Archive for the 'Motivation/creating energy' Category

“Next action thinking” + “just do it”

I’ve noticed that people who have important things they want to accomplish in their lives (like the self-care practices I discussed in my previous post) often lose momentum either because the next step isn’t clear to them or because they defer taking an action assuming that it can be done just as easily tomorrow.

I’ve also noticed that people who work in both large and small bureaucracies, which inevitably have their own build-in forms of inertia tend to postpone action, often passing decisions about next actions to someone above them in the organizational hierarchy or to a committee “for further discussion.”

In those bureaucracies, having a meeting becomes a substitute for doing the work that the meeting is actually about. Or, put another way, organizations confuse the activity of a meeting with the doing of the tasks that actually lead to accomplishing the goal.

As a result, at both the individual and collective level, action is deferred and personal responsibility avoided.

While there are many reasons important work doesn’t get done, two of the biggest ones are:

• a lack of clarity about the specific next action that must be taken, and

• the lack of a “just do it” attitude that breaks through individual and organizational inertia.

“Next action thinking” requires that we know the specific and concrete next step in accomplishing our goals.

For example, if it is essential that we talk to a supervisor, we may think that the next step is having the conversation. But the meeting is likely dependent on scheduling an appointment for it, on preparing for the conversation, and so on.

“Just do it” speaks for itself, and although it seems obvious, individuals too often wait for someone else to initiate action.

In your experience, what are the major barriers between the highest aspirations of individuals and organizations and the realization of those aspirations?

The importance of self-care 

For teachers, who are directly exposed to a large number of young people with trauma in their work, a secondary type of trauma, known as vicarious trauma, is a big risk. —Emelina Minero

Self care is an important topic at this time of year as people make New Year’s Resolutions or set annual goals.

Emelina Minero underscores the importance of self care in “When Students Are Traumatized, Teachers Are Too.”

Minero explains the link between student trauma and teacher stress this way:

“Data shows that more than half of all U.S. children have experienced some kind of trauma in the form of abuse, neglect, violence, or challenging household circumstances—and 35 percent of children have experienced more than one type of traumatic event, according to the Centers for Disease Control and Prevention (CDC). These adverse childhood experiences (ACEs) can have impacts that extend far beyond childhood, including higher risks for alcoholism, liver disease, suicide, and other health problems later in life….

“For teachers, who are directly exposed to a large number of young people with trauma in their work, a secondary type of trauma, known as vicarious trauma, is a big risk. Sometimes called the “cost of caring,” vicarious trauma can result from “hearing [people’s] trauma stories and becom[ing] witnesses to the pain, fear, and terror that trauma survivors have endured,” according to the American Counseling Association.”

Minero offers several strategies teachers and administrators can use to address vicarious trauma:

Talking it out with colleagues, a life partner, therapists, and/or colleagues.

Building coping strategies to manage emotions (visualizing a calming place) and to identify and deal with more stressful times of the day.

Establishing coming home rituals such as turning off work phones or creating a to-do list for the next day before leaving work that provide clear boundaries between work and home life.

Minero’s suggestions promote self-care, an essential but often overlooked aspect of both physical and emotional well-being.

Three thoughts about self-care:

1. Self-care is not selfish. We cannot offer care to others if we don’t first care for ourselves.

2. Unless self-care is a routine and habitual part of our days it will quickly recede into the background when it is most needed.

3. To establish such routines and habits, it is helpful to view self-care as a promise to ourselves that assumes the same importance as promises we make to others.

What forms of self-care are most important to you, and how do you ensure that you engage in those practices on a regular basis?

Do you believe in epiphanies?

epiphany/[ih-pif-uh-nee] 

noun: a moment when you suddenly feel that you understand, or suddenly become conscious of, something that is very important to you

Do you believe in epiphanies?

I do.

I’ve had them while doing things as diverse as walking or driving, reading or staring out the window, having a conversation, or even while listening to keynote speakers at conferences.

Sometimes someone said just the right thing to me at the right time.

But epiphanies are not a change strategy that I would count on for me, for others, or for organizations.

Few epiphanies alter what we think and how we behave on a daily basis.

While guidance and inspiration can be drawn from epiphanies, they are seldom sufficient to produce meaningful and lasting changes in beliefs, understandings, and behavior.

Such changes almost always require sustained learning about complex subjects that includes deep and often courageous conversations within a strong team or other community about the implications of the new ideas and practices and how to solve the inevitable problems that arise in their implementation.

Anything less is simply insufficient.

Nothing I am saying here is new. In fact, it is decades or even centuries old.

But, inexplicably, it is far from common knowledge, yet alone common practice, except, perhaps, by resilient people.

Two questions:

What epiphanies, if any, have made a lasting difference in what you think and do?

In your experience, what structures (like teams or learning communities and dedicated time for them to meet) enable epiphanies to become standard practice?

Happy Holidays and best wishes for a wonderful 2018….

Have “mindful conversations”

It might not matter what I say, since some American conversations resemble a succession of monologues. A 2014 study led by a psychologist at Yeshiva University found that when researchers crossed two unrelated instant-message conversations, as many as 42 percent of participants didn’t notice. –Pamela Druckerman

Like most of us, I sometimes find myself in “conversations” with people who are far more interested in what they have to say than what’s on my mind.

Likewise, I have participated in too many “conversations” that remain on the surface as they move quickly from topic to topic.

I have also participated in conversations that were deep, meaningful, and, in some cases, life changing for me and others.

Participants leave these conversations with a greater appreciation of and respect for one another, altered views regarding important subjects, and solutions found for what seemed like intractable problems.

In the conversations I prefer participants have an openness to being influenced as well as a desire to influence. Participants listen carefully and seek to better understand themselves as well as each other.

Such conversations are unpredictable because they are likely to take on lives of their own, which makes them the kind of conversations in which resilient people thrive.

Druckerman points to the primary underlying skill required in these conversations:

“A lot of us — myself included — could benefit from a basic rule of improvisational comedy: Instead of planning your next remark, just listen very hard to what the other person is saying. Call it ‘mindful conversation,’ if you like.”

What kind of conversations do you prefer, and how do you create them?

Habits of resilient people

The first step is learning how to do it. Finding and obtaining the insight and the tools and the techniques you need. Understanding how it works. But step two is easily overlooked. Step two is turning it into a habit. Committing to the practice. Showing up and doing it again and again until you’re good at it, and until it’s part of who you are and what you do. —Seth Godin

Learning about something is only the first step.

Understanding an idea or practice deeply requires more of us.

Learning to do something correctly is harder still.

Learning to do it consistently until it becomes a habit is even harder. Such learning is founded on discipline and practice.

Here are a few habits we are likely to see in resilient people:

• Seeking clarity in the midst of confusion regarding purposes, values, goals, and next actions.

• Acting with integrity, particularly in speaking their truth and keeping their promises.

• Accepting responsibility for their actions.

• Taking calculated risks that move them out of their comfort zones.

• Learning from their mistakes.

• Using their strengths.

• Having empathy for the experiences and perspective of others.

What would you add to this list?

What is your story?

For many years I had the privilege of interviewing leading educators regarding their views on various aspects of professional learning for articles that were published in NSDC’s (now Learning Forward) JSD (now The Learning Professional).

They were educators whose ideas have proved resilient over the intervening decades (Michael Fullan and Peter Senge, for example), and the stories they shared, sometimes couched in technical terms, about how individuals learn and organizations change demonstrated the link between resilience, influence, and storytelling.

The stories these “influencers” told often revealed the people, experiences, and values that animated both their personal and professional lives.

Here is such a story from my life:

Early in my teaching career I attended an inspiring and practical 3-day workshop on what was then called “mastery teaching.” My big “take away” was that virtually all students could learn virtually everything I wanted them to know given sufficient time and “correctives,” and that their improved grades would reflect that learning.

Soon after I returned to my school, however, I realized that to implement what I had learned I had to overcome a significant barrier in the form of my principal who believed that good teachers should distribute grades more or less on a normal-distribution curve slightly skewed to the high side to show that we were making a positive difference.

His strongly-held belief posed a problem – how would I give grades that he would accept that would also reflect the higher-levels of learning I anticipated in my classroom?

We met, and he decided to allow an experiment with one of my classes if I brought all student work to him for review for the remainder of the school year. (The experiment concluded at the end of the school year when I moved on to another assignment.)

Over the years I told that story many times to illustrate:

• The power of beliefs to shape professional practice.

• That unless professional development addressed the existing beliefs of teachers and administrators the innovations would flounder and likely fail.

Stories can shape attitudes (often unconsciously), bond groups, teach important lessons, and provide guidance and motivation.

They can be used in:

• classrooms

• faculty meetings

• family gatherings

• with friends

What stories have you used or might you use to teach, guide, or motivate?

How would you answer these questions?

“Farrington has distilled this voluminous mind-set research into four key beliefs that, when embraced by students, seem to contribute most significantly to their tendency to persevere in the classroom:

1. I belong in this academic community.

2. My ability and competence grow with my effort.

3. I can succeed at this.

4. This work has value for me.”

How Kids Learn Resilience

These four questions, I believe, are equally applicable for teachers and administrators.

In my experience, resilient educators: 

• feel a sense of connection to like-minded colleagues,

• believe that they can improve student learning by continuously improving the quality of their work,

• are optimistic that they can and will make a difference, and

• know that the work they do each day has significance because it is aligned with their most important purposes and values.

How would you answer these questions from the perspective of your professional community?


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