Tag: empathy



Curiosity might be good for you, and good for your students too, in ways you haven’t considered. One of our core values in our school is “start with questions.” We want our students to be more curious tomorrow than they are today. We want to design learning that develops curiosity. We believe in the benefits of curiosity. In fact, curiosity has been shown to contribute to academic success as much as hard work or intelligence. 



But curiosity has many benefits beyond academic success. When we are curious in a whole variety of situations, we can better come to terms with who we are, how we fit into the world, and how we can make an impact on the world around us.



So here are 7 ways curiosity can be beneficial beyond academic success…



1.  Curiosity About Feelings



We are seeing unprecedented levels of anxiety and depression among young people. But mindfulness principles are effective in addressing thoughts and feelings by leveraging curiosity, instead of angst or avoidance. Be curious about feelings in a nonjudgmental way. Recognize that feelings come and go and are neither inherently good or bad. Approach feelings with a sense of wonder, “I’m curious about why I’m feeling this way.” Be curious, not furious.



2. Curiosity About Relationships



Relationships grow stronger when we show empathy. And it’s necessary to be curious to develop empathy. You have to be curious about what the other person is experiencing. You have to put yourself in their shoes. When we are curious about others, it also makes them feel valued, listened to, and understood. Curiosity says, “I want to know more about you. You matter. You’re interesting to me.”



3. Curiosity About Perspectives



Our perspective shapes our mindset. We can view failure as something negative, or we can view it as an opportunity to learn and grow. Everything that happens to me can be useful to me and for my benefit. But that requires me to be curious to consider how I might reframe in a positive way things that on the surface seem to be hardships or difficulties.



4. Curiosity About Habits



After reading The Power of Habit by Charles Duhigg, I became far more curious about my habits and the habits that are common in our school. We want to create an extraordinary greeting for our students, every morning and each class period of the day. We want to make that a habit. I also want to examine my personal habits with curiosity, “Is this habit taking me where I want to go? Is this habit consistent with the path I want to be on?” Let’s be curious about the habits we have in the classroom and how they impact learning.

5. Curiosity About Risk Taking



What would you do if you had no fear? What do you fear? And why do you fear these things? What is holding you back? We need to be curious about these questions and why we aren’t willing to embrace positive risk taking. Nothing ventured, nothing gained. We cannot know what we are truly capable of accomplishing if we aren’t willing to push outside our comfort zone and take risks.



6. Curiosity About How Things Work



Have you ever wondered how electricity works? Or magnets? Or gravity? Science can explain these phenomenon, at least to an extent. But they also maintain a mysterious quality. They make me curious. But as a leader, I’m also curious about what makes our school culture work the way it does. I’m curious about how student’s motivation works. And I’m curious about how to facilitate positive change. There are so many examples of being curious about how things work. And sometimes, this curiosity leads to innovations and breakthroughs that make life better for everyone.



7. Curiosity About the Future



I’m curious about the future. I’m curious about what life will be like for my own kids and for my students. And, I’m curious about what educators need to be doing today to prepare students for their futures. When we are curious about the future, it helps us be more diligent in our decisions today. The choices we make today will shape the future. But we have to be curious and consider how today’s decisions might lead to future challenges or opportunities. Acting today with little thought for tomorrow is unlikely to end well. A long term perspective is needed to prepare for an uncertain future. Be curious about the future.



Can you think of any other unexpected benefits of curiosity? Is you school consistently making efforts to bring out curiosity in students? I want to hear from you. Leave a comment below or respond on Twitter or Facebook.

Read More 7 Unexpected Benefits of Curiosity



Curiosity might be good for you, and good for your students too, in ways you haven’t considered. One of our core values in our school is “start with questions.” We want our students to be more curious tomorrow than they are today. We want to design learning that develops curiosity. We believe in the benefits of curiosity. In fact, curiosity has been shown to contribute to academic success as much as hard work or intelligence. 



But curiosity has many benefits beyond academic success. When we are curious in a whole variety of situations, we can better come to terms with who we are, how we fit into the world, and how we can make an impact on the world around us.



So here are 7 ways curiosity can be beneficial beyond academic success…



1.  Curiosity About Feelings



We are seeing unprecedented levels of anxiety and depression among young people. But mindfulness principles are effective in addressing thoughts and feelings by leveraging curiosity, instead of angst or avoidance. Be curious about feelings in a nonjudgmental way. Recognize that feelings come and go and are neither inherently good or bad. Approach feelings with a sense of wonder, “I’m curious about why I’m feeling this way.” Be curious, not furious.



2. Curiosity About Relationships



Relationships grow stronger when we show empathy. And it’s necessary to be curious to develop empathy. You have to be curious about what the other person is experiencing. You have to put yourself in their shoes. When we are curious about others, it also makes them feel valued, listened to, and understood. Curiosity says, “I want to know more about you. You matter. You’re interesting to me.”



3. Curiosity About Perspectives



Our perspective shapes our mindset. We can view failure as something negative, or we can view it as an opportunity to learn and grow. Everything that happens to me can be useful to me and for my benefit. But that requires me to be curious to consider how I might reframe in a positive way things that on the surface seem to be hardships or difficulties.



4. Curiosity About Habits



After reading The Power of Habit by Charles Duhigg, I became far more curious about my habits and the habits that are common in our school. We want to create an extraordinary greeting for our students, every morning and each class period of the day. We want to make that a habit. I also want to examine my personal habits with curiosity, “Is this habit taking me where I want to go? Is this habit consistent with the path I want to be on?” Let’s be curious about the habits we have in the classroom and how they impact learning.

5. Curiosity About Risk Taking



What would you do if you had no fear? What do you fear? And why do you fear these things? What is holding you back? We need to be curious about these questions and why we aren’t willing to embrace positive risk taking. Nothing ventured, nothing gained. We cannot know what we are truly capable of accomplishing if we aren’t willing to push outside our comfort zone and take risks.



6. Curiosity About How Things Work



Have you ever wondered how electricity works? Or magnets? Or gravity? Science can explain these phenomenon, at least to an extent. But they also maintain a mysterious quality. They make me curious. But as a leader, I’m also curious about what makes our school culture work the way it does. I’m curious about how student’s motivation works. And I’m curious about how to facilitate positive change. There are so many examples of being curious about how things work. And sometimes, this curiosity leads to innovations and breakthroughs that make life better for everyone.



7. Curiosity About the Future



I’m curious about the future. I’m curious about what life will be like for my own kids and for my students. And, I’m curious about what educators need to be doing today to prepare students for their futures. When we are curious about the future, it helps us be more diligent in our decisions today. The choices we make today will shape the future. But we have to be curious and consider how today’s decisions might lead to future challenges or opportunities. Acting today with little thought for tomorrow is unlikely to end well. A long term perspective is needed to prepare for an uncertain future. Be curious about the future.



Can you think of any other unexpected benefits of curiosity? Is you school consistently making efforts to bring out curiosity in students? I want to hear from you. Leave a comment below or respond on Twitter or Facebook.

Read More 7 Unexpected Benefits of Curiosity



In a world that is more complex and uncertain than ever before, what is most valuable? Creativity, Empathy, or Technology.


You might argue it’s technology. After all, everything that can be digitized is being digitized. Over the last 20 years, we’ve seen changes that are unprecedented. The Internet has changed how we live, work, play, and interact. Social media has exploded. Nearly every person on the planet, it seems, has an Internet connected mobile phone. We can literally stay connected every minute of every day. Self-driving cars are a reality. We have the Internet of things, big data, robotics, artificial intelligence. Digital is how the world is changing.


Fewer people are creating a larger portion of global wealth today. It takes fewer and fewer people to produce more and more. The innovation economy is already here, but it’s accelerating. Digital is going to continue to drive change. 


And change will happen even faster.


And yet, the things that are becoming more valuable for the future are the things that cannot be digitized or automated. Traits that are human-only will become more and more valuable. Traits like creativity and empathy.


Creativity is thinking in novel ways. It’s solving problems. It’s developing new ideas, finding better opportunities, and combining old things to create new possibilities. 


Empathy is the ability to understand, connect, and see the world through other people’s eyes. It’s moving closer to people. It’s having social skills to communicate, accept differences, and find common ground.


In order to adapt in this rapidly changing world, we must embrace technology. It’s important. 


But more importantly, our students will need to develop creativity and empathy. It’s not about what you know. It’s about what you can do with what you know. Can you work with people? Can you add value to people? Can you create something new and interesting?


These disruptive trends show no signs of slowing. But are schools keeping up? I don’t think so. Things are moving so fast, it’s hard to keep up, even for the schools that embrace change. 


Creativity and empathy are not considered the core work in most schools. They are extras, add-ons, and enrichment programs. But I think we have it flipped. Start with creativity and empathy and use those to propel learning of content and academic skills. 


It’s very different than the type of learning I had when I was in school. We plowed through content and curriculum and produced right answers year after year. We jumped through all the hoops as instructed but probably didn’t learn how to take much initiative. 


And that worked okay in a world where a high school diploma could get you a job, maybe even a career. And a college degree almost assured you a privileged place in society. Those days are gone.


We cannot afford to prepare students for the world we grew up in. We must prepare them for the world they’ll live in.


How do you see the role of creativity, empathy, and technology in the future? What will our students need to thrive? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Read More What’s Most Valuable? Creativity, Empathy, or Technology



In a world that is more complex and uncertain than ever before, what is most valuable? Creativity, Empathy, or Technology.


You might argue it’s technology. After all, everything that can be digitized is being digitized. Over the last 20 years, we’ve seen changes that are unprecedented. The Internet has changed how we live, work, play, and interact. Social media has exploded. Nearly every person on the planet, it seems, has an Internet connected mobile phone. We can literally stay connected every minute of every day. Self-driving cars are a reality. We have the Internet of things, big data, robotics, artificial intelligence. Digital is how the world is changing.


Fewer people are creating a larger portion of global wealth today. It takes fewer and fewer people to produce more and more. The innovation economy is already here, but it’s accelerating. Digital is going to continue to drive change. 


And change will happen even faster.


And yet, the things that are becoming more valuable for the future are the things that cannot be digitized or automated. Traits that are human-only will become more and more valuable. Traits like creativity and empathy.


Creativity is thinking in novel ways. It’s solving problems. It’s developing new ideas, finding better opportunities, and combining old things to create new possibilities. 


Empathy is the ability to understand, connect, and see the world through other people’s eyes. It’s moving closer to people. It’s having social skills to communicate, accept differences, and find common ground.


In order to adapt in this rapidly changing world, we must embrace technology. It’s important. 


But more importantly, our students will need to develop creativity and empathy. It’s not about what you know. It’s about what you can do with what you know. Can you work with people? Can you add value to people? Can you create something new and interesting?


These disruptive trends show no signs of slowing. But are schools keeping up? I don’t think so. Things are moving so fast, it’s hard to keep up, even for the schools that embrace change. 


Creativity and empathy are not considered the core work in most schools. They are extras, add-ons, and enrichment programs. But I think we have it flipped. Start with creativity and empathy and use those to propel learning of content and academic skills. 


It’s very different than the type of learning I had when I was in school. We plowed through content and curriculum and produced right answers year after year. We jumped through all the hoops as instructed but probably didn’t learn how to take much initiative. 


And that worked okay in a world where a high school diploma could get you a job, maybe even a career. And a college degree almost assured you a privileged place in society. Those days are gone.


We cannot afford to prepare students for the world we grew up in. We must prepare them for the world they’ll live in.


How do you see the role of creativity, empathy, and technology in the future? What will our students need to thrive? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Read More What’s Most Valuable? Creativity, Empathy, or Technology



In a world that is more complex and uncertain than ever before, what is most valuable? Creativity, Empathy, or Technology.


You might argue it’s technology. After all, everything that can be digitized is being digitized. Over the last 20 years, we’ve seen changes that are unprecedented. The Internet has changed how we live, work, play, and interact. Social media has exploded. Nearly every person on the planet, it seems, has an Internet connected mobile phone. We can literally stay connected every minute of every day. Self-driving cars are a reality. We have the Internet of things, big data, robotics, artificial intelligence. Digital is how the world is changing.


Fewer people are creating a larger portion of global wealth today. It takes fewer and fewer people to produce more and more. The innovation economy is already here, but it’s accelerating. Digital is going to continue to drive change. 


And change will happen even faster.


And yet, the things that are becoming more valuable for the future are the things that cannot be digitized or automated. Traits that are human-only will become more and more valuable. Traits like creativity and empathy.


Creativity is thinking in novel ways. It’s solving problems. It’s developing new ideas, finding better opportunities, and combining old things to create new possibilities. 


Empathy is the ability to understand, connect, and see the world through other people’s eyes. It’s moving closer to people. It’s having social skills to communicate, accept differences, and find common ground.


In order to adapt in this rapidly changing world, we must embrace technology. It’s important. 


But more importantly, our students will need to develop creativity and empathy. It’s not about what you know. It’s about what you can do with what you know. Can you work with people? Can you add value to people? Can you create something new and interesting?


These disruptive trends show no signs of slowing. But are schools keeping up? I don’t think so. Things are moving so fast, it’s hard to keep up, even for the schools that embrace change. 


Creativity and empathy are not considered the core work in most schools. They are extras, add-ons, and enrichment programs. But I think we have it flipped. Start with creativity and empathy and use those to propel learning of content and academic skills. 


It’s very different than the type of learning I had when I was in school. We plowed through content and curriculum and produced right answers year after year. We jumped through all the hoops as instructed but probably didn’t learn how to take much initiative. 


And that worked okay in a world where a high school diploma could get you a job, maybe even a career. And a college degree almost assured you a privileged place in society. Those days are gone.


We cannot afford to prepare students for the world we grew up in. We must prepare them for the world they’ll live in.


How do you see the role of creativity, empathy, and technology in the future? What will our students need to thrive? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Read More What’s Most Valuable? Creativity, Empathy, or Technology



In a world that is more complex and uncertain than ever before, what is most valuable? Creativity, Empathy, or Technology.


You might argue it’s technology. After all, everything that can be digitized is being digitized. Over the last 20 years, we’ve seen changes that are unprecedented. The Internet has changed how we live, work, play, and interact. Social media has exploded. Nearly every person on the planet, it seems, has an Internet connected mobile phone. We can literally stay connected every minute of every day. Self-driving cars are a reality. We have the Internet of things, big data, robotics, artificial intelligence. Digital is how the world is changing.


Fewer people are creating a larger portion of global wealth today. It takes fewer and fewer people to produce more and more. The innovation economy is already here, but it’s accelerating. Digital is going to continue to drive change. 


And change will happen even faster.


And yet, the things that are becoming more valuable for the future are the things that cannot be digitized or automated. Traits that are human-only will become more and more valuable. Traits like creativity and empathy.


Creativity is thinking in novel ways. It’s solving problems. It’s developing new ideas, finding better opportunities, and combining old things to create new possibilities. 


Empathy is the ability to understand, connect, and see the world through other people’s eyes. It’s moving closer to people. It’s having social skills to communicate, accept differences, and find common ground.


In order to adapt in this rapidly changing world, we must embrace technology. It’s important. 


But more importantly, our students will need to develop creativity and empathy. It’s not about what you know. It’s about what you can do with what you know. Can you work with people? Can you add value to people? Can you create something new and interesting?


These disruptive trends show no signs of slowing. But are schools keeping up? I don’t think so. Things are moving so fast, it’s hard to keep up, even for the schools that embrace change. 


Creativity and empathy are not considered the core work in most schools. They are extras, add-ons, and enrichment programs. But I think we have it flipped. Start with creativity and empathy and use those to propel learning of content and academic skills. 


It’s very different than the type of learning I had when I was in school. We plowed through content and curriculum and produced right answers year after year. We jumped through all the hoops as instructed but probably didn’t learn how to take much initiative. 


And that worked okay in a world where a high school diploma could get you a job, maybe even a career. And a college degree almost assured you a privileged place in society. Those days are gone.


We cannot afford to prepare students for the world we grew up in. We must prepare them for the world they’ll live in.


How do you see the role of creativity, empathy, and technology in the future? What will our students need to thrive? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Read More What’s Most Valuable? Creativity, Empathy, or Technology



I met John Norlin this summer at the National Principals Conference and knew right away I wanted to learn more about his story and his work as co-founder of CharacterStrong. One thing led to another and luckily we were able to have him present to our staff earlier this week.



It was awesome. Many of the ideas he shared are reminders. He pointed this out more than once. These aren’t new ideas. 



“I’m not here to inform you today as much as I’m here to remind you,” he said.



We all know how important relationships are. We know how important it is to develop character. We all know academic skills won’t take you very far unless you can also work effectively with people. We know kindness counts. 



But even when we know these things, we can get better at doing these things. We can become better people. And we can help our students become better people too. But we have to be intentional. We have to work at it. We have to develop our own habits. And it’s hard work. 



It doesn’t even necessarily take more time. But it does require us to use the time we have in very intentional ways. 



The reminders John shared are very important reminders. He shared the message in a way that inspired us and helped our staff build even stronger connections. I think we left more excited about our work and more committed to our students. I think we left more committed to each other too.



Here are a few reminders that stood out to me…



-Everyone NEEDS character development. All of us.



-We are built to be relational. Stronger relationships help build a stronger school and better learning.



-We need purpose more than we need happiness. Most are trying to be happy, but deeply fulfilled people know their purpose. 



-Students need a deeper why. So many don’t know their purpose and how school fits with that purpose.



-Many of our students need hope. In truth, we all need hope and we need to be hope for each other.



-Our school culture is built on behaviors. Character is revealed by behaviors. We make thousands of choices daily. How are your choices contributing to the culture of your school?



-Such an important question: What have you done for others today?



In Future Driven, I wrote about my efforts to greet students each morning. I had always tried to be visible and friendly as students arrived to school in the morning. But then I decided to be more intentional. I made sure I was at the door to welcome as many students as possible, to learn as many names as possible, to make the greeting as extraordinary as possible. 



When I became more intentional, I noticed all sorts of cool things started happening. Like this…


One day I had some help with my greeting routine. One of our students, Nathaniel, was already at the bus drop off door. He was holding it open. I didn’t think too much of it, but then he started showing up every day. He’s always there now ready to help, even before I arrive. He’s quiet, so he doesn’t say much to the other kids as they come in, but many of the other students will tell him thank you as they walk by.

And I’ve gotten to know Nathaniel a little. He is passionate about professional wrestling. He looks forward to watching it on TV each week, and he asks me if I watched it too. I asked him if he knew about Hulk Hogan and Andre the Giant, wrestling heroes from when I was a kid. He just grinned and said he heard of them. I also learned a little about his family, where he lives, and some of his favorite things. I even learned we have 22 buses that drop off students in the morning because Nathaniel counted them for me.
Isn’t it amazing the impact our small actions can make? Just showing up in the morning to greet kids inspired Nathaniel to do the same. Our investment in people has a way of multiplying. Nathaniel wanted to help out. I think he feels good about holding the door open in the morning. I know I feel better each day I get to see Nathaniel and hang out with him for a few minutes. We never know when a simple conversation with a student might spark something lasting and worthwhile. Every interaction is an opportunity for relationship building.

Nathaniel was part of the Class of 2018. As graduation approached this past May, he asked me over and over, “Who are you going to get to replace me when I graduate?



He had faithfully met me at the door each morning and now as he was about to leave our school, he was concerned about who was going to do his job. He had purpose. He was selfless. He was kind.



I told Nathaniel he would be really hard to replace. I asked if he had any suggestions for who could took his place. We talked about a couple of kids he thought might work out. 



And then a few days later he walked across the stage and was awarded his diploma. When I shook his hand, he smiled and said, “Who are you going to find to replace me?”



I was proud of him.



A few weeks ago, one of our teachers came into my office and shared that Nathaniel was very sick and in the hospital. A couple days later I went to the hospital but couldn’t see him because of the limited visiting hours in intensive care.



And then on Friday morning, September 28th we got the news that Nathaniel had passed away. It was crushing news. It still hurts as I’m writing this post.



But I’m so grateful that my story intersects with Nathaniel’s story. I’m thankful I can share about our time together. I’m thankful I can share about a student who had purpose, who was selfless, and who was kind to others.



He wasn’t worried about being popular, or cool, or a big deal. He just wanted to make a difference. 



I can’t even imagine the kind of greeting Nathaniel received in heaven. He certainly deserves the best. He might even get a job holding a door open for others arriving on the scene. 



For those of us still doing our best here on planet earth, we need reminders. Let’s not forget every interaction is an opportunity for relationship building.

Read More Every Interaction Is an Opportunity for Relationship Building



I met John Norlin this summer at the National Principals Conference and knew right away I wanted to learn more about his story and his work as co-founder of CharacterStrong. One thing led to another and luckily we were able to have him present to our staff earlier this week.



It was awesome. Many of the ideas he shared are reminders. He pointed this out more than once. These aren’t new ideas. 



“I’m not here to inform you today as much as I’m here to remind you,” he said.



We all know how important relationships are. We know how important it is to develop character. We all know academic skills won’t take you very far unless you can also work effectively with people. We know kindness counts. 



But even when we know these things, we can get better at doing these things. We can become better people. And we can help our students become better people too. But we have to be intentional. We have to work at it. We have to develop our own habits. And it’s hard work. 



It doesn’t even necessarily take more time. But it does require us to use the time we have in very intentional ways. 



The reminders John shared are very important reminders. He shared the message in a way that inspired us and helped our staff build even stronger connections. I think we left more excited about our work and more committed to our students. I think we left more committed to each other too.



Here are a few reminders that stood out to me…



-Everyone NEEDS character development. All of us.



-We are built to be relational. Stronger relationships help build a stronger school and better learning.



-We need purpose more than we need happiness. Most are trying to be happy, but deeply fulfilled people know their purpose. 



-Students need a deeper why. So many don’t know their purpose and how school fits with that purpose.



-Many of our students need hope. In truth, we all need hope and we need to be hope for each other.



-Our school culture is built on behaviors. Character is revealed by behaviors. We make thousands of choices daily. How are your choices contributing to the culture of your school?



-Such an important question: What have you done for others today?



In Future Driven, I wrote about my efforts to greet students each morning. I had always tried to be visible and friendly as students arrived to school in the morning. But then I decided to be more intentional. I made sure I was at the door to welcome as many students as possible, to learn as many names as possible, to make the greeting as extraordinary as possible. 



When I became more intentional, I noticed all sorts of cool things started happening. Like this…


One day I had some help with my greeting routine. One of our students, Nathaniel, was already at the bus drop off door. He was holding it open. I didn’t think too much of it, but then he started showing up every day. He’s always there now ready to help, even before I arrive. He’s quiet, so he doesn’t say much to the other kids as they come in, but many of the other students will tell him thank you as they walk by.

And I’ve gotten to know Nathaniel a little. He is passionate about professional wrestling. He looks forward to watching it on TV each week, and he asks me if I watched it too. I asked him if he knew about Hulk Hogan and Andre the Giant, wrestling heroes from when I was a kid. He just grinned and said he heard of them. I also learned a little about his family, where he lives, and some of his favorite things. I even learned we have 22 buses that drop off students in the morning because Nathaniel counted them for me.
Isn’t it amazing the impact our small actions can make? Just showing up in the morning to greet kids inspired Nathaniel to do the same. Our investment in people has a way of multiplying. Nathaniel wanted to help out. I think he feels good about holding the door open in the morning. I know I feel better each day I get to see Nathaniel and hang out with him for a few minutes. We never know when a simple conversation with a student might spark something lasting and worthwhile. Every interaction is an opportunity for relationship building.

Nathaniel was part of the Class of 2018. As graduation approached this past May, he asked me over and over, “Who are you going to get to replace me when I graduate?



He had faithfully met me at the door each morning and now as he was about to leave our school, he was concerned about who was going to do his job. He had purpose. He was selfless. He was kind.



I told Nathaniel he would be really hard to replace. I asked if he had any suggestions for who could took his place. We talked about a couple of kids he thought might work out. 



And then a few days later he walked across the stage and was awarded his diploma. When I shook his hand, he smiled and said, “Who are you going to find to replace me?”



I was proud of him.



A few weeks ago, one of our teachers came into my office and shared that Nathaniel was very sick and in the hospital. A couple days later I went to the hospital but couldn’t see him because of the limited visiting hours in intensive care.



And then on Friday morning, September 28th we got the news that Nathaniel had passed away. It was crushing news. It still hurts as I’m writing this post.



But I’m so grateful that my story intersects with Nathaniel’s story. I’m thankful I can share about our time together. I’m thankful I can share about a student who had purpose, who was selfless, and who was kind to others.



He wasn’t worried about being popular, or cool, or a big deal. He just wanted to make a difference. 



I can’t even imagine the kind of greeting Nathaniel received in heaven. He certainly deserves the best. He might even get a job holding a door open for others arriving on the scene. 



For those of us still doing our best here on planet earth, we need reminders. Let’s not forget every interaction is an opportunity for relationship building.

Read More Every Interaction Is an Opportunity for Relationship Building



I met John Norlin this summer at the National Principals Conference and knew right away I wanted to learn more about his story and his work as co-founder of CharacterStrong. One thing led to another and luckily we were able to have him present to our staff earlier this week.



It was awesome. Many of the ideas he shared are reminders. He pointed this out more than once. These aren’t new ideas. 



“I’m not here to inform you today as much as I’m here to remind you,” he said.



We all know how important relationships are. We know how important it is to develop character. We all know academic skills won’t take you very far unless you can also work effectively with people. We know kindness counts. 



But even when we know these things, we can get better at doing these things. We can become better people. And we can help our students become better people too. But we have to be intentional. We have to work at it. We have to develop our own habits. And it’s hard work. 



It doesn’t even necessarily take more time. But it does require us to use the time we have in very intentional ways. 



The reminders John shared are very important reminders. He shared the message in a way that inspired us and helped our staff build even stronger connections. I think we left more excited about our work and more committed to our students. I think we left more committed to each other too.



Here are a few reminders that stood out to me…



-Everyone NEEDS character development. All of us.



-We are built to be relational. Stronger relationships help build a stronger school and better learning.



-We need purpose more than we need happiness. Most are trying to be happy, but deeply fulfilled people know their purpose. 



-Students need a deeper why. So many don’t know their purpose and how school fits with that purpose.



-Many of our students need hope. In truth, we all need hope and we need to be hope for each other.



-Our school culture is built on behaviors. Character is revealed by behaviors. We make thousands of choices daily. How are your choices contributing to the culture of your school?



-Such an important question: What have you done for others today?



In Future Driven, I wrote about my efforts to greet students each morning. I had always tried to be visible and friendly as students arrived to school in the morning. But then I decided to be more intentional. I made sure I was at the door to welcome as many students as possible, to learn as many names as possible, to make the greeting as extraordinary as possible. 



When I became more intentional, I noticed all sorts of cool things started happening. Like this…


One day I had some help with my greeting routine. One of our students, Nathaniel, was already at the bus drop off door. He was holding it open. I didn’t think too much of it, but then he started showing up every day. He’s always there now ready to help, even before I arrive. He’s quiet, so he doesn’t say much to the other kids as they come in, but many of the other students will tell him thank you as they walk by.

And I’ve gotten to know Nathaniel a little. He is passionate about professional wrestling. He looks forward to watching it on TV each week, and he asks me if I watched it too. I asked him if he knew about Hulk Hogan and Andre the Giant, wrestling heroes from when I was a kid. He just grinned and said he heard of them. I also learned a little about his family, where he lives, and some of his favorite things. I even learned we have 22 buses that drop off students in the morning because Nathaniel counted them for me.
Isn’t it amazing the impact our small actions can make? Just showing up in the morning to greet kids inspired Nathaniel to do the same. Our investment in people has a way of multiplying. Nathaniel wanted to help out. I think he feels good about holding the door open in the morning. I know I feel better each day I get to see Nathaniel and hang out with him for a few minutes. We never know when a simple conversation with a student might spark something lasting and worthwhile. Every interaction is an opportunity for relationship building.

Nathaniel was part of the Class of 2018. As graduation approached this past May, he asked me over and over, “Who are you going to get to replace me when I graduate?



He had faithfully met me at the door each morning and now as he was about to leave our school, he was concerned about who was going to do his job. He had purpose. He was selfless. He was kind.



I told Nathaniel he would be really hard to replace. I asked if he had any suggestions for who could took his place. We talked about a couple of kids he thought might work out. 



And then a few days later he walked across the stage and was awarded his diploma. When I shook his hand, he smiled and said, “Who are you going to find to replace me?”



I was proud of him.



A few weeks ago, one of our teachers came into my office and shared that Nathaniel was very sick and in the hospital. A couple days later I went to the hospital but couldn’t see him because of the limited visiting hours in intensive care.



And then on Friday morning, September 28th we got the news that Nathaniel had passed away. It was crushing news. It still hurts as I’m writing this post.



But I’m so grateful that my story intersects with Nathaniel’s story. I’m thankful I can share about our time together. I’m thankful I can share about a student who had purpose, who was selfless, and who was kind to others.



He wasn’t worried about being popular, or cool, or a big deal. He just wanted to make a difference. 



I can’t even imagine the kind of greeting Nathaniel received in heaven. He certainly deserves the best. He might even get a job holding a door open for others arriving on the scene. 



For those of us still doing our best here on planet earth, we need reminders. Let’s not forget every interaction is an opportunity for relationship building.

Read More Every Interaction Is an Opportunity for Relationship Building



I met John Norlin this summer at the National Principals Conference and knew right away I wanted to learn more about his story and his work as co-founder of CharacterStrong. One thing led to another and luckily we were able to have him present to our staff earlier this week.



It was awesome. Many of the ideas he shared are reminders. He pointed this out more than once. These aren’t new ideas. 



“I’m not here to inform you today as much as I’m here to remind you,” he said.



We all know how important relationships are. We know how important it is to develop character. We all know academic skills won’t take you very far unless you can also work effectively with people. We know kindness counts. 



But even when we know these things, we can get better at doing these things. We can become better people. And we can help our students become better people too. But we have to be intentional. We have to work at it. We have to develop our own habits. And it’s hard work. 



It doesn’t even necessarily take more time. But it does require us to use the time we have in very intentional ways. 



The reminders John shared are very important reminders. He shared the message in a way that inspired us and helped our staff build even stronger connections. I think we left more excited about our work and more committed to our students. I think we left more committed to each other too.



Here are a few reminders that stood out to me…



-Everyone NEEDS character development. All of us.



-We are built to be relational. Stronger relationships help build a stronger school and better learning.



-We need purpose more than we need happiness. Most are trying to be happy, but deeply fulfilled people know their purpose. 



-Students need a deeper why. So many don’t know their purpose and how school fits with that purpose.



-Many of our students need hope. In truth, we all need hope and we need to be hope for each other.



-Our school culture is built on behaviors. Character is revealed by behaviors. We make thousands of choices daily. How are your choices contributing to the culture of your school?



-Such an important question: What have you done for others today?



In Future Driven, I wrote about my efforts to greet students each morning. I had always tried to be visible and friendly as students arrived to school in the morning. But then I decided to be more intentional. I made sure I was at the door to welcome as many students as possible, to learn as many names as possible, to make the greeting as extraordinary as possible. 



When I became more intentional, I noticed all sorts of cool things started happening. Like this…


One day I had some help with my greeting routine. One of our students, Nathaniel, was already at the bus drop off door. He was holding it open. I didn’t think too much of it, but then he started showing up every day. He’s always there now ready to help, even before I arrive. He’s quiet, so he doesn’t say much to the other kids as they come in, but many of the other students will tell him thank you as they walk by.

And I’ve gotten to know Nathaniel a little. He is passionate about professional wrestling. He looks forward to watching it on TV each week, and he asks me if I watched it too. I asked him if he knew about Hulk Hogan and Andre the Giant, wrestling heroes from when I was a kid. He just grinned and said he heard of them. I also learned a little about his family, where he lives, and some of his favorite things. I even learned we have 22 buses that drop off students in the morning because Nathaniel counted them for me.
Isn’t it amazing the impact our small actions can make? Just showing up in the morning to greet kids inspired Nathaniel to do the same. Our investment in people has a way of multiplying. Nathaniel wanted to help out. I think he feels good about holding the door open in the morning. I know I feel better each day I get to see Nathaniel and hang out with him for a few minutes. We never know when a simple conversation with a student might spark something lasting and worthwhile. Every interaction is an opportunity for relationship building.

Nathaniel was part of the Class of 2018. As graduation approached this past May, he asked me over and over, “Who are you going to get to replace me when I graduate?



He had faithfully met me at the door each morning and now as he was about to leave our school, he was concerned about who was going to do his job. He had purpose. He was selfless. He was kind.



I told Nathaniel he would be really hard to replace. I asked if he had any suggestions for who could took his place. We talked about a couple of kids he thought might work out. 



And then a few days later he walked across the stage and was awarded his diploma. When I shook his hand, he smiled and said, “Who are you going to find to replace me?”



I was proud of him.



A few weeks ago, one of our teachers came into my office and shared that Nathaniel was very sick and in the hospital. A couple days later I went to the hospital but couldn’t see him because of the limited visiting hours in intensive care.



And then on Friday morning, September 28th we got the news that Nathaniel had passed away. It was crushing news. It still hurts as I’m writing this post.



But I’m so grateful that my story intersects with Nathaniel’s story. I’m thankful I can share about our time together. I’m thankful I can share about a student who had purpose, who was selfless, and who was kind to others.



He wasn’t worried about being popular, or cool, or a big deal. He just wanted to make a difference. 



I can’t even imagine the kind of greeting Nathaniel received in heaven. He certainly deserves the best. He might even get a job holding a door open for others arriving on the scene. 



For those of us still doing our best here on planet earth, we need reminders. Let’s not forget every interaction is an opportunity for relationship building.

Read More Every Interaction Is an Opportunity for Relationship Building



I’ve been thinking quite a bit lately about negative student behaviors and how we respond effectively. 


Here are five ideas that have been on my mind…


1. It can be really easy to become judgmental about negative student behavior, especially when it’s repetitive. It’s always appropriate to be corrective about non-learning behaviors, but it isn’t right to place ourselves in a position of greater worth than the student. We might think, I would never do that. It’s like we think we’re superior in some way. And then we make generalizations about their motives based on the behavior. We act as if we know what’s going on in the student’s heart. 


That’s the type of judgment that causes resentment and steals dignity. Judgement isn’t always a bad thing. We actually know having good judgement is a good thing. That’s how we know when something is right or wrong. But relationships get crazy when we start to judge motives. That’s not ours to judge. Judge behaviors. They are observable and there are standards that must be held. Don’t judge intentions. We can never know another person’s heart.


2. Every negative behavior a student exhibits is probably closely resembling a negative behavior I’ve exhibited in my own life at one time or another. If I’m really honest with myself, it’s probably like I’m looking in the mirror. I may not have done that exact thing to the degree that it was done, but I’ve struggled with that issue at some point and acted in a similar manner. There are only so many categories of mistakes, and I’m pretty sure I’ve covered them all at one time or another.


3. Number two is really important because it reminds me to have empathy, to be understanding, and to work with a student through the issue instead of towering over them and being iron-fisted about the issue. We want to correct the issue and preserve the relationship. We need to walk through this with the student.


4. The things that push my buttons the most might be the things that I actually struggle with the most. It’s ironic, but often we are less forgiving and less patient with the behaviors that are most like the ones we struggle with. Think about an issue that is a struggle for you. Are you especially hard on students when they make a mistake in this area? Maybe not if they make the mistake in the same way you do. But if they make it in a different way or to a greater degree, look out. It might push all your buttons.


5. When students show up poorly and have behaviors that are destructive, I need to also look at the environmental factors at play. If I was in the same environment as the student, might I also act in this way? What can be changed about the environment to help the student make different choices? That does not relieve the student of responsibility or accountability for bad decisions, but I don’t want to just enforce accountability. I want to help create conditions so the student will succeed next time.


I think we could all stand to be a little more patient with our students. Heck, sometimes we need to be a little more patient with ourselves too. Mistakes are opportunities to learn more about who we are and to reflect and become stronger, more caring people overall.


I would love to hear your thoughts as always. What’s on your mind after reading this post? Leave a comment below or respond on Twitter or Facebook.

Read More When Student Behavior Is Like Looking in the Mirror



I’ve been thinking quite a bit lately about negative student behaviors and how we respond effectively. 


Here are five ideas that have been on my mind…


1. Judge behaviors, not intentions.



It can be really easy to become judgmental about negative student behavior, especially when it’s repetitive. It’s always appropriate to be corrective about non-learning behaviors, but it isn’t right to place ourselves in a position of greater worth than the student. We might think, I would never do that. It’s like we think we’re superior in some way. And then we make generalizations about their motives based on the behavior. We act as if we know what’s going on in the student’s heart. 


That’s the type of judgment that causes resentment and steals dignity. Judgement isn’t always a bad thing. We actually know having good judgement is a good thing. That’s how we know when something is right or wrong. But relationships get crazy when we start to judge motives. That’s not ours to judge. Judge behaviors. They are observable and there are standards that must be held. Don’t judge intentions. We can never know another person’s heart.


2. We make mistakes too, just like our students.



Every negative behavior a student exhibits is probably closely resembling a negative behavior I’ve exhibited in my own life at one time or another. If I’m really honest with myself, it’s probably like I’m looking in the mirror. I may not have done that exact thing to the degree that it was done, but I’ve struggled with that issue at some point and acted in a similar manner. There are only so many categories of mistakes, and I’m pretty sure I’ve covered them all at one time or another.


3. Correct the issue and preserve the relationship.



Number two is really important because it reminds me to have empathy, to be understanding, and to work with a student through the issue instead of towering over them and being iron-fisted about the issue. We want to correct the issue and preserve the relationship. We need to walk through this with the student.


4. Are there certain student behaviors that really push my buttons more than others?



The things that push my buttons the most might be the things that I actually struggle with the most. It’s ironic, but often we are less forgiving and less patient with the behaviors that are most like the ones we struggle with. Think about an issue that is a struggle for you. Are you especially hard on students when they make a mistake in this area? Maybe not if they make the mistake in the same way you do. But if they make it in a different way or to a greater degree, look out. It might push all your buttons.


5. Change the environment to help the child change his or her own behavior.



When students show up poorly and have behaviors that are destructive, I need to also look at the environmental factors at play. If I was in the same environment as the student, might I also act in this way? What can be changed about the environment to help the student make different choices? That does not relieve the student of responsibility or accountability for bad decisions, but I don’t want to just enforce accountability. I want to help create conditions so the student will succeed next time.


I think we could all stand to be a little more patient with our students. Heck, sometimes we need to be a little more patient with ourselves too. Mistakes are opportunities to learn more about who we are and to reflect and become stronger, more caring people overall.


I would love to hear your thoughts as always. What’s on your mind after reading this post? Leave a comment below or respond on Twitter or Facebook.

Read More When Student Behavior Is Like Looking in the Mirror



I’ve been thinking quite a bit lately about negative student behaviors and how we respond effectively. 


Here are five ideas that have been on my mind…


1. Judge behaviors, not intentions.



It can be really easy to become judgmental about negative student behavior, especially when it’s repetitive. It’s always appropriate to be corrective about non-learning behaviors, but it isn’t right to place ourselves in a position of greater worth than the student. We might think, I would never do that. It’s like we think we’re superior in some way. And then we make generalizations about their motives based on the behavior. We act as if we know what’s going on in the student’s heart. 


That’s the type of judgment that causes resentment and steals dignity. Judgement isn’t always a bad thing. We actually know having good judgement is a good thing. That’s how we know when something is right or wrong. But relationships get crazy when we start to judge motives. That’s not ours to judge. Judge behaviors. They are observable and there are standards that must be held. Don’t judge intentions. We can never know another person’s heart.


2. We make mistakes too, just like our students.



Every negative behavior a student exhibits is probably closely resembling a negative behavior I’ve exhibited in my own life at one time or another. If I’m really honest with myself, it’s probably like I’m looking in the mirror. I may not have done that exact thing to the degree that it was done, but I’ve struggled with that issue at some point and acted in a similar manner. There are only so many categories of mistakes, and I’m pretty sure I’ve covered them all at one time or another.


3. Correct the issue and preserve the relationship.



Number two is really important because it reminds me to have empathy, to be understanding, and to work with a student through the issue instead of towering over them and being iron-fisted about the issue. We want to correct the issue and preserve the relationship. We need to walk through this with the student.


4. Are there certain student behaviors that really push my buttons more than others?



The things that push my buttons the most might be the things that I actually struggle with the most. It’s ironic, but often we are less forgiving and less patient with the behaviors that are most like the ones we struggle with. Think about an issue that is a struggle for you. Are you especially hard on students when they make a mistake in this area? Maybe not if they make the mistake in the same way you do. But if they make it in a different way or to a greater degree, look out. It might push all your buttons.


5. Change the environment to help the child change his or her own behavior.



When students show up poorly and have behaviors that are destructive, I need to also look at the environmental factors at play. If I was in the same environment as the student, might I also act in this way? What can be changed about the environment to help the student make different choices? That does not relieve the student of responsibility or accountability for bad decisions, but I don’t want to just enforce accountability. I want to help create conditions so the student will succeed next time.


I think we could all stand to be a little more patient with our students. Heck, sometimes we need to be a little more patient with ourselves too. Mistakes are opportunities to learn more about who we are and to reflect and become stronger, more caring people overall.


I would love to hear your thoughts as always. What’s on your mind after reading this post? Leave a comment below or respond on Twitter or Facebook.

Read More When Student Behavior Is Like Looking in the Mirror



I’ve been thinking quite a bit lately about negative student behaviors and how we respond effectively. 


Here are five ideas that have been on my mind…


1. Judge behaviors, not intentions.



It can be really easy to become judgmental about negative student behavior, especially when it’s repetitive. It’s always appropriate to be corrective about non-learning behaviors, but it isn’t right to place ourselves in a position of greater worth than the student. We might think, I would never do that. It’s like we think we’re superior in some way. And then we make generalizations about their motives based on the behavior. We act as if we know what’s going on in the student’s heart. 


That’s the type of judgment that causes resentment and steals dignity. Judgement isn’t always a bad thing. We actually know having good judgement is a good thing. That’s how we know when something is right or wrong. But relationships get crazy when we start to judge motives. That’s not ours to judge. Judge behaviors. They are observable and there are standards that must be held. Don’t judge intentions. We can never know another person’s heart.


2. We make mistakes too, just like our students.



Every negative behavior a student exhibits is probably closely resembling a negative behavior I’ve exhibited in my own life at one time or another. If I’m really honest with myself, it’s probably like I’m looking in the mirror. I may not have done that exact thing to the degree that it was done, but I’ve struggled with that issue at some point and acted in a similar manner. There are only so many categories of mistakes, and I’m pretty sure I’ve covered them all at one time or another.


3. Correct the issue and preserve the relationship.



Number two is really important because it reminds me to have empathy, to be understanding, and to work with a student through the issue instead of towering over them and being iron-fisted about the issue. We want to correct the issue and preserve the relationship. We need to walk through this with the student.


4. Are there certain student behaviors that really push my buttons more than others?



The things that push my buttons the most might be the things that I actually struggle with the most. It’s ironic, but often we are less forgiving and less patient with the behaviors that are most like the ones we struggle with. Think about an issue that is a struggle for you. Are you especially hard on students when they make a mistake in this area? Maybe not if they make the mistake in the same way you do. But if they make it in a different way or to a greater degree, look out. It might push all your buttons.


5. Change the environment to help the child change his or her own behavior.



When students show up poorly and have behaviors that are destructive, I need to also look at the environmental factors at play. If I was in the same environment as the student, might I also act in this way? What can be changed about the environment to help the student make different choices? That does not relieve the student of responsibility or accountability for bad decisions, but I don’t want to just enforce accountability. I want to help create conditions so the student will succeed next time.


I think we could all stand to be a little more patient with our students. Heck, sometimes we need to be a little more patient with ourselves too. Mistakes are opportunities to learn more about who we are and to reflect and become stronger, more caring people overall.


I would love to hear your thoughts as always. What’s on your mind after reading this post? Leave a comment below or respond on Twitter or Facebook.

Read More When Student Behavior Is Like Looking in the Mirror



I’ve been thinking quite a bit lately about negative student behaviors and how we respond effectively. 


Here are five ideas that have been on my mind…


1. Judge behaviors, not intentions.



It can be really easy to become judgmental about negative student behavior, especially when it’s repetitive. It’s always appropriate to be corrective about non-learning behaviors, but it isn’t right to place ourselves in a position of greater worth than the student. We might think, I would never do that. It’s like we think we’re superior in some way. And then we make generalizations about their motives based on the behavior. We act as if we know what’s going on in the student’s heart. 


That’s the type of judgment that causes resentment and steals dignity. Judgement isn’t always a bad thing. We actually know having good judgement is a good thing. That’s how we know when something is right or wrong. But relationships get crazy when we start to judge motives. That’s not ours to judge. Judge behaviors. They are observable and there are standards that must be held. Don’t judge intentions. We can never know another person’s heart.


2. We make mistakes too, just like our students.



Every negative behavior a student exhibits is probably closely resembling a negative behavior I’ve exhibited in my own life at one time or another. If I’m really honest with myself, it’s probably like I’m looking in the mirror. I may not have done that exact thing to the degree that it was done, but I’ve struggled with that issue at some point and acted in a similar manner. There are only so many categories of mistakes, and I’m pretty sure I’ve covered them all at one time or another.


3. Correct the issue and preserve the relationship.



Number two is really important because it reminds me to have empathy, to be understanding, and to work with a student through the issue instead of towering over them and being iron-fisted about the issue. We want to correct the issue and preserve the relationship. We need to walk through this with the student.


4. Are there certain student behaviors that really push my buttons more than others?



The things that push my buttons the most might be the things that I actually struggle with the most. It’s ironic, but often we are less forgiving and less patient with the behaviors that are most like the ones we struggle with. Think about an issue that is a struggle for you. Are you especially hard on students when they make a mistake in this area? Maybe not if they make the mistake in the same way you do. But if they make it in a different way or to a greater degree, look out. It might push all your buttons.


5. Change the environment to help the child change his or her own behavior.



When students show up poorly and have behaviors that are destructive, I need to also look at the environmental factors at play. If I was in the same environment as the student, might I also act in this way? What can be changed about the environment to help the student make different choices? That does not relieve the student of responsibility or accountability for bad decisions, but I don’t want to just enforce accountability. I want to help create conditions so the student will succeed next time.


I think we could all stand to be a little more patient with our students. Heck, sometimes we need to be a little more patient with ourselves too. Mistakes are opportunities to learn more about who we are and to reflect and become stronger, more caring people overall.


I would love to hear your thoughts as always. What’s on your mind after reading this post? Leave a comment below or respond on Twitter or Facebook.

Read More When Student Behavior Is Like Looking in the Mirror



When you think about your students, what stories are you telling yourself about them? I’ve been guilty of buying into limiting stories about who they are, where they come from, or what they’re capable of.



Of course, I care about all of our kids and strive to treat them all with dignity and respect. But it’s easy to see them a certain way if I’m not careful. It’s easy to make judgments. There are subtle thoughts and feelings. I might believe a story that casts some as most likely to succeed and others as at-risk or some other label.



It’s almost effortless to impose our stories on them or accept the limiting stories others believe about them without a question.



They don’t have a chance.



They’re victims of their environment.



They don’t have the right parents, the right influences, the right resources. 



They have an IEP. 



They’re low functioning.



They’re a behavior problem.



They’re lazy.



They don’t care about school.



They’ll never make it in college.



We can easily make all kinds of assumptions even without thinking. 

I’ve seen on Twitter recently the idea that we shouldn’t judge a student by the chapter of their story we walk in on. That is a powerful thought. So true! We all know people who’ve had difficult back stories who were probably judged as incapable or unlikely to succeed.



And yet, they made it.



Some famous examples include Albert Einstein, Oprah Winfrey, J.K. Rowling, Walt Disney, Abraham Lincoln and many others. Not only did they make, they became world changers.



I’m gonna try harder to never tell myself a story about a kid that says they can’t because of where they live, what kind of home they come from, the trauma they’ve experienced, or anything else that limits their possibilities.



Things that have been true in the past don’t have to be true for the future. Alan Cohen writes “our history is not our destiny.”



As educators, we cannot buy into the idea that because a kid comes from the wrong side of the tracks, lacks resources, or has a difficult home environment they have limited capacity.



As I wrote in Future Driven

Treat all of your students like future world changers. I know there are some who are difficult, disrespectful, and disengaged. But don’t let that place limits on what they might accomplish someday. Believe in their possibilities and build on their strengths.

Kids can overcome any obstacle placed in their way. Don’t believe it? How can you know what might be possible with effort, enthusiasm, and continuous learning? 



And when no one else in the world is seeing a kid for the genius of what’s inside them, it’s time for educators to step up and be the ones who find that spark. 



No limits. No excuses.



What story are you telling yourself? What story are you believing about yourself? What story are you believing about your students?



The culture on the inside of your school must be stronger than the culture on the outside. There are so many outside voices telling kids what they can’t do, and it’s no wonder that kids start to believe it.



Every school needs every adult who works there to believe in the possibilities of their students, who will push them to greatness every day, who show them how to reach higher and go further. They may have limits crashing down on them from the external realities they live with, but we can help unleash the greatness they have within them. We can help them overcome and break through the limits.



What are specific ways we can help students realize they have greatness within? How can we unleash the potential they have to pursue their unlimited capacity? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Read More What Story Are You Telling Yourself?



When you think about your students, what stories are you telling yourself about them? I’ve been guilty of buying into limiting stories about who they are, where they come from, or what they’re capable of.



Of course, I care about all of our kids and strive to treat them all with dignity and respect. But it’s easy to see them a certain way if I’m not careful. It’s easy to make judgments. There are subtle thoughts and feelings. I might believe a story that casts some as most likely to succeed and others as at-risk or some other label.



It’s almost effortless to impose our stories on them or accept the limiting stories others believe about them without a question.



They don’t have a chance.



They’re victims of their environment.



They don’t have the right parents, the right influences, the right resources. 



They have an IEP. 



They’re low functioning.



They’re a behavior problem.



They’re lazy.



They don’t care about school.



They’ll never make it in college.



We can easily make all kinds of assumptions even without thinking. 

I’ve seen on Twitter recently the idea that we shouldn’t judge a student by the chapter of their story we walk in on. That is a powerful thought. So true! We all know people who’ve had difficult back stories who were probably judged as incapable or unlikely to succeed.



And yet, they made it.



Some famous examples include Albert Einstein, Oprah Winfrey, J.K. Rowling, Walt Disney, Abraham Lincoln and many others. Not only did they make, they became world changers.



I’m gonna try harder to never tell myself a story about a kid that says they can’t because of where they live, what kind of home they come from, the trauma they’ve experienced, or anything else that limits their possibilities.



Things that have been true in the past don’t have to be true for the future. Alan Cohen writes “our history is not our destiny.”



As educators, we cannot buy into the idea that because a kid comes from the wrong side of the tracks, lacks resources, or has a difficult home environment they have limited capacity.



As I wrote in Future Driven

Treat all of your students like future world changers. I know there are some who are difficult, disrespectful, and disengaged. But don’t let that place limits on what they might accomplish someday. Believe in their possibilities and build on their strengths.

Kids can overcome any obstacle placed in their way. Don’t believe it? How can you know what might be possible with effort, enthusiasm, and continuous learning? 



And when no one else in the world is seeing a kid for the genius of what’s inside them, it’s time for educators to step up and be the ones who find that spark. 



No limits. No excuses.



What story are you telling yourself? What story are you believing about yourself? What story are you believing about your students?



The culture on the inside of your school must be stronger than the culture on the outside. There are so many outside voices telling kids what they can’t do, and it’s no wonder that kids start to believe it.



Every school needs every adult who works there to believe in the possibilities of their students, who will push them to greatness every day, who show them how to reach higher and go further. They may have limits crashing down on them from the external realities they live with, but we can help unleash the greatness they have within them. We can help them overcome and break through the limits.



What are specific ways we can help students realize they have greatness within? How can we unleash the potential they have to pursue their unlimited capacity? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Read More What Story Are You Telling Yourself?



When you think about your students, what stories are you telling yourself about them? I’ve been guilty of buying into limiting stories about who they are, where they come from, or what they’re capable of.



Of course, I care about all of our kids and strive to treat them all with dignity and respect. But it’s easy to see them a certain way if I’m not careful. It’s easy to make judgments. There are subtle thoughts and feelings. I might believe a story that casts some as most likely to succeed and others as at-risk or some other label.



It’s almost effortless to impose our stories on them or accept the limiting stories others believe about them without a question.



They don’t have a chance.



They’re victims of their environment.



They don’t have the right parents, the right influences, the right resources. 



They have an IEP. 



They’re low functioning.



They’re a behavior problem.



They’re lazy.



They don’t care about school.



They’ll never make it in college.



We can easily make all kinds of assumptions even without thinking. 

I’ve seen on Twitter recently the idea that we shouldn’t judge a student by the chapter of their story we walk in on. That is a powerful thought. So true! We all know people who’ve had difficult back stories who were probably judged as incapable or unlikely to succeed.



And yet, they made it.



Some famous examples include Albert Einstein, Oprah Winfrey, J.K. Rowling, Walt Disney, Abraham Lincoln and many others. Not only did they make, they became world changers.



I’m gonna try harder to never tell myself a story about a kid that says they can’t because of where they live, what kind of home they come from, the trauma they’ve experienced, or anything else that limits their possibilities.



Things that have been true in the past don’t have to be true for the future. Alan Cohen writes “our history is not our destiny.”



As educators, we cannot buy into the idea that because a kid comes from the wrong side of the tracks, lacks resources, or has a difficult home environment they have limited capacity.



As I wrote in Future Driven

Treat all of your students like future world changers. I know there are some who are difficult, disrespectful, and disengaged. But don’t let that place limits on what they might accomplish someday. Believe in their possibilities and build on their strengths.

Kids can overcome any obstacle placed in their way. Don’t believe it? How can you know what might be possible with effort, enthusiasm, and continuous learning? 



And when no one else in the world is seeing a kid for the genius of what’s inside them, it’s time for educators to step up and be the ones who find that spark. 



No limits. No excuses.



What story are you telling yourself? What story are you believing about yourself? What story are you believing about your students?



The culture on the inside of your school must be stronger than the culture on the outside. There are so many outside voices telling kids what they can’t do, and it’s no wonder that kids start to believe it.



Every school needs every adult who works there to believe in the possibilities of their students, who will push them to greatness every day, who show them how to reach higher and go further. They may have limits crashing down on them from the external realities they live with, but we can help unleash the greatness they have within them. We can help them overcome and break through the limits.



What are specific ways we can help students realize they have greatness within? How can we unleash the potential they have to pursue their unlimited capacity? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

      

Read More What Story Are You Telling Yourself?



When you think about your students, what stories are you telling yourself about them? I’ve been guilty of buying into limiting stories about who they are, where they come from, or what they’re capable of.



Of course, I care about all of our kids and strive to treat them all with dignity and respect. But it’s easy to see them a certain way if I’m not careful. It’s easy to make judgments. There are subtle thoughts and feelings. I might believe a story that casts some as most likely to succeed and others as at-risk or some other label.



It’s almost effortless to impose our stories on them or accept the limiting stories others believe about them without a question.



They don’t have a chance.



They’re victims of their environment.



They don’t have the right parents, the right influences, the right resources. 



They have an IEP. 



They’re low functioning.



They’re a behavior problem.



They’re lazy.



They don’t care about school.



They’ll never make it in college.



We can easily make all kinds of assumptions even without thinking. 

I’ve seen on Twitter recently the idea that we shouldn’t judge a student by the chapter of their story we walk in on. That is a powerful thought. So true! We all know people who’ve had difficult back stories who were probably judged as incapable or unlikely to succeed.



And yet, they made it.



Some famous examples include Albert Einstein, Oprah Winfrey, J.K. Rowling, Walt Disney, Abraham Lincoln and many others. Not only did they make, they became world changers.



I’m gonna try harder to never tell myself a story about a kid that says they can’t because of where they live, what kind of home they come from, the trauma they’ve experienced, or anything else that limits their possibilities.



Things that have been true in the past don’t have to be true for the future. Alan Cohen writes “our history is not our destiny.”



As educators, we cannot buy into the idea that because a kid comes from the wrong side of the tracks, lacks resources, or has a difficult home environment they have limited capacity.



As I wrote in Future Driven

Treat all of your students like future world changers. I know there are some who are difficult, disrespectful, and disengaged. But don’t let that place limits on what they might accomplish someday. Believe in their possibilities and build on their strengths.

Kids can overcome any obstacle placed in their way. Don’t believe it? How can you know what might be possible with effort, enthusiasm, and continuous learning? 



And when no one else in the world is seeing a kid for the genius of what’s inside them, it’s time for educators to step up and be the ones who find that spark. 



No limits. No excuses.



What story are you telling yourself? What story are you believing about yourself? What story are you believing about your students?



The culture on the inside of your school must be stronger than the culture on the outside. There are so many outside voices telling kids what they can’t do, and it’s no wonder that kids start to believe it.



Every school needs every adult who works there to believe in the possibilities of their students, who will push them to greatness every day, who show them how to reach higher and go further. They may have limits crashing down on them from the external realities they live with, but we can help unleash the greatness they have within them. We can help them overcome and break through the limits.



What are specific ways we can help students realize they have greatness within? How can we unleash the potential they have to pursue their unlimited capacity? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

      

Read More What Story Are You Telling Yourself?



Relationships are essential to learning. Kids connect more to learning when they feel more connection to their teacher. A great classroom environment begins by building great relationships. 



So how do you build great relationships with your students? Here are 5 tips I promise will make your relationships stronger. 



What if everyone in your school tried to get a little better at these five things every day? Wow! That would be an amazing school culture.



1. Connect with your students.



Learn your students’ names…on the first day. Greet them at the door. Make eye contact. Smile. Ask them questions. Ask them their opinion about a movie or type of music or your teaching. Joke with them. Offer fist bumps and high fives. Know at least two things about each student that have nothing to do with school. 



2. Invest in your students.



Believe in your students. Look for opportunities to affirm their strengths. Build them up. Show your approval. You will have far more influence if they know you’re in their corner. Plant seeds in their mind of the great things they will do in their future. Treat them like future world changers. “You’re going places. You’re going to do great things.” Then point out how their incredible strengths will take them far.



3. Personalize learning for your students.



Meet students where they are. Get to know their passions and look for opportunities to connect learning to those interests. Provide experiences that allow individual strengths and personality to shine. Place responsibility on your students and let them know you trust them. Never teach down to your students. Teach them in ways that empower them as learners. 

  • How often do your students have input on how they will learn?
  • How often do your students have input on what they will learn?
  • Are your students given opportunities to lead conversations?
  • Are your classroom goals developed by the teacher alone or in partnership with students?
  • Do your students have some time to pursue their own goals?
  • How often do you ask your students for feedback on their experience in your classroom?



4. Give time and attention to your students.



Notice when a student is having a bad day. Offer encouragement. Make eye contact. Stop and really listen. There are so many people and things clamoring for your attention. To give your attention to something is an amazing gift. Too often we make our plans a higher priority than our purpose. Our purpose might be to connect with our students, but what about our plans for today? Can we let go of those for a couple of minutes?



You can also give time and attention by making that positive phone call home, writing that note of encouragement, or attending that ballgame or concert after school.



5. Forgive your students.



Every kid deserves a fresh start in your classroom every day. Time spent holding onto yesterday means less time moving forward today. Forgiveness protects the relationship. It allows you to set aside those frustrating moments with a kid and believe today can be better. It’s part of being able to enjoy your students…all of them. They’re kids and they’re not always going to show up well in your classroom. If you enjoy them and take delight in them, even with their imperfections, you’ll feel better about yourself and enjoy teaching far more.



I think we can all continue to grow in our ability to build stronger relationships. What ideas do you have for building relationships in your classroom or school? How will you grow stronger in this area? Leave a comment below or respond on Facebook or Twitter. I look forward to hearing from you.

Read More 5 Tips for Building Great Relationships with Students