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Spot Strengths in the Classroom

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An anxious mind struggles to learn. A mind plagued by doubt has more things to worry about than the flow of a river or the secrets of ancient pyramids. A student who does not feel connected is more concerned with fitting in than standing up for what they know is right.

You know, the statistics are alarming.

Anxiety and depression in all levels of society are rising and youth are not immune. We need  better strategies in our classrooms to help students recognise and reach their potential. One simple, cost effective remedy is to change perspectives. Rather than focusing on what’s wrong or missing in a student, we can focus on what’s right. We can use success to fuel more success and realise, often a student’s greatest weakness is only a strength that has been over applied, under applied, misapplied or misunderstood.

The click here to read an article that originally appeared on Linked in. It describes how teachers can spot strengths in the classroom and give students a better opportunity for learning success.

 

Nicole is an experienced Secondary School English teacher, Certified Gallup Strengths coach and qualified Meditation teacher. She helps teachers and students connect to their purpose, find their path and deliver their message. Talk to her today and learn how to manage stress, find direction and understand the connection between thoughts, feelings and behaviours. If you would like to learn more about the factors influencing your  decision making process, contact Nicole today for a free, introductory coaching session. We can arrange face to face consultations on the Gold Coast or Sydney. Alternatively ask about our Zoom sessions. 

m: 0425 209 008   e: nicole@isthismystory.com

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5 Steps to Avoid Teacher Burnout – Start Strong and Stay Strong

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Get off the term by term rollercoaster – How I went from being a teacher exhausted at the end of each term to one who feels energised and alert throughout the year.

Summer holidays were a balmy blend of family time and relaxation. You caught up with friends, attended to put off projects and even squeezed in an exotic holiday. You went to school, decorated your room, organised class lists and prepared resources.  The year still has its shinny newness and your mind is awake and refreshed.

Or maybe, like many of your colleagues, the shadows of last year remain and you’re wondering how you’ll get through another 12 months.

I understand. I’ve been there.

Despite being an experienced teacher, who practiced mindfulness and devoted years to Positive Psychology, Grit and a Growth Mindset, I’d still find myself drained by the end of the year. During the holidays I’d top myself up, feel inspired and ready to start the new year only to be exhausted by the end of term one. Term break brought brief respite then I’d be back into full alert, until the end of term when I’d collapse in a heap … and so the rollercoaster continued.

Perhaps you can relate.

The start of school inspires anticipation and apprehension. Students and teachers alike share a sense of enthusiasm and foreboding. Excitement about new classes, friends and learning, wars with anxiety about new classes, friends and learning. Thinking about relationships, workload and balancing needs with responsibilities is challenging. Your mind fills with questions;

  1. How can I maintain my energy levels?
  2. What’s going to be expected of me this year?
  3. Will I have a chance to achieve something meaningful?

It was the same set of questions repeated each year until, in 2014, I found a better way. I began teaching with my Strengths and saw how to use Emotional Intelligence to increase Self Efficacy and get off the term-by-term roller coaster.

I guess, I could have called this article One Step to Avoid Teacher Burnout because developing a practical understanding of my teaching Strengths was the single biggest factor to change my life. It gave me the freedom and energy to be my best while giving my best.

In itself, discovering a Strengths approach wasn’t revolutionary. After all, a strengths approach only works if it is actively applied. Rather, it was combining the foundational work I’d undergone over the previous ten years, with a Strengths approach, that provided the key to a life that’s both energising and soothing. This is what I share with you. Five steps to combine a Strengths approach with Mindfulness and Metacognition so you can start strong and stay strong throughout the year. In other words, use your natural patterns of thought, emotion and behaviour in a proactive way that creates energy rather than depleting it.

The thing is, by reading this article you’re already showing interest in doing more for yourself. No doubt you’ve done the courses and read the books. You know about being an effective teacher. You’re confident in your ability to teach. Maybe you understand the benefits of mindfulness and if you haven’t already started practising, it’s on your to-do list.  But perhaps, there’s a niggling sense of something missing. You’re probably reading a ‘how to’ article because you want tangible steps and practical strategies to make this year better than last.

First, as an exercise, do a check-in. What are you thinking about the year ahead and how are you feeling? Notice the association between the thought and emotion.

Remember, in most instances, a thought leads to an emotion and the emotion prompts a behaviour. This process happens fast, so fast you often don’t see the connection. However, the more consciously you notice the link between thought, emotion and behaviour, the more you’ll place yourself in a position of choice. The aim here is to develop a link between your Emotional Intelligence and your Self Efficacy.

Here is why recognising what you think about the year ahead is important. Research has shown when teachers have faith in their skills and believe they’re able to manage the factors which contribute to their success, classrooms are happier and more productive. Conversely, the lower the sense of self efficacy, the lower the motivation and higher the chance of giving up and burning out.

  1. How much faith do you have in your skills?
  2. Do you believe you have access and power to influence the factors that contribute to your success?

Recognising how you feel about the year ahead is also important. Daniel Goleman has been emphasising the importance of Emotional Intelligence in the workplace for over decade. As Goleman explains, the more a person understands and manages their own emotions, the more likely they’ll interact with others in a proactive and compassionate way. Therefore, emotional intelligence increases effectiveness in terms of relationships, leadership and productivity.

  1. How do you feel about your skills in the classroom?
  2. How do you feel about your ability to access and manage the factors contributing to your success?

Taking action on these thoughts and feelings is where EI, Self Efficacy and Strengths intersect.  When you are ‘in management’ of your thoughts and feelings, you conserve psychological energy. You experience less worry, less stress and do what needs to be done with efficiency and proficiency. Follow the five steps below and you’ll strengthen your ability to manage your thoughts, feelings and associated behaviours

Five Steps to Stay Strong Throughout the Year

1- Know Yourself

Identify, understand and apply your Strengths and Values. Accept you and be you. Remember airplane emergency instructions. First fit your oxygen mask so you are able to help others with their’s . Establish boundaries, understand your motivations. Know the words to articulate what you need in order to contribute you best. Listen to your body – have enough sleep, eat healthy foods and exercise regularly.

Action: 

Enrol in our Free NESA registered Seminar – Introduction to Strengths in the Classroom  

2 – Practice meditation / mindfulness

This will help you complete step 1. You can identify thought and emotional patterns, recognise triggers, reduce stress and manage anxiety – especially the anxiety you don’t know you have.

Action:

  • Download our mini mindfulness script to keep at your desk
  • Use a mindfulness app eg Insight Timer
  • Read articles to develop your knowledge of a mindfulness approach. eg – Mindful Magazine (note: if you scroll down the page you can sign up for the free newsletter)
  • Attend a mindfulness class or coaching program

3 – Identify your Why or Mission

Know your purpose and use it for inspiration and guidance. Remind yourself why you became a teacher and what you hoped to achieve. Consider your values and how they relate to your teaching practice and goals. Regularly check in – where are you (emotionally and mentally) and why are you doing what you’re doing.

Action:

  • Create a poster that states your mission. Use a program such as Canva or, if time is of the essence, simply write on a sticky note. Place your mission statement where you’ll see it each day. Have it in plain sight for those times when ‘it’ hits the fan and things get tough – you know what I mean, those weeks when exams, roll into reports which roll into a series of pt nights …

4 – Socialise and Connect with Colleagues

Gallup’s research shows having a friend at work significantly increases engagement. Create meaningful connections and support each other. Make the time for peer to peer coaching sessions and find a mentor.

Action:

  • Schedule a time for peer to peer coaching / mentoring. It could be recess, lunch, after school or a spare period. Whatever the time, set it as sacred. It could be weekly or monthly but make sure it’s regular and it happens.
  • Approach a senior teacher you admire and ask if they’d be willing to be your mentor. If you do not have direct access to a person with whom you feel comfortable, read the work of a specific teacher you’d like to emulate. However, remember their strengths are likely to be different to yours. Look at how they achieved what they achieved and consider how you can use your strengths to achieve similar outcomes. We offer specific NESA registered teacher coaching packages to help with this.

5 – Celebrate your successes.

Start a habit of gratitude and recognise your own work – rather than waiting for someone else to notice. Identify what works, what doesn’t and how you created success. Be alert to your talents and strengths. Cultivate and apply a psychology of strength.

Action:

  • Start a gratitude diary or add a column to your teaching planner. Each day, before you leave school, write down three things you were grateful for. In the morning, before you start school, read your gratitude statements from the day before and hold them in your mind while doing 2 minutes of mindful breathing.

 

Nicole is an experienced Secondary School English teacher, Gallup certified Strengths coach and qualified Meditation teacher. She helps teachers and students use their Strengths to find purpose, communicate effectively and build relationships. Nicole offers tools and strategies for managing stress and understanding the connection between thoughts, emotions and behaviours. When you contact Nicole, ask about her free, introductory coaching session. We can arrange face to face consultations on the Gold Coast or Sydney. Alternatively ask about our Zoom sessions.

m: 0425 209 008   e: nicole@isthismystory.com

 

Welcome to a World of Expression

Focus | Engage | Inspire

If you enjoyed this article and would like to read  more about a strengths approach, look at

I know my Strengths, Now What

How to Increase Student Engagement

You may also enjoy the books

Teach with Your Strengths – Prof Mary Rackmeyer

The Strengths Switch – Dr Lee Waters

The Miracle of Mindfulness – Thich Nhat Hanh

Learning Styles a Myth – Learn From Your Talents

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Learning styles may be a myth, but in my experience, people have preferred ways of processing information. As parents and teachers it is helpful to understand these patterns so we can support the learning process. 

Think about your own experience

Are you the sort of person who likes to journal and write down your thoughts or do you need to hear them aloud before they make sense?

Some people enjoy writing, it allows them to reflect deeply, ponder slowly and tease out ideas. On the page, thoughts become tangible. However, other people prefer talking, it allows them to listen to their ideas, see the reactions of people around them and take action. In this way, thoughts become corporeal.  A third group prefer to draw ideas, they create sketch notes and build thoughts into concrete manifestations. 

What causes these differences? 

A myriad of factors contribute to these differences and for the purposes of this article, knowing them isn’t important. What is important is understanding, people are different and learners are individuals. Research by Gallup suggests when we work (and learn) within our strengths zone, we’re more effective. People become more productive because their individualised needs and motivations are met. Even though we all have the capacity to process ideas through visual, auditory and kinesetic learning practices (and to be effective should employ all three) we have different talents. These talents have different ways of reaching an outcome.

For example, Mary is a student with high Relator talents. She is energised by deep, close relationships. She studies best in small groups where she can share her thoughts with friends. On the other hand, Jane has high Achiever talents. Her motivation comes from getting the job done. She would rather work alone. If forced to work in a group, Mary tends to do most of the task herself because she thinks the others aren’t keeping up or working as hard. Bill is high in the Competition talent. He thrives during tasks that match one student against another. He compares his results to someone else’s and needs to get the highest rank. If Bill thinks there’s little chance of victory, he doesn’t try very hard. To him it’s better ‘not playing’ than coming second. John is high in Context talents. He needs to understand the backstory. John thinks about how he managed similar tasks in the past and uses that memory to complete a current project. John’s actions seem slow to the teacher My Brown who has the Activator talent. Mr Brown wants students to get started straight away on the work he’s set.

Although this is a somewhat simplistic view – I’ve only highlighted single talents and in reality, people thrive when all of their top five talents are engaged, these examples show how individual students have different learning behaviours. Of course, the value of deep practice, curiosity, relevance, collaboration and making connections is the same for all learners. However how they approach these aspects of learning varies according to the motivations, needs and triggers of their talents. It is this extra level of understanding that can help our children achieve more success in the classroom. They can learn how they learn best. 

Improve Learning Outcomes

So rather than worrying about learning styles, teachers, parents and students can improve learning outcomes by developing self awareness and understanding the triggers, needs and contributions of specific talents. Students improve their results when their talents are understood because they feel understood. This is a performance focused approach to positive psychology. It helps a student identify both their purpose for learning and their process for learning. They develop their own tools and strategies to become self directed learners. Students feel understood and accepted by peers, teachers and themselves.

Rather than trying to be something they’re not, they focus on the learning outcome – the required skills and knowledge. 

If you were interested in these ideas and would like to read something similar check out the article I contributed to recently; How To Help Kids Improve Their Grades

If you would like to know more about how to use your talents for higher performance or how a Talent-based Strengths approach can improve your teaching and learning, contact Nicole today. Nicole is a Gallup Certified Strengths Coach, a trained meditation teacher and Secondary School English teacher with more than 17 years classroom experience. She is based in Sydney and offers coaching and workshop packages specifically targeted at students, teachers and families.

m: 0425 209 008 e:nicole@isthismystory.com

Welcome To a World of Expression

Focus | Engage | Inspire

 

Note: The Talents mentioned in this article are trademarks of Gallup. However Gallup have not endorsed this article nor are they affiliated in any way with this site.  If you would like to learn more about your talents you can take the Clifton Strengths Finder Assessment (Adults), the CliftonStrengths Students (14 – 18) or StrengthsExplorer (10 – 14). The costs involved with taking the assessment are a transaction between yourself and Gallup and we receive no commission or gain. 

How to Increase Student Engagement

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Teachers are busy. They are busy building learning opportunities for students. Teachers plan, execute and reflect. They want to create engaging environments where students learn. It doesn’t always work. A recent report published by the Grattan Institute, suggests up to 40% of school students in Australia may be unproductive in any given year.

Unproductive behaviours such as idle chatter, avoiding work and being inattentive in class are signs of a disengaged student and these behaviours are costing our kids their education. However many aren’t even aware of the price they’re paying. All a disengaged child sees is a boring class that’s too easy, too difficult or not relevant and they’d rather be somewhere else. 

It can be different

Students are busy. They’re busy growing. Children are learning who they are, where they belong and which of their contributions are valued. Along the way, they’re also gathering content knowledge and skills. Subjects such as English and History may seem irrelevant to a student focused on a degree in Biochemistry. Yet these subjects offer communication and thinking skills to study the behaviour of cells and nature of matter. Similarly, Physics and Economics may seem immaterial to a student focused on becoming a pro athlete, musician or master builder. However these subjects offer principles and processes to recognise patterns and plan for the future. 

The key is perspective

Teachers and students can get busy building mindful connections. I’m using the word busy deliberately. Often when reading an article about how to increase student engagement we feel the weight of yet another ‘thing to do’ burden. Teacher’s wonder what else will be lumped on their plate. 

  • What can I do in my already busy day. 
  • How will I find the time for more work? 
  • Where can I find time to learn another new practice to boost my students’ engagement?

I hear you

Time is a precious commodity. We need to be mindful of how we spend it. This applies to both teacher and student. Generally, we’re happier when we’re devoting time to something we find valuable. If we’re mindful, we’re more likely to use time wisely because we’re aware of what we’re doing. The act of being mindful takes no extra time. It is simply a different way of being aware. Right now, I’m suggesting we can be mindful of internal motivations and use this information to BE engaged. 

Think about this for a moment. Teachers and students can be mindful of their perspectives and in doing so carve time into busy schedules. The ideas I’m about to share take no extra time, they simply ask you to consider a different perspective.

What does Engagement look like?

Students are more engaged when 

  •  Learning is meaningful – students see how the learning is relevant to themselves and their lives
  • Learning is achievable – students believe they can successfully complete a task or understand a concept
  • Learning is autonomous and supported – students feel as though they have choice and a measure of control over their learning while also knowing help is available.
  • Learning is collaborative – students feel as though they are connected to ideas and people beyond themselves. They see their work has value and is valued.
  • Learning leads to mastery – students recognise learning means more than a grade on page. They see the progression of their learning and opportunities that result from that progression.

Gallup have a student poll that measures these areas. They ask key questions to determine the extent to which a student feels their needs are met. These questions focus on value, safety and recognition. For example;

  1. I have a best friend at school
  2. I feel safe at school
  3. I have an opportunity to do what I do best each day
  4. I have at least one teacher who excites me about my future

If you look at the relationship between these questions and the factors required for student engagement it becomes obvious, the more a student can answer yes to questions like these, the more likely they are to feel engaged. 

Time for a Mindful Strengths-Based approach

Now I’ve reached the crux of this post. We can use mindful practice to increase student engagement without adding any extra time burdens. Teachers can be mindfully aware of their talents and the talents of their students. Student can be mindfully aware of their talents and the talents of their classmates (and teachers). In this deliberate understanding, connections are made. Teachers know what each student needs and contributes. Students know what they need and contribute. An emphasis on recognising needs and contributions provides an environment where each person feels safe, understood and valued. This is an environment where learning thrives. When you know what you and others need, it is easier to recognise the relevance in learning because you feel valued, give value and see how collaborative relationships contribute to life. Collaborative learning is possible because everyone is using a shared vocabulary that fosters recognition of talent. Each person knows the value they bring to a project and talents are shared for group success. Students have autonomy in their learning because everyone realises there are different ways to reach the same successful outcome. 

The Key is Strengths, The Practice is Mindfulness, The Process is a Story

Mindfulness practice helps a person recognise the links between their thoughts, emotions and behaviours. This recognition helps them develop talents into strengths that can be consistently, productively and successful applied. Experiences of success, build stories of success and as these stories are shared, connections are made. When a school adopts a mindful, strengths-based narrative, they put in place a system where each student and teacher can be part of the creation of a wider experience library. This gives a sense of belonging and ownership. Students and teachers feel part of a community and this creates a space for engagement. 

A useful start is Gallup’s StrengthsQuest. This is an online assessment administered by Gallup that helps teachers and students identify their core talents. The next step is to learn how to mindfully apply those talents in teaching and learning. There are many helpful resources on the StrengthsQuest page  however, if you would like a personalised approach that addresses your specific needs you may like to speak with a qualified coach and trainer. I’d love to be of service.

If you would like to implement a mindful strengths-based narrative in your classroom or school, contact Nicole to learn how. She is a Gallup Certified Strengths Coach, Trained Meditation and Mindfulness teacher and has more than 17 years classroom experience as a Secondary School English Teacher. Nicole offers 1:1 coaching, group workshops and interactive seminar presentations. She can tailor a package to meet the specific needs of you and your school. Contact Nicole today;

e: nicole@isthismystory.com  m: 0425 209 008

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Just Tell Me What to Do

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Some students don’t want autonomy. They don’t want the space to be creative, they don’t want to direct their own learning and they certainly don’t want make their own decisions. Some students simply want to be given the required information.

  

     Does that mean we should go back to sage on the stage instruction?

     

     Should we ditch project based learning?

     

 

No, of course not. But we do need to understand ‘who’ students are, ‘where’ they are and then provide the tools for learning.

True, the internet is littered with stories about teenagers discovering learning, finding new ways to use technology and developing their own start ups, but few will take this kind of initiative.

We could bemoan the lack of motivation and point to the problems which promote passive learning. We could blame helicopter parents, over crowded curriculums and high stakes testing.

Or, we could just teach. 

In other words, we can make the process of learning visible. We can help our students rise above environmental, political and social factors to discover intrinsic motivation and creative inspiration.  We can give students confidence in their ability to learn.

How?

Imagine how you’d feel opening a door that led to a dark, unfamiliar room. Perhaps you’d stand at the threshold waiting for someone else to go first. Maybe you’d enter the room slowly; anxiously feeling your way, expecting to bump into obstacles. You may even refuse to enter.

Now imagine being given a torch. How would your process through the room change?

Perhaps this small radiant beam would entice you to step into the unknown, its brightness offering a sense of security. Maybe the light would reassure you; it could help you see where you were going and assess the risk.

This is what we need to give our students. A guiding light that illuminates the path through unfamiliar learning situations. If a student believes they have the tools necessary to complete a task, they are more likely to approach a challenge with a sense of anticipation, rather than one of dread … or boredom. At this point I should remind you, my analogy called for a torch not a flood light – perhaps you can imagine why? (After all this post is as much about modelling as it is about encouraging the development of intrinsic learning).

I believe it is important to recognise the impact student’s self perception. Sometimes we need to teach engagement because students haven’t seen they have the skills to perform a task – or they lack confidence in their ability to learn. We need to provide base tools before we can expect intrinsic motivation or creative inspiration. We need to model and offer opportunities for students to practice the skills of inquiry, problem solving and critical thinking. Why? Because when we teach how to learn, we give students the tools for flexible thinking. This feeds confident learning, which boosts courageous learning and encourages students to make their own choices. I guess what I’m trying to say is self motivation, as with any skill, has a more progressive step by step learning path than we may perceive.

So, we need to offer opportunities for creative inspiration. Yes …  we need to offer. In other words we, as teachers, need to provide the space for students to feel confident enough to explore, experiment and build on their own.

Anyone who has met me, knows I believe very strongly in wellbeing, choice and freedom. I am passionate about self-direct learning. However, I am also realistic enough to know many students do not like being given a problem and told, “solve it”. Most students – actually, if we’re being honest, most of us, like some structure, a few parameters, a little direction. We like to know what is expected of us and that we can access what we need to complete the task. We don’t like feeling as though we are wasting our time, or our energy. We are motivated by accomplishment.

So, next time a students says to you “just tell me what I have to do” instead of decrying the coddled state of today’s teens, perhaps you could hand them a torch and say “lets find out together.”

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