We have to run our own race. This is easier said than done, of course, but it is essential. If we run someone else’s race, we are never going to cross the finish line. We’ll be burned out and exhausted long before we ever get there.
We are learners, seeking to always improve our practice. To find what works, we need to encourage our teachers to embrace the complementary processes of exploration and exploitation.
The learning process is one that we know is riddled with confusion and frustration. What we want students to know is that this is normal and that there are strategies we can apply to bridge the knowing and not-yet knowing.
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As school leaders, we need to support students and teachers to grow comfortable in their ability to learn from mistakes by helping them to develop the skills and competencies to recognize, react to, and repair them.
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Curiosity is not one thing, but is made up of many things. The dispositions that underlie curiosity are what have been termed “stable traits.” These traits include goal-orientation, self-regulation, and a receptivity to feedback.
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How can we limit the disruptive nature of pivots for our students? As school leaders, our focus should be on easing the severity and volatility of these pivots in order to minimize the negative effect they have on learning.
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Learning from a distance undoubtedly looks and feels a bit different than learning at school. However, learning at a distance is really just a matter of adjusting to and embracing the distinct opportunities it provides.
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How do we preserve the sanity and strength of our teachers, while also being sure we don’t throw away our shot at real-time action research and reform? We know there’s no simple solution when it comes to answering this question.
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