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Low on Energy? What to Do About It

Most of us have experienced times when our energy and enthusiasm
have “bottomed out.” We may have faced a major task, a difficult challenge, or something else that we wanted to avoid. Despite knowing that we needed to act, our energy was low and we chose to procrastinate and make excuses—to ourselves or someone else.

Some might label this state as laziness, and laziness has a bad reputation. We associate it with lack of initiative, avoiding responsibility, and absence of effort. However, feeling low levels of energy can be complicated. For many people, feeling or acting in way that might be considered lazy is the result of some force or factor that is driving their mental and physical state. It is possible that we are experiencing something mental or physical that needs attention. If the condition persists, we need to consult a professional with expertise to diagnose and treat the situation.

The cause of our low energy may also be a temporary psychological conflict or letdown. We may be avoiding something that we anticipate will be unpleasant, difficult, or uncomfortable. We might doubt our chances of succeeding at something, or maybe we are afraid of what will happen if we do succeed. Or we may question whether what lies ahead is worth the effort and if it will bring the benefits promised. What we feel and perceive may or may not be realistic, but the fact remains that it is still likely to influence our choices and behavior.

The question is: How can we get past the feeling, renew our energy, and avoid having it become a habit? Obviously, we need to examine the cause. Once we isolate what is making us hesitate, procrastinate, or avoid what we face, we can explore ways to confront and get beyond it. With this information in mind, here are eight energy-boosting strategies to consider:

Break down tasks or challenges into manageable steps. We can counter feeling overwhelmed by identifying achievable components and taking small initial steps. Chunking challenges out like this can build our confidence, renew our energy, and create momentum to keep moving forward.
Set clear, achievable, time-bound goals. Goals can help us to clarify purpose, develop confidence, and build commitment to move forward. Understanding why we need to act can build motivation and help us to persist when we face resistance or our energy ebbs.
Develop a workable structure for action. Consider establishing a schedule and work plan. For example, we might work on a project for a defined amount of time and then take a break to refresh or focus on something else before returning. Making progress can be a significant energy builder.
Focus on action and effort rather than immediate results. Achieving sought-after results may take some time. Giving attention to steps we have taken and actions we have completed can build our confidence while also bringing us closer to achieving what we seek.
Celebrate small wins. We can build energy and momentum by paying attention to our progress. Acknowledging our progress can build our confidence and restore our stamina. Celebrating milestones and completed tasks can create energy and sustain our commitment.
Practice positive self-talk. Daily affirmations and mantras can help us to shift our thinking, build our confidence, and change our behavior. What we say to ourselves often exerts more influence on our thoughts and behaviors than what we hear from others.
Shift thinking habits. Rather than focusing on what to avoid or how to put off difficult or uncomfortable things, commit to seeing challenges as opportunities to learn and grow. Rather than fearing difficult conversations, think of them as opportunities to clear the air, build understanding, and seek a workable solution.
Let go of what holds you back. When we choose not to pursue an opportunity, complete an important goal, or pursue a new role, we may be allowing something from the past to hold us back. Deciding to let go, releasing ourselves from guilt and regret, or deciding to forgive someone or something can give us energy, hope, and confidence to move forward and take the action we need to find the success and satisfaction we deserve.

A final thought: Experiencing low energy is not necessarily a bad thing. Occasionally, we need to step back, take a break, and find some respite from what is driving us. Rest and recovery can be important to our mental and physical health. A refreshed spirit and renewed energy can be the beginning of a cycle of creativity, productivity, and difference-making.

Six Common Perceptions About Learning Worth Challenging

Student Learning

May 15, 2025

Six Common Perceptions About Learning Worth Challenging

Education is filled with informal knowledge, practices passed from generation to generation, and long-standing traditions. Some of what these sources have to offer is solid and worth heeding. Unfortunately, history and traditions also include much that does not stand up to serious study and practical experience.

We must be alert to what works and can be relied on and what does not measure up. We need to examine the advice we are given, and test traditions passed along to us. We do well to verify the worthiness of what we hear in the context of our work with students. Here are six common assumptions and frequent practices that are worth our reflection and are likely candidates for revision.

Perception #1: Compliant students are the best learners. Students who sit quietly, listen, and follow instructions can feel easy to teach. Yet, they may not be learning the most in our class. Learning that is deep and retained requires engagement, examination, and reflection. Often, the student who is asking questions, jumping ahead of our instructions, and even veering off-topic may be learning as much as—or more than—a student who seems to be diligently following along. They may test our patience and frustrate our plans, sure, but these students may also be making mental connections with what they already know, asking questions to explore implications, and discovering new insights that give them ownership for what they are learning and deepen their understanding.

Perception #2: Memorization is effective learning. Memorization can give students efficient access to static facts, sequences, and processes, but overreliance on memorization can distract from deep understanding. Memorization can sacrifice flexibility and reduce critical thinking when circumstances change and adjustments and innovation are required. Memorization can build “muscle memory,” but it can also narrow options considered and result in assumptions that do not match current reality. Certainly, there is a role for memorization to facilitate efficiency in stable, predictable circumstances, but we need to guard against having students rely on memorization when judgment is what is needed.

Perception #3: Fast learning is good learning. Students who seem to be able to learn quickly are typically viewed as good learners. We may even call them “fast learners” as a complimentary description. However, students for whom learning comes easily also frequently discover that they forget just as quickly. These students may have good short-term memories, but learning that lasts must be stored in long-term memory. The conversion from short- to long-term memory requires sifting and sorting information, and it is often accompanied by reflection, even struggle. The effort and emotion associated with sense making, connecting, and organizing information for storage in long-term memory enables learners to access learning for a longer time. In fact, students who struggle and may take longer to learn sometimes have advantages in learning retention over students for whom learning is easy and fast.

Perception #4: More time equals more learning. We may think that by expanding the length of our lessons, assigning more homework, and requiring more time spent completing assigned tasks and projects, we will increase the amount our students learn. Yet, learning is not driven primarily by how much time is spent on a task or topic; rather, learning is driven far more by quality engagement, clear purpose and utility, and confidence in ultimate success. Instead of asking how much time and effort a lesson requires, we do better to consider how to help students see purpose and utility in what we ask them to learn, find ways to tap natural interest and curiosity, and build key skills to make learning more efficient, meaningful, and satisfying.

Perception #5: Testing is a good way to increase learning recall. It may seem logical that having students study for tests will reinforce their learning and increase their recall of past learning. However, when tests are designed primarily to evaluate student recall, once the test is over, their brains typically let go of what has been learned. The purpose of learning has been served, so retention is no longer a priority. On the other hand, when assessments are designed to have students organize and make sense of what they have learned and demonstrate their competence through presentations, demonstrations, and other performance activities, their learning continues to grow, and their recall is typically greater and lasts longer.

Perception #6: Grades drive learning. Grades should reflect learning, not be the reason for it. Gaining knowledge, building skills, acquiring insight, and creating competence are far more important reasons for learning. Overemphasis on grades can distract from authentic engagement and undermine the benefits of developing learning-related skills. Focusing on grades risks confusing ends with means. If students believe grades are what matters most, it is understandable that they might look for shortcuts that do not require effort and that they may be tempted to copy the work of peers.

Perceptions and assumptions, if valid, can increase efficiency and shorten the path to desired outcomes. However, when they are not based in good practice and effective instruction, they can become distractions and impediments to achieving the success we want for our students. This discussion is a place to start. Are there other assumptions and practices you need to examine?

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