Out of the 4 secret ingredients that make up a Co-Created education-- empowering, inclusive, rigorous, and supportive-- this final ingredient is the one with...
... the most information readily available online about it already,
...the most trainings geared in its direction already,
...the most attention paid to it already.
Yet, when it comes to putting all those things into practice, most schools and classrooms still have a lonngggg way to go in this area.
(So, on second thought, maybe the most lip-service paid to it, would unfortunately be a more accurate statement.)
Spoiler alert: the “it” I’m talking about supporting here is behavior and discipline.
There are a whole slew of resources and professional developments available on behavior and discipline, which shows that we all see a need.
So if we see the need, and the knowledge is out there, why is it still so rare to see it done really well in practice?
One explanation is that it comes down to mindset; handy tips and tricks can only go so far without addressing the beliefs, attitudes, dispositions, and expectations that we hold about behavior and discipline in our minds. We have to go further upstream and get to the source.
Before we do all that, let's get some definitions out of the way.
What does it mean to be supportive from a behavior and discipline standpoint? What does it mean to cultivate a supportive environment?
Students feel supported when their whole-person needs are met: clear boundaries provide security; a tightknit community provides a sense of belonging; and explicitly-taught social-emotional skills and executive functioning skills provide a practical toolkit for finding success.
Alright, now that we're clear on exactly what it means to co-create a supportive educational experience, let's take a deeper look at the role of mindset.
What's mindset got to do with it?
Dr. Marcia Reynolds is in the business of changing minds; she teaches leaders and coaches how to help people have breakthrough moments where they examine and challenge their own thinking patterns.
Check out how she visualizes the way we construct and deconstruct our mindsets:
Many things shape our mindsets-- our upbringing, our experiences, our education, our culture... the list goes on. These formative elements are what make up the "walls" in our minds that sometimes need to be brought down brick by brick so we can make positive change.
Self-Assess: What are the mental walls you've built around your concept of behavior and discipline?
Chances are, your responses to these questions reflect the type of environment you are creating in your school or classroom. Our actions don't come from nowhere; they come from our mindsets.
Everyone wants to feel successful and happy in their day-to-day work. Being honest with yourself about the questions above will feel uncomfortable in the short run, yet could lead to greater happiness and success in the long run for both you and your students.
If it's helpful to you, you could even draw it out-- literally visualize the mental walls so you can begin to break down any that need it.
Once you've done some big picture self-reflection, then it's time to drill down into the 4 specific mindshifts that will help you become a more supportive educator and help you cultivate a supportive learning environment.
TOP 4 SHIFTS TO GET YOUR MIND INTO SUPPORTIVE MODE
Supportive Mindshift #1
Support students as whole people-- instincts, needs, flaws & all.
Fifty years ago, legendary psychologist Abraham Maslow said,
When people appear to be something other than good and decent, it is only because they are reacting to stress, pain, or the deprivation of a basic human need such as security, love, and self-esteem."
Put in simpler terms, no one is their best self when something is missing or something is hurting.
Trauma, skill gaps, unmet needs, sensory sensitivities, or even unclear boundaries can all contribute to a student requiring some additional support.
Come to think of it, that doesn't just apply to our students-- that applies to all of us!
When we look for a root cause instead of looking for a culprit to blame, we move ourselves into a space of curiosity and compassion.
When we see that our students are just as human as we are and vice versa, we tap into empathy and connection.
A bit more on Maslow
Maslow’s work has since been commonly summarized in a hierarchy of human needs, visualized as a pyramid:
Although not all psychologists agree about the order or hierarchical structure of the pyramid, it still serves as a concise and accurate summary of our basic human needs.
It's likely that whatever might be hurting or missing for our students falls into one of the categories of that pyramid.
The simple act of recognizing that our students might be missing out on a basic need or hurting on a fundamentally human level helps us reframe the way we work with them, and it better positions us to provide support.
*Disclaimer* -- To be clear, this is in no way a plea to lower our standards based on students' circumstances, or to make excuses for them, or to let them off the hook. In fact, one of the most caring things we can do is hold students accountable.
The difference is in making sure they know it's coming from a place of human understanding, coupled with strong belief in their high potential.
Supportive Mindshift #2
Support students’ sense of security & belonging first.
As educators, we of course cannot meet our students' every need all on our own. We need partnership with families and the greater community in order to do that.
However, there are two particular areas of need that-- if we were to actively and purposely target them in the classroom-- could be making a HUGE impact in our students' lives.
Those areas are security and belonging.
The mindshift here is prioritizing those two areas as highly as any academic goal. The environment in which students learn makes *all* the difference in what they learn, how they learn, and to what degree they learn. Security and belonging come first if we have any hope of academic excellence.
Here are a few ways to make sure your students can answer "yes" to both those questions.
First, Community-oriented classroom management shows everyone they belong.
The dictionary defines community as:
"a unified body of individuals who feel a sense of fellowship with each other, as a result of sharing common attitudes, interests, and goals."
( ...Ok, technically I combined two dictionary definitions to get that one, but still. It's a good one!)
That's the kind of community that will help our students (and us!) flourish and thrive. It's an environment where their innate need for belonging will be met, so that they can focus on learning instead of on survival. (Instincts are powerful things!)
That type of community doesn't happen magically or automatically. It takes purposeful effort and action. It takes working together to explicitly define what common attitudes, interests, and goals you all will share together.
To help kickstart that effort and action, here's a freebie for you, along with an example of the community commitments my class and I made together back in the day:
Second, clear boundaries make everyone feel more secure.
"Wow, I'm so thankful my teacher sets such clear boundaries and holds us all accountable!"
... said no student, ever.
Yet, even though they don't say it out loud, and even though they're probably not even consciously aware of it, they feel it.
Boundaries provide the safe perimeter that surrounds and defines the limits of the community. Inside of them is what we do tolerate in this community; outside of them is what we don't tolerate in this community.
As the leader of the classroom or school community, it is your sacred responsibility to ensure that those boundaries are defined, honored, and reinforced. While you will serve as the main caring authority holding students accountable to the boundaries, if those boundaries are clear enough, students will also hold each other accountable to them. Especially in the elementary years.
In the adolescent years, a hallmark of students' development is the need to push boundaries. So they need something sturdy to push up against! It is developmentally essential that the boundaries are clear, fair, reasonable, and consistently reinforced.
This is where natural and logical consequences come in as part of the learning process. A consequence is simply a result of an action; consequences can be negative, positive, or neutral. Students improve their decision-making skills each time they have the opportunity to reflect on what consequence resulted from the choices they made.
Final key to meeting students' security need: be the "solid object" in the room.
For just a moment, imagine yourself caught in a powerful storm, maybe even a hurricane.
You're out in the elements with no shelter, winds gusting, waters rising, hail pummeling. Just as you feel like the raging winds are about to sweep you away, you reach out desperately, grasping for anything to cling to. Your hand makes contact with a solid object, and you hold onto it with all your might. It's your lifeline. Over time the winds subside, and your safety is restored, thanks to your solid object.
I once heard an emotional meltdown described as a storm. During a meltdown, a child loses control-- sometimes emotionally, sometimes physically. Inside their minds and bodies, a storm is going on; everything is in tumult, swirling around in a cyclone of chaos.
Students need us to be the solid object in their storm, so they can feel safe and secure.
(Credit to the Handle With Care Program for this spot-on term and helpful model!)
Serving as a "solid object" looks like:
Supportive Mindshift #3
Support students’ behavioral challenges as learning needs.
What if the reason a student is behaving a certain way is because they genuinely don't know any better?
We've all been in situations with students where that explanation is true, and other situations where it very much is not. However, whether it's true 100% of the time or not is something I would challenge us all to let go of, and instead replace it with a new question:
"What can this student learn from this situation, and how can I support that learning?"
"What skill is this student missing that would help them do better next time, and how can I help them gain that skill?"
The two main learning gaps that result in behavioral challenges are in the areas of 1) social-emotional skills, and 2) executive functioning skills. Helping students fill these two gaps can be a complete and total game-changer, for them and for you (hello, regained sanity, reclaimed time, and renewed job satisfaction!)
Ideas for Supporting Social-Emotional Learning
Ideas for Supporting Executive Function Development
To sum up this third mindshift, there are specific skills students can learn to help them excel as students, as friends, and as people.
We can use this knowledge to reframe how we look at behavior challenges.
We wouldn’t kick a student out of class for struggling to read a challenging paragraph.
We wouldn’t kick a kid out of class for solving a math problem incorrectly.
Because those are learning problems. Learning problems don't trigger us the way behavior problems do.
But if we can train our brains to see behavior issues as learning opportunities, we can keep kids in class, learning, where they belong.
Because depriving a child of learning is not a fair or reasonable punishment for just about anything.
In Closing ...
Being a supportive educator and cultivating a supportive environment requires us to shift our mindsets around behavior and discipline in 3 key ways:
If becoming supportive educators and creating supportive environments were easy, it would be a widespread commonality. It would be the norm instead of the exception.
As you and I both know, that isn't the case.
If only there were an easy button for discipline and behavior! Sure there are several grab-and-go options out there. And those off-the-shelf solutions sound SUPER appealing when you're a hard-working educator, trying to fit everything in, without enough hours in the day.
I get it, I’ve been there. It makes sense.
Without the right mindset in place, though, that off-the-shelf solution has a pretty low ceiling of effectiveness. It can only go so far and can only do so much without a mindset to match.
The trouble with "mindshifting" is, it's inherently uncomfortable. A mindshift challenges our beliefs and paradigms, and brains don’t enjoy that feeling. Humans are wired to resist change. Which is why I’ve said it once before: a mindset might be the hardest thing in the world to change.
I’ve also been accused of being an eternal optimist, because I remain hopeful that we can all do hard things, and that change is possible, even when it comes to mindsets.
We are educators: we are in the business of shaping minds, literally.
Let's start with our own.
When was a time you effectively supported a student through a behavior challenge by connecting on a human level and responding with empathy?
This is the final installment of a 4-part series on the foundational pillars of a Co-Created education.
Check out the full series here:
Does this sound like the kind of environment you're trying to cultivate in your school or classroom?
Get in touch-- we'd love to work with you!
You may have noticed by this point in the series that the 4 secret ingredients of a Co-Created Education are all words you’ve heard before.
In fact, they’re often terms that get overused, misused, or vaguely used, which is unfortunately a pretty common phenomenon in the education world. We get these buzz words stuck in our heads, we throw them around too much, and they lose meaning.
I really hate it when that happens, because some of them are such good words!
So instead of spending time hating on these watered-down words or scrapping them altogether, we want to give them new life. We’re taking them one by one and defining them ourselves so that we can all work off of a shared set of definitions and a common language for the Co-CreatED community.
And we welcome your input on these!
Because another thing you might have noticed is the “co” in Co-CreatED. We know that nothing good happens in silos, and that we all have a lot to learn from each other.
We also know education is complex, and we accept the need for varying ideas and perspectives to co-exist if we have any hope of moving the needle. So each of the 4 secret ingredients requires not only a collaborative approach, but also a healthy dose of “both/and” thinking.
For an empowering education, teachers partner with students to co-create the learning path together.
For an inclusive education, we challenge educators to hold space for multiple truths. I.e., educating students who are living in poverty works best with an asset-mindset coupled with a poverty-aware, trauma-informed practice. (Both/and.)
The same holds true for a “rigorous” education. It takes collaboration, both/and thinking, and a clear definition of “rigor” for us to work off of.
A learning experience is rigorous when it pushes students to think deeply, to stretch their thinking in new directions, and to lean into their curiosity, knowing that the adults around them fully believe in their high potential.
In this article from Edutopia, Brian Sztabnik calls out some of the common misconceptions about rigor. It doesn’t mean MORE work. It doesn’t mean “harder” work (whatever that means).
These misconceptions have led to what the author cleverly describes as “push-down and pile-on syndrome,” such as college-level work getting pushed down onto highschoolers, or where Kindergarteners and even Pre-K’ers are expected to be reading fluently before they’ve even hit the developmental readiness window.
Or-- a "pile on" example I observed when touring schools-- an admissions professional from a prestigious, elite private school brags about the 2 hours of homework students complete each night, starting as early as 4th grade. Because "rigor."
These “push-down, pile-on” efforts, while perhaps well-intentioned, are misguided and can even be harmful, squashing the love of learning right out of overburdened students.
Luckily, there are ways to reach the pinnacle of Rigor Mountain without overburdening learners and without extinguishing their spark for learning.
TOP 3 WAYS TO MAKE “RIGOR” A REALITY IN YOUR CLASSROOM OR SCHOOL
Rigor Rule 1: Create a culture of high expectations for all.
Ever heard of the Pygmalion effect or the Golem effect? They are two psychological principles about our tendency as humans to rise to the expectations placed upon us.
The Pygmalion Effect explains that when others anticipate high performance from us, that’s what we tend to deliver. On the flip side, The Golem Effect shows that the opposite is also true-- when someone expects low performance from us, that’s what we tend to deliver.
Others’ expectations of us often become a self-fulfilling prophecy.
This is why it is critically important for us as educators to believe wholeheartedly in our students’ capabilities. Our students need to know that they are surrounded by caring adults who hold them accountable, push them to their highest potential, and believe in their capability fully.
Our expectations must communicate the message, “I believe in you! I know you are capable! I care enough to push you, and I’m here for you every step of the way! I see your potential and I see you becoming the best version of you!”
You can't have high rigor without high expectations.
So how do we do it?
I got you. Use this free guide.
Rigor Rule 2: Focus on HOW to think, not WHAT to think.
In the digital age, how students think matters far more than what students know. They have nearly infinite information at their fingertips-- they carry tiny computers around in their pockets (that's what smartphones are, really).
I had a rule of thumb in my classroom: I’m not going to ask you to memorize something you can easily Google. That’s a waste of brain space.
Instead, I’m going to challenge you to think critically, to think creatively, and to apply what you know (or what you Google) to solve authentic, meaningful problems. Because that’s what today’s world and tomorrow’s workforce demands.
A rigorous learning experience is one where students either deepen or build thinking skills-- they use their brains in new ways.
No matter your starting point, here's a full buffet of options for you to start from exactly where you are with increasing rigor via thinking skills:
Rigor Rule 3: Go Deeper. Aim Higher.
Bloom’s Taxonomy first came on the scene in 1956 as basically a ranking system for ordering cognitive processes, then it got a makeover in 2001.
For reasons unknown, it is often visualized as some version of a colorful pyramid.
When we use the term “higher-order thinking,” it usually means the upper tiers of Bloom’s pyramid; the higher a thinking skill falls on the pyramid, the more complex it is.
Bloom’s goal was to give educators a tool and a language for setting rigorous learning goals, and then assessing students’ mastery of those learning goals with the same level of rigor.
A second and relatively newer framework for ranking cognitive demand is Webb’s Depth of Knowledge (D.o.K.), developed in 1997.
Webb’s goal was actually very similar to Bloom’s-- to help educators align our assessments to our expectations. In other words, are we actually measuring what we think we’re measuring about students’ learning?
To figure that out, let's first break down the most basic structure of teaching and learning into its 3 component parts:
Sometimes when we go
from point A (goal) → to point B (activity) → to point C (assessment),
the rigor can get lost in translation like a bad game of telephone.
Instead, we want to focus on aligning the three, and keeping them all as rigorous as possible. Both the D.o.K. framework and Bloom’s Taxonomy can help with that.
A note about verbs...
One very ironic thing that has happened to both Webb's framework and Bloom's Taxonomy is reducing them down to a list of verbs to match each level. In fact, some people only ever know them to be menus of verbs.
When you stop to think about it, how could a tool about complexity have possibly gotten so oversimplified over the years?!
Good, now that we got that part out of the way, we can move on to a few tools that don't come with PSAs.
The 3 tools below are intended to be simple enough to be usable, yet meaty enough to maintain the complexity that is measuring cognitive rigor.
The bottom line is, we want all students thinking deeply and doing work that challenges them to grow.
Deepen Rigor Across Subject Areas
Wondering how to tell how rigorous an activity is within a certain subject? There's a tool (or 2) for that!
The first is a menu of learning activities, arranged by increasing Depth of Knowledge for each of the 4 main subject areas. This handy chart is basically a visualization of Webb's 2002 article "Depth-of-Knowledge Levels for Four Content Areas."
The second is Dr. Karen Hess' Cognitive Rigor Matrix, which overlays Webb's D.o.K. and Bloom's Taxonomy. This particular version combines her 4 subject area matrices into one master tool.
The trouble is, those matrices are still a bit dense as a starting point. To help use them more purposefully, here's a nice "decision-tree" type accompaniment. Together they make a perfect pairing!
Ask these 3 "more than one _______" questions
The 3 "more than one ___" questions hone in on the main factors that distinguish one Depth of Knowledge level from another. These questions do not stand alone, by any means, but they do help make D.o.K. more approachable!
Turns out rigor is a pretty daunting topic to try to cover in just one article. It is HUGE!
So to recap:
A learning experience is RIGOROUS when it pushes students to think deeply, to stretch their thinking in new directions, and to lean into their curiosity, knowing that the adults around them fully believe in their high potential.
To make rigor a reality:
How will you step up the rigor
in your classroom or school this year?
A sheet of paper rests on the table top. Two opposing teams lob legal jargon back and forth across the table, staying laser focused on the document between them. The plaintiff makes their case, and the defense makes theirs. The nonstop clickity-clack of fingers on keys fills the air as the recorder captures every word, every detail.
For a moment I forgot where I was. Was this a courtroom?
No. It was an IEP meeting.
It was the first one I’d ever attended, so I was shocked by how legalistic the whole thing was.
Weren’t we talking about a child? A real-life person who we all knew and cared about?
There was no human aspect to the meeting; it was sterile, rote, mechanical. We were dissecting a document. It had become all about the sheet of paper.
Well, that and making sure no one pulled any fast ones on each other. Which everyone seemed fully convinced was going to happen. There was no trust, and we’d forgotten all familiarity.
Perhaps as a coping mechanism, I caught myself daydreaming back to what felt like a past life, where students with disabilities were treated like humans, and where educators and families partnered together to collaboratively meet the needs of the child. Where students took an active role in advocating for their own needs, sitting at the same table as the adults if the conversation was about them. (It was their education, after all.)
It felt so far away. I let my mind take me back there for a moment.
Flashback to another place and time...
Being part of a school start-up team was one of the most formative experiences of my career. We had the unique opportunity to build a school basically from scratch, designing every aspect of the experience to reflect what we believed to be best for our students.
The school we were building was specifically purposed to serve students with a range of disabilities-- ADHD, Autism, and other learning differences.
Instead of IEPs, students got to know themselves by creating Learner Profiles that captured their unique learning style, regulation strategies, strengths and challenges.
Instead of high-stakes standardized testing, they curated portfolios of work that they showcased at Celebration of Learning events.
Instead of stuffy formal menus of accommodations and modifications (that rarely get followed correctly), class size was small enough that teachers could truly know the students and tailor the experience to their needs.
Instead of students with differences being suspended or expelled at disproportionate rates, we designed a school-wide positive behavior support system that met students where they were and helped them acquire the skills they needed to find success in a school setting.
But, doesn’t that sound a lot like the things that would be good for ALL kids?
It doesn’t take a diagnosis to benefit from a humanizing, student-centered education.
The only trouble with the environment I just described is that it technically wasn't "inclusive" by definition. In fact, it was purposely exclusive-- a whole school built just for students with disabilities. But I wanted more kids to have access to that kind of education. I knew it was time to try scaling up and sharing it in the public school world.
As you may have noticed in the first vignette above, I was a little naive with my ambitions and clueless about what it would take to bridge the gaping canyon between education as I'd known it in my tiny bubble, and what was going on in the wider public education world.
Regardless, I still haven't given up hope and I never will. I believe education can be better and can serve all kids well.
So how do we do it?
We co-create an inclusive experience.
Let's start with some definitions. At Co-CreatED, we define inclusive a little more... well... inclusively, to be frank.
We're talking differences in any of the dimensions of identity and culture.
Because inclusive means just that: it includes everyone.
(PS: Rosetta Lee, who made that model, is awesome!)
There are three particular elements of inclusion that if approached differently, could result in radically different outcomes for our students.
Whether you lead a classroom, a school, a district, or otherwise, these tips will help you do the self-work necessary to reframe your mindset around inclusion. Change comes from within. That's not to disregard the systemic factors at play-- trust me, I rack my brain about those pieces all the time, too. I know individual change can only go so far without systemic change. But ya gotta start somewhere, and looking inward is an important first step.
TRY THESE 3 INCLUSION POWER PLAYS:
1. Want to be inclusive across ability differences?
Learn more HERE.
2. Want to be inclusive across racial/ethnic differences?
Try this activity to discover your own cultural identity:
3. Want to be inclusive across socio-economic differences?
Buy Eric Jensen's book, Engaging Students With Poverty in Mind.
You won't regret it. See:
Make no mistake: leading a classroom or a school full of widely diverse learners is Really. Hard. Work.
One teacher trying to reach students across a range of ability differences, racial/ethnic differences, socio-economic differences, and more is a BIG undertaking, not for the faint of heart. Then throw co-teaching in the mix and you get a whole other set of challenges to navigate ("you mean I have to share my classroom with another grown up?!").
At Co-CreatED, we don't believe there are easy solutions to complex challenges. Inclusion is a big deal, and we'll only improve it by combining the necessary self-work with the necessary systemic and policy work.
To continue the self-work, check out:
To get involved on a systemic level, check out:
What's been the biggest mindshift for you in making your classroom or school a more inclusive space?
Breaking down the 4 "secret ingredients" that make up a co-created education, starting with #1:
It is an empowering experience
THE 4 SECRET INGREDIENTS IN A CO-CREATED EDUCATION
At Co-CreatED, we are in relentless pursuit of making education humanizing and equitable for all students. To do that, we think there are 4 big “secret ingredients.”
A co-created education is:
These BIG FOUR are where the magic happens. They are the make-or-break difference between education that maintains the status quo and education that disrupts it for the better.
The question is, what do we mean by those 4 terms, exactly?
This week, let’s take a look at the first ingredient: empowering.
How can you tell whether a learning experience is empowering?
There are two key features to look for:
Students are empowered when their learning is student-centered, and when their learning leads to greater awareness of and action on critical social issues.
I. Empowering through a student-centered approach:
II. Empowering through critical pedagogy:
Self-assess: How many things on the list above are you already doing in your classroom? Calculate your "empowered classroom score."
Student-Centered Learning visualized! Everything exists on a spectrum, including learning. Check out these continuums, ranging from teacher-centered to learner-driven. In my experience, aiming for the happy medium on the continuum provides a developmentally appropriate balance. What do you think? (Credits: images by artist Sylvia Duckworth; content by Barbara Bray & Kathleen McClaskey)
MAKING IT PRACTICAL
While theory, conceptual understanding, and definitions are all necessary, they don't exactly paint a clear picture of practical application. This next section will shed light on what an empowered learning experience actually looks like and sounds like in action, including resources and tips that you can try out as early as tomorrow (well...except that it's July... anyway, you know what I mean!).
What does an empowering education sound like in real life?
The learning goal I set for myself this unit is to get better at trying when my work is hard instead of giving up.” said Levi.
SEE IT IN ACTION:
First off, The Teaching Channel is such an awesome resource! They have hundreds of videos showing techniques and best practices put to use in real classrooms so teachers can learn from each other. I used it all the time when I was an academic coach, and it was super helpful!
Here are 3 Teaching Channel videos that show what some of the key components of an empowered education look like.
*DOABLE* 1ST STEPS YOU COULD TAKE TODAY:
In closing, we want to hear from you:
What have you found most frustrating about trying to make your classroom more student-centered or critically-engaged?
While all this “Why” language may be commonplace in the business world, it hasn't quite found legs in the education world just yet. At Co-Created, we love building bridges, breaking down silos, and learning across industries. So what could these “Why” statements look like in schools and even in classrooms?
Simon Sinek broke records with the popularity of his 2009 TEDx talk, “How Great Leaders Inspire Action,” marking the start of the WHY revolution in the business world. To this day, his is one of the most-watched TEDx talks of all time, which incidentally proves one of his main points in the talk: people are drawn to purpose.
Take a look at the power of Why:
In his talk, Sinek flipped the What & How paradigm-- the more common way of “selling” an idea-- on its head, encouraging leaders instead to start with Why. He illustrated this concept with what he called The Golden Circle, then connected it to brain science to explain why humans respond so well to it:
From there, Sinek pointed out the differences between those who made history and those who did not. He highlighted MLK jr., The Wright Brothers, and Apple. What set these figures apart? What took them from ordinary to extraordinary?
They knew their why. It was clear and it was at the forefront.
Apple didn’t say, we make good computers. They said, we get you: we think different.
MLK jr. didn’t say, I have a plan. He said, I have a dream.
The Wright brothers didn’t say, let’s get rich. They said, let’s change the course of human history.
In Golden CIrcle terms, these three were success stories because they went from the inside out instead of the outside in. They started with why. They gave us something we could feel, something we could believe in.
Sometimes it helps to see an idea in practice to really understand how it works in application.
Here is a collection of companies who have strong, clear WHYs:
“People don’t buy [in to] what you do. They buy [in to] why you do it.”
This is the phrase Sinek repeated throughout his talk, and for good reason.
For translating this to education world, I added the “in” and the “to.” We’re talking buy-in. We want all stakeholders bought into the why-- the higher purpose, the deeper meaning-- of educating students.
This has a few implications for both school-level leaders* and classroom-level leaders*.
* = At Co-Created, We use the term classroom leaders instead of "teachers," and school leaders instead of "administrators." These terms fit more accurately and help people outside the field of education understand the professionalism of our work. Teachers are leaders of classrooms. They do much more than teach, and they deserve to be recognized as the professionals they are. Administrators are leaders of schools, similar to a president or a C-suite executive. Words matter.
For school leaders, start by thinking of this one in terms of hiring and retention.
Of course we hire educators to educate-- but that’s just the what. Sure, we also want them to do a good job of educating-- but that’s still just the how. More importantly, though, why should they pick your school? Why is it the right fit and the kind of purpose they want to get behind? Why should they buy into this whole thing?
Hiring the right people: When recruiting, talk about what you believe to attract others who believe the same. Again, people are drawn to purpose. Draw them in by making your Why clear; if it matches their own, they will be eager to pursue.
Reducing turnover: The next step after recruiting is making the actual hiring decisions, and this is one of the most pivotal points in retention. The key? hire people who believe what you believe, and who believe in what your organization stands for. When someone chooses a job based on aligning with their own beliefs and purpose, then they feel they are being true to themselves. People do what they believe in, and they stick with it.
Many school leaders will remember the classic Jim Collins "right people on the bus" analogy. The right people get on the bus because they are bought into the why, and they stay on the bus when it stays true to the why they signed up for.
For classroom leaders, think about this "Why" stuff in terms of student motivation.
We spend a big chunk of our time giving directions to students, which mainly come in the form of WHAT to do or HOW to do it. How often are you describing WHY to do something? Likely only when a student asks, and at that point, likely with a justifiably annoyed tone at best, or a “because I said so” at worst.
What if we started with why? Imagine answering your students’ question before they even ask it. It saves you time and annoyance, and it gives them the answer they’re looking for right off the bat. In my experience, it became my go-to classroom management hack for preventing power struggles (no need to challenge or distrust authority when the authority figure is making their purpose and intent crystal clear).
PS: It applies just as well in adult-to-adult interactions as it does adult-to-child.
Why-Before-How Formula = “Since we [reason; why], I need you to [action; what] + [in this way; how].”
And that’s just for the little everyday Whys.
What about the big Whys?
Imagine if you and your students came together and wrote your shared Why, the purpose that would guide your work together for the year. It gives everyone something to anchor to, something to aim for, something to measure by. It aligns you in a common direction, bigger than yourselves. Purpose is unifying.
Back to you one more time, school leaders--
Could your staff and/or students articulate your school’s Why?
The purpose of going to school is not to get good grades, or get into college, or get a good job. Those are results, just like SInek’s example of making profit or getting rich are results. Results are different than purpose. They are not a why.
Why goes bigger. It inspires, it motivates. Your Why gets at the core of your beliefs. Why is a feeling.
TRY IT (with a freebie!)
Sinek was so passionate about the idea of being purpose-driven and leading from a why-before-how position, he wrote two great books on the subject: Start With Why to explain the concept in depth, then Find Your Why to serve as a companion workbook for applying the concepts in real life.
I highly recommend reading these books before or while using the tool below-- the tool will make MUCH more sense when paired with the books. Reading the books was a huge growing experience for me personally and professionally, and I would love for you to have that experience, too!
All leadership work starts with the self, so the first *freebie* tool here is the Why Discovery for Individuals.
What is your personal why?
Find out using the tool below, based on Sinek's book Find Your Why.
This tool is for anyone interested in living with a clearer sense of purpose-- it has nothing to do with your job title or field of work.
Getting back to the Why of Co-CreatED has been a journey. We are passionate about doing everything we can to make education humanizing and equitable for all students. We are laser-focused on that purpose, and we love helping other educators lead from a more purpose-driven place along with us.
Thank you for allowing yourself to envision a world where ALL students-- regardless of zipcode, SES, race, or ability-- reach their fullest potential.
Thank you for believing that all children have the right to a co-created education: an experience that is empowering, inclusive, rigorous, and supportive.
The path to learning is co-created; thanks for being a part of it.
So one last time as we wrap up the series:
What is YOUR why?
If you are a school leader or classroom leader interested in discovering a shared 'why' for the team you lead, we'd love to connect with you and help you reach your goals. Use the contact form below.
Today is Juneteenth!
In short, it is an incredibly special day in US History-- the day that commemorates the end of slavery.
But there is MUCH more to it than that.
To learn more, we want to specifically highlight articles from African-American news sources and African American journalists on the meaning and significance of this holiday. This is an important opportunity to amplify black voices and honor black perspectives on this topic-- to listen, to gain understanding, and to build bridges.
FIRST UP: AFRICAN-AMERICAN NEWS SOURCES
#1) "19 Juneteenth Events Taking Place Around the Country" from Blavity.
Article highlight: The title says it all :).
Source: Blavity’s mission is to be “a community of the most exceptional multi-cultural creators and influencers in the world. We partner with diverse content creators and influencers to help them reach a wider audience, amplify their message, and fund their hustles. We believe that the world shifts according to the way people see it— and if you change the way people view the world, you can transform it.”
#2) “6 Important Things You May Not Know About Juneteenth — But Should” from Atlanta Black Star
Article highlight: Did you know that the Mascogo people of Mexico celebrate Juneteenth, too?
Source: This one is local! Atlanta Black Star “was created to publish empowering narratives for all people of African descent and everyone who adheres to our culture. We publish narratives intentionally and specifically to enlighten and transform the world.” Their work is guided by a seven-point manifesto outlining their beliefs and values.
#3-4) One current article: 'An Idea Whose Time Has Come': Congress Hears the Case for Reparations on Juneteenth,
One throwback article: Black-ish Taught Me More About Slavery in 22 Minutes Than My Entire Education, both from The Root
Article highlight: Be sure to follow this case in congress, happening TODAY! And if you haven’t watched that Blackish episode yet, it is a must-watch!
Source: The Root provides readers with “Black News, Opinions, Politics and Culture.” From their Facebook page: “The Root provides an unflinching analysis of important issues in the black community through insightful and savvy commentary from black thought-leaders.” They also have a great series of videos on their Facebook page called “Unpack That,” which challenge racial issues in entertaining ways.
#5-6) Seven Things To Know About Juneteenth
*AND* Where All The Presidential Candidates Stand On Reparations, In Their Own Words
(since both are relevant today), both from NewsOne
Article(s) highlight: Interesting to read both today, given the historical significance of the date and the re-opening of the reparations conversation in recent news.
Source: About NewsOne.com, in their own words:
#7) “Cory Booker On Juneteenth And Honoring Our Ancestors: 'We Must Pay It Forward'” from Essence
Article highlight: "In his first op-ed for Essence, Cory Booker shares how the spirit of the holiday should be celebrated and how he would fulfill the legacies of those who fought for emancipation."
Source: Essence is one that has become a household name. In their words: "The ESSENCE Brand—Where Black Women Come First-- for news, entertainment and motivation. ESSENCE occupies a special place in the hearts of millions of Black women-- its not just a magazine but her most trusted confidante, a brand that has revolutionized the magazine industry and has become a cultural institution in the African-American community. Founded in 1968, Essence Communications Inc. (ECI) launched ESSENCE, the ground-breaking magazine created exclusively for African-American women. For 42 years, the company has flourished and expanded beyond the pages of its flagship magazine to generate brand extensions such as the Essence Music Festival, Women Who Are Shaping the World Leadership Summit, Window on Our Women (WOW I, II & III) and Smart Beauty I, II & III consumer insights, the Essence Book Club, Essence.com, and ventures in digital media (mobile, television and VOD) via Essence Studios."
#8) This next one had too many good reads to pick just 1 or 2, so here are simply the search results for “Juneteenth” from Ebony.
Article highlight: 35 out of 50 States recognize Juneteenth as an official holiday. It is not currently recognized as a federal holiday.
Source: Another one with longstanding name recognition. "EBONY is the No. 1 source for an authoritative perspective on the Black community. Now in its 71st year, the monthly magazine reaches nearly 11-million readers featuring the best thinkers, trendsetters, hottest celebrities and next-generation leaders. EBONY ignites conversation, promotes empowerment and celebrates aspiration. Available nationwide on newsstands and the iPad, EBONY is the heart, the soul and the pulse of Black America. It’s more than a magazine, it’s a movement."
NEXT UP: AFRICAN-AMERICAN JOURNALISTS
#1-2) A current article, “The 2020 Democratic primary debate over reparations, explained,” *AND*
A throwback article: “Why celebrating Juneteenth is more important now than ever: It’s time for America to truly grapple with its legacy of slavery.”,
both by P.R. Lockhart of Vox
Article highlight: A powerful quote that stuck with me from Lockhart's writing:
"While Juneteenth has become the most prominent Emancipation Day holiday in the US, it commemorates a smaller moment that remains relatively obscure. It doesn’t mark the signing of the 1863 Emancipation Proclamation, which technically freed slaves... it marks the moment when emancipation finally reached those in the deepest parts of the former Confederacy. In many ways, Juneteenth represents how freedom and justice in the US has always been delayed for black people."
Source: Lockhart says, “I write about race: how it intersects with gender, sexuality, and economic status, how it influences social justice movements, and how communities of color interact with and are affected by policy and politics. Before joining Vox, I covered race and politics for Mother Jones.”
#3-4) “Balancing the Ledger on Juneteenth” By Vann R. Newkirk II
Article highlight: "The debate over reparations highlights the dual purpose of the holiday: celebrating emancipation but also demanding accountability for historical and present wrongs."
“The Case for Reparations” By TA-NEHISI COATES
On the article and the author: A classic of our times! Ta-Nehisi Coates is a prominent writer, a modern day civil rights activist, and as of this very morning, a testifier in a landmark court case on reparations. In his words, "Two hundred fifty years of slavery. Ninety years of Jim Crow. Sixty years of separate but equal. Thirty-five years of racist housing policy. Until we reckon with our compounding moral debts, America will never be whole."
Both from The Atlantic.
Note on the source: The Atlantic was publishing pieces by Civil Rights activists as early as 1897.
*BONUS!* - 2 TEACHING RESOURCES FOR JUNETEENTH
#1) “What Is Juneteenth, How Is It Celebrated, and Why Does It Matter? By JAMEELAH NASHEED for Teen Vogue
Article highlight: Written in a way that is easy to read and relatable for older students
Source: It is incredible how Teen Vogue has re-invented their image and become a force for good in the teen world.
#2) Video: The History Of Juneteenth, A Glorious Celebration Of Black Independence Day From Taryn Finley, editor of HuffPost’s Black Voices
Video highlight: Same as #1. Relatable for teen audiences.
Source: HuffPost’s Black Voices was started in 2011 to “focus on current events and cultural trends from a black perspective, covering a broad range of topics — from presidential politics to pop culture, from money and beauty to sports, music, fashion, books, and parenting. Featuring dynamic storytelling, comprehensive curation, investigative reporting, and real-time opinion, BlackVoices will spotlight the best and brightest black thinkers, writers, and cultural game changers with the goal of making issues important to the black community part of the national conversation, because these are issues that matter to everyone.”
Any issues related to race or racial injustice are difficult topics to talk about. People avoid them for fear of stepping in landmines, accidentally offending, or feeling awkward and uncomfortable. At Co-CreatED, we are by no means experts at talking about these things. However, we do believe that avoiding the hard topics only widens the divides between people, and that silence can be mistaken for agreement.
So if anything we write on these areas comes across the wrong way, please talk to us about it. We are coming from a place of wanting equity in the world and trying our best to face the issues head on. We are human, we are imperfect, and we are learning as we go. We invite you to learn with us as we work to make education a more humanizing and equitable place for all students, including shining a light on the more difficult parts of our country's history.
Happy Juneteenth everyone. May we celebrate how far we've come, recognize how far we still have to go, and have the courage to take steps toward progress every chance we get.