Why you must know your "Why"

In a moving video talk, comedian Michael Jr. describes the power of knowing your “why.” In it, he showed an audience a clip from a different event, in which he asked a member of that audience to sing the opening stanzas from “Amazing Grace.” The gentleman, a music teacher, began in a deep baritone and sang the refrain flawlessly.

After praising his performance, the comedian asked the teacher to do it again, but this time painted a scenario of true appreciation, such as a family member being released from prison. Not surprisingly, the second performance far outshone the first. This time, the song was performed with added feeling and emotion. The words were more animated and the tone was deeper and richer. Michael Jr. concluded that, “When you know your ‘why’ then your ‘what’ has more impact, because you’re working towards your purpose.”

Leadership expert Simon Sinek calls this “the golden circle.” He says that it’s not enough to know what you do and how you do it. At our essence, we are most motivated by knowing why we do things. And it’s through that awareness that we can best connect with and sell to others.

Educational leadership in the age of online learning

As remote-work orders stretch into another month, new concerns about its long term-feasibility are being raised. Fatigue is one salient issue, but many are more concerned that continuous growth and development will stagnate in a world that lacks in-person contact.

The education industry in particular is among the most affected here in the United States, and questions about meaningful development are top of mind for teachers and educational leaders alike. How can remote learning practices be improved before students return to school? Is it still possible to improve practice as an educator while working from home?

5 areas where teachers can support students in learning, Part I

For new teachers, the process of getting ready for the school year can draw mixed emotions. On the one hand, it is exciting to don your creativity cap and consider new ways to make school and learning exciting. At the same time, there can be some nervousness associated with your preparation, particularly when you’re not sure what the new year will even look like, as in whether it will include in-person instruction, remote learning or some blended variation.

Make no mistake, this is by far the most uncertain start to the school year that any of us have ever experienced. We don’t know what form school will take in a couple of months and we must figure out how to close academic gaps that were created by the pandemic; deal with issues of mindset (student and teacher); provide opportunities for social-emotional learning; and be prepared for the residual (if not current) effects of trauma and more. All while still managing our classrooms effectively and providing our students with engaging instruction that is differentiated to ensure that all learners’ needs are met.

Why principals should “loop” students back in

One of the big questions facing school leaders right now is what things will look like when the new school year begins. No one fully knows whether teachers and students will be able to fully or partially return to their classrooms and, even for those who can enjoy “business as usual,” the atmosphere at school is likely to be filled with uncertainty, unease, and lots of distancing.

While it can be difficult to build and maintain a learning atmosphere under such conditions, it may be even more challenging for teachers to develop the nurturing relationships that are so critical to student development, particularly after having endured so much uncertainty already in the previous half year. To expect teachers to connect with their charges and be able to support them during the formative first weeks may be too tall an order for many and could set students up for an even more challenging year.

Preserving you: Preventing teacher burnout

Think of the first time you encountered teacher burnout. Where you were. What was going on at the time. The feelings. The experiences. The surroundings.

I'll tell you what it was for me. I was a new teacher in an Orthodox Jewish independent high school. I was fresh. I was idealistic. And I was going to change the world.

Each morning, my colleagues and I would convene in the teacher's lounge. On occasion, we would play a game.

Typically speaking, one doesn’t think of teacher lounges and games; there were no chess or Scrabble boards to be found. The game that we played had no name. I have named it in arrears the “make the calendar disappear” game.

You say it, but do they understand it?

Yesterday, as I was getting my skis 🎿 on, an instructor tells me "TGIF!"

But he didn't mean THAT #tgif.

He was telling me, "Toes Go In First." 💡

But that wasn't what I heard.

And for a Sunday, his #fridaytalk sounded strange.

Get Your People Out of Their Caves

Your people are living in a cave and it's your job to get them out of it.

Oftentimes leaders don't even realize that their people are showing up every day and they’re just doing their thing.

They don't have the time, the bandwidth, the interest to learn new things, like he innovations, the creativity, the change, that's happening in the world around them.

They're totally clueless.

They have no sense, no idea whatsoever.

You, as leader, need to be providing consistent information, ideas, skills, tools and techniques, to help them grow and to go beyond the cave in which they live.

Get Your People Out of Their Caves

Dear Leader,

Your people are living in a cave and it's your job to get them out of it.

That may sound kind of crazy. But stay with me.

If you’re like most leaders, your people are showing up every day, doing their thing and they don't really have the time, the bandwidth, the interest in learning new things.

They certainly don’t make the time to understand best practices and the innovations, the creativity, the change, that's happening in the world around them.

Often, they’re completely clueless.

Educational Insights from the Business World

Without question, there are several significant differences between the roles and goals of educators and those the ply their trade in the business world. Perhaps most significant is how the two groups measure success.

Educators are focused primarily on student learning and development. To them, a healthy fiscal bottom line is a means through which they can achieve their goals, not an end to itself. Businesspeople, in contrast, are mainly interested in developing successful, profitable enterprises. Learning and development are viewed as necessary to help businesses and their people grow, but do not constitute a primary objective for most businesses.

The fundamental difference of purpose that separates schools from businesses often lends members of each camp to think that there is little to be learned from the other. This, in my view, is particularly true for educators. As a former teacher and principal, I felt a fundamental disconnect from what was occurring in the for-profit world. Many of my peers and colleagues expressed similar sentiment. Any time that I heard of some lay leader or governmental initiative to make schools more like businesses, I became suspicious. “What do they know about education anyway?”, I would ask.

business, education, leadershipNaphtali HoffSeptember 12, 2018Impactful Coaching & Consultingeducation, business, insights, leadershipComment

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