Marceta Reilly

A Guide to Portentous Bores

Bored girlHave you ever found yourself in a conversation with someone who talks about themselves all the time? It drives people away!

Well, a coaching friend of mine, Jayne Warrilow, had a blog post last week, entitled, ”No More Selfies” that really made me stop and think. How much was I using “I” stories (I did this and I did that) with others?

My body was telling me that I might be getting my “me’s” and “I’s” too involved! It certainly did not feel as good as when I focused on being curious with others about themselves and their work.

Actually there is research showing that the more outward looking you are, the happier you’ll be. It seems that introspective, self-absorbed people are not very happy, and are often sleep inducing bores!

Here is what Jayne suggests to combat too much “me-ism”:

  • Monitor your own conversations.
  • Ask questions and REALLY listen.
  • Take an interest in others and a lot less in yourself.

What are you doing to balance the time you spend talking about “I” vs. “you”?

Below is Jayne’s whole article:

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No More Selfies!
By Jayne Warrilow

Watch your thoughts, they become words.
Watch your words, they become actions.
Watch your actions, they become habits.
Watch your habits, they become character.
Watch your character it becomes your destiny”
– Arabian Proverb

How much do you talk about yourself?

Do you find yourself having monologues as other people stare into space?

Do you even notice?

I know I’m being a little harsh here, and maybe it’s just me.

I’ve just got back from a networking event where I was surrounded by the most selfie obsessed people I’ve ever met and the worse thing is – I’m not sure they even realize.

And they were so unhappy.

And research backs this up – the more outward looking you are, the happier you’ll be.

Introspective, self-absorbed people are not very happy, and are often sleep inducing bores.

We have to face the stark reality that if we talk about ourselves all the time, it drives people away.

People aren’t interested. They really aren’t.

They are interested in themselves.

(And here I am wittering away to you… so enough about me over to you)

Monitor your own conversations – when you are chatting to your nearest and dearest how much do you talk about yourself?

How often do the words “I”, “me” and “myself” crop up?

Don’t let your life become one long selfie.

And there’s no judgement here; it’s not that this is bad – it just severely limits your ability to connect.

Talk about yourself less and try to get through a whole week of chit chat without once telling anybody or anything about what you have done or are doing or are thinking or feeling.

Talk to other people.

Ask them questions and listen to their answers.

Ask them more questions.

Take an interest in everybody else and a lot less interest in yourself.

When you’ve managed it for one week, try it for a second, then a third and maybe even a fourth.

It only takes a month to change the habits of a lifetime.

Now you get to decide which creates more resonance…

With love and resonance,

Jayne

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Why your boss should expect you to coach

ToolkitA recent article in the Harvard Business Review asserts that managers are neglecting an effective tool to develop talent if they don’t use coaching.

The research studied managers who used coaching and those who did not. The difference in managers who coach is their mindset. They believe in the value of coaching and see it as a natural part of their toolkit.

How do managers find the time?

  • They see coaching as “must have” rather than “nice to have” for achieving business goals.
  • They enjoy helping people develop.
  • They are curious.
  • They are interested in establishing connections.

To read the whole article from the Harvard Business Review, go to: https://goo.gl/Mfyod2

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Doing School Celebrations the Right Way!

AnniversaryHere are things I often hear at the end of the school year when people are transitioning to “new chapters” of their lives:

“I don’t want a retirement party. I just want to quietly leave.” Or… ”I’m not retiring, I’m just moving on to a new job. So I don’t want any fuss made.”

They don’t want “fusses.”  They don’t want “fanfare.”  Maybe they are even afraid of how they will handle the emotions of saying goodbye in a public way.

But I always tell my clients that retirement or going-away parties aren’t really for them. They are for the people staying.

William Bridges talks about the importance of good endings. It’s often hard for people to move on smoothly if there isn’t some way to celebrate and honor what has been before. Honoring the past — marking the good times and the bad — helps people remember what was meaningful and learn from the struggles.

I tell my clients that if you are afraid things will get too emotional for you, then arrange for the celebration to be a “roast.”  Then the tears that come will be tears of laughter.

And if deep emotion unexpectedly wells up inside anyway, don’t worry. People will understand and be touched that you care about them as much as they care about you.  It’s not a sign of weakness or reason for embarrassment.  It’s a sign of caring deeply. Those present will feel honored.

So no matter what happens, good endings give people the opportunity to reflect and distill what is important to remember and what to let go.  It makes it easier for everyone to step into the promise of the future.

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Exploring Complaints: “I’d never have time to try that with my students!”

stopwatch_300Leaders are often frustrated with teachers who say they don’t have time to try new teaching strategies. But remembering that listening to complaints can tell you about what someone cares about, leaders can listen deeply to look for a way to reframe the conversation.

Saying, “I don’t have time,” could mean the teacher is concerned about all the stuff she already has to teach. She has things well-planned and from experience, she knows about how long it takes for kids to learn this material. If she tries some new strategy, it could mean the instruction would take longer because she would be in a learning curve of her own. And then she wouldn’t get through all the curriculum material she is responsible for teaching.

OR it could mean that students wouldn’t understand the material in the same way in which she is familiar. Maybe it wouldn’t coordinate with her informal tests as well. So there would be extra time to get that all aligned.

To the teacher, trying out a new instructional strategy starts a whole domino effect of change that could use up valuable time and may not have any better learning results than what she is getting now.

These are all legitimate concerns—not stubbornness.

A savvy leader would brainstorm with the teacher about how she uses her time and what her deeper concerns are. Then they might consider ways to tweak the new strategy so she can adopt parts of it without slowing the pace of instruction. Or try it out with one piece of content where she isn’t currently getting the learning results with the students that she would like.

This empowers the teacher to use her expertise about her students to apply the new teaching strategy in a way that makes sense and adds value, rather than being a burden, to her teaching.

What complaint are you hearing from teachers? What could it be telling you about the deeper concern?

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Exploring Complaints: Too much testing!!

tired boy with book  Medium_300Harvard researchers Kegan and Lahey assert that people “wouldn’t complain about anything unless they cared about something.”  They believe that underneath the complaint there is a “hidden river of passion and commitment.”

The trick is to listen deeply to figure out what that real concern is!

Teachers say: “There’s WAY too much testing of kids these days!”  But what I know is that teachers (including myself) have been testing kids regularly forever.  Remember the Friday spelling and math tests?  And the weekly reading and writing assignments?

Testing is how we teachers know what students have learned and what we should be including in our lesson plans the next week.

Maybe the deeper concern is not having control over WHAT is tested.  Maybe it is the disconnect between what teachers think kids should know and what some “outsider” (district, state, international organization) thinks kids should know.

So a savvy leader reframes the conversation from convincing teachers to accept the district testing program to talking about what teachers think is important for students to learn.   Then the conversation becomes about exploring where and how those things are tested in the each system—the imposed one and the one teachers create themselves.

That helps teachers be smart about how to use the testing they do—to understand the purpose and limits of the imposed testing and have it become just one piece of their own robust system of formal and informal testing.

This helps teachers feel empowered because they have figured out how to use testing wisely.

What complaint could you reframe to empower teachers?

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Leaders & White Cows — Which are you?

Singer-songwriter-coach Barbara McAfee sings a great story about a White Cow.   It is based on a poem by Rumi and goes like this:

On a small green island, is one white cow.  
The grass there grows thick and tall.
All day the White Cow eats her fill,
till she’s eaten it all.

The sun sets.
The cow grows thin,
worried the grass
won’t grow again.

The light returns.  
To the cow’s surprise,
the grass is shoulder height.  
Every day there’s plenty.   
Every night she doubts.
White Cow, so do I.

I am this white cow.  No matter how often things work out.
Now can you tell me, how the poet knew, 700 years ago,
that a fretful woman, in the wee small hours,
would recognize this white cow?  

–Song lyrics by Barbara McAfee, Awake album

Do you know some leaders who suffer from the White Cow syndrome?    They worry all the time that their current good situation won’t last.    They are worried that something—some problem or someone—is going to come along and ruin the strong and productive team or organization they have developed.  Things are just too good, so it can’t last.

Such thinking comes from a position of scarcity.  There is only so much good stuff in the world and my “allotment” is sure to end soon.

This thinking also leads to extreme competitiveness.    It makes people want to “fly under the radar” and not be too visible.   They don’t want to share good ideas because someone else might come and steal them.  They see others as competitors rather than as collaborators.

But you know what I have discovered?  Where there is good stuff happening, it attracts even more good stuff.   Positive energy expands exponentially when people open their hearts to gratitude and trust.    For some people it is not easy to do, but it is truly worth the effort.

So look around you.  See the world as lavish and  bountiful.  Open your heart to accept overflowing gratitude for what abounds in your life.   And rejoice—don’t retreat!

Then as the song says, instead of fretting in the wee small hours, say,

“White Cow, I think I might lie down and sleep tonight.”  

Lyrics by Barbara McAfee, Awake album

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Observations about Leadership in Baltimore

argument-238529_250In the days and weeks ahead, I’m sure there will be much written about how angry mobs were handled in Baltimore.

  • Why wasn’t the National Guard called in earlier?
  • Why weren’t the police more aggressive in quelling the vandalism?

Instead of using force first, the mayor rallied people in the neighborhoods, empowering local citizens to remind each other about their better selves, their higher values, their greater goals.

We saw mothers vigorously telling their sons to Stop It!  We saw pastors, community leaders, veterans standing up for resistance—Yes!—but peaceful solidarity against discrimination, not anarchy.

It empowered the neighborhood to take responsibility for their actions.  To stand up to injustice in a way that garners respect rather than ridicule or disgust.

This changed the perspective of the people in the neighborhood—at least for one night.  No longer did they see themselves as victims, lashing out in an opportunistic mob.   They were people who wanted to hold up for all to see the injustice and discrimination in how authority is applied to them.

They want to be seen.  They want their message to be heard.  And they want to be taken seriously.  So they are taking responsibility to show up with the strength and determination of peaceful resistance.

It’s the same strategy that great men like Gandhi, Martin Luther King, and Jesus used.  Armies create winners and losers, drawing on bitterness and hatred.  Peaceful resistance holds up our moral standards and reminds us of the core human values we want to stand for and the people we want to be.

It’s too early to know if neighborhood empowerment will hold up.   The forces of mob anger and mentality are very strong.  But the road to respect, influence, and change is through empowering self-responsibility and collaboration for change.  That’s true leadership for change.

It is my hope that Baltimore will lead the way in rethinking policing policies and procedures.  I want the city to soon return to its historical tagline:  The “City of Brotherly Love.”

What do you think about the mayor’s strategy as a leader trying to quell her angry constituents?

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Three Tips for Breaking Through Resistance

ResistantInstructional leaders sometimes come to me frustrated because experienced teachers are resisting the new teaching ideas they want to bring to the classrooms. The leaders of the change see the resistance as negativity rather than a sign that the changes they are advocating are moving the experienced teachers out of their comfort zone. Actually, this resistance could be a sign that the leaders are making headway in moving the new teaching ideas deeper into the system!

So here are three tips to help keep your momentum moving forward for the change.

  1. Stop trying to be the expert! If you do all the leading, it may feel like you don’t think these experienced teachers are “good enough” now. Experienced teachers have skills that have served them well in the past. Recognize and honor these strengths as something to value and use in a new way.
  2. Get to know each experienced teacher well as an individual. What are his or her strengths? What does he or she care about?
  3. See yourself as a “learning partner” with them. How do the things they already do well connect to the new teaching idea? What could be the benefit if they take the risk to engage in learning this new way of teaching? Help them develop a compelling “WHY?” for the change.

What is your experience with teacher resistance to new instructional ideas?

Read more about this topic in the April issue of Educational Leadership. ow.ly/LpiLV

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What??? The boss is to blame for an employee’s poor performance?

Puzzle PeopleSometimes an employee’s poor performance can be blamed largely on the boss.  Research in the Harvard Business Review strongly suggests that bosses — albeit accidentally and usually with the best intentions — are often complicit in an employee’s lack of success.  What’s the dynamic that is going on here?  Read on….

https://hbr.org/1998/03/the-set-up-to-fail-syndrome

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Getting Genuine Commitment for Change

collaborateMoving Staff from Resistance to Commitment

How do you move resistant staff from grudging compliance to real engagement?  Often we leaders respond in ways that create an unproductive cycle:  we push harder and they resist more.  It becomes “us” versus “them”.

So read on to find an article I wrote which was published by ASCD in their monthly magazine, Educational Leadership in April of 2015.  It explains different ways to respond that have potential to get you different results…

Resistance to change is a natural human tendency. We get comfortable with our routines, and it’s hard to muster the energy to change something when we don’t feel the urgency or need.

This reality presents a problem for educators who are responsible for leading a change initiative in their schools. Many wonder how they can get teachers to connect with the work with enthusiasm, energy, and effort.

The role of a change leader isn’t about “buying” or “selling” an idea—it’s about generating commitment. This can be really challenging work, especially at the beginning of an initiative. When a few teachers openly resist change, it can be very frustrating. Their resistance feels personal and hurtful. This feeling sometimes leads leaders to resort to strategies that actually work against moving teachers toward the desired changes.

The Many Ways Teachers Resist

I recently asked several learning coaches I work with to tell me about difficulties they encountered in getting teachers to implement changes like using differentiated instruction. Here’s some of what they shared:

My biggest problem is with a teacher who says, “Why do I have to change my teaching? It’s been working just fine for 25 years now.” I can’t get commitment because the majority of her students are proficient.

One teacher resists making—and keeping—appointments with me! There’s always some “good reason” why he has to delay our work together

Some teachers act as if I’m too young to know anything about teaching. I may not have [a particular teacher’s] length of experience, but I’m good at connecting with students using these new instructional strategies.

One teacher dismisses ideas I suggest by saying, “Oh, my kids could never do that! They can’t even do the basics very well.” And I’m thinking, isn’t that exactly the reason to try something different?

… And the Ways Leaders Respond

Can you hear the angst in these voices? These coaches feel angry, frustrated, even helpless; they don’t know what to do to connect well-intentioned teachers to something that could be very useful to them. You may have experienced such feelings yourself.

A leader’s response to a teacher’s reluctance to engage in change often follows one of the following patterns.

Using logic. In an attempt to put a face on the problem, a math coach might ask reluctant teachers to look at student achievement data, and then suggest one or two new strategies that could help them reach difficult-to-teach students—those whom the data clearly show are struggling. The problem with this approach is that the leader is talking from his or her head. For many teachers, the issue of underachieving students resides in their hearts. From their perspective, it’s not that they aren’t teaching well enough; it’s that the students—whom they care about—aren’t very smart, are lazy, or come from dysfunctional families.

Killing them with kindness. With this approach, a leader tries to be helpful in any way he can to build trust with reluctant teachers. This includes picking up materials for them, finishing their copy runs, bringing treats, and so on. This gets the leader points as a nice person, but won’t help build his credibility as an instructional guide.

Negotiating. Often, a leader thinks that if she can just get teachers to try a new instructional practice once, they’ll see its benefit and commit to doing it. So she bargains with them, perhaps cajoling a teacher into doing one part of a strategy if the leader will do the rest. This response will likely lead to compliance, but not ongoing commitment. Teachers’ use of the idea depends on a leader being there to do some heavy lifting.

Coercing. When a coach or principal feels fed up with a teacher’s reluctance, sometimes he or she pulls out the “power card.” By golly, this is a district requirement and teachers don’t have a choice. If they don’t start cooperating with the change, it’s going to show up in their evaluations. With this approach, you may get compliance, but at a minimal level. And you’ll certainly harm the relationship.

Now read the rest of the article to find out how three leaders took a better approach. Go to : http://goo.gl/EWYJKf

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