Posts Tagged 'emotional intelligence'

The gift of exquisite listening

Dennis

“One social habit that I used to be quite bad at was to truly listen when other people spoke. I sometimes zoned out. I got distracted or my attention started to wander before they were done talking. Or I just waited for my turn to talk again (while thinking about what I should say next). Not very helpful. So things had to change.” —Henrik Edberg

There is no greater gift that one person can give another than sustained, attentive, and nonjudgmental listening.

Being fully heard and deeply understood by another human being is rare and can be life changing.

Because such committed listening also enriches the experience of the listener, it can transform relationships.

In addition, it is an essential ingredient of “deep work” (see previous post).

Henrik Edberg describes the attributes of such listening this way:

“When you listen, just listen.

” Don’t interrupt. Don’t jump in with solutions (this one can be a hard one in my experience).

“Just be present in the moment and listen fully to what the other person has to say and let him or her speak until the entire message is said.

“Sometimes that is also all that’s needed. For someone to truly listen as we vent for a few minutes and figure things out for ourselves.”

“Just listening” requires practice and discipline, however.

Sophia Dembling offers a tool that can help us master this demanding habit:

“Imagine that there is a big arrow hovering over the space between two people engaged in a conversation…. As the listener in this conversation, your goal is to keep the arrow pointing at the other person for as long as possible.

“A devoted listener knows that there is always more to learn about another person, no matter how long you’ve known them.”

What have you learned about the benefits of such listening, and what helps you more consistently offer it to others?

6 ways to ensure that things don’t change

Dennis

Over the years I’ve written countless articles and posts on how administrators and teacher leaders can affect positive change through school culture, professional development, and the application of emotional intelligence, just to mention a few possible sources of influence.

But I have never approached that challenge from the flip side—what school leaders must stop doing if they want to create a ceaseless flow of positive energy that improves teaching and learning for all students.

So here are 6 ways to ensure low staff motivation:

1. Tell people what to do. Make demands: “I am the boss. Your job is to do what I tell you to do or else.”

2. Explain that what you’re telling others to do is a mandate (a variation of #1): “I don’t like this either, but we have to do it.”

3. Cite research combined with a demand: “Research says, so do it.”

4. Use guilt: “If you are really a professional (or care about your students), you will do this.”

5. Emphasize that you are smarter and/or have better intentions than they do: “If you would just read the research (or analyze the data), you’d see that this is the right thing to do.”

6. Explain that you have their best interests at heart: “Do this for your own good,” or “Trust me because I know what’s good for you.”

What would you add to my list?

What it means to be a skillful teacher

Dennis

While the popular media often portray good teachers as charismatic “sages on the stage,” skillful teaching is a sophisticated cognitive process in an intensely interpersonal environment whose most fundamental activities are less dramatic and often invisible to the casual observer.

Skillful teaching requires:

• designing meaningful lessons that engage and ultimately ensure success for all students;

• developing a highly-nuanced professional judgment informed by both “hard” and “soft” evidence to assess student learning and to determine the most appropriate teaching methods;

• applying emotional intelligence and human relations skills with students, parents, and colleagues in complex and ever-changing circumstances;

• engaging in professional learning and collaboration with colleagues to continuously improve teaching and learning; and

• managing personal energy and time to enable vitality both in school and at home.

What have I missed?

Centrifugal forces

Dennis

The world is full of centrifugal forces that spin us away from ourselves.

Too many things to do. The insistent and addictive demands of social media. The expectations of our colleagues.

These forces are unbidden and unrelenting and often cause us to forget what’s most important to us.

On the other hand, the forces that bring us back to ourselves must be cultivated.

The cultivation of these forces requires intention, daily practice, and persistence.

It requires regular periods of solitude so that we can hear and attend to important inner promptings.

It requires the discipline to pay attention to the people and tasks in front of us rather than the distractions that pull us away from the things we value.

And most of all, the cultivation of the forces that bring us back to ourselves requires a strong desire to lead a more focused and peaceful life that enhances our well being and improves the quality of our relationships and of our work.

Cultivate empathy

Dennis

Social and emotional intelligence are essential attributes of successful teaching and school leadership. And empathy is one of the most important of those skills.

Empathy means that we are able to see the world through the eyes of other people so well that they feel like you “get them.”

We understand what they think, feel, and want even though that may not be what we think, feel, and want.

Many of us resist having empathy with someone because it implies that we agree with them when perhaps we don’t.

Others lack empathy because they are unwilling to do the demanding work of trying to understand the world as others experience it.

When our colleagues feel like we understand their point of view they are more open to our perspective.

That means we are more likely to influence people with whom we have empathy than those with whom we don’t.

Fortunately, empathy can be cultivated. Its development requires intention, an openness to seeing the world through the eyes of others, and persistent practice.

It is a practice well worth the effort because when we give the gift of empathy, we give a gift that can be transformative to us, to others, and to our relationships.

Being our best selves

Dennis

Sometimes I compare myself unfavorably to others.  “Why can’t I be more like so-and-so?” I wonder.

And I’m sure that if I tried really hard I could be a bit more like that person.

But more often than not, I realize that it would be better for me to invest my time and energy in developing my unique talents rather than becoming a shadow of someone else.

All of us contribute more to the world, I believe, when we are our first rate selves rather than a second rate someone else.

Likewise, people of all ages thrive when they are encouraged to be their best selves.

People report that they are most satisfied with their work and lives when they use their talents for worthy purposes.

Just as we each have unique talents, we each have unique opportunities.

Because there is no one exactly like us in the particular situations in which we find ourselves, we each have unique opportunities that arise throughout our lives to make a difference that no one else can make.

When do you thrive?

What are the qualities of relationships that encourage you to  be your best self?

What other conditions promote those qualities?

8 “trim tabs” to significantly improve performance

Dennis Sparks

Some things leaders do matter a lot more than others. However, exactly what those activities are may vary from setting to setting.

Determining the best mix of high-impact activities comes from:

  • reflecting on experiences,
  • conversations with colleagues,
  • and professional reading, among other sources.

Peter Senge’s book, The Fifth Discipline, introduced me to the metaphor of the “trim tab.” Senge wrote:

“[S]mall, well-focused actions can sometimes produce significant, enduring improvements, if they’re in the right place. System thinkers refer to this principle as ‘leverage.’ Tackling a difficult problem is often a matter of seeing where the high leverage lies, a place which – with a minimum of effort – would lead to lasting, significant improvement.”

Here are my suggestions for administrators and teacher leaders regarding areas of particularly high impact. (Please note that none require additional financial resources.)

1. Having integrity, in particular consistently keeping promises and telling one’s truth.

2. Having crucial, often difficult conversations (closely linked to #1). Whenever possible, those conversations will be based on evidence.

3. Participating in high-functioning teams (or PLCs or “communities of practice”) rather than working in isolation. Teamwork is not only important for all teachers but for administrators and teacher leaders as well.

4. Consistently applying “next action thinking.” Always know the specific next action that you will take at the conclusion of a meeting or learning experience.

5. Developing and consistently applying high levels of emotional intelligence, particularly empathy (seeking first to understand, which has committed listening at its core).

6. Having a growth mindset that underscores the importance of effort and persistence as well as “intelligence.”

7. Saying “I don’t know” when you don’t.

8. Practicing new skills in public settings so that others appreciate and understand the challenges and risks that typically accompany important professional learning. There are few things more influential than leaders doing what they ask others to do.

What high-leverage activities would you add to this list?


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