Reflection is important for growth. But we have to be intentional about it. Our reflection is meaningless unless we do something with it. It has to change us. Or, it has to help us change directions. Effective people are reflective people.
Many years ago I read Dale Carnegie’s incredible book, How to Win Friends and Influence People. Just this last week, I decided to start reading it again. Carnegie tells the story of a bank president who for many years made it a practice to reflect at the end of each week on every appointment he had in the previous week. He would ask himself the following questions:
“What mistakes did I make that time?”
“What did I do that was right–and in what way could I have improved my performance?”
“What lessons can I learn from that experience?”
The banker attributed his great success in large part to his system:
I often found that this weekly review made me very unhappy. I was frequently astonished at my own blunders. Of course, as the years passed, these blunders became less frequent. Sometimes I was inclined to pat myself on the back a little after one of these sessions. This system of self-analysis, self-education, that continued year after year, did more for me than any other one thing I have ever attempted.
It helped me improve my ability to make decisions–and it aided me enormously in all my contacts with people. I cannot recommend it too highly.
I also try to make it a point to consistently reflect on how things are going in my work. However, I don’t have a process as systematic as what’s described by the banker. Maybe that’s something I should consider.
This week as I’m reflecting, I thought of a few more questions to consider…
1. How is the reluctant learner experiencing our school (or your classroom if you’re a teacher)?
We may think about how our students are doing overall, but I think we need to be especially attentive to how the reluctant learner is doing. If we create an experience that engages some of our most challenging students, that same experience will also probably benefit our other students too. We’re aiming to create a place where even kids who “hate school” love to learn.
2. Am I measuring with a yardstick of my own years?
When I get frustrated with some of the behaviors I see in students, I need to be reminded that they are often acting exactly like 15-year-olds are inclined to act. That doesn’t mean that I don’t try to influence them to rise up, but I can’t get frustrated when they don’t think, or act, like me. That sounds ridiculous doesn’t it? But I think we all tend to get frustrated if people don’t act just like we think they should.
3. Do I have a healthy level of dissatisfaction with my own performance?
At the end of the day, it’s important to be content with doing my best but to also be dissatisfied with how things are. I don’t want to become complacent. And I don’t want to beat myself up when I make a mistake. So be content, but never be satisfied.
4. Are there ways I’m falling into binary thinking?
Binary thinking creates false dichotomies. It’s either/or. Effective leadership almost always requires a more nuanced position. We can have fun AND have high expectations. We can use technology AND develop social skills and teamwork. We can encourage student agency/inquiry AND improve achievement. It’s not all or nothing.
5. What specific strategies am I using to motivate students (and teachers)?
I’m thinking about the ways I influence student and teacher motivation. Am I doing it by connecting and building relationships? Am I doing it by clearing barriers and showing support? Am I motivating students by creating a positive environment? Just what are the specific strategies I’m using to motivate? Food for thought.
So how are you developing a reflection routine? Would you benefit from having intentional reflection each week? Let me know what you think. Leave a comment below or respond on Facebook or Twitter.
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