Finding the ‘Bright Spots’

DSox-8GVQAAOZVA In a conversation a few weeks ago with Bellevue School District Superintendent Dr. Duran, he suggested that I check out a book called Switch.  It’s an excellent book by authors Chip and Dan Heath about ways to navigate change, but I also noticed the book provided many other strategies that related to our Positive Behavior Intervention Support (PBIS) behavior expectation reboot we started January 2nd.  As I’ve been synthesizing some of the information from the book into my daily routines, I’ve found this particular part of the book very helpful.

Finding new, positive, and innovative strategies to address behavior challenges in a school can be a complicated process.  In general, one of a school’s main goals is to provide effective and sustainable replacement behaviors for students.  The process of finding new behavior strategies traditionally involves looking at the child who is struggling with behavior, reviewing what they’ve done in the past (or the negative experiences they’ve had in the past), and creating new behavior strategies based on that information.  It’s what Dan and Chip Heath call in their book an “archaeology dig”.  It’s the process of digging in a child’s past (recent past or further back in their childhood) to “excavate the sources” of behavior.  In these situations, according to the authors, we tend to focus on what is going wrong, or has previously gone wrong, in a child’s life, and subsequently create systems/strategies of support based on that analysis.  But Dan and Chip Heath offer an alternative path to take in these situations.

What if our search for behavior strategies began with focusing on the bright spots, i.e. the times when a child feels love and a sense of belonging.  That thought process is a bit counter-intuitive to how we’ve historically addressed behavior challenges, but follow the thought process that Dan and Chip Heath propose.  In a scenario where a child is struggling with a certain behavior, we can often make our search for effective behavior strategies more fruitful by investigating what is going right for a child, rather than what is going wrong.  The authors suggest using a specific line of questioning that ensure children understand they are empowered to solve their own problems, and adults focus on the potential of a child rather than their history of behavior when developing behavior support strategies.

This philosophy will play a key role in our current PBIS behavior reboot…and beyond.  Creating positive behavior supports within a school is not just about positive-expectation-setting and reinforcement systems.  It’s also about changing our thinking so we focus on the bright spots, which I believe will make us more efficient at developing truly effective behavior strategies that support all children.

Breaking away from traditional ways in which we conduct discipline and purposefully focusing on the bright spots when looking at behavior challenges can at times take us out of our comfort zone as adults. However, in my opinion, the potential for student-empowerment and a more positive culture far out weigh the discomfort.

Your thoughts on this blog are welcomed and appreciated!

Staying Balanced on an Incline

Last March my wife and I were able to take a weekend trip to San Francisco (it was where I took the picture shown above).  Living on the east coast all my life, this was my first ever venture to California.  There were many things to be amazed at as we walked around the streets of San Francisco.  The food.  The people.  The bridges.  But I was struck most by the architecture.  But it wasn’t the shape or size of the buildings that amazed me.  Instead it was how the structures were built so balanced on the continuously inclined streets.  I imagined how much thought surrounding the laws of physics must go into building such structures where gravity is pulling so intently in one direction.  In the end, I imagined that it all comes down to understanding balance.

I learned early on in my career that being a Principal means that I’ll be on an ‘incline’ in some form or another most of the time.  It’s rare that as Principals we’re not being pulled very intently in one direction or another (like gravity pulling on the home in the picture above).  As I’m now only a couple years from my 50th birthday, ‘balance’ has taken on a more important role in my life.  I’m becoming much more aware of how my body, heart, and mind need to be balanced in order for me to be my best-self every day for the kids, staff, and parents who depend on me as a Principal.

The reasons for us as educators to stay balanced are easy to think of…kids/adults depend on us, we need to stay physically healthy, etc.  But it’s understanding the specific actions we need to take to stay in balance that’s tricky.  I took time over this past winter vacation to read a book called, “Trauma Stewardship” by Connie Burk and Laura van Dernoot Lipsky.  It shed light on so many ways in which we can, and should, as educators keep balance in our lives.  I highly recommend it for those who think they need balance and for those who think they have perfect balance in their lives.

So to all my colleagues in education, I wish you an amazing 2018 full of joy, happiness, and balance.

Your thoughts on this blog are welcomed and appreciated!