This is one of those cross-over pieces from my other blog on leadership. It is about leadership but its main theme is well-being of school leaders. I hope you find it useful. Please click HERE for the article.
Thursday, 24 November 2016
Wednesday, 23 November 2016
It's alright to be afraid
Be honest, do you ever get that sick feeling in the pit of your stomach as you travel to school, as you enter the building, as you enter your office or classroom, as you turn on your computer, when the phone rings or as pupils come through the door? Those who don't find something else to read, those who do keep going. It does not matter whether you are training to be a teacher or an experienced head, this applies to you. This is about personal courage, about accepting and overcoming demons, and finding ways to improve your quality of life and in so doing becoming a more content teacher.
To begin with you need to realise you are not on your own, whether you are a trainee teacher or a headteacher it is likely that we have all experienced this at sometime in our career and that at this moment in time several of your colleagues share your experiences. Our profession is laden with expectations about conduct and professionalism, about leaving emotions at the school gate, about it being a "vocation", but all of these ignores one crucial point, we are sentient, emotional humans who will react to and reflect our experiences. We are all different and importantly have different perceptions (see an earlier article on 2+2=5!) of events and so our reactions are also unique. Events that cause fear in one person will not cause fear in another but it does not make it anymore real.
Our outward persona, which we maintain for our pupils and more often than not our own self-esteem, will rarely reflect inner turmoil and so we can all be forgiven for not knowing that someone else is going through difficulties. However this is the danger, internalising our fears will only make them worse and so we have to find ways of making fears and stresses manageable. Now I could write a book on the issue but here I only ever write a few hundred words, so I will keep it brief. Central to dealing with our fears is emotional literacy. Clause Steiner coined the term "Emotional Literacy" in 1997 and he breaks the idea down into 5 parts:
- Knowing your feelings.
- Having a sense of empathy.
- Learning to manage our emotions.
- Repairing emotional problems.
- Putting it all together: emotional interactivity.
1. Sharing. Do you have a trusted friend or colleague, someone who is not judgemental, someone who will listen? I know it is almost statin the bleeding obvious but the cathartic act of verbalising your fears is incredibly important. It helps you unburden yourself and importantly forces you to "name" your fears. You need to know what it is you are afraid of before you stand any chance of dealing with it.
2. Whether you've shared them with someone else or not, naming your fears is very important. You can have the conversation with yourself; the other participant in the dialogue is paper. Write down your fears, write down everything and see if they have a common root or whether they are all different. Either way it takes courage to do this but will help you in coming to terms with things that cause you distress.
3. Taking a break. At school you need down time, you need time to take stock and press a personal reset button. By all means go to the staffroom, have lunch with your colleagues, but you need to make for yourself. You need time on your own to take a breath and to be yourself (even if it means having a cry or a shout!); it is time for you to press the reset button.
4. Give yourself time. Whenever possible I like to walk to school, it gives me time to think through my issues, both before the school day starts and once it has finished. Clearly not everyone can walk to work but if you can find an equivalent activity it will help. It also means that by the time you get home you have already dealt with some issues and you don't transfer them to your partner, pet or whoever.
5. Work-life balance. This is often the hardest due to the pressures and demands of work, but if you can leave work behind then many of the fear triggers will stay there as well. Here are a few things I do (but I realise these are personal and impractical for many). I only work at work, if I need to do work at the weekend I do it in the office; home has become a sanctuary (when my children were young this was impossible but now it has become practical. I don't do work emails at home; emails are often the messengers of doom and I don't want doom in my personal sanctuary! In my house talk of school is banned after a certain time; that is unless I need an outburst. This returns normality to life.
Teaching is hard, leadership is hard, and both require tremendous courage. But remember you are not alone.
Tuesday, 15 November 2016
Down with management speak, the contentment revolution starts here!
On a recent holiday I was sat on the hotel balcony mulling over various matters and my wife asked me what was wrong. I explained that "I've got a problem". Without hesitation, but with tongue firmly in cheek she replied "A problem should be seen as an opportunity". Well this was like a red rag to a bull, and in a stream of consciousness and "robust" language I issued forth with a rant against this sort of nonsense.This is that rant.
My initial problem with her response was very simple, a problem is a problem, if it had been an opportunity I am sure that I would have said "I've got an opportunity". I am reasonable bright and I know the difference between the two, one is positive and one is negative. Maybe I'm being negative but I see a flat tyre as a problem, a nuisance, an inconvenience, rather than an opportunity to spend my time getting grubby and frustrated.
I have heard this trotted out on many occasions, so-called motivational speakers telling me (not discussing and debating, just telling) about opportunistic problems, but this is a case of the Emperor's new clothes, it isn't there. This is an opportunity to work harder and sort out something that someone else has done to make your life more challenging. In reality these management aphorisms have created their own mythology, a mythology which at its heart is designed to pile pressure on people, make workers compare themselves to each other, and to apply pressure to fit the mould of being an effective manager. Failure to turn a problem into an opportunity is seen as a failure.
I am not completely dismissive of all of this, there must be some wisdom here. Stephen Covey's "7 Habits..." states as Habit 7 that we should "sharpen the saw", in other words look after ourselves. But even this is still business focused, look after ourselves to make us more effective rather than for the sake of personal happiness. Unfortunately most of these maxims seem to be regurgitated junk or manifesto statements of sociopaths trying to squeeze the last drops of juice out of the orange by playing on feelings of guilt and inadequacy.
Behind the language is an implicit relationship between employer and employee. Business success and personal economic prosperity are at the heart of a majority of the books which populate the management bookshelves in airport bookshops (just an aside why are there 10 times more of these books than science or 100 times more than poetry?). I must admit that during my leadership career I have read many of these books, both general business management and specific educational management. My worry is that most of these books seem to ignore the humanity of colleagues, they are about the individual and just see others as cogs in a machine, cogs that either drive you or cogs that you drive. These cogs are generally not seen as a mutually beneficial machine, cogs are metallic and hard, impersonal and unemotional, but the reality of organisations is that the cogs are organic, these cogs are emotional, vulnerable and unique. Relationships are seen through an outcome-focused lens, a lens that equates professional success with output and profit. I would question if such a belief is sustainable and certainly whether everyone comes out on top.
This may sound like a socialist take on leadership, and may be it is, though for me emotions are as important as economics. At the beginning of the Bruce Springsteen's live video of Born to Run he says "remember in the end nobody wins unless everybody wins". When I first heard this as an idealistic teenager it stirred me, but now as a gnarled middle-aged man I still see it as a plausible maxim for ethically sound organisations, and especially schools. [A small aside I suspect staff at my previous school feared that it would be renamed Bruce Springsteen School].
Most schools are not profit making machines (even most private schools just break even and are charitable concerns) so why would we be wanting to use the language and philosophies of business where the raison d'etre is rarely the betterment of the whole community? Whilst schools operate within tight budgets, have expensive outgoings and often struggle to get to the end of the year, they are not businesses is the sense that the local supermarket is. I therefore feel that we need to be a little sceptical about adopting the philosophies of profit-making organisations where success is often judged in terms of profits and dividends. Ultimately what I am calling for (and also actively promoting) is a different metric of success. Can we see beyond the power, ego, personal gratification and wealth that apparently makes us "happy"? Can we aspire to be content? Can we make our ambition to achieve contentment? That contentment may be achieving good exam results with your classes, seeing low ability children make excellent progress or seeing a colleague thrive, none of which will make you richer. Could we have a simple ambition, to be content? Could school leadership set its main target to achieve whole school contentment?
We need to do something, teachers are leaving the profession in droves, there is a crisis in leadership and stress is going through the roof. Let's be brave, let's be content.
My initial problem with her response was very simple, a problem is a problem, if it had been an opportunity I am sure that I would have said "I've got an opportunity". I am reasonable bright and I know the difference between the two, one is positive and one is negative. Maybe I'm being negative but I see a flat tyre as a problem, a nuisance, an inconvenience, rather than an opportunity to spend my time getting grubby and frustrated.
I have heard this trotted out on many occasions, so-called motivational speakers telling me (not discussing and debating, just telling) about opportunistic problems, but this is a case of the Emperor's new clothes, it isn't there. This is an opportunity to work harder and sort out something that someone else has done to make your life more challenging. In reality these management aphorisms have created their own mythology, a mythology which at its heart is designed to pile pressure on people, make workers compare themselves to each other, and to apply pressure to fit the mould of being an effective manager. Failure to turn a problem into an opportunity is seen as a failure.
I am not completely dismissive of all of this, there must be some wisdom here. Stephen Covey's "7 Habits..." states as Habit 7 that we should "sharpen the saw", in other words look after ourselves. But even this is still business focused, look after ourselves to make us more effective rather than for the sake of personal happiness. Unfortunately most of these maxims seem to be regurgitated junk or manifesto statements of sociopaths trying to squeeze the last drops of juice out of the orange by playing on feelings of guilt and inadequacy.
Behind the language is an implicit relationship between employer and employee. Business success and personal economic prosperity are at the heart of a majority of the books which populate the management bookshelves in airport bookshops (just an aside why are there 10 times more of these books than science or 100 times more than poetry?). I must admit that during my leadership career I have read many of these books, both general business management and specific educational management. My worry is that most of these books seem to ignore the humanity of colleagues, they are about the individual and just see others as cogs in a machine, cogs that either drive you or cogs that you drive. These cogs are generally not seen as a mutually beneficial machine, cogs are metallic and hard, impersonal and unemotional, but the reality of organisations is that the cogs are organic, these cogs are emotional, vulnerable and unique. Relationships are seen through an outcome-focused lens, a lens that equates professional success with output and profit. I would question if such a belief is sustainable and certainly whether everyone comes out on top.
This may sound like a socialist take on leadership, and may be it is, though for me emotions are as important as economics. At the beginning of the Bruce Springsteen's live video of Born to Run he says "remember in the end nobody wins unless everybody wins". When I first heard this as an idealistic teenager it stirred me, but now as a gnarled middle-aged man I still see it as a plausible maxim for ethically sound organisations, and especially schools. [A small aside I suspect staff at my previous school feared that it would be renamed Bruce Springsteen School].
Most schools are not profit making machines (even most private schools just break even and are charitable concerns) so why would we be wanting to use the language and philosophies of business where the raison d'etre is rarely the betterment of the whole community? Whilst schools operate within tight budgets, have expensive outgoings and often struggle to get to the end of the year, they are not businesses is the sense that the local supermarket is. I therefore feel that we need to be a little sceptical about adopting the philosophies of profit-making organisations where success is often judged in terms of profits and dividends. Ultimately what I am calling for (and also actively promoting) is a different metric of success. Can we see beyond the power, ego, personal gratification and wealth that apparently makes us "happy"? Can we aspire to be content? Can we make our ambition to achieve contentment? That contentment may be achieving good exam results with your classes, seeing low ability children make excellent progress or seeing a colleague thrive, none of which will make you richer. Could we have a simple ambition, to be content? Could school leadership set its main target to achieve whole school contentment?
We need to do something, teachers are leaving the profession in droves, there is a crisis in leadership and stress is going through the roof. Let's be brave, let's be content.
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