The Master Teacher Blog

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 

Adversity is not fun.

It can press and stress us.

It may depress and distress us.

It can even distract and untrack us.

Yet, adversity can also be a gift that lifts us.

It can be the force that strengthens our wills and builds our skills.

It is only natural that we do what we can to avoid difficult times and extraordinary challenges. We try to anticipate and moderate the problems we face, or we may attempt to sidestep conflict altogether. However, adversity is not always something that can—or even should—be avoided.

We may face adversity when a core principle or significant value is at stake. Adversity can emerge in our efforts to defend an object of importance or in our attempts to create something meaningful and lasting. Adversity also often comes in the form of conditions we do not create or are unable to control.

As difficult as adverse conditions and challenges may be, they can also provide amazingly valuable opportunities to learn and grow. Difficulties can present circumstances that enable us to experience our best selves. In fact, adversity might be the impetus to move us from hesitancy to confidence and from moderately skilled to expert.

Interestingly, the natural world offers some excellent metaphors for how experiencing adversity can offer hidden benefits and important opportunities for us to become our best selves. With this in mind, consider the following:

• The water in a mountain stream is fresh and pure because it tumbles over rocks, cascades over falls, and bounces over rapids. The same water caught in a stagnant pool is dark and stale.

Lesson: Facing challenges can keep us fresh and prevent us from becoming stale in our thinking and stagnant in our approaches.

• The brightest diamonds are formed by the greatest, most sustained pressure. Absent the presence of pressure, diamonds remain clumps of carbon.

Lesson: Pressure can be the gift that allows us to shine.

• The brightest lights shine on the darkest nights. On a sunny day, we can easily miss the presence of a strong light, yet the same light can be seen for miles when other sources of light have dimmed or been extinguished.

Lesson: Our work during the most challenging times can offer the greatest hope and make the biggest difference.

• In the face of a storm, domestic cows try to outrun and avoid the rain and wind, whereas buffalo turn into the storm, understanding that facing what is inevitable often makes it pass more quickly.

Lesson: Facing adversity directly can often shorten its duration and diminish its impact.

• Stormy seas make skilled sailors. While sailors might prefer to sail on calm waters, their best skills are developed when the waves are high and the wind is strong. In the absence of adversity, key skills remain undeveloped and untested.

Lesson: Times of adversity are valuable because they create conditions for us to learn and grow.

It is true that adversity is usually not pleasant. Still, it can be important to our growth and the difference we make. Adversity may not be our choice, but it can be our opportunity.

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.

We often think of inspiration in connection with an experience that we find mentally or emotionally stimulating. Feeling inspired heightens experiences. After all, inspiration can motivate us to start something new, follow through on something already started, or return to something we may have abandoned and forgotten. Inspiration can increase the clarity with which we see the world around us. It can stimulate higher levels of energy, which can in turn help us to be more creative.

We might find ourselves inspired by exposure to the arts, the courage or behavior of someone, or the wonders of nature. In response, we can be moved to tears or motivated to act. Our feelings of inspiration might lead to a new idea, an insight to address or solve a problem, or a commitment to rearrange our priorities, or it might encourage us to change the direction of our lives.

The inspiration we feel can lead to outcomes as modest as rearranging our classroom furniture and planning a lesson, or it may lead to outcomes as profound as exploring a new dimension of music or art, starting a new phase of our career, or rethinking our relationships and approach to engaging students. The question is: Where can we find inspiration, and what we might choose to do with it? Here are six steps to help us find it and decide what to do as a result.

We can start by changing routines and opening ourselves up to new experiences. Trying new things can revitalize our habits and shift our attitudes. New experiences can stimulate new ideas, open us up to new possibilities, and suggest options we have not been aware of or considered in the past. Interestingly, just making the commitment to do something different can be the first step in becoming inspired.

We can become more aware of shifts in our energy. We might notice what seems interesting, feels exciting, and may even leave us feeling a little “tingly.” Changes in energy levels can be an indicator that something we are observing or experiencing has the potential to be inspiring; the source may be another person, an innovative idea, music, art, or a demonstration of expertise and passion. Regardless, if we pay attention to our response, we may find the inspiration we seek.

We can pay more attention to our fantasies, daydreams, and musings. By reflecting on where our mind goes when it is not required to pay attention or focus, we can uncover some important insights about what might inspire us. Consider the quote from author Vi Keeland: “If you want to know where your heart is, look at where you mind goes when it wanders.”Journaling can be a great way to keep track of where our mind goes when our attention is not directed at a task or other responsibility.

We can revisit what used to inspire us. Most of us have had dreams and activities that occupied our minds and stimulated our emotions, but for some reason we migrated away from them. Their abandonment may have been in favor of what may have been expected of us, what we expected of ourselves, or just because we moved on. Now might be a good time to revisit and reacquaint ourselves with these past inspirations. We may find that there is something there worth exploring and reengaging with.

We can explore ideas, innovations, and solutions present in other fields and professions. When our experience is exclusively in one area, we can be unaware of how problems have been solved, answers discovered, and practices perfected in other contexts. Sometimes the inspiration we seek can be found in approaches and applications others have developed that, with revisions and adjustments, can be the source of inspiration to solve problems or challenges we face.

We can spend more time observing and experiencing nature. While this strategy may seem obvious, its simplicity does not nullify its significance. We can experience something magical when we pay attention to—and gather inspiration from—the wonders of nature: the relationships among plants, animals, weather, and earth. The systems that make up nature can be great sources of insight, adaptation, beauty, and inspiration. We may just need to pay closer attention and remain open to what emerges as we allow our imagination and observation skills to work.

Inspiration is a wonder feeling. It can give us new hope and renew our confidence. It can lead us in new and exciting directions in our life and work. However, inspiration does not always come naturally. We need to open ourselves to possibilities and be ready to grasp and follow its lead when it arrives.

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.

Many people have the perception that today’s youth are not mentally tough. Some argue that young people have been too protected and, as a result, have not developed adequate skills to deal with adversity. Others point to the disruption and confusion of the past decade and uncertainty of the future as delaying and distracting students from developing effective coping strategies and skills. Still others blame social media and an expectation for immediate gratification. Regardless, it seems that today’s students are more emotionally vulnerable and externally dependent than past generations, and they find it more challenging to deal with life.

Regardless of whether this perception is correct, mental toughness is an important life skill. Helping students to become more resilient and better able to engage in life’s challenges is a worthy endeavor. We need to understand the characteristics of mental toughness in order to nurture it.

To be clear, mental toughness is not about acting tough, denying emotions, or being unkind. Mental toughness involves developing resilience, courage, and confidence to take smart risks, learn from mistakes, and press forward after setbacks. Here are ten ways we can help students to develop mental toughness:

• Reinforce the importance of using effort, strategy, and persistence to overcome challenges. Coach students to experience the benefits of sticking with significant conflicts and problems until they find solutions.
• Give students opportunities to practice solving problems independently. Present dilemmas and situations for students to study, deliberate on, and test strategies for solving before providing answers. Allowing students to struggle gives them more ownership and often generates greater commitment to learning.
• Teach students to set goals. Follow up by coaching them to define discrete steps, establish progress benchmarks, monitor their progress, and celebrate their success.
• Coach students to reflect, examine, and re-engage after successes—and setbacks. The process can help students to understand their strengths and areas in need of improvement.
• Have students practice positive self-talk. Identify useful, meaningful affirmations. Coach students to recognize unhelpful and negative thinking and replace it with positive, productive perspectives. Encourage students to avoid self-deprecation and defeatist thinking.
• Teach students to accept, sort, and learn from feedback. While among the most powerful ways to build new learning and skills, feedback can be difficult to accept. Coach students to listen closely to feedback, examine how they can use it, and apply what is useful as soon as it’s practical.
• Discourage “either/or” thinking. Coach students to examine positions, perspectives, and problems to see variations, variables, and values that contain elements of potential agreement—or at least understanding. There is much that is valuable and worth examining between “all” and “nothing,” “perfect” and “horrible,” and “good” and “evil.”
• Nurture character. Character building does not have to be controversial. There is near-universal agreement on core traits such as honesty, responsibility, empathy, compassion, and fairness.
• Teach and have students practice focusing. Point out that focusing typically involves making thinking connections and resisting mental distractions. Challenge students to engage in deep and extended concentration. Encourage them to set goals to gradually extend the length of their focus.
• Reinforce the value of gratitude. Despite life’s disappointments and frustrations, there almost always remains much for which to be thankful. Developing the practice of noticing what is good in life and celebrating what is positive can help to balance missteps and setbacks with hope and optimism.

Mental toughness is a key skill to generate success in this changing world. Depending on the age and maturity of your students, not all these strategies to help your students develop mental toughness may fit. Feel free to sort and adjust the steps you will take based on what you know about your students. The key is to expose students to challenges, setbacks, and disappointments in a setting that is safe, supportive, and nurturing.

During the first weeks of school, we spend significant time and energy getting to know our students and having them get to know us. We know that the more we know about our students, the better able we will be to meet their needs and support their learning.

However, getting to know a class or multiple classes of learners is a significant undertaking. We may discover that we gravitate to some students while finding others to be a challenge. We may also look for shortcuts to create an image and profile of our students. Consequently, we can be tempted to make assumptions about students based on factors such as their appearance, what we have heard about them from colleagues, our early interactions with them, or their initial performance in our classroom. Some of our assumptions may be correct, but others may need to be reexamined and adjusted with further experience. However, there are at least five assumptions about students that we need to avoid altogether.

We need to resist assuming that a student:

• Will behave just like their siblings. When students who are siblings of former students enter our class, we can be tempted to make assumptions and prejudge their character and behavior based on our experience with a brother or sister, especially if there is a close physical resemblance. Our prejudgment can be positive or negative. Regardless, our assumptions can be harmful to these students. We may unintentionally place unrealistic pressure on them to perform. Or we may be quick to pounce on any misbehavior, thinking that we need to get ahead of a negative behavior pattern. Whether positive or negative, they are just assumptions, and they risk our misjudging and treating these students unfairly.
• Is not interested in a relationship with us. We sometimes experience students who seem resistant to our attempts to get to know them and form a relationship. It can be tempting to assume that they are not interested and pull back in our efforts to connect. Of course, one possibility is that the student truly does not want to connect with us. However, there are many potential reasons why a student might be reluctant. Negative past experiences might make the student hesitate, or they may be hiding factors and pressures in their lives that they do not want revealed should we get close to them. Our persistent invitations and continued opportunities to connect may be exactly what the student needs to break through the barriers they face and overcome their reluctance to allow us to connect with them.
• Is a lazy person and learner. Some students may seem to care little about the learning we ask of them. They may appear disengaged and not responsive to our instruction. Based on our observations, we might assume that the student is just lazy and uninterested. While we might be correct, this judgment is just one of many possibilities. The student may be reluctant to invest because of a pattern of failure in the past. What they need may be our support and coaching. They may be dealing with challenges outside of our class and school that are overwhelming, leaving them with little bandwidth to invest in learning. Our interest and understanding, and maybe a referral for help, might be what they need to find their way and invest in learning. We gain little by assuming laziness and applying increasing pressure on them to change their behavior. In fact, doing so may make the situation worse.
• Will continue to perform in the future as they have in the past. The truth is that past performance does not have to predict future performance. Many factors can influence the effort, focus, and persistence students will give to their learning. In fact, we may be the force that changes the trajectory of their learning and future. Our confidence, persistence, and encouragement may be exactly what is needed to interrupt a pattern of failure. Interestingly, even small shifts and incremental improvement now can magnify over time. Our influence to build confidence, fill skill and knowledge gaps, and nurture a sense of hope and possibility can make a lifelong difference, regardless of the student’s performance before encountering us.
• Is motivated by the same things that motivated us. History shows that we often teach the same way that we were taught. We may assume that what worked for us should work for our students. Similarly, we might assume that the factors that we found motivating as learners are the same factors our students should find motivating. We may have performed because we felt it was expected of us. We may be drawn to academic activities and find formal learning satisfying and fun. However, even though these factors were powerful for us, they are not universal motivators. Many students will not respond to these factors but may be drawn to others. We know from research that elements such as autonomy, mastery, purpose, and sense of belonging are near universal motivators, but even these factors vary in their power to motivate from student to student. Some learners respond to having more flexibility and choice while others want to know how what they learn will be important and useful. Our challenge is to get to know our students well enough to understand what motivates them. When we know, we can design learning experiences that draw on and maximize the impact of these factors on their learning.

Assumptions can feel like shortcuts to understanding our students. However, assumptions can be traps that lead us to treat students in ways that, while seeming reasonable, can be harmful to our students, their learning, and their relationship with us.

We live in a world that too often seems filled with negativity. Consequently, it can be difficult to maintain a positive attitude, find possibilities in the problems we face, and remain resilient despite the challenges that surround us. Yet, our optimism can be a source of hope and confidence. Optimism helps us to see our challenges as temporary and our situation as something that can be improved with time, and it reminds us that we can be a force for change.  

While optimism may seem like a “nice to have” outlook, it offers several important mental, emotional, and physical benefits. Optimism has been shown to lessen levels of stress and reduce risks of depression and anxiety. Optimistic people tend to be more productive and find their work and life more fulfilling. Additionally, optimists tend to face lower risks of heart disease, stroke, and other heart- and blood-related medical conditions. They also experience the benefits of a stronger immune system, so they tend to be sick less often.  

Some people seem to have been born optimistic, while others seem unable to see anything but negativity and spread their attitude widely. However, most of us fall along a continuum from somewhat negative to somewhat positive. Where we land may be dependent on our current mood and the problems and worries we face. We may wish that we could be more positive more of the time, but we may not be sure how to make the shift. Fortunately, there are many experience-tested and research-supported actions we can take. Here are eight to consider.   

Make smiling a habit. While smiling may take little effort, it can make us happier and more optimistic because the combination of muscles involved in smiling releases a brain chemical that makes us feel happier and more relaxed. Meanwhile, when others see our smile, they are more likely to smile in response. Consequently, we feel more connected and optimistic.  

Increase time spent with positive people. Optimism is contagious. We tend to adopt the attitudes and beliefs of the people with whom we spend most of our time. We can increase the impact when we choose to be positive in their presence. Positive people are more likely to accept, value, and encourage our positivity. Conversely, negative people are more likely to discount, devalue, and discourage any optimistic words and views. Focus on lifting others up; when we do, we are likely to feel better and more optimistic.  

Cultivate a sense of gratitude. Reflecting on the people, opportunities, and other things for which we are thankful is a powerful way to increase our optimism. Gratitude shifts our focus from what we do not have and what is lacking to what makes our lives abundant. Taking time daily to reflect, and even jot down, things for which we are grateful can begin to rewire our brains to notice and be more appreciative of the positive aspects of our lives and leave us more optimistic.  

Practice positive self-talk. Being conscious of negative thoughts is the first step in changing them. We can monitor negative thoughts and challenge and change them. Rather than “I can’t do it,” we can think “I have not done it yet, but I have overcome challenges before.” And rather than “I might fail and be embarrassed,” we might think “I may make mistakes, but I can learn from them and improve.”  

Adopt daily affirmations. Positive messages repeated daily have been shown to improve well-being, increase confidence, and reduce self-doubt. The human mind gives credibility to repetition, so when we regularly reinforce positive thoughts, intentions, and expectations, our brains pay attention and give additional weight to the meaning and implications associated with what we say. We might start with simple statements such as “I am going to succeed,” “Every day I get better and learn more,” or “The challenges I face make me stronger.”  

Identify something daily to look forward to. Anticipation of something positive can have a surprisingly powerful influence on our mood and leave us feeling less stressed. What we look forward to does not have to be grand, but it does need to be meaningful. Looking forward to even seemingly simple things like enjoying coffee with a friend, a leisurely evening walk, engaging in a favored hobby, or spending time with a good book can make a positive difference and leave us feeling more optimistic.  

Set and work toward meaningful goals. Goals by definition are optimistic. After all, they focus our attention on making progress and achieving success. Breaking goals down into manageable, incremental steps helps us to see progress and increases our confidence. Further, steps we take toward achieving our goals can give us a sense of power to create positive outcomes in our lives.  

Reframe problems and setbacks as opportunities to learn and grow. Shifting our perspective can uncover powerful strategies that might be overlooked if our focus is on the severity of our problems or the disappointment of an unsuccessful effort. Reframing our experience can remind us of the power that lies in how we choose to respond to our experiences. We cannot always control what happens to us, but we can control how we choose to respond.  

Developing a more optimistic outlook on life can take time. Setbacks can be expected, doubts will surface, and old habits will be resistant to change. What is important is to notice and celebrate progress. With time and persistence, optimism will grow and become an even greater part of who we are and prepare us to face life’s challenges with greater resilience and hope.  

We frequently read about, hear about, and otherwise experience how each generation approaches the concept of work with unique characteristics that set it apart from other generations. Baby boomers, for example, are often labeled as wanting to create and leave a legacy. Generation X is described as wanting stability, autonomy, and respect for their individuality. Millennials are frequently described as being on a quest for social impact and are known for embracing technology. The most recent group to enter the workforce, Generation Z, is seen as hungry for authenticity, digital fluency, and constant connectivity. 

Despite these differences, there are unique characteristics and priorities shared by generations that are typically formed by life experiences and resulting expectations. Such generalities can be useful as we engage and work with members of other generations, but we need to remind ourselves that individuals may not fully fit the descriptors assigned to their generations.  

We also need to be careful not to ignore an overriding truth about work values and priorities across generations. The truth is that there is much that all people have in common and important priorities that they share regardless of the cohort into which they were born. In fact, researchers and experts point to at least eight work values held in common across generations. Failure to pay attention to these values and priorities can overshadow and even negate actions and initiatives designed to appeal to generational workers. Let’s explore these eight shared motivational and satisfaction drivers—and why they matter:  

• Purpose. Regardless of our associated generation, we want to feel that what we do matters. We want to make a difference, and meaningful contributions matter. This driver includes sharing the values and priorities of the organization for which we work. It is also associated with the importance of being able to take pride in our work and enjoying what we do.  
• Respect. We want to be consulted and listened to. Respect is knowing that our experience and expertise are noticed and valued. Some people feel respect when they can share their expertise, while for others, respect is reflected in opportunities to innovate and in the empowerment to make meaningful decisions.  
• Belonging. We need to feel connected and included. We also want to be a part of something bigger than ourselves. Naturally, too, we want to enjoy the people with whom we work. The opportunity to practice with competent, caring, and collaborative colleagues can be exceptionally motivating.  
• Trust. We like to feel that our team has confidence in us and supports our efforts to be successful in our work. Trust can take the form of flexibility in our approach, organization, and practice, and it can be communicated in the form of being given the autonomy to create, innovate, and modify practices and approaches. Feeling trusted can be a powerful motivator regardless of our generation.  
• Appreciation. We want to know that our efforts and contributions are recognized and appreciated. Of course, there are variations in how people may want to be recognized. Some people prefer a private conversation, some respond to public recognition, and still others might prefer something tangible such as a letter, certificate, or award. Regardless, appreciation and recognition need to be timely, specific, and authentic. Additionally, expressions of appreciation and recognition are most impactful when they highlight contributions that are connected to organizational goals or respond to significant organizational challenges.  
• Challenge. We want to develop new skills that help us to be increasingly effective in our roles. We want opportunities to take on new challenges and advance in our careers. Of course, the specific nature and level of the challenges and opportunities we seek to advance may vary, but we want to stay fresh, grow, and succeed.  
• Balance. We desire a healthy balance between our personal and professional lives. We want to be able to establish boundaries between our time at and away from work—and have them respected. Being given flexibility and the understanding to manage emergencies and unexpected circumstances can also be significant motivators and satisfiers.  
• Compensation. We want to feel as though our contributions are compensated fairly. Admittedly, the subject of compensation is a longstanding and significant challenge in education. Pay for educators is not always competitive with other professions requiring comparable education and skills, and state budgets and policies often create limits in the amount of funding available. However, providing flexibility and customizing compensation in response to individual needs and interests can make a difference.  

Without question, we need to respect the uniqueness of each generation. However, we also must remember and give attention to what motivates all of us, regardless of when we were born and which generation we represent. The fact is that we have much more in common than we have that separates us.