COMPELLED: Week 8 - Hopeful

Did you know that hope can be measured? 

As I've been reading, reflecting, and researching for the weekly series on characteristics of compelled educators, I've learned a lot! What I didn't expect to learn is that hope can be measured! 

Whatever the perspective through which we appreciate authentic educational practice ... its process implies hope. 

-Paulo Freire

C.R. Snyder and colleagues have developed a valid and reliable tool to measure hopefulness. There are two areas that are measured - those of agency (a sense of determination to successfully meet goals) and those of pathways (a sense of being able to generate different pathways to successfully meet goals). 

Two researchers, Peterson and Byron, state the following

". . . more hopeful people are more successful at goal achievement because they approach problems differently than do less hopeful people (italics added). Specifically, the success of more hopeful employees may be due in part to the fact that they conceive of multiple pathways to reach their desired end."

Hope is taught to children by example and through stories. It's important that the educators in the building are "high hope" educators. 
Hopeful educators see around barriers and persistently work to help students to be successful. Barriers become challenges to overcome, and the perceived likelihood of positive outcomes is great. It's imperative that we model and directly teach methods that lead to increased hope. 


Questions for reflection:

• How do we increase our odds as educators to have a "high hope" week or month?

• How do we pass on "high hope" to students?

• How do we help students identify their strengths, set goals, and identify ways to reach those goals?

• What interview questions need to be asked in order to identify "high hope" individuals when hiring?

• In what ways can we encourage hope in our schools?

(If you can't see the embedded video above, click HERE to watch)

Previous posts in this series:

COMPELLED: Week 1 - Humility
COMPELLED: Week 2 - Compassion

COMPELLED: Week 3 - Overcomer

COMPELLED: Week 4 - Servantship

COMPELLED: Week 5 - Forgiving

COMPELLED: Week 6 - Passion

COMPELLED: Week 7 - Self-Growth

References

Peterson, S. J., & Byron, K. (2008). Exploring the role of hope in job performance: results from four studies. Journal of Organizational Behavior, 29, 785-803.

Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., et al.(1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60, 570-585.

Five impactful books for educators

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For as long as I can remember, I've always loved to read. My dad tells stories of my sitting in his lap when I was little and him reading to me every day while I quietly listened as long as he wanted to read to me. 

As I got older, I read mostly mystery and young adult (I don't think they called it YA back then!) - some of my favorites were all of the books in the Nancy Drew series. In late elementary and junior high, my mom would often take me to the library often so that I could check out books. 

I'm so thankful they laid the groundwork for a lifetime passion in me for reading. To this day, one of my favorite vacations is when I can lie on the beach with a paperback and get lost in the pages.

October is month is National Book Month, and I've been reflecting about books that have impacted me personally and professionally. I'm thrilled to share mine with you - especially because I know so many of you enjoy a good book like I do!

In no particular order, here goes...

1. The Slight Edge (@yourslightedge) by Jeff Olson. This is a book I re-read each year. In it, Jeff reminds us of the exponential power of doing small acts each day that lead to big results. 






2. Do You Know Enough about Me to Teach Me: A Student's Perspective

I was introduced to this book around 2008, and a few years after that I had the opportunity to connect with the author, Dr. Stephen Peters. Since the book had a great impact on me personally, I chose it to be a part of a summer book study on twitter with some members of our staff a few years ago. 

3.  Living, Loving, and Learning by Leo Buscaglia.

When I was in college, I was given this book by a teammate on my college volleyball team. This book was the first book of its kind that I had read, and it had a huge impact on me. As time passed and I made the decision to major in education, this book shaped my views on loving myself, my students, and my colleagues. This book also makes a great gift, especially for people who are in roles where they serve others. 

4. Handbook for Courageous Leadership (Shameless plug!) :-)
Fellow Compelled Blogger Dennis Griffin sent me a Vox recently to share his thoughts as he began reading my e-book. It's a quick read, but chock full of stories and experiences about facing fears and how to get better and finding courage. Dennis and I are planning to do a book study soon; I hope you will join us and share your reflections, too!



5. The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity    
This book by George Couros is one that I read recently with a group of teachers at our school. The book will cause you to be reflective, empathetic, and brave. George includes practical ideas and questions for reflection throughout the book. It is a book that builds on what we know works with students - relationships - and takes it to the next level as we are a part of 21st century teaching and learning.

On my bedside table:
What Every School Leader Needs to Know about RTI by Margaret Searle
I'm reading this book as an assignment for the ASCD Instructional Leadership and Coaching Design Team. While the title didn't capture me, and I thought it would be a dry book filled with theory and research, I was pleasantly surprised to find that the theory and research are supported by practical examples at all grade levels. Being an administrator in a high school, I find that when I talk with other high school educators, implementing RTI at the secondary level can be very difficult. This book will remain part of my toolbox for many years to come!

Dare to Lead by Brene Brown
This is Brene's newest book, and I have had for over a week now. I cannot wait to read it soon! I'll be traveling to Houston next week, so I think I'll savor it on the plane ride there. I'm sure there will be a blog post soon to review the book... I'm a huge fan of Brene's work, and from what I've heard from friends who have started this book already - Brene hit a homerun with it. 




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The answer was so obvious, but I didn't see it! (Classroom - or Lunchroom - Management)

You know what... I knew better. I taught science for 12 years, coached for more than that (including private pitching lessons), and I've been in education for 25 years. 

I know how to manage and change adolescent behavior... I just wasn't doing it in the lunchroom.

Each morning, we serve breakfast in our cafeteria. There are about 300 kids in the lunchroom, and it's a great time to see kids interacting in certain groups and interact with them as a school leader. 

But there was this one table. 

Each morning, they would leave trash on their table and on the floor under their table. 

It was normal that someone at the table would take a few bites out of a piece of fruit and leave it on the floor by the table. 

I got angry and frustrated that they were leaving a mess each morning. I talked to them, told them to pick up their trash. No one would admit to the trash, nor were they happy about picking it up. It felt like lose-lose both ways. They had to hear from me each morning, and I was frustrated that they weren't responding to my words. 

Then I had an aha moment. A breaking point. 

I told them that if they left any trash, they wouldn't be allowed to sit at the table. 

And... it happened. 

They left trash on the table and floor that day, so the next morning I arrived early and didn't allow anyone to sit at the last two sections of the table. Students would arrive, and other students would tell them they couldn't sit there. I was nearby and would make students move out of the designated area. 

I gave them a consequence that was tied to the undesired behavior.

My "talking to them" or "being stern" with them was not enough. I had to create a situation where they had to do something different. 

Since the "table banning," there has only been one occasion where trash was left by a student. I took a picture of the trash (yes, I'm that person), and the students told me who it belonged to (they didn't want to lose privileges of sitting at their tables.) The next day, I had that student pick up 10 pieces of trash at the end of breakfast. 

Since then, there has been NO trash left at the tables. 

None.

Why didn't I think of it sooner and do what I knew to do - create a "consequence" that is related to the behavior? 

Rewards for students? Lots of smiles and praise each morning. 


Have you had to think creatively to help change student behavior? Share your examples below in the comments. I would love to hear from you!

COMPELLED: Week 7 - Self-Growth

Maybe you've heard educators talk about learning and time like this: "We must make learning the constant and time the variable," OR "It doesn't matter when a student learns something, but that they DO learn." 

Have you ever heard similar versions of those quotes? 

I think the same thing is true for us... for dedicated, professional, positive, thoughtful, compelled educators. There is no time limit on learning and self-growth. There is no buzzer that will go off and let you know that your time is up and that "you can't teach an old dog new tricks." Personal development and self-growth is a life-long process, filled with risk-taking, missteps, and learning. No matter where you are on your educator journey, there is always an opportunity for growth.

Three principles to self-growth:

1. It takes a specific mindset.

Choose a growth mindset, knowing that skills and knowledge are not fixed. Also, be positive and approach challenges with a positive attitude will lead to greater growth. 

2. Be willing to face your fears.

We can be limited by what we believe to be true about ourselves as we put ceilings on our capabilities. When we are willing to step outside our comfort zones, we can redefine our view of ourselves and what we are capable of. 

3. Align your values and your practice.

For greatest self-growth, it's important to know your beliefs and values in order to know what kind of life you want to lead and what kind of legacy you want to leave. This moral compass will help you focus on areas of self-growth that will support alignment between your actions and your beliefs.

“The only person you are destined to become is the person you decide to be.”

―Ralph Waldo Emerson

When we commit to learning and growth as an educator we are making a commitment to success for our students, because our WHY should include students as well as ourselves. How are you growing as an educator?

Previous posts in this series:

COMPELLED: Week 1 - Humility
COMPELLED: Week 2 - Compassion

COMPELLED: Week 3 - Overcomer

COMPELLED: Week 4 - Servantship

COMPELLED: Week 5 - Forgiving

COMPELLED: Week 6 - Passion

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