The Master Teacher Blog

We may feel as though we deserve more respect than we are given. We might want people to take our word as enough. We might seek more recognition for our expertise. We also may want more notice taken of our commitment. The good news is that there are several research- and experience-based steps we can take to increase the professional and personal respect we receive.

According to leadership expert Scott Mautz, we can build the amount of respect we receive by taking three types of actions: being generous with what we choose to give, being clear about what we will resist, and projecting behaviors that garner respect.

Regarding the first aspect of respect generation,we can be free with our time, expertise, and knowledge. As examples, we might help people complete tasks, solve problems, and find their way through challenging situations. Additionally, we can share positivity, consistently give extra effort, and offer encouragement to those who need it. Of course, being present to listen and support demonstrates generosity and caring. Finally, we can share gratitude and be quick to offer genuine praise. The point is that seeking respect begins with our being willing to show it.

The second element of respect gathering asks us to decide what to avoid and what to resist. Of course, we need to avoid speaking and acting in ways that are disrespectful to others. Some behaviors are obviously disrespectful, while others are more subtly so. For example, we can resist taking credit for others’ ideas and work, even when we may have played a role in what is achieved. Focusing on and giving credit to others, even when we might deserve to share in the accolades, offers respect to others that often comes back in the form of their respect for us. Similarly, we can avoid negative assumptions about the intentions of others. Resisting negativity tends to make us more interesting and pleasant to be around. Finally, staying away from and not participating in the spread of gossip and rumors communicates our commitment to be positive and avoid undermining or diminishing others.

Mautz’s third strategy for building respect is to consistently project openness, transparency, and authenticity. Beyond deciding what we will not do or tolerate, we can take the step of demonstrating “with-it-ness,” forthrightness, and integrity. For example, we need to make it our practice to come prepared to meetings and do our homework before we take a position and decide a course of action. Our preparedness invites confidence and garners respect for what we say and do. We can further demonstrate courage and strength by our willingness to take principled stands, even when they may be unpopular. Of course, being willing to admit mistakes, take responsibility, and fix the situation are clear markers of integrity and authenticity.

Respect is not necessarily given to us because of our position. Instead, it must typically be earned. The process of gaining respect can take time, and we may need to remind ourselves to be patient. However, we are not powerless. By giving respect, resisting what is not respectful, and embracing elements that define respect, we can gain the confidence, stature, and positive regard we seek.

Reference:

Mautz, S. (2024, October 15). The no. 1 way to get more respect at work. CNBC. https://www.cnbc.com/2024/10/15/want-to-be-respected-at-work-use-this-framework.html

It is not uncommon to hear people say that educators do not understand or live in the real world. What exactly is meant by the statement is open to interpretation, but one thing is certain: a literal interpretation makes little sense. Of course educators live in the real world. Educators share the same life experiences as non-educators and face many of the same pressures, challenges, and other elements of reality experienced by most people in the workforce.

Presumably, the sentiment is based on perceptions that educators and other members of the education profession are separated from the forces, frustrations, and factors associated with other types of work. However, close examination dispels many of these perceptions. Consider these seven misperceptions that are commonly associated with educators and their work.

Perception #1: Educators don’t experience “real work.”

Fact: Teaching is real work. Teaching features many of the same pressures and challenges of other professional roles—in addition to elements that are unique to the classroom. Planning and delivering instruction, implementing accommodations and modifications, differentiating content to reach a diverse audience with a range of needs, and seemingly innumerable other tasks create schedules ladened with responsibilities. It is also common for educators to have jobs beyond their education roles in the evenings, on weekends, during holidays, and throughout summers. Often, these are part-time roles that give educators experiences with the issues and challenges that accompany other types of work. It is also true that many educators possess trade and technical skills that allow them to interact with and understand the realities of highly skilled and professional workers through part-time and limited-term engagements. All this is to say that not only is teaching itself real work, but it is also often accompanied by other work layered over it.

Perception #2: Educators don’t face real customers.

Fact: Educators regularly practice customer service, engage in conflict resolution, manage conflicting expectations, and deal with other human relationship issues. The days are gone when students, parents, and communities accepted what educators said and did without questioning. Educators must deal with unrealistic expectations, unfounded assumptions, and demands for special treatment, which are all common behaviors of customers.

Perception #3: Educators don’t have to compete.

Fact: Every day, educators must compete for the attention, energy, and commitment of students. The competition includes a wide array of powerful forces that constantly seek to distract, undermine, and refocus student attention away from engaging in and learning what educators present and are accountable for accomplishing. Educators’ daily competition is less about market forces and more about mental focus.

Perception#4: Educators are not experienced and informed about industries and careers outside of education.

Fact: Educators today have available a variety of means to learn about and engage in short-term experiences in industries that may or may not be related to their area of expertise. Technology tools offer a wide array of opportunities for educators to remain current, track contemporary trends, and discover future opportunities in varied industries and professions. Guest speakers, career exploration projects, internships, and job shadowing can also help students to bridge gaps in teacher experience and expertise.

Perception #5: Educators do not understand money.

Fact: Educators face the same financial realities as non-educators. Educators pay the same bills and have mortgages or pay rent. Debts from college are common. Typically, educators are not highly paid, so both spouses generally work. They save, invest, and plan for retirement. Some educators also operate side businesses to supplement their income. The list could go on, but one of many aspects unique to education is that educators often purchase resources for their classrooms and students out of their own pockets.

Perception #6: Educators are insulated and isolated.

Fact: Educators face the full array of challenges associated with families. They have children who excel and others who may face a myriad of issues and challenges. Like other parents, educators who have children have hopes and harbor worries about them and must balance their work responsibilities with their family needs. Educators also are members of the communities in which they live and work. As such, they participate in social activities, attend church, and engage with other local organizations and institutions. They are volunteers, part-time workers, and may serve in civic and governmental roles. These roles expose them to the day-to-day realities of the lives their students live. These are elements of the real world.

Perception #7: Educators are paid while not working in the summer.

Fact: The typical contract for most teachers compensates them for school-year work: typically, nine months. Summer is not compensated, even though many teachers have their pay spread over the full twelve-month calendar year. Some school districts contract with educators for summer work in addition to their basic contract. Additionally, educators typically use the summer months to take summer jobs, participate in additional education, or allocate time for other non-contract related activities. Because time off during the school year often comes at the expense of student learning, educators also generally schedule most or all their necessary appointments, medical and otherwise, during the summer months. Rarely is a teacher’s summer truly restful, and almost never is it without work.

Education is real work, and it takes place in the real world. Of course, there are aspects of the education profession that are unique—the same might be said of any profession. It is vital that we do what we can to dispel misperceptions that can undermine the credibility of one of the most important roles in society.

The Master Teacher is the creator of The Museum of Art + Light in Manhattan, Kansas, the grand opening of which is THIS FRIDAY, 8 November.

It was built at this time because the research is so clear that children who are in the visual and performing arts in our schools out-perform all other students, and this is particularly important in this new high-tech era. The Master Teacher passionately supports the arts and advocates for arts education to be an integral component within the public-school core curriculum.

The first of its kind, the MoA+L boasts its unique vision to explore the limitless convergence of visual art, the creative process, and digital technology. Its mission is to bridge 21st century technology with the visual and performing arts to incite positive emotion, cultivate meaningful connections, encourage artistic exploration, and spark innovation.

Visit the museum website and purchase tickets now!

As human beings, it is inevitable that we sometimes make decisions that seem logical and right in the moment only to discover later that we sacrificed something important and necessary. In these cases, and with varying degrees of intentionality, we neglect to consider long-term consequences and how we might actually be undermining the very outcomes we seek.

Consider the multi-decade trend to reduce the focus on—and support for—the arts in the school curriculum, “the arts” encompassing the many various branches and presentations of creative activity and expression. It may have seemed that placing greater focus on and giving more time to academics would lead directly to higher test scores and greater student academic success, yet progress has been a struggle and greater pressure has not led to expected levels of achievement. Meanwhile, student behavior seems to have become more challenging and traditional consequences have become less effective.

It's time to reconsider the role of the arts and explore how the presence of arts education in the core curriculum can help us to achieve our goals of increasing academic performance and building learning and life skills. Rather than defaulting to the perception that the arts are extraneous “nice-to-haves” or simply scheduling add-ons, we should consider what multiple research studies tell us about the impact of the arts on learning and life skills. Here are ten areas of impact to consider:

• Better critical thinking. Experiences in the arts can increase students’ abilities to closely observe and remain focused. They nurture analytical skills. The arts ask students to practice introspection and interpretation, and engagement in the arts encourages exploration from multiple perspectives.
• Stronger communication skills. The arts offer multiple ways to express oneself. They are a means for connecting with others, reinforcing the importance of communication while broadening its application. The arts value rich descriptions, interesting images, and varied expression, all of which support the development of crucial communication skills.
• More effective problem-solving skills. The arts often present interesting questions and beg for creative responses, thus inviting novel ideas and innovative approaches to resolve a dilemma or address an issue. Students are free to try multiple approaches and discover unexpected answers. Rather than attempting to calibrate a response to a predetermined outcome, the arts invite risk and exploration in resolving conflicts and solving problems.
• Greater willingness to take initiative. The arts are less driven by templates and restrictions than some other areas. Students are encouraged to develop ideas and create products that are meaningful to them. As a result, students are freer to follow their preferences, express themselves, and take initiative than in many other formal learning contexts.
• Improved self-discipline. The arts reinforce the importance of practice, persistence, and progress before becoming proficient. For example, learning to play an instrument or master a certain visual technique is not necessarily self-reinforcing in the early stages of skill development. Goal pursuit, progress monitoring, strategy selection, and aligned effort are key elements for success in the arts.
• Greater responsiveness to constructive criticism. The arts typically tolerate multiple responses or answers to a challenge or idea. Since there is no single right answer, the arts can lead to multiple final products, all with value deserving of celebration. Consequently, students learn to accept constructive criticism without feeling that they have made an error. They learn to gracefully receive a critique and use it to improve.
• More creativity. The arts can help students see connections and patterns and can build confidence to imagine. They provide a reason, context, and motivation to be creative. Originality is encouraged—and celebrated—in the arts.
• Stronger teamwork. The arts encourage interpersonal skills within a context of purpose and in pursuit of achieving a shared outcome. Through the arts, students can experience authentic, constructive interactions with other students. These experiences help to build interpersonal skills and give students opportunities to learn to manage their emotions and express their viewpoints effectively.
• Increased empathy. The arts offer exposure to different viewpoints and types of people. The arts help students to see the world outside of themselves, with experiences in the arts helping students to become more tolerant of the ideas of others. The arts encourage students to become more compassionate and accepting of diverse thinking and perceptions.
• Better stress tolerance. While the arts build skills and emphasize processes, they are less insistent on a single answer or outcome. The arts can offer permission for students to have fun. When students experience more freedom to express and be themselves, they typically experience less stress while, at the same time, build more tolerance for it.

It should come at no surprise that many studies have shown that students who are engaged in the arts do better academically, are better behaved, and graduate at higher rates. The arts build key skills and nurture foundational characteristics that are easily transferred to and applied in academic subjects and life. We do our students a disservice when we do not include arts education in the core curriculum.

The Master Teacher is the creator of the new Museum of Art + Light (MOA+L) in Manhattan, Kansas. It was built at this time because the research is so clear that children who are in the visual and performing arts in our schools out-perform all other students, and this is particularly important in this new high-tech era. The Master Teacher passionately supports the arts and advocates for arts education to be an integral component within the public-school core curriculum. The first of its kind, the MOA+L boasts its unique vision to explore the limitless convergence of visual art, the creative process, and digital technology. Its mission is to bridge 21^st century technology with the visual and performing arts to incite positive emotion, cultivate meaningful connections, encourage artistic exploration, and spark innovation.

This is a time of year when we can feel like responsibilities are piling up and we may not be making the progress we envisioned. We might be at our full “bandwidth” and feel as though we are unable to manage what we face, let alone take on anything more. We may even be feeling as though what we face is spinning out of control.

As much as curling up in bed and pulling the covers over our head may seem attractive, the choice to avoid our situation will not help it. We need strategies to deal with what we face and restore a sense of control.

The good news is that even in these times there are steps we can take to gain a better perspective, create a plan, and move forward with greater confidence and clarity. Here are five strategies to get started:

• Sort. Often, the feeling of being overwhelmed is the result of things piling up without us having a clear sense of what do or where to start. If this is what we face, we can ask ourselves several questions to create categories to help us decide where to begin: What should—and can—I do right now? What can wait? What can be dropped without making a significant difference? What can be put off, put down, or pushed back?
• Prioritize. We might ask ourselves questions to determine what matters most. What is urgent and important versus what is creating pressure but may not be crucial? What would not carry consequences if delayed or ignored? Is there something we have elevated to feel important but really is not something that will make a marked difference if left unattended? Are there promises or commitments that we made that can be delayed or undone?
• Schedule. Deciding what to do and when to do it can give us a sense of control, build our confidence, and help us to see a path forward. What can I do right now and take off my list? What can wait for a few days or until next week? What tasks might be combined and addressed together? Completing a few small tasks and shifting items on our list can create a feeling of progress and lessen the pressure and stress we are experiencing.
• Connect. Now is the time to engage our network. In fact, these are some of the times for which we build and maintain connections. We might reach out and have a conversation, maybe meet for a cup of coffee, or engage in a favorite activity with a supportive friend or family member. This can also be a good time to connect with someone we have not talked to or spent time with recently. The interaction can remind us of what is most important in our lives and give a perspective on what we face.
• Decompress. Sometimes what we most need is some space and time to step back and disconnect. We might listen to our favorite music, go for a walk, engage in a hobby, or just chill. The key is to break the pattern we are experiencing and do something that feels calming and comfortable.

What we experience as overwhelming may be very real or a result of the way we are feeling—or, likely, a combination of both. Regardless, we need to do what we can to regain our balance and move forward. Often, just taking time to sort, prioritize, and schedule what is on our plate can help. However, we also need to take care of ourselves whether we do so by connecting with others or by spending time alone to decompress, renew our energy, and shift our perspective. Ultimately, it would do us good to remember that feeling overwhelmed doesn’t mean we are powerless.

Historically, education has been one of the last places where partisan politics and conflicts were likely to play out. School-board elections were relatively quiet affairs in which community-minded people stepped forward to lend their time to guide and support their local schools. School curriculum was rarely a flash point for conflict and debate. Schools were places where consistency and support were largely assumed.

However, in the aftermath of the pandemic, schools and the world of education itself have become fertile ground for debate, conflict, and conspiracy. Issues that used to be taken for granted are spotlighted for attack. Partisan politics have become commonplace in school-board races, policy debates, and instructional practices.

Amid such conflict and confusion, we can become distracted from the fundamental responsibilities schools exist to fulfill. So many of the debates are around side issues and distractions that we can lose focus on what is most important. Yet, our voices and our advocacy remain important and need to play a role in the debate over what schools should be and need to do. More than ever, we need to focus on what is most important and what our students need us to do on their behalf. Putting aside the distractions and manufactured issues, here are ten things worth our fighting for:

A safe and supportive environment: Physical, emotional, and psychological safety must be priorities. Students deserve learning environments that are free from bullying, bias, and intimidation. They need to know that there are adults around them who know and are ready to advocate for them.

A future filled with opportunities: Students deserve to experience an education that prepares them for the future they choose. They deserve ample opportunities to develop skills, be exposed to multiple career and life options, and build social currency in the community and beyond. A student’s family or history should not be predictive of their future.

Opportunities to speak and be heard: Students’ perspectives and input should be valued in decisions regarding their school experience. A student’s academic record, family, or social standing should not determine whether their voice is heard and heeded. Respect must be assured regardless of who chooses to speak.

Fair and equitable discipline: A student’s race, socioeconomic status, behavior history, or other demographic factors must not drive discipline decisions. Discipline needs to be seen as an equitable opportunity for teaching and learning rather than as an occasion for punishment. When consequences are called for, they should be in response to the specific behavior, not the personality or identity of the student.

Respect for culture, history, and life experiences: The curriculum needs to reflect the makeup of the student population and offer exposure to a wide variety of perspectives, traditions, and experiences. Students need to see relevance in their learning experiences, and the curriculum should foster a sense of identity and belonging in addition to academic content.

Instruction that is responsive to what students are ready to learn: Instruction should be designed with students in mind. Their learning needs, readiness, and uniqueness must be key considerations in how instruction is presented, support is offered, and progress is assessed. Students, regardless of special needs and gifts, deserve to be supported in a manner that fosters success for them.

Exposure to diverse perspectives: Students should be exposed to and have opportunities to engage with others who think differently, have different life experiences, and approach life in unique ways. Learning needs to be embedded in context and be rich with opportunities to explore and develop unique ideas and perspectives. Students should be encouraged to appreciate other ways of thinking and varied viewpoints.

Access to arts, sports, clubs, and other extracurricular activities: Students need multiple places to belong and varied opportunities to develop skills beyond academics. They deserve access to informal opportunities to make friends and learn to work and play productively with others. Students should have places beyond the classroom where they feel connected and belong.

Well-prepared and supported staff: Teachers and other staff need access to rich resources and learning opportunities to develop the skills necessary to prepare today’s students for a world of rapid change, unpredictability, and constant innovation. Compensation, working conditions, and expectations must support educators at a level that is adequate and sustainable. Much of what is worth fighting for will become empty promises if school staff members lack the resources and support to be able to deliver.

Equitable access to resources and support: Adequate funding and facilities are fundamental to supporting opportunities and options for students to succeed. Curricular opportunities need to be rich and not restricted to certain groups of students. Mental and physical health services must be available and aligned with the needs of students. Allocation of resources should be based on needs and the creation of opportunities for success.

Fighting for what is important takes courage. The future of our students and our society depends on sustained advocacy for what matters and what will make our shared future better. We may be tempted to remain quiet and hope that the situation will improve. However, our students have too much to lose to justify our silence. As the saying goes: If not us, who? If not now, when?

Despite how positive and optimistic we seek to be, we can find ourselves pulled down by having to listen to what feel like chronic complainers. Regardless of the situation, some people always seem to find something to complain about. They may even appear to be addicted to complaining. Sound familiar? For these people, nothing ever seems good enough, they are quick to find problems, and they often ignore what seem like obvious solutions.

Of course, some complaints are legitimate and deserve consideration and action. We need to be careful to avoid assuming that a complaint coming from a frequent complainer is not worthy and deserving of attention. In these cases, we need to be ready to listen and consider their complaint with an open mind and give it legitimate attention.

However, responding effectively and productively to chronic complainers is not always simple. We hear lots of advice, but it is often contradictory. Some people advise using humor, while others counsel to avoid making light of or discounting concerns. Some suggest pointing out the good things in the complainer’s life or situation, but others counter that with caution to avoid appearing to minimize the significance of the concern. Still others suggest drawing attention to the frequency with which the person complains, but others offer the counter-advice of recognizing that the current complaint may be legitimate.

The best approach, of course, is to consider the complainer and complaints within context. Choosing how to respond depends on what we know about the complainer and complaint, our relationship to the complainer, and the power we may have to do something about the situation. Each of these factors can play a role in the strategy we choose for responding and the results we hope to achieve.

Fortunately, there is a five-step approach to engaging with chronic complainers around which there is broad agreement:

1. We can listen for the need. Complaints can be intended to meet a variety of needs. As we listen, we might ask ourselves: What is driving this complaint? Is the complainer seeking attention? Does the complainer want recognition or to be taken seriously? Or is the complainer looking for a solution and the support to implement it? Understanding what is driving a complaint can provide the insight we need to respond effectively.
2. We need to empathize and acknowledge the concern. We may not agree with the substance of the complaint, but we can recognize how the complainer sees the situation and empathize with how they might feel as a result. Arguing rarely moves the conversation forward or leads to resolution.
3. We can ask what they see as a good solution. We may find that the complainer offers a useful answer to move the situation forward. If we assume that what we are about to hear is just another complaint, we risk missing what could be an important issue to be resolved. If we hear a promising solution, we might ask what the complainer sees as some initial steps toward resolution.
4. If the complainer seems stuck on the complaint, we might nudge the conversation toward solutions and shifting their perspective. We might ask if there is another way to look at the situation. Or we might inquire about what they have tried and what else they have considered.
5. If the conversation seems not to be moving forward, we might ask, “Do you want my advice?” If the complainer is genuinely stuck, they are likely to be open to hear what we might offer. We might suggest some initial steps, share some ideas about who would be able to do something about their complaint, or we might suggest some additional options for them to consider.

The complainer may choose to do nothing to resolve their complaint, but they will have been assured that their concern was heard and taken seriously. Meanwhile, we will have modeled a process that positions the complainer to take responsibility for finding a solution, not just identifying and voicing a complaint.

Many people have the perception that today’s youth are not mentally tough. Some argue that young people have been too protected and, as a result, have not developed adequate skills to deal with adversity. Others point to the disruption and confusion of the past decade and uncertainty of the future as delaying and distracting students from developing effective coping strategies and skills. Still others blame social media and an expectation for immediate gratification. Regardless, it seems that today’s students are more emotionally vulnerable and externally dependent than past generations, and they find it more challenging to deal with life.

Regardless of whether this perception is correct, mental toughness is an important life skill. Helping students to become more resilient and better able to engage in life’s challenges is a worthy endeavor. We need to understand the characteristics of mental toughness in order to nurture it.

To be clear, mental toughness is not about acting tough, denying emotions, or being unkind. Mental toughness involves developing resilience, courage, and confidence to take smart risks, learn from mistakes, and press forward after setbacks. Here are ten ways we can help students to develop mental toughness:

• Reinforce the importance of using effort, strategy, and persistence to overcome challenges. Coach students to experience the benefits of sticking with significant conflicts and problems until they find solutions.
• Give students opportunities to practice solving problems independently. Present dilemmas and situations for students to study, deliberate on, and test strategies for solving before providing answers. Allowing students to struggle gives them more ownership and often generates greater commitment to learning.
• Teach students to set goals. Follow up by coaching them to define discrete steps, establish progress benchmarks, monitor their progress, and celebrate their success.
• Coach students to reflect, examine, and re-engage after successes—and setbacks. The process can help students to understand their strengths and areas in need of improvement.
• Have students practice positive self-talk. Identify useful, meaningful affirmations. Coach students to recognize unhelpful and negative thinking and replace it with positive, productive perspectives. Encourage students to avoid self-deprecation and defeatist thinking.
• Teach students to accept, sort, and learn from feedback. While among the most powerful ways to build new learning and skills, feedback can be difficult to accept. Coach students to listen closely to feedback, examine how they can use it, and apply what is useful as soon as it’s practical.
• Discourage “either/or” thinking. Coach students to examine positions, perspectives, and problems to see variations, variables, and values that contain elements of potential agreement—or at least understanding. There is much that is valuable and worth examining between “all” and “nothing,” “perfect” and “horrible,” and “good” and “evil.”
• Nurture character. Character building does not have to be controversial. There is near-universal agreement on core traits such as honesty, responsibility, empathy, compassion, and fairness.
• Teach and have students practice focusing. Point out that focusing typically involves making thinking connections and resisting mental distractions. Challenge students to engage in deep and extended concentration. Encourage them to set goals to gradually extend the length of their focus.
• Reinforce the value of gratitude. Despite life’s disappointments and frustrations, there almost always remains much for which to be thankful. Developing the practice of noticing what is good in life and celebrating what is positive can help to balance missteps and setbacks with hope and optimism.

Mental toughness is a key skill to generate success in this changing world. Depending on the age and maturity of your students, not all these strategies to help your students develop mental toughness may fit. Feel free to sort and adjust the steps you will take based on what you know about your students. The key is to expose students to challenges, setbacks, and disappointments in a setting that is safe, supportive, and nurturing.

It’s that time of year again. The beginning of the school year and its novelty have faded into the past. We have established routines and found a rhythm in our work with students and colleagues. Meanwhile, the hours of daylight are dropping off, the trees are turning colors or shedding leaves, and the temperature is moderating for many of us. It is a beautiful time of year, but it can also be a time when we are most vulnerable to finding ourselves in a seasonal slump or fall funk.

We are in the limbo-like period between the excitement of getting the school year started and the anticipation of the holidays and other annual events, breaks, and benchmarks. We might find ourselves viewing this time as one to simply get through. Yet, this month does not have to coincide with a funk. There are steps and strategies we can employ to shift our perspective, renew our energy, and make this a season to appreciate. Consider these five actions.

Get (re)organized. Prior to starting the new year, most of us spent considerable time organizing space and materials. We made plans and created outlines for the coming weeks. However, as those weeks have passed, some of the organizational work may have served its purpose and now needs attention. Things that have places may no longer be in them. The planning may have served us well at the time, but now new plans and priorities need consideration. As a result, we can feel distracted, uncertain, and even lost. Taking some time to reorganize our space, reprioritize our work, and refresh our plans can reestablish a sense of control and renew our confidence that “I’ve got this.”

Manage time and energy. Each of us has the same amount of time in a day. Consequently, our decisions about how to use our time matters. Yet, how productive we are is not just a matter of time spent. In fact, productivity is more dependent on what we accomplish than on the time we spend accomplishing it. Now is a good time to think about when our energy is at its peak. For some, early morning is best. For others, midday, afternoon, or even later in the evening is when they are most productive. Obviously, daily schedules and commitments limit the flexibility we may have to match our energy with the tasks we need to accomplish. Still, this is a good time to reflect on how to best match our energy peaks and our work to maximize results in the time we have available to invest.

Find time to disconnect. Leading and teaching can leave us feeling as though we are always “on.” It can be a challenge to find downtime, create mental separation, and step back. Yet, like the instructions flight attendants give to adults to put on their oxygen masks first, we need to take care of ourselves if we hope to take care of others. This is a good time to establish routines each week—or each day if you can—to step away from email, “detox” from social media, and silence the phone for a while. We might take a walk, work out, enjoy a movie, or even take a nap. Allowing the world to pass by for a while and give our mind a rest can help to restore our energy, refocus our attitude, and refresh our hope.

Prioritize positive peers. The truth is that our attitude and energy are heavily influenced by those with whom we spend the most time. Attitudes and outlooks are contagious. While we may need to reach out and support a colleague who is struggling or needs encouragement, we also need to prioritize time with friends and colleagues who lift our spirits and energize us. We might choose to stay away from places where people go to complain. We can reach out to colleagues with can-do attitudes to help us sort out challenges and find solutions to problems we face. A new idea, creative perspective, or new insight can give us a powerful boost.

Be present. At the front end of a funk, we can become distracted by what is not going right, what we are missing, and what feels too far off into the future. Yet, there are always positive, uplifting, and meaningful elements in the present on which we can focus. Being present, appreciating the moment, being grateful for what we have, and embracing the opportunities before us can be powerful antidotes for a slump.

Now is a good time to reflect on what we get to do rather than what we must do, appreciate what we have rather than what we want, and embrace the power to shape our attitude rather than default to what distracts us.