Reciprocal Frustration

Most people don’t want to actually get better. Scratch that. Most people want to get better, as long as it doesn’t require additional work and discomfort. Which means what they want to hear is this, 

“You are doing everything that can be done.  Improved performance is not possible. So keep doing what you are already doing. Anything negative is not your fault and outside any controllable variable.”

This also means that any message to the contrary is obviously wrong and frustrating.  I run into these people daily.  And they occupy all positions, from school board member to classroom teacher. We’ll call these people “Group 1.”

There are some people who view every peak as a new baseline. They cannot abide with the status quo. They look for every edge, every angle, every small opportunity to eke out a little more performance. They question everything and everything is always in draft stage. Which means they want to hear this, 

“What if you tried this? What if we chased a different target? How can you control the uncontrollable variable? What if the answer is the Kobayashi Maru?”

This also means that any message to the contrary is defeatist and frustrating. I don’t run into these people as often, weekly instead of daily.  And they occupy all positions, from school board member to classroom teacher. We’ll call these people “Group 2.”

Both groups naturally frustrate each other.  And neither group is going away.  So, here are two things to consider.

1. If you are from one of groups and your boss is from the other group, you will be frustrated.  That is your problem, not your boss’ problem. Learn to live with it or get another boss.

2. If you are from Group 1 and you are a boss, in the long run, you are the limit to the organization’s ceiling.      

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Upcoming Conference Presentations: TASSP Assistant Principal Workshop (Keynote); NASSP National Principals Conference 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

The Best Time to Change

I recently met with a principal that I mentor.  She had identified some long-standing processes and procedures that were ineffective and impairing campus performance.  Her question, “When is the best time to make the change?”

My answer, “Now.”

“But won’t that be disruptive?”

“Yes.”

“Then shouldn’t I wait?”

“No.”

What is the value in prolonging the inevitable? If something isn’t working, fix it. It’s the difference between getting worse and getting better.

Once you know a change has to me made, the best time to change is NOW.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Upcoming Conference Presentations: TASSP Assistant Principal Workshop (Keynote) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Changing Habits is Hard

It is not easy to change a habit in general.  In the classroom environment, it is darn near impossible.  Between unchanging environmental cues, tenure, and stress the habits of teachers are cemented into place. So, expecting teachers to change a practice because we told them to is naïve. Believing that threats and memos will get “lazy” teachers to do something different borders on stupidity. 

What we all must accept is that changing the instructional habits of teachers is a team effort. Teacher and coach (leadership); and it starts with the coach (leadership).

As the coach, I first have to narrow the focus of change to a specific practice.  Second, I have to provide a high volume of in classroom cues for the teacher to attempt the new practice.  Third, I can’t be mad if when I visit the classroom, unscheduled, the teacher isn’t doing the targeted practice at that time. Fourth, I have to recognize that a teacher attempt that resembles the targeted practice is a win. 

Then, only if leadership has engaged as described, all the teacher has to do is respond to the cue with an honest attempt to implement the targeted practice.

Put this process in place 15 to 30 times in a span of about six weeks and guess what you have?

A shiny new instructional practice in classrooms. Isn’t it pretty?

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Upcoming Conference Presentations: Texas ASCD Summer Conference, Virginia Middle and High School Principals Conference; The National Principals Conference; The Fundamental 5 National Summit (Keynote) 
• Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook