. However, learning can occur through many channels, including when students discuss, debate, and engage in dialogue. Learning can happen when students try something and it does not work as they expected. Learning can result from what students wonder about and choose to explore. In fact, experience-based and curiosity-driven learning often lead to deeper understanding and longer recall than when students are only told how something works. There are times for sitting quietly and listening, but we need to be careful to balance listening with other types of learning.

Lesson #4: Compliance is of greater value than curiosity. Our schools were originally designed to prepare students to become compliant workers. Our system of education was created at the dawn of the moving assembly line; employers needed workers who would show up, do what they were told, and ask few questions. Moving assembly lines did not encourage or accommodate curiosity or creativity. Yet, the world for which we are preparing today’s students will require constant creativity, incessant curiosity, and ongoing initiative.

Lesson #5: Every problem is solved by finding one right answer. Most problems presented to students in school, in fact, have only one correct answer. The questions are designed for that to be the case. Yet, teaching students to always find the one correct answer is inconsistent with how the world works. In life, there are often multiple right answers. Some answers may be better than others. Some answers work better in one circumstance or at one time than others. While being precise has a role to play in learning, so does speculation, intuition, and suspicion. We need to be careful to avoid having students learn that problems they will encounter always have to be solved with the one right answer.

Obviously, these are only a few of the potential lessons we want students not to learn from us. What other examples of lessons not to teach might you suggest?

There is no question that artificial intelligence (AI) offers a myriad of opportunities to enrich learning for our students. With AI, learning experiences can be more personalized, resources can be more tailored and be accessed quicker, information about student learning progress can be more complete, and suggestions for next steps can be more focused. 

However, AI is not a risk-free or an infallible answer to student learning challenges. In fact, there are several potential problems and pitfalls of which we need to be aware and for which we need to be vigilant. Expecting students to rely on AI as their primary learning guide can be a mistake. Without our engagement, coaching, and direction, AI can undermine critical aspects of learning, distract from crucial elements of understanding, and even mislead students regarding what they have learned and need to retain in memory. 

Multiple studies have documented the impact of heavy reliance on AI relative to depth of understanding, temporal nature of recall, and absence of accurate information. Here are eight learning risks that AI can present for our students—and strategies we can employ to counter them. 

• Cognitive off-loading. Rather than memorizing general information or automatizing key skills, dependence on AI can lead learners to defer to digital sources to provide answers and consequently fail to develop fundamental skills such as mental math, problem identification, and critical thinking. The absence of independent thinking skills and strategies can diminish the effectiveness of students’ use of digital resources and leave them lost when technology tools are unavailable.  

Counter strategy: Identify and teach relevant foundational skills in your content area that students need to support their learning and engagement with AI. Periodically review and refresh these skills with students.  

• Short-term learning focus. A 2024 study including approximately 1000 students found that solving math problems using AI led to significant performance improvement over students using traditional tools—notes and textbooks. However, when retested without access to AI, their performance growth fell dramatically. While we want students to show short-term learning growth, little is gained when students cannot retain what they have learned.  

Counter strategy: Emphasize to students the importance of retaining what they learn. Coach students to engage in such recall-building strategies as distributed practice, retrieval practice, and other activities to strengthen their ability to recall what they learn.  

• Diminished attention span. A recent research study on attention spans found that the average attention span has decreased by approximately two-thirds since 2004! The availability of immediate information, constant switching of devices and information sources, and lack of focus have all undermined the discipline necessary to stay with a problem, issue, or topic for extended time. Yet, these are the behaviors necessary to gain full understanding, reflect, and engage in sensemaking. 

Counter strategy: Design learning activities that build and strengthen attending skills. Challenge students to gradually extend their focus and build their concentration capacity. Coach them to use approaches such as the Pomodoro Technique that intersperses short breaks following extended (typically 20-25 minute) study sessions.  

• Superficial learning. Educational games and applications often focus on success in the simulation but can actually divert attention from the intended learning. Additionally, the immediate availability of answers using AI can compromise depth of understanding and lead to overconfidence in what is learned. Lack of deep understanding can leave students able to answer surface questions but unable to apply and use what they have learned.  

Counter strategy: Design learning activities that expose students to deeper concepts and issues. Select instructional and learning strategies that position students to investigate, organize, examine, synthesize, apply, and create as they learn. 

• Reliance on biased information. Large language models are a type of AI that rely on information fed into the system to synthesize said information, compose responses, and provide solutions. To the extent that bias has been a part of the information fed into AI systems, it becomes part of what AI accesses for its processing. Several studies have documented the presence of bias in programs ranging from evaluating job applications to facial recognition.  

Counter strategy: Give students strategies for recognizing the potential presence of bias. Coach students to consider elements such as the source of information, potential motivation of the source, consistency with other sources, and so on. 

• Misled by misinformation. Just because information is generated by AI does not make it true. When AI tools rely on inaccurate data, faulty resources, and inadequate programming, they can produce results that are misleading or inaccurate. Without consulting other sources or benefiting from our guidance, students can find themselves misinformed, misled, and mistaken by the information they access from AI. 

Counter strategy: Like examining for bias, we can teach students to identify inaccuracies by consulting other sources, comparing to other known information, and being skeptical when information does not seem correct or is inconsistent with what students already know.  

AI can be a valuable resource to support learning and provide access to instant information and insight. However, without our monitoring, coaching, and teaching, AI can also undermine many of the skills and habits our students need to become successful in work and life.  

References: 

Bastani, H., Bastani, O., Sungu, A., Ge, H., Kabakcı, Ö., and Mariman, R. (2024, July 15). Generative AI can harm learning. The Wharton School Research Paper. http://dx.doi.org/10.2139/ssrn.4895486

Mark, G., and Mills, K. (Hosts). (2023, February). Why our attention spans are shrinking. In Speaking of Psychology. American Psychological Association. https://www.apa.org/news/podcasts/speaking-of-psychology/attention-spans  

Our voice is a powerful tool. Our tone can tell others how we are feeling, provide a context for what we want to communicate, or project how we want to be seen. Our pacing can communicate nervousness, confidence, or hesitation. Our volume can demand respect, convey impatience, or request attention. Amazingly, all these elements can be present in as little as one spoken sentence! 

Without question, the words we choose to convey information matter. We need to be organized, prepared, and timely in our instruction and other communication. We need to stay focused and avoid sidetracks that can generate confusion and distractions. However, how we say what we say is likely to have as significant an impact on whether our students hear and accept our instruction and other messages as what we say.  

Students are gauging and evaluating what we are saying in the context of what they hear in the unspoken messages carried by our voice. Let’s explore six of the most common emotions conveyed by the tone, pace, volume, and other elements of our voice.   

Confidence. Students want assurance that we know what we are talking about and are confident enough to help them if they struggle. Confidence can be communicated through an even speaking pace, a clear voice, and the absence of filler words like “um,” “like,” and “you know.” Confidence can also be conveyed through the absence of frequent hesitation and distracting pauses used to refer to notes and reminders. 

Enthusiasm. Students listen for whether what we are discussing is interesting to us and worth becoming excited about. A positive tone and quickened speaking pace can be conveyors of enthusiasm. The volume of our voice, be it raised or lowered, can also communicate excitement, wonder, or novelty.  

Empathy. Students seek reassurance that what we are saying includes consideration of their needs, fears, and questions. Our voice tone can tell students that we care about whether they grasp what we are saying and that we understand that they may struggle initially. We also may slow our pace when discussing elements that students may find challenging or unfamiliar.  

Curiosity. Students will likely be listening to hear if we are interested in and paying attention to their response to what we are saying. Our curiosity can be conveyed through brief gaps in our speech as we observe whether students seem to be following us. We may speed up or slow down as we gauge our students’ readiness and ability to stay with our pace. We may even shift the tone of our voice at the end of a statement to allow it to sound like a question.  

Vulnerability. Students want to hear and observe that we are human. We may misspeak, forget a point, or need to adjust in response to what we observe in how students are responding. Our voice can communicate whether we are angry, embarrassed, or accepting that we are not perfect. In fact, an even tone, matter-of-fact response, and some humor can be reassuring for students. Yes, it is possible to be confident and willing to be vulnerable.  

Responsiveness. Students are listening for clues in our voice that it is okay to ask questions. They may even be wondering if they can disagree with or challenge an aspect of what we say. The tone and volume of our voice in response to a question or pushback can either invite more dialogue or close the door to further engagement. When students feel as though we are open to questions, welcoming of observations, and accepting of different perspectives, we are more likely to hear what they are thinking and be able to engage them in deeper dialogue.  

We know that nonverbal communication speaks volumes, but we may not think much about how the tone, volume, and pace of our voice influence student perceptions and acceptance of our instruction and other communication. Yet, they often carry the “unspoken” message that determines whether the words we say are given the weight they deserve. 

Many of our student have parents, guardians, or other caregivers who are quick to step in and advocate for them; for those students, while that resource is available now, it will not always be there. It is also true that many students do not have someone who is able or willing to stand up for them. Regardless, if students do not learn to advocate for themselves, they risk not knowing how and when to speak up for themselves when they need to. The fact is that all students do better when they learn and practice the skill of self-advocacy.

To be clear, self-advocacy is more than a person whining and complaining to get what they want. Advocacy is goal- and outcome-driven. Self-advocacy requires self-awareness and confidence. Advocacy is driven by informing those with the power to act in a situation and asking for consideration or accommodation.

In practice, self-advocacy builds agency and a sense of empowerment, fosters independence, and grows autonomy. It can be a powerful source of motivation when self-advocacy leads to a pattern of success. However, for many people, let alone our young students, self-advocacy is not easy. It requires courage, can be stressful, and is not always welcomed. Of course, self-advocacy does not always result in achieving the desired outcome.

Self-advocacy is a skill that can be taught and learned. We can create conditions that encourage students to develop and practice this skill, and we can coach students to develop adjacent skills that help them to be more effective advocates across the board. When appropriate, we should be receptive when students practice their self-advocacy skills with us. Here are ten examples of actions we can take and activities we can design to help students to develop this crucial skill:

• Nurture possibility thinking. We can help students to shift their negative thinking and language in the direction of options and possibilities. In many situations, the worst-case scenario would occur without self-advocacy and thus would be the same regardless, so when students reframe their negative outlook as an opportunity to consider and pursue what could be, they run little risk of worsening the situation.
• Allow students to own and wrestle with problems. We need to avoid stepping in with a solution or shutting down the what-if dialogue. Rather, we can focus on their goals and nudge for their solutions.
• Normalize asking for help. Students often assume that asking for help is a sign of weakness or lack of intelligence. We can help students see why asking for help is a sign of strength and expression of confidence, not evidence of weakness.
• Ask open-ended questions that give students room to think and decide. When students come to us with a circumstance that calls for self-advocacy, we can present questions that help students to think through the situation, explore options, and identify potential solutions without taking over and providing solutions prematurely.
• Coach problem-solving and decision-making skills. Self-advocacy is most effective when students have analyzed the situation, identified potential solutions, and can present least one preferred outcome.
• Explicitly teach advocacy language. Self-advocacy is a communication challenge. Students often need the words to say, ways to articulate their needs, guidance on how to present questions, and methods to ask for action in a manner that is respectful and effective.
• Consider role-playing self-advocacy scenarios. Low stakes opportunities to practice a new skill can be a powerful growth accelerator. Debriefing following role-plays can offer excellent opportunities to explore options and brainstorm additional approaches.
• Reinforce self-advocacy behaviors when students demonstrate them. Students may not always realize that they are advocating. Attempts to advocate present teachable moments that can lead to important learning.
• Model self-advocacy in interactions with students and others. Observing a skilled self-advocate can provide important examples, insights, and strategies for students to adopt and adapt.
• Encourage students to advocate for important causes. The experience of advocating for issues that involve the needs and interests of others can provide important learning experiences that give students more confidence and competence when advocating for themselves.

In parallel with our efforts to teach and nurture self-advocacy skills in our students, we might encourage and coach their parents, guardians, and/or caretakers to join our efforts, as many of the actions on this list are things they can also do. Together, we can play a key role in helping students become skilled, experienced self-advocates by allowing them to practice and learn, even when not everything turns out as they might desire.

Estimates are that teachers make as many as fifteen hundred student-related decisions per day, more than just about any other profession. Some decisions are routine, while others cannot be anticipated. Some decisions carry little risk and have low impact, where others may carry long-term implications for our students and our relationships with them. Some decisions are accompanied by clear criteria and implications. Others come with limited information and are filled with uncertainty and risk. The result: The number and nature of daily decisions we face can wear us out; this condition is known as decision fatigue.

Unfortunately, decision fatigue can then lead us to make poor decisions. We can fail to fully assess the implications of decisions we make, we may ignore key information that should inform our decisions, or we may choose options that do not align with our goals. We may even put off decisions that should and could be made in real time.

Decision fatigue can also lead to levels of frustration and anger that are disproportionate to the situations we face. We can find ourselves making impulsive decisions we otherwise would resist. We may feel as though we are not capable of recognizing the best choice to make. The bottom line is that we risk not relying on our best judgment when the number of decisions we must make leaves us feeling exhausted and overwhelmed.

Of course, we cannot avoid making decisions entirely, nor should we. The decisions we make determine the nature, direction, and productivity of not only our day, but also the day our students will experience. However, there are steps we can take and strategies we can employ to make our “decision load” more manageable and position us to give greater attention and thought to the most important decisions we make.

First, we can be clear about our values and goals. Many decisions become easy when we consider their impact on our students’ learning and their alignment with our professional practice standards. Unfortunately, when we make decisions in the heat of the moment that are not in the best interests of our students or aligned with our professional commitments, the regret and guilt we feel can add to our frustration and exhaustion.

Second, we can reduce the number of decisions we have to make. We know the value of routines for common processes and procedures in our classes. However, we may be able to expand our use of classroom routines by asking the question: What am I doing that my students can do? By giving students greater responsibility, we can free up time and energy to allocate to higher leverage decisions and activities. Further, when we establish routines for our own time and activities before and after school, we can reduce the number of decisions we have to make when we are feeling stressed or tired.

Third, we can prioritize the decisions we face. Before we begin our day, we might identify the most important decisions we expect to face and give some pre-thought to options and approaches that might lead to the best outcomes. When it is time to decide, we will be better prepared and able to rely less on in-the-moment thinking. Additionally, sorting the decisions we must make can help us to identify decisions that are not important or urgent and can be delayed or avoided.

Fourth, we can develop a process for making common and frequent decisions. We might think about decisions that we face monthly, weekly, or daily and reflect on what has worked in the past, what information we will need to collect, and what options are likely to be available. Not every decision has to be treated as unique. However, we need to be careful not to treat unique situations as routine or we risk ignoring options, missing opportunities, and short-changing students and their learning.

Fifth, we can set deadlines for making difficult decisions. When we face decisions that carry significant consequences, feature multiple options, and lack clear direction, we can be tempted to put off deciding. Consequently, we can spend excessive energy evaluating options even when we have all the information we need or will have to decide. Meanwhile, we have less time and energy to give to other decisions that demand our attention. Establishing a time by which we will decide we can avoid unnecessary procrastination, while giving needed attention to the decision before us.

Sixth, we can commit to taking mental and physical breaks during the day. Even a short walk and some fresh air can replenish our energy and clear our thinking. A brief non-work-related conversation with a colleague can help us to relax and regroup. Momentarily stepping away from the pressure to decide and orchestrate activities can be an effective antidote to decision fatigue.

We may not be able to avoid making hundreds of decisions each day, but we can create routines, processes, and priorities that allow us to better manage the decisions we face. We can also recapture energy and time to make better decisions and avoid becoming overwhelmed and fatigued by those that remain.

Smith, D. D. (2022, August 9). How to make decision fatigue more bearable. Fast Company. https://www.fastcompany.com/90776828/how-to-make-decision-fatigue-more-bearable