Tag Archives: balance

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The Simple Key to Self Renewal

lake2Years ago, in an uncharacteristically profound moment of reflection, I discovered the key to self-renewal. I resolved that every year of my life, I would take it upon myself to learn something new. I was not 20 years old when made that pledge. That winter I embarked on my first endeavour by purchasing a set of cross country skis and teaching myself how to use them.

In subsequent years, I dabbled in diverse activities ranging from orienteering to oil painting, from carpentry to canoeing.

I pursued an interest in languages, learning a little Ukrainian, a lot of French and  a relatively new language called “HTML”.

Those classic pieces of literature and philosophy that “everyone talks about but nobody reads”?  I set out to read them, and I did.

One year I even taught myself how to do traditional embroidery and made a tablecloth for my mother’s Christmas present.  It was a gift that brought tears to her eyes – in a good way.

I tackled the violin (least successful venture) and classic auto restoration (most expensive). My most impactful pursuit involved a return to university to learn about learning, effectively launching my career in education.

Early on in this life initiative, I was very deliberate about selecting a new learning target every year. My only guiding principle was that I had to find it interesting.

As the years went by and life got busier, family, work, and other commitments pushed aside my annual search for a new learning challenge. By then however, I found that it really did not matter. I realized that the will to learn something new was ingrained into my being. What had started out as deliberate and had become second nature.

I know now that the best way to make something habitual is through consistent conscientious engagement. That applies to behaviour, attitude, and disposition.

Would I have been this path had I not made that resolution so many years ago? Perhaps, but there is no doubt that pledge gave me an early start on a journey of lifelong learning.

It is a path I hope I can inspire others to follow.

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A Career’s Worth of Advice (In 140 Characters)

geese_flying001I recently participated in a twitter chat where participants were asked to respond to the following question:

“As an experienced educator, what advice would you give to those who are new to the profession?”

While this is not an uncommon question, I had never considered how I might respond in the context of 140 characters. I wanted to state something profound in that limited space, and before I knew it – and practically without thinking – I had posted the following:

“Find the joy in teaching. Ignore cynics. Celebrate small victories. If you lose the passion, move on.”

The fact that this was my immediate response tells me it came from the heart. There was no second thought or reflection to muddy the waters.   I am a contemplative person who tends to over think questions and I possess a tendency to formulate my best responses a half hour after they are required. In this case however, I have to admit that given the chance to rework that particular response, I would not change a word.

Find the Joy in Teaching

When I refer to teaching, I am referring to all of those functions related to public education, from teaching to administration to student services. There is something in these fields inherently related to that altruistic desire to make a difference to a person, a group, a community or beyond. The exhilaration can come from many places and may look different to each person, but there is no doubting you will recognize it when you find it.

Ignore Cynics

I am fortunate to be surrounded by an enthusiastic forward thinking team of educators who tend to focus on possibilities, not obstacles. We know that there is an element out there that tends to see things in a negative light or is quick to point out why things will not work. There is little point in allowing such people to consume your time.

I have a theory about cynics:  these are people that are happy being unhappy. If you address their unhappiness, it puts them off balance, and they seek to restore that balance by finding something to be unhappy about.  Perhaps that in itself is a cynical view, but my point is that there is little one can to do satisfy the cynics, so stick to your vision, focus on possibilities, and move on.

Celebrate Small Victories

To be able to celebrate victories, one needs to be able to identify them. This is really a matter of being present and paying attention to the little details that may otherwise go unnoticed. Sometimes, we get caught up on the one little thing that went wrong for us rather than reflecting on all the things that went well. Be deliberate in identifying and savouring your victories.

If You Lose the Passion, Move On

In a perfect world, everyone in education would be pursuing their passion and that would translate into extraordinary learning experiences for all. The reality is that people and passions change. There is nothing wrong with that, and no one is to blame if one loses the passion for teaching or whatever role one happens to fulfill. However if it happens, it is critically important to acknowledge that reality and makes the appropriate life adjustments. Anything less would be unfair to everyone.

I suspect that without realizing it, I articulated the four principles that have guided my career as an educator. For those entering the profession and following in my path, consider it sound advice.

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Fading Influence: Do Male Role Models Matter?

rolemodelConducting an internet search for “boys” and “role models” yields titles such as:

  • The Importance of Positive Male Role Models
  • Mothers Raising Boys Alone Without Male Role Models
  • The Role Model Crisis
  • How Important are Male Role Models for Troubled Boys?

The range of articles provide insight into some intriguing perspectives.  At first glance, one might conclude that it is simply a matter of hiring more male teachers to model appropriate behaviour to boys.  Yet, findings are mixed with regard to the impact of a gender balanced school staff.  Additionally, it is shortsighted to conclude that it is only boys who are lacking exposure to positive male role models.  One consistency in the literature is the recognition of the societal reality that a significant proportion of our young male population is growing up in homes where there is little or no exposure to a positive male role model.

Nearly 20% of Canadian children live with single parent families – most of those single mothers.  Those students attend schools where, according to the Canadian Teachers Federation, nearly three quarters of teachers are female.  As such, there are fewer and fewer opportunities for youth to encounter potential male role models.  This long developing trend continues to be a societal issue in Canada, the United States, and elsewhere.

Through observation of our environment, we hone our ability to appropriately respond to the stimuli around us.  A significant percentage of male students have, at best, few adult male role models from which to learn such behaviour.  At the worst, they are exposed negative or destructive behaviour that serves as a poor example of the male contribution to society. Opportunities to observe positive adult male role models are limited for a significant number of youth.

It is human nature to look to others for cues on how to act, speak, and conduct oneself.  In the absence of role models, boys may take those cues from anyone ranging from peers to misogynistic sports or entertainment stars.  What is called for is someone close at hand who can demonstrate what it looks like to be a good husband, father, or friend.

It cannot be assumed that a balanced teacher gender ratio would necessarily address the issue, for it is not a matter of having more males in the school; it is a matter of having the right males.  While hiring practices may be part of the solution, other exposure opportunities need to be created as well.  These may occur through mentorships, encouraging male volunteers in the school, and providing support for out of school activities geared toward establishing relationships between youth and positive male role models.

Without examples to guide the way, how can boys expect to learn appropriate behavior and positive, nurturing responses?  The issue is certainly not confined to boys alone.  Just as valid are questions related to girls`persepectives of what appropriate adult male behaviour looks like.  Of course, that in turn leads to a discussion of what constitutes typical male behaviour vs. typical female behaviour, and if there is (or should be) and difference between the two.

There are no easy answers.  This topic seems to generate question after question and is laden with stereotypes, assumptions, and personal values.  As such, it is important to focus on facts, and let our decisions be informed by what we know rather than what we think we know.

A lack of male role models is clearly one element of a much deeper issue.

 

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School Mental Health: Not Just About Students Any More

mental_healthWe appear to be turning the corner in terms of societal perceptions of mental health.  Though it is still not uncommon for those struggling with mental health challenges to be viewed in a significantly different light than those facing physical health challenges,  there is an emerging focus on the importance of mental health, particularly as it relates to one’s ability to be effective in the workplace.

In schools, we tend to chiefly focus on the mental health of students.  Nearly all professional development opportunities for educators tend to primarily concentrate on youth mental health.  Yet adults working in the school system are not immune to the forces at work in the population at large.  Canadian Mental Health Association statistics reveal that 20% of adults will encounter mental health challenges in their lifetime.  That means one of every five staff members in your school will face such a challenge at some point.

Educators stoically forge ahead to ensure the wellness of students, often at the expense of their own well-being.  I maintain however that we cannot hope to foster the positive mental health of students in the absence of mentally healthy adults.

What is the role of the principal in creating a mentally healthy school?  Before even beginning to address issues at the student level, and effective principal will take steps to ensure a healthy workplace.  Here are some key points on which to focus:

Address the Stigma:

Though the tide is turning, there is a persisting stigma attached to seeking adult mental health supports.  A school principal can address this by openly speaking to the matter, highlighting the resources available to staff (such as employee assistance programs), and making conversations about mental health part of the norm.

A particularly powerful approach – one to which I can personally attest – is to share one’s own experiences in seeking mental health care and speaking about it to others in a matter-of-fact fashion.

Promote Balance

Much is expected of principals, and we in turn expect much from the people around us.  However, it is incumbent upon the principal to become keenly aware of the degree to which adults in the school maintain a positive work-life balance.  From time to time there are significant demands that we are expected to meet.  That is part of what we do.  It is when the adults around us are consistently engaged in work related activities that we need to step in and have a conversation about priorities, and how seeking to achieve balance is not only important for us, but also serves as a healthy example to our peers and to the students with whom we work.

Shine the Light

Principals may exercise influence, both within the school and in the context of the larger school system, to bring this topic to the forefront.  Consider strategies to bring awareness activities into the school.  Seek out professional growth activities for school staff.  Embrace opportunities to advance the mental health agenda.

Workplace mental health is an emerging topic in Canada.  Voluntary standards for workplace mental health have now been developed and with the growing awareness of the associated costs  – there is bound to be an increasing emphasis of the importance of mentally healthy workplaces.

Above all…

Principals – indeed all educational leaders –  must not forgo their own wellness in the misguided view that making sacrifices in this regard can possibly result in a healthy workplace or learning environment. At the root of all of this is the notion of self-care.  Action speaks louder than words, and it is though our example that we can truly make a difference.

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5 Things All Principals Must Do at Summer Break

lawn chairsIt is the end of the last day of school.  The students have left, staff is trickling out the door, and you can hear the school custodians hard at work moving furniture from the classrooms as they prepare for summertime cleaning.

What happens next is up to you.   You must be  fully prepared to provide leadership to make the upcoming school year a success.  To be able to do that, you need to take some important steps which should include the following.  As principal, what do you have planned for tomorrow?

1. Go home.

I know of school administrators who spend the first week or so of the summer break back at the school tending to duties associated with wrapping up the school year.  They will tell you that the lack of distraction in a generally empty building helps them to concentrate and be more productive.  However, I say that those tasks can and should be dealt with in the weeks and months leading up to the end of the school year.

Inefficient use of time during the school year can indeed contribute to a backlog of activities at the end of June.  Working into the summer is a poor solution to this.  Administrators should instead examine their own practice and make the necessary adjustments to ensure that the tasks they need to complete are done so in a timely fashion.

2. Avoid “drive-by” professional development.

Principals will frequently use the summer months to take a university course or attend a professional development seminar on a topic of interest to them.  That is a reasonable use of time as long as it is targeted PD related to their professional growth plan.

We are frequently presented with PD opportunities that are not directly related to our identified needs.  Sometimes, a PD activity simply sounds interesting. Is that enough reason to pursue such an opportunity?  If you are yearning for an activity, consider bringing balance to your life by engaging in something related to your own personal interests.  Never neglect your own wellness.

3. Disconnect.

Do you check and respond to work related email over the summer?  If so, consider the impact of breaking that electronic tether.

At the end of each school year, I respond to any email and leave the workplace with an empty inbox.  I am largely incommunicado over the summer, and when I return to start the new school year, I inevitably find that inbox to have collected an incredible number of messages.  My strategy is to move every single summertime message into a folder without reading a single one.  In each year that I have done that, I may have had one or two people referencing a message they sent over the summer which I then easily retrieve.  The rest did not seem to make a difference.

Consider the alternative of dealing with work related e-mail every other day over the summer.  If they do not make a difference, why would you allow them to divert attention from your summer break and interfere with your personal time?

4. Recharge.

Some people recharge by getting together with family and friends.  Others revel in the quiet comfort of solitude.  Most people fit somewhere along that continuum.  It is important that you determine what works for you and allow yourself the time to replenish your energy and rest your mind.

5. Plan your return.

Prior to the end of the school year, examine the calendar and pick a date for your return.  Be reasonable, and pick a date that is early enough to give you the time to adequately prepare for the new school year, but late enough to allow you to take full advantage of the summer break.  Selecting a reasonable target date helps you to clearly separate your summer break activities from your work activities.

Never underestimate the importance of life-work balance.

Your summer break is yours to use as you see fit, but do not think for a moment that you are more productive if you keep the focus on school administration over the summer.  There is no evidence to suggest working through the summer makes you more effective.  On the contrary, the most effective administrators are those that have established a healthy life-work balance and respect their own personal wellness.

That is an ideal that should be modelled for all.