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A Thank You Letter to Educators

At this time in what has been a challenging year, we need to pause and reflect on the fact that once again, educators have come through for young people and this country in unbelievable ways. This tradition of coming through in times of need is one all the educators of the past and present have held faithfully and it deserves a “thank you” from all Americans. All of those who work in our schools can be proud of the way they face the unknown and find unique ways to serve our students. Examination will reveal that whenever our country has faced a huge task, America has turned to the schools and all the people who work in them to get the job done. In the last 120 years, we have had three different eras which required the county to change drastically. Schools and the entire school team performed magnificently in each of these eras to keep this country a world leader. Indeed, in the past 120 years, one decade after another, the entire school team served with distinction. We need to be proud of the role teachers and staff are still playing. Remembering success in the face of past challenges can serve all of us well today and tomorrow. First was the manual labor era. In the 1800s it took 95% of our population to feed this nation. Planting, tending, and harvesting crops were regarded as more important than schooling. A minority of children were educated. School schedules revolved around the labor needs of the family farmer. It also was assumed that anyone could teach. Later, requirements to teach were enacted. To teach, a person had to have attended school one or two grades beyond the grade they taught. Manual laborers made up the bulk of workers in both rural and urban environments. The workday was 12 hours and the work week was six or seven days. Less than 5% of our population entered college. The standards and requirements in schools were not very high. “Come when you can” was more of a rule for students than “come every day.” Then came the industrial era and everything changed. It brought a migration from the farm to the city with a need for a large workforce that could read and write as well as operate industrial machinery. As the complexity to produce, operate, and maintain equipment increased, so did the need to have a workforce which could read and write, as well as run, fix, maintain, and build industrial equipment. The call to meet the needs of our country changed. Our schools were counted on to meet this need. We realized that to support a mass production economy, we had to have a mass consumption society to keep things going. To get more kids in the classroom and have them be successful in the workforce, we implemented a system of mass education that included students from every background and social status. Our country prospered and thrived as a result. Then came World War II. The government promised all GIs a free high school or college education when the war was over. To facilitate their success, funding was provided to support education opportunities for them at unprecedented levels. By the 1950s, over 50% of all eligible young people were in high school. We increased teacher certification requirements again. Our teachers had to have more skills to teach their students with a wide variety and level of abilities. Both worker and management needs in business and industry as well as demands for professional skills increased—and college enrollment rose to 10% of the population. The industrial era also brought social and labor unrest, rebellions, and demands from minorities for more rights in the 1960s. Again, the country turned to our schools to integrate, include more students, teach our minority students, and educate children with different physical and mental needs. Schools responded. By the late 1970s, over 90% of all our children eligible to be in school were in our classrooms. Teachers took a more respected place in society. Employment as a teacher without a degree was not allowed. Requirements for continuous teacher certification included additional college study and certification periodically. The master’s degree became common and even more advanced degrees were not rare. Then, the 1980s introduced the high-tech era. The computer brought the need for even greater skills and more sophistication in the workplace. Accelerating the trend of the industrial era, fewer people were needed to produce greater quantities of work. Fewer people were needed to get more work done a whole lot faster and much more accurately. Again, our country turned to our schools to prepare students for a new kind of work and job. And again, as they have through history, educators did the job. We have now moved to a high-tech knowledge and skill-based society. Most jobs are no longer in the manufacturing sector of the economy. Education now faces the challenge to meet the needs of this latest era. The wide range of comprehensive services schools provide to students, parents, and society now exceeds those of almost any public institution—and more seems to be expected of schools as the days pass. Leading up to and during the COVID-19 crisis and even now, schools continue serving students in ways that are unbelievable. In addition to teaching them, schools bus children to school and take them home every day. Schools are feeding students both breakfast and lunch. Schools provide healthcare. Counseling services are provided and attention is given to the social needs and extracurricular needs of students. Schools compensate for mental and physical strengths and weaknesses of students. And services for students with special needs are provided. Schools have had to teach students at home and at school. During the crisis, many teachers had to teach their students online and then had to turn around and teach their own children. These realities should make the entire team of every school proud. The entire team means everyone: administrators, teachers, counselors, paras, coaches, secretaries, nurses, cooks, custodians, bus drivers, members of the board of education, and support staff. Each member of this team is vital to meeting the needs of our students. They have done the exceptional during one of the most difficult times of our history—and they continue to every day. Thank you, thank you, thank you. The entire school team has done more good for more people, more consistently, and more effectively than we would have thought possible just a few years ago. The tradition of superior performance continues in our schools. Bless all of you. Just take a moment to take pride and joy in what you have achieved. You are all wonderful.

May 02, 2022

Surviving Setbacks and Thriving in the Aftermath

Occasional setbacks are inevitable in careers that depend on human interactions, feature multiple and even conflicting agendas, and involve factors over which we may have little control. We may have a meeting with a supervisor that goes badly. We can encounter an unpleasant board meeting surprise. A proposal in which we have invested time and energy may be rejected. We can have a nasty conflict with a long-time colleague. Or our setback may be an angry and accusatory meeting with a parent. Regardless of the specific context or topic, setbacks can generate reactions that range from disappointment and frustration to embarrassment and humiliation. The key to surviving significant setbacks often has less to do with the event and more with how we choose to respond. Of course, in the immediate aftermath of a setback it can be difficult to regain our balance and figure out what to do next. Fortunately, there are several strategies we can employ to gain perspective, survive the setback, and position ourselves to continue to thrive in the aftermath. We can start by creating some space. It is usually not a good plan to react while our emotions are high, and our understanding is low. The age-old advice to sleep on a problem is worth heeding. Time can provide perspective. Reflection can lessen the shock and help us to adjust. We can also engage our network. These situations are the reason why building a network during good times is so important. We often need to talk with people who understand our work and whose perspective we respect. Times of crises are not optimal for building and accessing a network. Mentors can help us to sort through what matters and what may be nothing more than a distraction. Other people in our network may have had similar experiences and can offer timely, useful advice. We can release our pent-up energy, anxiety, and stress. We rarely do our best thinking while under stress and overloaded with anxiety. Our release may be to exercise, or to meet friends for some conversation and social time (not therapy). The key is to engage in whatever helps us to relax and gain perspective. We can sort what really happened. Knowing the facts make them easier to face. Understanding the dynamics and interplay of the situation can provide reassurance and offer insights about what we might do and how we might respond. This step may involve a follow-up conversation. Checking with others who have knowledge and insight regarding the situation can also build understanding. Knowing any signs or signals we may have missed can be useful to future learning. We can decide our next steps. Now may not be the time to reconstruct our career or plot a long-term change of course. However, having a plan to manage the next few days can create a sense of control and space to decide what to do after that. We can also place the situation in context. The situation may feel traumatic. However, it does not negate the accomplishments and successes we have achieved, or the challenges we have faced and overcome. A “rough patch” can be nothing more than a passing experience. The future is still ours to create. Setbacks are experiences. We can be trapped by them, or we can choose to learn from them. The choice we make will likely determine whether the setback confines and defines us, or we move forward to thrive, armed with experience and learning.

April 15, 2022

Lessons From History About Overcoming Pressure and Stress

These are difficult times. The confluence of pressures, challenges, and trauma educators face is real and has a significant impact on lives in and out of school. While advice to take care of oneself may be well intended, for many of us, it is not enough to counter the stress and fatigue we are experiencing. We need solutions that are more powerful, pervasive, and sustainable. Interestingly, history may offer some hints and insights for how to navigate the current situation while remaining healthy and hopeful. Consider examples from two countries. During World War II Germany assumed that by indiscriminate and sustained bombing of British communities and citizens they would their break morale, undermine their spirit, and lead to societal collapse. Yet, the bombing largely had the opposite effect. British citizens developed a sense of pride in surviving. They banded together to find safe spaces and protect each other. They remained focused on making life normal under conditions that were anything but normal. Interestingly, despite the British experience of having developed shared strength and a sense of pride in response to the German bombing, the British made a similar assumption about indiscriminate bombing of Germany later in the same war. They believed that by destroying towns and cities and causing massive disruption to civilian life, the German people would turn on their government and surrender. Yet, the German people remained committed and determined in the face of horrific conditions until the end. Again, the strategy largely had the opposite effect of what was expected. Obviously, the pressures and challenges we face today are not the same as those faced by British and German citizens almost eighty years ago. For the most part, the threats are not to our lives and the damage is not physical. Yet, we can learn from the attitudes and actions that carried these people through difficult times. First, the British and Germans understood that they confronted a common challenge. They shared an understanding of what they needed to do to survive. They swapped strategies for what to do during attacks. They provided support and encouragement to each other. How much agreement is there about our common challenge? What are we committed to protecting? How might we support each other in ways that keep us whole, healthy, and energized to prevail? What strategies and perspectives can we share that will encourage and support each other? Second, they focused their frustration on countering the challenge they faced. Both populations committed to doing what was necessary to keep moving forward despite the difficulties of their circumstances. They did not succumb to fear and self-doubt. Rather, they marshalled the resources they had and committed to prevailing despite what they faced. What are we committed to preserving? How might we marshal the resources we have to counter the forces that are standing in the way of the learning success of our students? Third, they shared a common, specific goal. The Germans and Brits agreed on and were committed to what they needed to accomplish. While they faced challenges that may have been more immediately existential, ensuring the success of our students holds crucial implications for the future of our society. What is our overarching, shared goal? How clear are we about what we are trying to accomplish? What if together we publicly committed to the single-minded goal of ensuring that despite everything our students will continue to learn, succeed, and catch up? Fourth, they developed a shared sense of pride in what they were doing and how they were holding up. People shared stories about what they were experiencing and listened as others told their stories. Shared experiences and commitment to survive were strong forces driving their will to stay the course. What if we made it our practice to share what we are experiencing and build a shared sense of pride in the work we are doing despite the challenges we are facing? What if we took the initiative to share our stories and the stories of our students so that others come to know the great work that is occurring despite the challenges we face? It might be argued that the forces in play during times of war are not the same as we are experiencing today. However, the emotional and psychological impacts can still be significant. Regardless, we choose how we will respond. We can band together and support each other to counter the forces we face. When we do, we may find that we weather the current “storm” and emerge even stronger.

March 24, 2022

Our Power to Make a Difference – Every Day

One of the special opportunities that accompanies being an educator is that every day presents openings to make a difference in the lives of those we teach and touch. A causal greeting, attentive observation, or supportive question can send a signal of interest and caring beyond what we might imagine. Our connection can make someone’s day. Of course, we may not always recognize the opportunities presented to us. We can be distracted by responsibilities, events of the moment, and other competitors for our attention. Whether student, colleague, or another person whose daily path we cross, what we say and do and where we give our attention matters. These are not opportunities to ignore or take lightly. Each of us can recall times when someone important to us noticed our need for encouragement, recognized our desire for attention, or reached out with an understanding and supportive question. It mattered. Recognizing occasions when we can lift the spirits of others is part skill and part habit. An axiom of life is that we tend to find the things for which we are looking. Developing the habit of looking for signs and signals that a student or colleague needs our attention is not especially difficult, but we must make it a priority. Of course, we may not always say exactly the right thing. But our good intentions can often be as important as our words and actions. It is also true that missteps can be the source of new learning and skill development. What is most important is that we notice and respond. So, how can we develop our sensitivity to what others may need from us and fine-tune our attention “radar?” We can start by noticing five common areas of need and responding to them. First is the need to be noticed. There are likely people around us who often feel invisible. We can look for those who seem not to have close connections with others. Often, others seem not to recognize their presence. It can be easy for us to overlook them too. Taking time for casual greetings, friendly comments, or inviting questions can send a message that we notice them and they are worthy of attention. Second is the need to be encouraged. Some people in our orbit may be struggling with life challenges or are feeling discouraged. They may be at a point where they are deciding whether to give up. Our recognizing their struggle and encouraging comments can be exactly what they need to continue to struggle and ultimately prevail. Interestingly, a single comment from us can often be repeated in self-talk to sustain their commitment and lead them to continue to move forward. Third is the need to be heard. We can become impatient with people in our lives that seem to always have an opinion to offer or story to tell. Yet, we may be the one person in their lives who is willing to hear their thoughts and consider what they have to say. Our willingness to give our time and attention can validate their identity and their worthiness. Fourth is the need to be included. This need resembles the need to be noticed but goes further. Some people around us may feel they are purposefully excluded because of their social status, cultural background, or some other factor. Our recognition and intervention to facilitate inclusion and confront bias and other perceptions can offer important opportunities to build bridges and counter false assumptions. We can also model the importance of being inclusive and respectful of diversity. Fifth is the need to be “nudged.” Inclusion of this need may seem surprising as people who may need a nudge can seem to be doing well. Yet, they may not be giving their best effort, taking advantage of their talents, or pushing themselves beyond what is comfortable. Our recognition and willingness to gently push can be the nudge they need to increase their commitment and expand their understanding of who they are and what they can accomplish. We should not be surprised by the positive difference even small gestures and mild attention can make in the lives of the students we teach and the colleagues with whom we work. However, we also need to remember that as powerful as our positive influence can be, negative comments and discounting of others can be equally powerful in a destructive direction.

March 16, 2022

Five Drivers That Fuel Mental Toughness

These are times when we need more than skill, technique, strategies, and knowledge to be successful. We must be ready to face and overcome setbacks. We need to be able to focus, persist, and prevail. Such behaviors typically are associated with mental toughness. Yet, mental toughness is more than pressing forward single-mindedly, regardless of circumstances, resistance, and environmental feedback. In fact, such a narrow view of mental toughness can lead to stubbornness, repetition of avoidable mistakes, and inability to adjust. A broader, more insightful understanding of mental toughness is particularly important during times of uncertainty. This perspective improves the odds of success because it positions us to manage the factors that we control. When we focus on these factors, we can evaluate, adjust, and move forward in response to the challenges we face. Mental toughness is fueled by key drivers that provide energy, confidence, guidance, and persistence. Let’s explore five drivers of mental toughness and how they can empower our efforts during these uncertain times. The first driver is purpose. Purpose is among the most powerful influencers of behavior. Purpose is reflected in our goals and priorities, even when they are not stated or formal. Purpose defines value and meaning. When we believe deeply in the importance of what we are doing, we can summon the confidence necessary to overcome doubt and fear. Purpose helps us to keep going despite missteps and setbacks. Purpose can help us to press forward even when progress is slow. A sense of purpose can provide compass points for reflection and alignment as we examine our efforts, assess our impact, and focus on where we are headed. The second driver, hope, is more powerful than most people assume. Hope is not just waiting for life to get better. Hope is persisting even when there is little evidence to support its worthiness. Hope drives us to prepare, work, and persist, even when the outcome remains in doubt and others have given up. Hope is the belief that we will prevail, regardless of whether our circumstances will change. Hope empowers us to rethink, reframe, and reimagine to see new paths and options to achieve success. The third driver is gratitude. The connection between gratitude and mental toughness is not always obvious. However, people who demonstrate high levels of mental toughness often have suffered a significant loss, endured trying circumstances, and overcome difficult challenges. Despite the difficulties, these experiences have led them to appreciate what they have been given and the importance of giving back. Rather than feeling sorry for themselves, these people use the experience to build their confidence and resilience. The fourth driver, empathy, may seem surprising because we often think of mental toughness as rugged independence and self-reliance. Yet, empathy can lead to understanding. It also builds relationships that can offer mutual support and reciprocity. Understanding the circumstances and perspectives of others can provide important insights into our experiences and ways of thinking. Further, when we practice empathy, others are more likely to offer it to us. Experiencing empathy can give us psychological strength and lead to mutual support when we need it most. The fifth driver is integrity. We might think of integrity as doing what is right, even when no one is looking, and no one will know. Integrity frees us from being buffeted and manipulated by those who do not share our values and interests. It keeps our motives pure and our self-respect intact, even when others may doubt our decisions and criticize our commitment. Mental toughness does not mean that we always have the courage to do the right thing or the insight to make the correct choice. Mental toughness is built step-by-step as we gain clarity about what is important and maintain hope even when the evidence to support it may be slim. Mental toughness grows as we practice gratitude and empathy in our relationships with others. And mental toughness remains on track when we think and act with integrity.

February 18, 2022

Six Common Myths About Educational Leaders and Leadership

At least in part, our perceptions of what makes a good educational leader have been formed by the individuals whose leadership we experienced and the context within which our experience played out. Most of us can point to educational leaders we respected and willingly followed. We might also point to leaders in which we were disappointed. Yet, our recollections and perceptions are not always fully informed and accurate. In fact, we can hold images that are not realistic and have expectations that are not attainable. Of course, each leader has their own personality. They have a unique combination of skills, experiences, approaches, and strategies. As is true with all leaders, they are not perfect. However, it can be tempting to hold educational leaders to standards that may not be reasonable or even useful. Let’s consider six aspects of educational leadership where expectations may be off and have become myths about good leaders and how they lead. Myth #1: Good educational leaders are experts in every aspect of the curriculum. Fact: Leaders need to understand learning and how it can be stimulated, nurtured, and supported. Specific activities, strategies, and approaches may vary across the school curriculum, but learning is a universal process to be constantly protected and relentlessly improved. Advocating, coaching, and supporting are important leadership contributions in any context and content area. Myth #2: Good educational leaders must be good public speakers. Fact: Leaders must be able to communicate effectively. They need to be clear. Their messages need to be precise. They need to avoid false promises and exaggeration. However, application of these skills does not necessarily mean that leaders must be gifted orators. In fact, listening is often a more valuable skill for the crucial leadership tasks of communicating respect and building trust than eloquence. Myth #3: Good educational leaders do not make mistakes. Fact: Good leaders are smart risk takers but risks often involve engaging unknown factors and yet-to-be experienced challenges. Despite good planning and careful strategy, initiatives do not always work out as envisioned. Many of our country’s greatest leaders failed repeatedly before their leadership was recognized and success came to them. More important than avoiding mistakes is recognizing problems early, admitting reality, learning, and adjusting in response to what has happened and applying what has been learned. Myth #4: Good educational leaders tell people exactly what they are to do. Fact: Good leaders appreciate the skills, experience, and judgment of people on their team. Effective leaders are clear about the vision and goals involved, are present to provide support and focus on efforts and actions that result in progress. To the extent practical, the specific action steps in which team members engage are left to their discretion, if they are aligned with shared goals and desired outcomes. Myth #5: Good educational leaders are not followers. Fact: Good leaders know when to allow others to lead and provide support and coaching as needed. One of the most important tasks of leaders is to develop other leaders. Often, the best way to develop leadership is to give people an opportunity to lead. Myth #6: Good educational leaders do not ask for advice and assistance. Fact: Good leaders are willing to admit when they do not have all the answers and may be uncertain about the best course of action. Their willingness to be vulnerable often makes it safe for others to offer needed advice, perspective, and expertise. Success is more likely when everyone is focused on and contributing to success. Educational leadership is a crucial dimension of our educational system. We need skilled, committed, effective leaders. Leading in education has never been more challenging than today. We must hold leaders to high standards, but we need to avoid burdening them with mythical expectations that make leading an impossible task.

February 14, 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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Seven Ways to Counter Pressure to Be Available 24/7

Expectations to be available 24/7 is a key source of stress, exhaustion, and burnout for many educators. We want to be there for our students, but we also have lives, families, and interests and responsibilities outside of work. Unlimited availability is not realistic. Some limits are necessary to avoid disruptions in family life, provide opportunities to decompress, and refocus on other reenergizing activities. Of course, expectations for near-universal availability are not unique to education. The growth of personal communication technology has brought with it assumptions that if a message is sent, the recipient should respond immediately, regardless of time and circumstances. This situation is also not unique to the United States. Some European countries, including France, have passed laws giving workers the right to disconnect outside of work hours and responsibilities. What is unique to education is the experiences students had during remote learning. When students were engaged in remoted instruction they no longer had set hours for learning. Sleep schedules were no longer driven by getting to school at a certain time. Students presented their questions and requests as they surfaced. It was natural for educators to want to be as responsive as possible during the crisis. However, some of the habits and expectations that grew out of remote, crisis-driven learning have been carried back in-person learning. Many students and families still expect educators to be responsive regardless of time of day, or day of the week, including weekends. Educators are often caught in the middle between wanting to be responsive to students and families while also dealing with personal needs and professional pressures and challenges. The key is to reset expectations for courtesy, thoughtfulness, and patience while still ensuring appropriate professional support and accessibility. Here are seven actions to help accomplish this goal.

If possible, set schoolwide/districtwide expectations for staff availability. For example, a cutoff time in the afternoon might be set for when students and families should no longer expect a response until the next day. Consistent expectations, supported by a strong rationale can go far in addressing the situation. Of course, a set of expectations and procedures jointly agreed upon by the school board, the administration, and education association will likely be most effective while avoiding conflicts related to negotiated working hours and conditions.

Educators, too, can reinforce expectations with a strong rationale addressing the importance of their family time and the need to disconnect to remain fresh and energized. Any expectations should include how and when it is acceptable to make contact outside of school hours and days.
Some school teams have established “availability hours” beyond the school day that are rotated among team members, much like medical personnel “on call” hours. Availability hours might be confined to days leading up to major assessments or due dates for major projects.

Depending on the capability of available technology, devices might be set to communicate unavailability in automatic response mode. However, this option needs to be accompanied with information about when staff members are available and how they can be contacted.

Educators might set a standard for responsiveness during times when they are available. For example, students and families might be assured that they can expect a response within “X” hours. Of course, it is important to be responsive during the promised time frame.

Once expectations are set, it is important that educators not violate them and risk introducing inconsistency to the practice. While there may be emergency situations that demand attention, when educators respond to some students and not others, or at some times, but not others, expectations are not likely to be respected.

It is also important that educators respect availability expectations with each other. Questions and requests from colleagues can also add to the load.

Of course, not every option on this list will work in every school and school district. It’s important that we consider local history, conditions, and culture as structures and limitations are placed on availability. What is most important is to find a balance between being accessible and reserving time for life outside of our roles as educators.

February 04, 2022

Create Midyear Momentum With Four Strategies

Each year seems to have a unique rhythm and personality. This year is not an exception. It has asked more of our energy, flexibility, patience, and persistence than most of us would have imagined. Meanwhile, even though we have turned the midyear corner, the end seems a long way off. Yet, our students and colleagues need us to stay focused, energized, and motivated. Spring will be here soon, but some of the most important learning our students will build and most impactful work we will do needs to happen in the next several weeks. How can we reorient and reground ourselves and build momentum to accomplish the important work that lies ahead? Here are four strategies we can employ to center our attention and build the energy we need. First, focus on small wins. Small victories can be easily overlooked when we feel tired and stressed. A struggling student masters a key skill. We finally feel competent with a new technology tool. Or we notice that a routine with which students previously struggled is now automatic. Independently, these events may bring relief and free up energy for other challenges. They may not seem momentous, but they are reasons to celebrate. When we notice and appreciate small wins, especially as they accumulate, they can lift our spirits and give us joy. When we connect these experiences, we can build momentum in our work and more fully appreciate the impact we are having. Second, pursue short-term goals. When pursuing a long-term effort, such as a full school year, preoccupation with the end can become overwhelming. So much work must be done, so much has yet to be accomplished, and the outcome is not yet certain. These are times when a focus on progress, informed by short-term goals, can be a powerful motivator. Basketball coaches remind their players in the context of a full game to “win the next four minutes.” Long distance runners focus on maintaining pace for the next mile. Focusing on winning the next few minutes or staying strong for the next mile helps to maintain a high level of energy and mental intensity and provide the momentum necessary to finish strong. Third, ease up on expectations of others. During times when our emotional momentum is flagging and frustrations are building, it can be tempting to turn our anxiety and uncertainty outward in the form of expectations for others. We can tell ourselves that if only others would “step up,” “pitch in,” and “carry more of the load,” everything would better. When these things do not happen, feelings of being let down can add to our struggle. It is good to remember that others may also be struggling, have limited energy to share, and may be unable to anticipate our needs. This is a good time to give ourselves and others a break and limit what we expect. When we do, we reduce the likelihood of feeling let down. Of course, when others reach out, follow-though, and share “the load” we can appreciate them even more. Further, when we lessen our emotional dependence on others, we feel more in control, and confident in our ability to carry on. Fourth, sort what matters most. The impact of interruptions, irritations, and inconsistency can become exaggerated when we are already off balance. Yet, the impact of these occurrences is usually determined more by how we respond than by the incidents themselves. It can be helpful to pause briefly and ask ourselves whether the situation really is a “big deal,” or just something that has hooked our emotions. We can take the measure of what really matters by considering whether it will continue to matter next week, next month, or next year. If not, maybe the best option is to let it go. We can remind ourselves not to “sweat the small stuff.” Now is not the time to give in to unwarranted worry and frustration about things that do not matter beyond the moment. There is little benefit in allowing passing frustrations and conflicts to jeopardize our momentum and disrupt our relationships. These can be some of the most productive and determinative weeks of the year. We are past the holidays and spring celebrations and distractions are still several weeks off. We need to leverage the opportunities that this time of the year offers to focus, build momentum, and tap the learning and teaching opportunities before us.

February 04, 2022

You Are a Leader – Even If You’re Not Trying to Be

Some of us see ourselves as leaders. Some of us do not. Yet, the truth is that we are all leaders, regardless of whether we see ourselves that way. If we are interacting with others, we are leading. As educators, leading is a difficult role for us to avoid. Every day students look to us to understand what is expected, what is important, and what is unacceptable. Colleagues listen to us, learn from us, and follow our example. Parents and others look to us for advice, guidance, and ideas they can apply with their children. Leadership is commonly defined as influencing the thinking, perceptions, and behavior of others through words and actions. This definition describes our work. Examples of ways in which we lead abound. Regardless of our awareness and intentions, we demonstrate leadership every day in at least four ways. Let’s explore these behaviors and how they demonstrate leadership. First, when we offer an observation or answer a question, whether with colleagues, students, or others, we are putting our thinking in the shared idea and perspective marketplace. We might find that what we say resonates with others. Or our words may generate disagreement. Regardless, we are influencing the thoughts, perceptions, and potential actions of others. Interestingly, even when we choose not to offer an observation or respond to a question, and leave our thoughts and ideas unrevealed, we still may be influencing the response of others. They may perceive that we don’t think the topic is worth engaging. Or they may wonder if the subject is too emotion-filled and we are choosing not to share the intensity of our feelings. In either case, our choices and actions are influencing others and we are exercising leadership. Second, when we take an action, we send a signal about what we value, what we care about and what we think is worth our time and energy. Others observing our action may read a message, feel an urge to join us, or choose to counter our effort. This is leadership. Remarkably, when we choose not to act we still hold the potential to influence the thoughts and actions of others. They may “read” our inaction as being motivated by our perceptions, priorities, or purposes. This, too, is leadership. Third, when we step forward to support or reinforce the words and actions of others, we add weight to their efforts and increase their impact. Our engagement may lead others to commit and take similar action. Fourth, when we ignore the words and actions of others we are sending a message. We may be denying attention to unacceptable or inappropriate behavior. As a result, the action is not reinforced and may be extinguished, especially if the goal was to garner attention. Or our lack of response may be read as tacit approval. Again, regardless of our intention, we are influencing, and leading. These influences are present and active everyday with our students, our colleagues, parents, and others with whom we interact. We lead in our roles as educators throughout every day. Being unaware does not change our role, nor does it diminish our influence. If fact, we are all leaders. We need to embrace the role, use our influence to make lives better, and add our leadership to improve the organizations of which we are a part.

January 31, 2022

Twenty Ideas to Use COVID for Learning

There is no question that for many students the virus has exacted a learning cost. It has disrupted routines, resulted in isolation, created fear and distractions, and slowed the pace of learning progress. Educators are working valiantly to help students to cope and continue learning despite the challenges. However, the pandemic does not have to be a complete distraction or have an exclusively negative impact. In fact, the virus is creating myriad opportunities for real time, authentic learning. Volumes of data are being produced that can be studied and analyzed. New ways to display and explain information are being developed. Changes in society are emerging that may or may not be permanent. Each of these elements and others offer rich opportunities for learning if we choose to leverage them. Of course, we need to be mindful of political perspectives and personal sensitivities surrounding the virus and its impact. Nevertheless, with care and planning there is much to be mined for learning. Here are twenty ideas you can use to stimulate your thinking, adapt for your students, and move their learning forward, while remaining in alignment with important curricular goals and standards. Feel free to add your own ideas and design additional learning opportunities.

Investigate what is known about how the virus is transmitted and what steps and strategies hold the greatest promise for protection.
Explore ethical issues related to vaccination prioritization and distribution and who should be first.
Explore how the medical community decides who should receive priority health care support when the system becomes overloaded.
Research why some parts of the population appear to be more vulnerable to the virus than others.
Research and develop models showing how unprotected coughing can aid in spread of the virus and germs in general.
Explore the role of air quality and circulation, and research local efforts to manage air quality. Measure and analyze air circulation and quality in school and at home.
Research how the latest vaccinations differ from the way vaccinations have been developed and tested in the past.
Analyze and compare how modern society is responding to the virus compared to how societies have responded to global viruses in the past.
Track how what is known about the virus has shifted and grown throughout its existence and how advice related to the virus has changed.
Explore how the pandemic has led to increased mental health issues and what might be effective strategies to address them.
Review, analyze, and construct graphs and infographics to capture the presence, spread, and impact of the virus.
Construct mathematical models to explain the of direction, scope, and intensity of virus spread.
Explore how to sort and verify various beliefs, rumors, and facts about the nature of the virus and its mutations.
Research the implications of science and politics becoming intertwined.
Analyze the effectiveness of various public policy initiatives and propose alternative policies with promise.
Explore how the virus has improved the general population’s understanding of science and how it may have led to confusion.
Research which communication messaging strategies have been most effective in helping people understand the virus and what made the messaging effective.
Research the factors that make some information sources more credible than others.
Identify information about the virus that is not yet known and needs to be learned.
Explore which behavior changes necessary during the virus are likely to remain once the virus in contained.

While the virus is presenting many unforeseen challenges, it also offers a wealth of authentic opportunities to learn. We need not allow such an interesting crisis go to waste.

January 10, 2022

The Master Teacher Blog