Archive for the 'Motivation/creating energy' Category

Expanding the boundaries of our best selves

Occasionally I find myself in uncomfortable situations over which I seemingly have little control. 

“Do the best that you can with what you have where you are right now” is an idea I draw on to improve both how I am feeling in that moment and the situation itself.

“Do the best that you can…” is an empowering thought that enables our resourcefulness by reminding us of the options available to us to change things for the better, as this April 2017 post reminds us.

Do the best that you can…

Do the best that you can with what you have where you are right now. — a poster in a high school science teacher’s classroom

That’s wonderful advice for all of us that applies in many situations. 

And it’s an approach to life used by many resilient people.

But because resilient people are resourceful, consider these additions to it:

Do the best that you can by expanding what you know and can do through lifelong learning

With what you have, and with what you can acquire through learning and by using your resourcefulness to provide additional tools to more effectively accomplish your goals

Where you are right now, and, when appropriate, by changing your environment or your mental perspective about the place where you are.

What do you do to continuously expand the boundaries of your best self?

Meaningful change begins with ourselves

A theme that has run through many of my posts for the past 8 years is the importance of administrators and teacher leaders changing themselves before trying to change others.

This post from February 2013 makes a succinct case for that point of view. Next week’s post will talk more specifically about what those changes might be.

Change yourself first 

One key to successful leadership is continuous personal change. Personal change is a reflection of our inner growth and empowerment. Empowered leaders are the only ones who can induce real change. —Robert Quinn

Important, lasting improvements in teaching, learning, and relationships in schools occur when leaders adopt new beliefs, deepen their understanding of important issues, and consistently speak and act in new ways. It is a common human tendency to see others’ shortcomings before noticing our own complicity in maintaining the status quo. It’s also human for leaders to believe that the primary barriers to change reside outside themselves. Leaders who understand these dynamics begin the change process by making significant and deep changes in themselves. 

Today I will reflect on an important school goal to determine a belief I want to modify, an understanding I want to deepen, a skill I would like to acquire, or a habit I want to develop.

[This “meditation” is the first of 180 (one for every day of the traditional school year) provided in Leadership 180: Daily Meditations on School Leadership.]

 

An example of educational malpractice 

While some important things are very complex and difficult to explain, others are clear and straightforward.

Here’s an example of such simplicity from November 2013.

Why professional development without substantial follow-up is malpractice

If a primary goal of professional development is to affect what teachers and administrators believe, understand, and do on a daily basis, then . . . .

Offering “presentations” or “training” without intensive and sustained small-group dialogue, in-classroom coaching, and just-in-time problem solving is educational malpractice.

Put another way, “head learning” abstracted from practice without abundant opportunities for supportive on-the-job feedback and trouble shooting wastes the organization’s resources and squanders teachers’ good will.

Such malpractice is not only an ethical lapse, but is immoral when students’ learning and well being are negatively affected.

Of course, the presence or absence of many other things in classrooms and schools is also malpractice.

What would you put on your “educational malpractice” list? 

Learning to honor those with whom we disagree

Not since the the Vietnam War era and the presidency of Richard Nixon do I remember Americans being as divided as we are today, a division so emotional that many of us are unable to hear one another yet alone honor the views of  those with whom we disagree.

This problem did not begin with the last presidential campaign, although it intensified it. Nor will it be resolved with new political leadership in Washington, although its symptoms may be tempered.

These essays, from May 2013 and March 2015, address this issue.

“The world is divided into people who think they are right”

Sometime, somewhere, I remember someone observing, “The world is divided into people who think they are right.” 

It’s hard to imagine a more succinct and accurate observation of the human condition and of the source of problems that range from the personal and professional to the political to horrific acts of violence and cruelty among peoples and nations.

The world would be a much better place, I believe, if more conversations began: “What I’m about to say is my truth with a lowercase “t.” It may be wrong or only partially true, so I’m eager to hear your views and am open to being influencing by them…

I encourage you to offer some variation of that simple statement at least once each day and to listen deeply in the spirit of dialogue with an open mind to the views of others.

I am confident that not only will the quality of your relationships improve, but that you will be happier and more influential in all realms of your life. 

That’s a substantial payoff from adopting the belief that there may be a number of valid points of view and beginning conversations with an invitation to explore that possibility.

Strong opinions, weakly held

Learn how to fight as if you are right and listen as if you are wrong: It helps you develop strong opinions that are weakly held. —Gretchen Rubin

While it is essential that leaders have clear, well-defined beliefs and ideas that guide their work, it is also essential that those beliefs and ideas are open to influence by respected colleagues.

That means that leaders do both the intellectually-demanding work of forming clear, well-considered points of view and the interpersonally-demanding work of holding them loosely.

Because our views are often influenced by psychological and emotional forces of which we are not fully aware, both their formation and alteration is seldom fully rational.

That means that altering our views based on evidence and logic rather than vigorously defending them until death typically requires a high level of emotional intelligence.

How do you decide when to maintain your point of view and when to surrender it?

The attributes of resilient people

Resilience is something we learn through adversity. We apply those beliefs and skills, in turn, when we face new adversity.

Here is my list of attributes, from March 2017, that support resilient people during difficult times.

“6 Cs of Resilience”

I offer the “6 Cs of resilience” to stimulate your thinking and perhaps guide your actions: 

Clarity about values, ideas, goals, and strategies to accomplish those goals. Such clarity will come in and out of focus and require fresh thinking when circumstances change within and around us.

Commitment to persist through difficult times. Resilience sometimes requires doing the thing we don’t want to do but that we know is important.

Communication that seeks first to understand and that is both respectful and assertive. Such communication is particularly challenging when people vigorously disagree with us by asserting values and positions that we believe are irrational and even immoral. 

Community to gain clarity, support, guidance, inspiration, and the power of collective action when we are addressing powerful social and economic forces. Dialogue created in community can also help us find and maintain clarity.

Courage to do what is uncomfortable and even frightening. Courage is not the absence of fear, but instead acting in its presence. As someone once said, “Feel the fear and do it anyway.” 

Care, beginning with self-care. Self-care means making our physical, emotional, and spiritual health a priority because if we don’t care for ourselves the other Cs will be difficult if not impossible to achieve. Care also includes, of course, respect for others, particularly those with whom we most strongly disagree.

No matter our starting place, the “6Cs” enable us to take well-considered stands about things that are significant to us and to join with others to achieve what we cannot accomplish alone.

Which of the Cs is most important for you at this particular moment in time? What would you add to this list?

How to create deeper professional conversations

It is true, I think, that “a little learning is a dangerous thing,” when superficial knowledge is allowed to substitute for the deep understanding that is required to make sound decisions and solve important problems.

That’s why I think this guest post by Lois Easton from February 2014 on deepening professional conversations is so important.

Lois Easton describes how to deepen professional conversations

In my experience, too many conversations in professional meetings, including  professional development, involve “talking about” complex subjects rather than moving progressively deeper into the substance of ideas and practices. Such conversations are often random, superficial, unproductive, and, for all of those reasons, unsatisfying.

To better understand how this problem might be addressed I asked Lois Brown Easton to offer her perspective and to describe how protocols and other strategies could be used to deepen professional conversations.

I have known and respected Lois’ work since I visited Eagle Rock School and Professional Development Center in Colorado in 1997, at which she was then the Director of Professional Development. These days Lois is a writer, coach, and consultant.  (Additional information about Lois’ books and professional contributions are provided at the end of this essay.)

Here’s what Lois Easton has to say:

Sometimes the best-intentioned professional discussions seem to go nowhere.  Polite to the last word, people leave them unsatisfied and uncommitted to making any changes in their daily practice. 

Or, perhaps they ARE satisfied.  After all, a discussion that has no repercussions, requires no one to do much of anything, may be a lot easier than a discussion that goes somewhere.

And, perhaps they ARE committed, even if only subconsciously, to stay the same.  After all, what has worked for X years (you put in the number, including the years simply being a K-14 student), will certainly go on working, won’t it?

At the best, such discussions may yield only the most cynical of statements, “Well, another one done.  Back to work.”

Why do such discussions go nowhere? It seems to me that there are three reasons for “Nowhere Land” in terms of professional discussions:

1. The discussion is predictable.  It is not exploratory; there are no surprises.  These people will argue for Point A; these people will argue against Point A and offer Point B.  These people will go along with either one.  These people don’t really care.  One of the solutions will “win,” Point A or B.  Some people will take action accordingly; some people won’t.  Next week (month/year), there will be other discussions and other decisions, and they’ll go the same way.  It’s all politics and power… not new ideas, innovative solutions, or out-of-the box thinking.  Ho-hum!

One solution to predictable discussion is dialogue, real dialogue.  Dialogue is different because people slow down the pace of talking rather than race towards a conclusion or decision.  They consider each idea that is presented, building on ideas through comments and sincere questions, until they reach understanding.  They uncover assumptions, explore ramifications, project possibilities.  The language of dialogue is iterative and probing, as in, “Here is what I think you’re saying: ______.  I’m wondering about the assumptions that you have about that idea.” 

Dialogue is a skill that needs to be learned and practiced, consciously.  Dialogue works for any topic that needs creative thinking, innovative solutions, and choices among surprising possibilities.  Effective leaders know that juicy dialogue can be sufficient unto itself or lead to productive discussion and awesome (in the original sense of the word) decisions.

2. The discussion lacks prompts or protocols that take people deeper into the subject.

Especially when people in a discussion are speeding down the highway of decision, discussion tends to be shallow.  Discussants deal with the basics in order to make the decision.  

Prompts or protocols can take people deeper into discussion and, usually, into dialogue that lets them probe ideas.  One protocol that seems to work well for deepening discussion is the “Peeling the Onion Protocol.”  

In one version of this protocol, a presenter (anyone who can present the issue) describes what a group will study.  The presenter also presents one or two key questions, such as “On what basis will we be able to make decisions about this issue? What should be our guidelines?”

Everyone writes freely on the issue and the key question(s)—partly to get focused on the issue and partly to have something to contribute in the next steps. 

Then there are three rounds, during which the presenter is silent and taking notes that reflect what the other participants have said.

In round one, the focus is on clarifying the issue.  Participants may say things such as, “What I heard the presenter say is . . . ” or “I’m wondering how we would describe this issue to [someone else]” or “I’m not sure I understand what we mean by [X].”

In round two, the focus is on probing the issue.  Participants may say, “One assumption that we seem to be making is…,” or “A question this raises for me is …,” or “I understand this issue as….” Others listen carefully to understand what others say and rephrase, comment, or ask questions before moving on to another probing statement.

In round three, the focus is on deepening the probing process through “What if” questions:  “What would happen if we…?” or “How would it work if we…?” or “What’s the worst/best that would happen if….?” As in round two, others listen carefully to understand before moving on to another probing question.

After the third round, the group is silent while the presenter reflects aloud (consulting notes taken during the rounds), further deepening the dialogue.  The presenter might say something such as, “I heard you say X, and that made me think further about this issue.”

Finally, the whole group debriefs both the content and the process.  At this point, the group has deeply explored the issue and may be ready for making a decision that all understand, approve, and can be accountable for.

3. The discussion does not lead to social accountability.

Decisions that come out of shallow discussions may result in accountability in the sense that someone is going to do something.  Others, especially when they feel the decision is preordained—already decided in some way by those with power—may feel no sense of accountability for the decision.  Since they have not really participated, probed, and pushed deeper into ideas to determine which solutions are really the best, they may feel no ownership of the issue and, likewise, unaccountable for the results.  

In “Fist to Five” (with people holding up fingers on one hand to signal their commitment to an idea or decision; a fist representing no commitment and five fingers full commitment and active participation in carrying out the decision), people might show two fingers, meaning they’ll not interfere with the decision, but they will not work actively towards carrying it out.

Peer or social accountability occurs when people deeply understand an issue and its ramifications, and how they can be addressed.  They have had an active role in dissecting the issue and choosing the best solution. They have “owned” the issue and feel accountable for what happens as a result of the dialogue in which they have participated.  When the outcome really matters, people are willing to go deeper and stand behind the results.  

Peer or social accountability means that people hold each other accountable for acting upon a decision. People expect others to take action and, therefore, will take action themselves. Peer or social accountability is critical when decisions are being made about whole-school (or whole-organization) change.

So, in a circular way, in order for people to feel accountable for substantial and lasting change—such as improving learning conditions for students or adults—they must engage in deeper discussions, such as dialogue, using protocols to guide those discussions, and making decisions as a result of them that hold each one of the participants accountable. 

Lois Easton is the author of Powerful Designs for Professional Learning (which is being published in 2014 in its 3rd edition), Professional Learning Communities By Design: Putting the Learning Back Into PLCs (2011), and Protocols for Professional Learning (2009).  

Principles of leadership from Mother Teresa

This post about Mother Teresa from May 2014 could hardly draw a starker contrast to last week’s post on maintaining sanity in the face of daily barrages of lying and deception from the highest levels of the American government.

What Mother Teresa can teach school leaders

Knowing my interest in leadership, a friend gave me Mother Teresa, CEO, whose authors, Ruma Bose and Lou Faust, extract 8 principles from Mother Teresa’s work:

1. Dream it simple, say it strong.

“Mother Teresa is one of those humans who had a simple dream that profoundly changed our world. Her dream was helping the poorest of the poor. She began with that vision, then developed a clear plan for making it come true. Everything Mother Teresa did in her life stemmed from defining her vision and aligning and rallying all of her resources and supporters to her goal….

“‘Saying it strong speaks to the constant need for a leader to consistently speak with passion and conviction about her vision for her organization. She also must act in ways aligned with that vision.”

2. To get to the angels, deal with the devil.

“Leaders need to know where to draw their lines. Sometimes you have to compromise. You need to have the courage to decide which compromises are acceptable and which are not. You will not always make the right choices and you will get criticized for them. Mother Teresa was criticized about many of her choices. Her response was to stand by her beliefs and focus on getting her job done.”

3. Wait! Then pick your moment. 

“A balance between action and reflection is critical to keep focused during the emotional ups and downs of leadership. When reflecting, ask yourself if you’re moving toward your vision, laying the groundwork to ensure you are ready once the time is right.”

4. Embrace the power of doubt.

“Doubt isn’t necessarily a crisis of faith. Obstacles are a daily part of life. You can have faith that something good is going to happen, but doubt how you were ever going to get there. When we embark on journeys into the unknown, it is important to acknowledge and process our feelings of doubt. Unprocessed doubt can lead to paralyzing fear, but using doubt to question yourself can strengthen your beliefs and free you from that fear.”

5. Discover the joy of discipline.

“In leadership, as in life, discipline is about doing…. Discipline is about the long-term benefit. There is no shortcut or miracle pill. It takes effort and willpower to succeed at business and in life. Procrastination is the enemy of discipline. Mother Teresa believed that if you took care of your small responsibilities, life would reward you with bigger responsibilities.”

6. Communicate in a language people understand.

“Many people approach communication as a matter of consistency, clarity, and presentation style.… Mother Teresa took the opposite approach. To her, communication was often more about listening and observing than about speaking.… She used this information to adapt her language, naturally but intentionally, to that of other people, while paying close attention to their responses. Did they understand what she was really saying? Were they open to her words and intentions? Did she need to stop and listen some more?”

7. Pay attention to the janitor.

“One reason Mother Teresa touched people so deeply was that she made them feel heard and valued. She understood that at the most basic level, we all want to feel valued in what we do, whether by our families, our friends, or our colleagues….

“How do you make people feel valued? Pay attention to them! Acknowledge who they are. Ask them questions. Know their names.”

8. Use the power of silence.

“For a leader, applying the power of silence means clearing your mind and listening to your inner voice. Silence of the mind – stopping your mind – is critical.…

“To silence your mind, begin by eliminating all distractions. If you are in your office, close the door and turn off all devices that would be distracting, such as your cell phone.…

“If you take time to silence your mind regularly, your mind will find the answers you need for every aspect of your life.”

“You don’t have to be a saint to benefit from Mother Teresa’s leadership principles…,” Bose and Faust conclude. “Start today by picking one principle that resonates with you. Implement it and begin to change how you lead your life or your organization. It will make a difference.”

Which of these principles resonates most with you? 


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