You Deserve A Break Today

 I was raised to think that demanding work was the price you paid to be excellent. Anyone who took breaks was never going to be great. However, as I read more, I realized that breaks are often the fuel we need to reach excellence. 

Breaks often allow us to keep up our passion. Research has shown that even small breaks of 5-10 minutes can raise your energy. After studying for a while, a wonderful way to reward yourself is with a small break. As a teacher, I try not to give quizzes or tests on Mondays so that students can have the weekend to enjoy themselves

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Spacing has been shown as a powerful way to study and retain knowledge for an extended period. In this method, you might study for 30 minutes a day, taking a break from that particular subject until the next day. This study practice has proven to be effective even though it is extremely difficult to get students to follow it. 

Lastly, breaks allow you to work on problems in your unconscious mind. Adam Grant found in his research that taking breaks can boost creativity. The solution to a problem often pops into your head when you are not consciously thinking about it. 

Do not think of breaks as easing up. Instead, think of breaks as the boost you need to push yourself across the finish line. 

Daring classrooms

 This summer, I had my students watch “Daring Classrooms” by Brené Brown (video here). In this talk, Brené explains that to have a great classroom, students must be vulnerable and not be shamed. For students to learn in your classroom, they must feel free to take risks and learn from their mistakes. 

When students laugh or make jokes about a student’s answer, it can derail this process. The students do not realize the harm they are doing when they make fun of a classmate. But the humor they often use among friends can bring shame into the classroom. As teachers, we can’t allow that behavior. 

When a teacher asks a question, there is usually a scattering of hands raised to answer it. Most of the time, students raise their hands when they know the answer. What we don’t see enough of are students who raise their hands when they don’t know the answer. This way, the teacher will walk through the process or have another student help to get to the correct answer. 

Too often, to prevent embarrassment, students walk out of a classroom without understanding the information the teacher has presented. They fear asking a question because of how they might be perceived by both the teacher and their fellow students. 

Nobody makes more mistakes in my classroom than I do. Each semester, I track my blunders (presently approaching 50) so students can understand that if the “expert” is making these mistakes, it is okay for them to make mistakes, too. 

Learning from mistakes is a difficult yet important skill. If you can learn from your mistakes, you will grow at a fast rate. 

The challenge for all of us is to take off our protective armor and allow ourselves to be vulnerable. We will all be better off if we do. 

Lessons from Coach

 

Lessons from Coach

 

A couple of months ago, one of my friends was booing at a baseball game. When I asked my friend why he booed, he told me he paid money for his ticket, and he could boo if he wanted.

The conversation triggered a memory of when I was an assistant basketball coach. We were playing our archrival in a keenly contested game. In the last seconds, we were up one point. Then we fouled the opposing team, sending them to the foul line with a chance to tie and win the game. To rattle the opposing shooter, our fans started to boo.

Within seconds, Coach called for a time-out. He then went to the score table to get the handheld microphone. He told the fans that we did not boo at this high school. If we booed again, he would pull the team off the court, and we would forfeit the game. He then placed the microphone back down on the score table. He sat down next to me and said, “Teachable moment.” This happened 30 years ago, and while I cannot remember whether we won the game, his message was unforgettable.

Next year, we had a transfer come into our basketball program who was touted as the best player to ever play at our school. During one of our first practices, Coach blew his whistle and called a foul on the new transfer player. The player replied, “Coach, the refs never see that.”  Coach replied, his voice rising with each word, “We want to win here. We, however, never intentionally violate the rules. If you cannot play within the rules, you should go back to your former high school.”

After practice, I asked Coach, did he think any other coach would have reacted in the same manner as he did? He said, “I do not get paid to worry about other coaches. We win a lot of games here, and we do it the right way.”

When I was named head coach of another school, I went to thank Coach for everything he taught me. I asked if he had any last words of wisdom. He said, “Many coaches talk about character. Be the type of coach that builds character.” That challenge resonates with me to this day.

Mentoring

 

I was talking with my friend when mentoring program at his company came up.  I said, “I have never seen a mentoring program that actually works.” Most of them require everyone to be a mentor, and the truth is, not everyone is cut out to be one.  My friend then asked me, “What were some of the characteristics of your best mentors?”

My mentors were usually good at their job.  More importantly, they took great pleasure in helping people grow.  They seemed to remember what it was like to be new at the job and were extremely helpful in navigating the sometimes-difficult terrain.

On reflection, I realized that my mentors never really gave me advice, even when I asked them directly.  Instead, they would ask me questions that forced me to think about situations from different perspectives.  What made this tactic powerful is that they left the decision-making process to me.  They just guided me down the path and provided me with the framework to solve future problems.

I think the best mentor-mentee relationships evolve into partnerships.  After a while, you no longer know who is the mentor and who is the mentee.  You just have two people helping each other grow into their best selves.

I often felt lucky that I had such good mentors.  Now, however, I realize that it was not luck.  Great mentors are the type of people who just have a way of finding those in need.  These people sensed that I needed some guidance, and they were there to help me.

When we finished our conversation, my friend said to me, “I do not think I am going to start a mentoring program.  Instead, I will just let it happen organically.”

Silent quitters

 I was listening to my favorite podcast (No Stupid Questions) while taking a walk, and the topic was burnout.  At every school I have taught, at least one teacher would warn me about burnout. I have never really felt burned out, but the podcast episode brought up a Gallup Poll showing that 59% of the global workforce had become silent quitters. 

What are silent quitters? They are people who do just enough not to get fired. They are the type who punches in and out at the contracted time. Management is often irritated with them, and they are called lazy. 

What first came to my mind is, how many teachers are silent quitters? Then I thought, how many students are silent quitters? Usually, the bias is to blame the individual, but research has shown that it is more often the company that needs to be fixed. In my case, that means the classroom. 

Research says that these six variables promote a healthy work climate. 

1. Sustainable workload 

2. Recognition and rewards 

3. Choice and control 

4. Supportive work community 

5. Clear values and meaningful work 

One challenge we all face is to avoid falling into the trap of solely blaming the individual. We need to make sure that we put everyone in an environment where they can thrive. 

As always, your feedback is welcome.