The Master Teacher Blog

These are times that demand flexibility and insight. Much of what we have assumed about our work and those who we seek to nurture and teach has changed and will continue to change. We need to be alert to what is shifting, what is enduring, and how we can position ourselves, our focus, and our skills to achieve success while sustaining our energy and sanity.

We know that adaptability is a key to survival in a changing and often unpredictable environment. Adaptability helps us to be versatile, stay resilient, and manage stress, and it prepares us to embrace change rather than fear or fight it.

However, adaptability has its primary focus on change that is already occurring. It is already here, and it demands an immediate response. While important to how we will choose to respond, adaptability does not anticipate, prepare for, and attempt to shape the future.

Because life is unpredictable, we cannot always wait to face the need for change before we decide how best to respond. We need to be able to move from a position of reacting to a more proactive approach. Experts describe this shift as moving from adaptation to agility.

Agility shifts our thinking and behavior from responding to change to anticipation and proactivity. Agility involves imagining the future and preparing to embrace, adjust, and shape what lies ahead. In an age of emerging artificial intelligence, shifting expectations of educators and education, and evolving opportunities to innovate, agility represents the next-level skill that can position us to shape our future and open new doors to success.

In future-focused leadership circles, agility is often referred to as “prospection.” Prospection is the practice of looking ahead, imagining possible scenarios, designing strategies, and taking purposeful, insightful actions. Let’s consider how agility and the practice of prospection might be useful to our thinking and practice in small and large applications.

First, we can practice agility by considering the chemistry and personality makeup of our classes and anticipating where there may be common interests, conflicting characteristics, and cautions to be observed. We can plan activities, design learning experiences, and shape interactions to maximize positive collective energy and build a strong community. Of course, our agility is the secret to smooth, successful, sustained classroom management.

Second, we might practice prospection by exploring emerging technologies, examining innovative instructional strategies, and identifying accelerated learning approaches. These elements can be woven into new learning experiences and supports for students, especially learners who struggle with traditional teaching practices and learning tools. Our agility can prepare learning paths that help all students find success.

Third, we can explore future-focused knowledge and enduring skills our students will need to be successful in learning and life. Armed with these insights, we might design our instructional strategies and shift our assessment focus to include crucial competencies students will need to rely on long after they leave us. Of course, we need to share timely information and credible implications with students and families to help them to understand the importance and utility of such a shift. Our agility can shape learning experiences that serve students for life.

Fourth, we need to consider our learners’ needs to provide the agile leadership and the technological and instructional skills necessary to understand, articulate, and advocate for necessary change. Embracing the future and practicing agility will demand new policy prospectives and flexible practice allowances. Our insight, agility, and advocacy will be crucial to realizing significant system changes.

Without question, we need to be ready and quick to adapt as needs evolve, expectations change, and required skills shift. However, we also must remain focused on the future and agile in anticipating what will be needed, remaining open to innovative ideas and perspectives, and ready to design strategies to shape what lies ahead.

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

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

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

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

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

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

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

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

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

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

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

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

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

Reference:

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

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

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

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

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

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

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

Historically, education has been one of the last places where partisan politics and conflicts were likely to play out. School-board elections were relatively quiet affairs in which community-minded people stepped forward to lend their time to guide and support their local schools. School curriculum was rarely a flash point for conflict and debate. Schools were places where consistency and support were largely assumed.

However, in the aftermath of the pandemic, schools and the world of education itself have become fertile ground for debate, conflict, and conspiracy. Issues that used to be taken for granted are spotlighted for attack. Partisan politics have become commonplace in school-board races, policy debates, and instructional practices.

Amid such conflict and confusion, we can become distracted from the fundamental responsibilities schools exist to fulfill. So many of the debates are around side issues and distractions that we can lose focus on what is most important. Yet, our voices and our advocacy remain important and need to play a role in the debate over what schools should be and need to do. More than ever, we need to focus on what is most important and what our students need us to do on their behalf. Putting aside the distractions and manufactured issues, here are ten things worth our fighting for:

A safe and supportive environment: Physical, emotional, and psychological safety must be priorities. Students deserve learning environments that are free from bullying, bias, and intimidation. They need to know that there are adults around them who know and are ready to advocate for them.

A future filled with opportunities: Students deserve to experience an education that prepares them for the future they choose. They deserve ample opportunities to develop skills, be exposed to multiple career and life options, and build social currency in the community and beyond. A student’s family or history should not be predictive of their future.

Opportunities to speak and be heard: Students’ perspectives and input should be valued in decisions regarding their school experience. A student’s academic record, family, or social standing should not determine whether their voice is heard and heeded. Respect must be assured regardless of who chooses to speak.

Fair and equitable discipline: A student’s race, socioeconomic status, behavior history, or other demographic factors must not drive discipline decisions. Discipline needs to be seen as an equitable opportunity for teaching and learning rather than as an occasion for punishment. When consequences are called for, they should be in response to the specific behavior, not the personality or identity of the student.

Respect for culture, history, and life experiences: The curriculum needs to reflect the makeup of the student population and offer exposure to a wide variety of perspectives, traditions, and experiences. Students need to see relevance in their learning experiences, and the curriculum should foster a sense of identity and belonging in addition to academic content.

Instruction that is responsive to what students are ready to learn: Instruction should be designed with students in mind. Their learning needs, readiness, and uniqueness must be key considerations in how instruction is presented, support is offered, and progress is assessed. Students, regardless of special needs and gifts, deserve to be supported in a manner that fosters success for them.

Exposure to diverse perspectives: Students should be exposed to and have opportunities to engage with others who think differently, have different life experiences, and approach life in unique ways. Learning needs to be embedded in context and be rich with opportunities to explore and develop unique ideas and perspectives. Students should be encouraged to appreciate other ways of thinking and varied viewpoints.

Access to arts, sports, clubs, and other extracurricular activities: Students need multiple places to belong and varied opportunities to develop skills beyond academics. They deserve access to informal opportunities to make friends and learn to work and play productively with others. Students should have places beyond the classroom where they feel connected and belong.

Well-prepared and supported staff: Teachers and other staff need access to rich resources and learning opportunities to develop the skills necessary to prepare today’s students for a world of rapid change, unpredictability, and constant innovation. Compensation, working conditions, and expectations must support educators at a level that is adequate and sustainable. Much of what is worth fighting for will become empty promises if school staff members lack the resources and support to be able to deliver.

Equitable access to resources and support: Adequate funding and facilities are fundamental to supporting opportunities and options for students to succeed. Curricular opportunities need to be rich and not restricted to certain groups of students. Mental and physical health services must be available and aligned with the needs of students. Allocation of resources should be based on needs and the creation of opportunities for success.

Fighting for what is important takes courage. The future of our students and our society depends on sustained advocacy for what matters and what will make our shared future better. We may be tempted to remain quiet and hope that the situation will improve. However, our students have too much to lose to justify our silence. As the saying goes: If not us, who? If not now, when?

Regardless of our role on a campus or in a district, we can lead. Leadership can be exercised formally or informally. Leading is not a matter of title or position; rather, it is defined by what we choose to do and not do within our current environment. The truth is that anyone—administrator, teacher, professional staff, or another role—can be a leader.

We might think of the choice of whether to lead as comparable to choosing to behave as a thermometer or as a thermostat. Both devices have a role to play, but their functions are significantly different and their relationships to the environment, while overlapping, vary in important and even determinative ways.

Actual thermometers measure and report the current temperature in a space. In the context of a school culture, being a thermometer may mean that we read the climate and reflect the culture. People who act as thermometers may understand what is happening, how the current circumstance is perceived, and how people interpret their experiences. However, thermometers do not attempt to change the environment. Cultural thermometers may point to what is working well, what is creating confusion, or what is generating resistance, but they do not attempt to influence conditions.

Thermostats also measure the temperature, but they go beyond recording and reporting to modifying, adjusting, and regulating conditions. When applied to an organizational culture, behaving as a thermostat implies our acting to modify, correct, and improve the culture we and others experience. When we choose to behave and lead like thermostats, we strive to make a difference, improve the experience we share, and align the culture to key organizational values.

If we press the analogy further, we can see how differently the choice of behaving like a thermometer varies from the leadership choice to serve as a thermostat. Here are seven examples to consider:

• Thermometers may complain, but thermostats contribute.
• Thermometers may react to what is happening, but thermostats act to change conditions and improve the culture.
• Thermometers can measure and report how good or bad things are, but thermostats use the information to manage factors and forces that matter.
• Thermometers may observe, but thermostats act in ways that will influence.
• Thermometers are quick to see problems, but thermostats seek effective solutions.
• Thermometers are prone to mimic what is happening, but thermostats are committed to model behaviors that will make a difference.
• Thermometers reflect the present, but thermostats anticipate and shape the future.

These are difficult times in education. Pressures from both inside and outside the world of education make the work harder. The challenges we face to ensure our students learn and succeed are daunting. Yet, a healthy culture of connection, collaboration, and commitment can more than overcome the pressures and challenges we face. The question is: Will we choose to be thermometers that report and reflect reality, or will we be thermostats that refuse to accept what is as inevitable and act to shift reality and build cultures that are strong, resilient, and responsive?

Why is it that some people seem to attract attention just by their very presence? Why does what some people say seem to have more credibility than what others say? Why are some people more interesting and enjoyable to be around? Of course, there are many possible reasons, but in combination, these and related qualities are often referred to as executive presence.

The good news is that you do not have to be an executive to have executive presence. However, possessing and demonstrating certain characteristics and behaviors can lead others to pay greater respect and attention to what you do and say. We might assume that some people are born to project more charisma and credibility, but executive presence is not a personality trait—it is a skill that anyone can learn.

How do people with executive presence behave? To begin with, people with executive presence practice good communication skills. They demonstrate empathy and other elements of emotional intelligence. They speak with confidence, avoid unnecessary “hedging” in their speech, and use clear and concise language. People with executive presence are sure of their competence and project gravitas when engaging in their area of expertise. They are self-assured, poised, and demonstrate a sense of purpose. Executive presence is not a position. It is a profile.

So why is executive presence important for educators? Our work is crucial to the success of our society; we possess special expertise, and we need to be confident in how we present ourselves and our work. Executive presence can help us to counter negative assumptions and perceptions of education and educators. Developing executive presence can also help us to shift our perceptions of ourselves, build our confidence, and grow our professional stature. Here are six ways to build it:

• Be clear and confident about your vision and why it is important. Communicate it clearly. What do you want for your students? Why do you care? How do you make a difference in the lives of your students? Be ready to share examples and anecdotes.
• Share your passion. Your excitement and enthusiasm matter, especially in this line of work. You care about your students, and you are committed to their success. Your work is important. You shape futures!
• Listen with interest, humility, and empathy. Listening communicates respect and projects confidence. Seeking to understand and learn, rather than listening simply to respond, invites others to share and helps build interpersonal connections. People want to be around and engage with good listeners.
• Project competence and confidence. Own your expertise. How you feel about yourself plays a nuanced but important role in how people see you. Remain calm and collected when feeling pressure. Remaining in command of your emotions and practicing good judgment projects strength and competence.
• Make connections. Finding common interests, identifying potential connections, and putting people together for mutual benefit builds relationships and expands your network. When you are seen as a connector, people want to get to know and be associated with you.
• Be a mentor. Helping others to build their skills and find success increases stature and creates credibility. Investing in the profession, supporting colleagues, and creating shared success demonstrates professionalism and builds respect. People want to be around those who are willing to invest in the success of others.

Executive presence may not be something educators think much about. However, having and projecting a sense of presence can have a powerful impact on how others see us and our profession. Building and honing our executive presence can also make us feel better about our work and remind us of the difference we make in the lives of others.

The assumption that the rate at which students learn varies drives many common grouping, instructional, and grading practices. It may seem obvious that some students learn at a faster pace while other students need more time to make a similar amount of progress. But what if this assumption is wrong? 

What if, in fact, most learners actually learn at the same rate? A major peer-reviewed study conducted at Carnegie Mellon University set out to discover why and how some learners learn faster than others. The study included more than 7000 youth and adult learners from a variety of backgrounds, learning histories, and geographic areas, as well as 1.3 million observations, and 27 datasets. Participants were given a variety of learning tasks in math, science, and language, and their progress was closely monitored.  

To the surprise of the researchers, the data showed that there was very little variance in the pace of learning across populations. They discovered that the determinative factor is the amount of background knowledge learners bring to the learning challenge. Those labeled as “fast learners” possessed more background knowledge to apply to their learning efforts, not special skills or talents. Of course, elements such as level of motivation and strength of memory can impact the amount of persistence and length of learning retention, but these factors only complement learning efforts. 

To use a baseball metaphor, some students come to learning tasks with academic background knowledge that already places them on second or third base, while other students may have so little background knowledge that they are barely at first base. Of course, students on all three bases may be capable of reaching home and “scoring,” but the students on first base have a much longer distance to travel to be successful. In this context, it is not difficult to understand why students with limited background knowledge are less likely to “score” consistently. Yet, most grading systems are weighted heavily toward those who “cross home plate,” not how far they have come.  

This research calls into question several common assumptions about learning and traditional grading practices. As we reflect on the implications of the Carnegie Mellon study, there are several aspects of common practice worthy of debate. Here seven questions to start the discussion: 

1. Should grades reflect what students know at the end of a teaching and learning cycle, or should grades reflect what they have learned during that cycle? 

2. If learning success is heavily dependent on background knowledge, should more time be spent building and activating background knowledge to better “level the playing field” before engaging in new instruction? 

3. Should students be assessed prior to instruction to facilitate the documentation of what they learn? 

4. Does a student who initially lacked background knowledge deserve to call “foul” if another student who learned less than that student receives a higher grade? 

5. Would giving students a grade based on what they learn regardless of their initial background knowledge be comparable to giving a prize for effort? Why or why not? 

6. Since academic background knowledge is highly correlated with race and socioeconomic status, is grading solely on what students know at the end of a teaching and learning cycle inequitable? 

7. Should students receive two grades: one grade for what they know and one for what they have learned during a teaching and learning cycle? 

This study raises important questions about how we engage learners and document learning. Now is a good time to reexamine our assumptions about the rate and nature of learning. We also need to revisit traditional grading practices to ensure that we are not placing too much emphasis on what students know at the expense of what they have learned.  

Reference:

Koedinger, K. R., Carvalho, P. F., Liu, R., and McLaughlin, E. A. (2023). An astonishing regularity in student learning rate. Proceedings of the National Academy of Sciences in the United States of America, 120(13). https://doi.org/10.1073/pnas.2221311120 

Staff lounges often have a reputation as being places of toxic negativity. Too often, they are perceived as places filled with constant complaints, unending negativity, and pervasive cynicism. In fact, new teachers are frequently advised to avoid the staff lounge as much as they can.  

Yet, staff lounges often play important roles in the life of a school. They may be where copy machines are located, paper cutters and punches and other equipment are available, and other frequently used materials are stored. Lounges often house staff mailboxes. They also may be the place where staff are expected to have lunch. Consequently, they cannot always be avoided. 

Fortunately, staff lounges do not have to be negative, energy-sapping places. Of course, we cannot mandate positivity, nor should every conversation be upbeat and optimistic. That is not real life. Still, there are steps we can take to make the teachers’ lounge a place to relax, reflect, converse, and collaborate. We can make them cheerful, attractive, warm, and welcoming spaces. Of course, what we can do depends on the availability of resources; what is realistic for one campus or district may not be feasible for another. Consider these six steps as places to start your thinking: 

• Design the space as a connection, collaboration, information, and inspiration center. We might designate a wall or bulletin board to post tech tips of the week, education-related cartoons and jokes, staff shoutouts and upcoming birthdays, inspiring or humorous quotes, thank-you notes and news articles, and even idea and strategy postings. Space might be designated to highlight accomplishments of present and former students and updates on staff members. Of course, inspiring artwork can add to the vibe.  
• Create a comfortable and inviting space. If funds and resources are available, stock the space with flexible furniture. Small tables of varying sizes can encourage collaboration. High-top tables can add variety. Soft seating can facilitate conversations. Small cubicles can offer privacy and space to think. The image of a coffee shop can help to stimulate imagination. Staff who desire to do so could donate furniture and items of good quality to this cause. 
• Add stress-reducing surroundings. Live plants that are easy to maintain can bring nature inside and add color and beauty. Also, consider installing a live fish tank if it can be maintained. Fish tanks are often placed in physicians’ offices and other high-stress places as they have been shown to be especially effective in calming emotions and reducing stress.  
• Craft a comfortable context. Where possible, shift lighting from overhead florescent lights to lamps, indirect lighting, and other more inviting sources of illumination. Add a new coat of paint that reflects the desired environment; a blend of calming and energizing colors can help, depending on the amount and configuration of the space. Creating a wall mural can add interest and variety. This could also be a worthwhile project for art students, which would add to the sense of community and culture as well. 
• Schedule regular social events. Consider themed days and weeks, holiday celebrations, and birthdays for potluck breakfasts and lunches. Morning pastries or healthy snacks and end-of-day “grab-and-go” beverages can build feelings of connectedness, belonging, caring, and appreciation. However, these gatherings need to be regular and frequent to have an impact. Weekly activities are optimal, but monthly events can still make a difference.  
• Commit to an environment of care, encouragement, and support. Encourage actions that are constructive and collaborative. The shared development and posting of norms can help to communicate expectations and guide behavior. Here are some norms to consider:  

1. If I see a problem, I will take responsibility to seek a solution. 

2. If I have a complaint, I will share it with someone who can do something.  

3. If someone is struggling, I will be ready to listen.  

4. If someone needs help, I will pitch in.  

5. If I need help, I will ask for assistance. 

Staff lounges do not have to be places to avoid. In fact, they can become the heart of the school. They can be a place we go for support, encouragement, celebration, and rest. However, creating and maintaining the environment we seek requires clarity, commitment, and cooperation. Totally doable!