Category: Motivational

By Patrick Erwin

The transformative power of a great mentor is truly remarkable. One such mentor in my life is Dennis Fisher, a professor emeritus at the University of North Texas. His teaching and mentorship not only made me a better teacher and leader but also ignited a passion for music education. I vividly remember a time when he visited my ensemble and took a moment to discuss the profound importance of music education with the students. His ideas sparked a deep understanding of why music is a vital part of our schools and our students’ lives.

However, the impact that his words had on me reached further. I believe that all teachers could benefit from thinking like band directors and approaching their classes with some principles that guide all successful music teachers. Those principles are:

1. Independent Action
2. Critical Listening
3. Critical Thinking
4. Extemporaneous Compromise
5. Shared Success

Each of these items represents a key skill that, when applied, can lead to extraordinary results.

It may be helpful to understand why music classes operate under these fundamental principles. You see, like coaches, music teachers must recruit, retain, and grow their programs. Our success depends on student engagement, creating belonging, and giving them experiences that are valuable well beyond our content area.  

In my 17-year career, I can count on one hand (ok, maybe include my toes too) how many professional musicians and music teachers graduated from our program. However, our retention rates were very high (in the area of 82%). This is because we provided opportunities for our students that they felt were valuable, and not just musical experiences. Let’s look at the list:

Independent Action

Students in music cannot just sit and ‘karaoke’. Each student must do their part each day to contribute. Teachers that create experiences for students that require them to take action, each day, will see incredible results.

Critical Listening

In each music ensemble, students must listen to one another in order to match the correct pitch and musical style. Creating environments in which students must listen to each other, through think-pair-share discussion or a see-think-wonder strategy, is key to engaging them. I often found the less I talked, the more they listened (to each other).

Critical Thinking

Each day in music class, I would give my students corrections like “play that lighter,” “articulate with a firmer syllable,” or “let’s try and create better balance.” Now, to a non-musician those phrases may sound strange. To the students, they made sense. But the critical thinking piece came in with translating what I was saying and applying it in their own way to their own instrument. I often found that they just needed space to try new things in order to find the way that worked best. Try the IDEA strategy — Instruction, Demonstration, Experimentation, Assessment (repeat). Allow them to think.

Extemporaneous Compromise

Okay, big words! Extemporaneous compromise means that students constantly assess and change ‘in the moment’ without instruction. They were required to listen and match each other in order to stay together in tempo, style, and volume. Creating moments of discussion, working together, and even tension in your classroom allows students to learn how to compromise without having to talk about it. This is a key life skill!

Shared Success

This one speaks for itself. In music class, students share success. We play together! I would challenge all teachers to find ways for students to share success with each other. How can they both celebrate one another and challenge each other to succeed? Student success should not be a competition for GPA or placement. We must find ways for them to collaborate and encourage one another.

One way that we can bring all five of these strategies to life in our classroom is by engaging in soft skills and leadership education with students. Leadership skills require students to take individual action, listen and think critically, compromise, and share in success. I think we know this as teachers. Why do we not do this more? We lack the tools.

In my classroom, the tool that worked best was Habitudes®. Our Habitudes are a great way to bring engaging strategies, conversation, and application to students on a regular basis. If this excites you as much as it does me—head over to our website to find out more.

By Tim Elmore

I read a publication years ago that said 70 percent of Americans do no thinking on their own. I was never able to locate the source of this data, but my own experience verifies it. I assume the number means that the average person relies on commercials, referrals, endorsements, or reviews to help them make decisions. People don’t have the time or the will to stop and think for themselves. Most of us are overwhelmed with the volume of choices and content we face every day. We need help. Yet, the answer can’t be to simply let others do our thinking for us, can it?

Two studies published by the National Institutes of Health (NIH) reported that 65 percent of Americans believe they are smarter than average. Weighting samples of more than 2,800 people, to match the demographics of U.S. census data, confirmed that two out of three citizens believe they’re smarter than average, with men more likely to agree than women. Yet, two-thirds of us cannot reside in the top half of our population, can we?

Truth be told, both kids and adults are guilty of being persuaded without reflecting.

Are We Becoming Sheeple?

I spoke to two 45-year-old people about the presidential election in November 2024. They agreed that they’d grown tired of all the political commercials by both candidates. They had both voted, but they could not give me any clear reasons for their decision. It was basically peer pressure. 

I also spoke to a 19-year-old member of Generation Z. She was articulate and seemed intelligent, but when she shared who she was voting for, the reasons were superficial. It was style over substance and, of course, based on who her friends were voting for.

Are we becoming sheeple? This term was first used in 1945 and seems to be more relevant today than ever. Sheeple is a combination of “sheep” and “people.” It is defined as people who are docile, compliant, or easily influenced; people who are likened to sheep. They just roam where the rest of the flock is going. When one person in a group makes a mistake or takes a risky action, the others in the group are likely to follow suit, often without thinking critically, just like a flock of sheep blindly follows the first one that falls off a cliff. They show a lack of independent thought and a tendency to conform to group behavior. 

Experiments were performed with people standing on a corner at an intersection. Each was waiting for the “walk” signal to let them know it was safe to cross. Repeatedly when one person chose to cross (often with great boldness), the others followed suit, even without the signal telling them to do so. It’s a herd instinct. We don’t analyze or reflect. In fact, we often trust others above ourselves, thinking they might have information we do not. 

There must be a better way for us and for our children.

Five Actions to Help Your Kids Think for Themselves 

Generation Z has already begun to question authority, so this could come easily for them. Let me offer some action steps as you teach your young people to think critically.

1. Teach them to question assumptions. 

This doesn’t need to be uncivil, but when something is proposed, always begin with questioning the assumptions it’s built upon. If someone says, “Being a teen is miserable,” start asking, “Does it have to be? What change could make it positive or energizing?”

2. Ask them to argue the other side of a debate.

This one always sparks critical thinking. When an issue is controversial, take the other side of the argument, the one that is different from your intuition. Consider the case for the opposing side, then argue it. This forces people to see all sides of a situation and may deepen our understanding of the issue itself. 

3. Help them inquire “why” a crowd of people chose a direction. 

One gift we can give our kids or ourselves is to learn to ask, “why?” This nudges every issue into an exploration instead of an assumption. Why are prescription drugs costly? Why do people embrace pro-life? Why aren’t teachers paid more? Why don’t leaders lead better? 

4. Condition them to be curious. 

Children begin as curious, but life tends to confiscate that instinct from them as young adults. Learn to dig and discover the origins of things or the causes of realities we see every day. Curiosity keeps us young, and it energizes and motivates us to think for ourselves. 

5. Model critical thinking for them.

The best way to nurture critical thinking skills in young people is to embody them. Show and tell is better than tell and tell. How are you modeling thinking for yourself for those around you?

In 1872, Hans Christian Andersen recalled standing in a crowd with his mother, waiting to see King Frederick VI. When the king appeared, Andersen cried out, “Oh, he’s nothing but a human being!” His mother tried to silence him, saying, “Have you gone mad, child?” As an adult, Andersen chose to write a story called “The Emperor’s New Clothes.” You likely recall this story of an emperor who only cares for new clothes. He hires two con artists who promise him the finest suit of clothes. It will be made from a fabric invisible to anyone who is unfit for his position or “hopelessly stupid.” 

The emperor’s staff cannot see the clothing but pretend that they can for fear of appearing unfit for their positions. The emperor does the same. Finally, the con artists finish and pretend to dress him. He marches in procession before the townsfolk who play along with the pretense, but a child in the crowd cries out that the emperor is wearing nothing at all. The cry was soon joined by others and the truth became clear. It took a child who thought for himself to empower the sheeple on that day.

Let’s help our kids avoid joining a flock of sheeple. 

By Patrick Erwin

I can distinctly remember waking up in the early hours of the morning as a young child and running down the hallway to see what Santa had brought. What would be the big gift this year? Would it be a bicycle? A gaming system? The suspense was too much to hold us in our beds, and so it wasn’t uncommon for this to happen at 4:00 in the morning!

Fast-forward to today and I have kids of my own. They share that same excitement for Christmas morning, rushing down the stairs to see what Santa has brought them this year. As their dad, I’m not crazy about the early morning part, but I just love watching them get excited about what they’ve gotten this year.

From being a kid to an adult, there is a serious shift in roles when it comes to gift-giving in general. As a kid, it was just my job to be excited, sometimes all year long, and then be there when it was time to open presents from Santa. As an adult, I am Santa. I help plan the gifts, shift the budget around to make sure we can afford them, do all the wrapping, and stay up late to set out the gifts and the cookies and milk.  And then it’s my job to enjoy the moment and all the moments that follow.  

If I’m being honest, Christmas as a parent is way more fun than Christmas as a kid. This is because I get to participate in all the things that make Christmas fun, not just the giving of gifts. This offers a picture of teacher leadership as we grow older, which I call the Santa Claus Clause.   

Think of it like this: When we are younger, we focus mostly on what life gives to us. But as we grow older and become leaders, we must shift our focus to what we can give to the younger generation of students and teachers. A great leader is defined by the legacy they leave behind.  

Do you remember walking into your classroom, locker room, or onto your field or court for the first time? I’ll bet you were nervous. I’ll also bet you remember someone older who took you under their wing. That person, I’ll bet you see their face right now, made sure you knew where to go, what to do, and how to do it, and I hope they made sure you had a good time in the process. They were your Santa Claus.

But as we get older, the shine of those first days wears off. It’s not quite as fun to show up as it used to be. You might find yourself thinking, “I don’t enjoy this like I used to,” or even, “Maybe I should just quit and move on.” This is a problem of focus and perspective. You’re concerned about what others can give you and not what you can give to them.

This is normal. Our culture encourages us to focus on what our jobs, friends, or even family give us. When that feeling we used to get just by showing up and having value added to us wears off, we are tempted to look for something else to do.

What we need is a mindset shift. You’re a seasoned leader now, and I’m here to tell you the way to make this season feel new, different, and even more joyful is to become Santa Clause. Shift your focus to giving a meaningful experience to someone else. In doing so, you’ll realize the old truth: When you change the way you look at things, the things you look at change.

Here are three ways to apply the Santa Claus Clause:

1. Understand that greater joy comes from giving to others, not taking for yourself.    

Giving time and money to others increases feelings of happiness much more than doing things for yourself. In addition, people who are givers live longer lives, have stronger relationships, and show more gratitude in their daily lives. Providing a joyful experience for someone else is the perfect way to increase happiness.

2. Remember that when you focus on giving to others, the payoff is often delayed.

Parents spend months planning a successful Christmas morning. The payoff is delayed until the end of the process, but the joy is so much greater. The child’s job is to anticipate and enjoy. In our teaching lives, our younger colleagues tend to enjoy the day-to-day activities more than older ones do. But in the end, those with experience, wisdom, and perspective know that the real payoff comes when students are promoted or graduate. Don’t expect it to be as fun as it used to be at the beginning, but understand the payoff is much greater in the end.

3. Everything you get from your school year can be taken away.   

Look at what happened in 2020 and what we all lost. Almost everything ‘owed’ to us as teachers was canceled and taken away by a global pandemic none of us saw coming. However, what cannot be taken away is the time we spent building up our students and colleagues. No one can touch how we make others feel. No pandemic can remove the legacy we leave behind by giving what we have to the people we love.

Think again of that older person who made sure your first days and years were exciting and memorable. Perhaps they are leaving this year, or perhaps they left years ago. Now is not the time to mourn their departure and focus on yourself. You must now shift your focus to becoming that person for someone else. It is your turn to be their Santa Claus.

By Tim Elmore

I’ve witnessed a measurable shift in the way parents view their role today. When I was growing up, parents believed they did a good job if they gave their child everything she or he needed. Today, parents believe they’ve done a good job if they give their child everything they want. And while the pursuit feels noble, it’s done some damage to the kids. 

When kids confuse wants and needs, three realities occur inside of them. First, they feel entitled to the item they desire, because, after all, it’s a need in their mind. Second, because it’s a need, they feel it’s their right to demand it. And third, they can then judge the love of their parents (or teachers) by their willingness to deliver that item.

These mindsets can have a sinister effect on our relationships. This holiday season, I thought it might be helpful to reflect on the topic. 

A teacher recently told me about a student in her class who demanded he be able to make up an exam he missed. This teacher was amicable, but said it would need to be on a certain date. The teen texted back that the date didn’t work for him and forwarded a link to his calendar so the teacher could fit into his schedule. You can’t make this up. 

Distortions

When a young person perceives something as a need and a caring adult doesn’t deliver it, they can begin to doubt your goodness, care, or empathy for them. Truth be told, all parents know that refusing to give them everything they ask for may be a great gift in disguise. Let’s be honest. Sometimes a child, a student, or a young employee can request something that we know well is not in their best interest. What’s troubling is, because parents failed to cultivate an understanding of what loving discipline really is—those kids can turn on that adult due to their misunderstanding of what love and empathy really look like. 

An invisible wall can be constructed emotionally between the teen and the adult. More and more, I see social media posts where adolescents use the term “boundaries” when it comes to their parents or teachers. They feel they have a right to erect a social boundary—when in fact, this is often (not always) ludicrous. The teen doesn’t understand life’s “social contract” and has little to leverage as they need the resources parents offer. Their brain is still forming. 

Let’s imagine you’re with your teen shopping. They suddenly see a new Nike sneaker in the window, or a LuluLemon top, or the latest iPhone. They instantly feel they need it. Since they don’t have the money to purchase it, they tell you they need it. You hear great resolve in their voice. You know they don’t need it, so you say no, or not today. Why? Because you know it’s a “want” not a “need.” They already have good shoes, nice tops, and a smartphone. Well, you can be sure your teen will not respond by saying, “Wow! What a wise mother I’ve been blessed with! She has seen through my distorted sense of need, has recognized a selfish desire, and has lovingly rescued me from myself.” 

Not a chance—because they’ve misconstrued their wants and their needs.

The Hot Air Balloon Exercise 

How do we lead wisely in such situations? Try hosting a discussion I call the “Hot Air Balloon Exercise.” Have your young people make a list of all the stuff they need to live, from hair dryers, to makeup, to video games, to sports equipment, to Stanley cups, you name it. The items they use almost every day. Then, have them imagine they’re about to hop into a hot air balloon and go for a ride, loading each of those possessions they feel they “need” into that balloon. Once the balloon is full, they take off into the air and begin to float over the ocean. They get so far over the water that all they see is the ocean. Next, have them imagine that the balloon begins to run out of butane gas. The balloon begins to slowly fall. The only way to stay up is to toss some items overboard. Discussion: what do you throw away first? How about next? How about next? What do you keep and why?

While this is just an exercise, it forces a person to force-rank what they really need to survive. We begin to distinguish between wants and needs rapidly. It clarifies and purifies our desires. Once you both have done the exercise, talk about your decision-making process. How and why did you make the choices you made? 

This Is for All of Us

Incidentally, this isn’t just a challenge for young people. About fifty-four years ago, U.S. adults were surveyed and asked how many items they felt they needed to live. In that 1970 survey, people replied that, on average, they felt they needed 35 items. More recently, the same survey was taken, and today’s adults believed they needed some 350 items—a thousand percent more than we felt we “needed” decades ago. Please forgive me, but it sounds to me like we’ve confused needs and wants. 

Michelle Singletary said it well: “If we aren’t careful, our children will come down with ‘affluenza,’ a disease that causes them to confuse wants and needs. We need to teach them what my grandmother taught me: think twice about spending money you don’t have on things you don’t need to impress people you don’t like anyway.” It’s true. Often, we are so focused on what we want that we miss the things we need. I believe the happiest people are not the ones who have the most, but the ones who need the least. 

By Tim Elmore

During a Q&A session with an audience of 700 secondary educators, one math teacher raised his hand. His question for me was revealing: “What should I say,” he inquired, “if students ask me if they will ever use this stuff after graduation?” 

This was an AP math instructor with gifted students. Yet his question revealed that he had no good answer for teens who wonder if the subject is relevant to their lives and careers. 

This begs a question for all of us.

If you were asked the same question, what would you say? How many relevant issues do you cover that they’ll use in their career or personal life—life skills that will benefit them tangibly as an adult in the 21st century? In other words, are your lessons timely? What’s more, are your lessons timeless? Do you pass along any virtues and values they’ll need in life regardless of the time? Could your students identify those values or skills?   

Forgetting Our Why

It’s no secret educators are weary, feeling burned out, and often unappreciated. Many have forgotten their why. Contemporary culture nudges us like zombies to race to the bottom line, which is usually about academics. In school, it’s about raising the kids’ GPAs and SAT scores. However, when we step back and observe ourselves, is that really cultivating what we want and need in our graduates? Young people, who know how to memorize and take a test but are unready to contribute to a troubled world? As Jeremy Tate reminds us, the goal of education in each century has remained constant until now. Note the goals each era stated for the development of young people:

• In 753 BC, it was the cultivation of virtue. 
• In 33 AD, it was the cultivation of virtue. 
• In 313 AD, it was the cultivation of virtue. 
• In 800 AD, it was the cultivation of virtue. 
• In 1517, it was the cultivation of virtue. 
• In 1865, it was the cultivation of virtue. 
• But today, it is college and career readiness. 

What Should Be Our Purpose?

May I suggest two outcomes we should target in our day? Both involve soft skills more than hard skills or technical skills. 

First, I’m convinced we must return to the cultivation of virtue. We’ve seen what can happen to a society where expediency rules the day. We become self-centered and look out for number one, doing whatever it takes to get what we want. This has led to cynicism toward traditional institutions among Millennials and Gen Z. It leads to a society riddled with debt, divorce, distrust, and depression. 

Thousands of years ago, most jobs were performed outside in the field of agriculture and required strong muscles to thrive. In the Industrial Age, jobs moved to factories and required strong machines to thrive. In the 20th century, we entered the Information Age, which required strong minds to thrive. Today—we’re at the forefront of the Intelligence Age, where all our devices are smart—including our phones, our cars, our homes, you name it. I believe the need of the hour is having strong morals to thrive. With an infinite capacity to use artificial intelligence, will we do the virtuous thing? Can we cultivate these morals in school? 

The second outcome we must target is adaptability. Today, graduates must master adaptation, not memorization. Real intelligence is not how well they score on tests in high school or college. The real measure of intelligence is their ability to adapt to a rapidly evolving world while remaining virtuous, to hold fast to the timeless character traits I mentioned earlier, yet to adapt to change in their jobs, their communication, their technology, their routines, you name it. Adaptability, which inherently includes resourcefulness and resilience, is the crucial skill of our day. If our graduates can master it, they will be the leaders in whatever industry they choose.

I will never forget a story from Conyers, Georgia, many years ago. The Conyers High School boys’ basketball team enjoyed a stellar year. They continued to play well through the playoffs and eventually won the state championship. The coaches and student-athletes celebrated with gusto. That is, until a few weeks after the season, the coaches discovered that one of their players was academically ineligible. He only played for a few minutes in one of the games and was not a factor in their win. Yet he was not eligible to suit up and play. 

When the coaches called a meeting with the players, they shared their discovery and asked what the team felt they should do. There was no hesitation in the locker room. The players confirmed they should give the trophy back. It didn’t belong to them. The parents had a little tougher time facing the truth, but everyone was proud of this team’s character. Their head coach reminded everyone that years from then, few would even remember who had won the championship that year, but no one would forget the display of virtue those teens demonstrated. 

Let’s never forget the highest purpose of education.

By Patrick Erwin

In my 17 years of teaching, my students used to tell me that I had two major flaws. First, I don’t listen very well. Second… well, I don’t remember.

One thing I do remember is how my sixth-grade English teacher made class fun. Ms. Bickford was an older teacher, but I loved how she didn’t take herself too seriously. She would move around the class, singing and rapping to help us remember. I can still chant with her, “A Verb. An Adjective, Another Adverb.” Or “I, You, He-She-It, We, You, They.” I will never forget those tenets of writing because she taught them with levity.

One of the things we know about being a teacher is that we wear many hats: teacher, coach, counselor, manager, administrator, custodian, etc. However, one of the hats that I think we can wear to create more effective classrooms, higher levels of engagement, and a culture of belonging is a ‘comedian.’ Now, before you log off saying, “I’m not funny…” hear me out. It’s only 750 more words anyway, and my email is at the bottom if you still hate this idea at the end.

When I say ‘comedian,’ I don’t mean the stand-up type. I simply mean that it’s highly likely the best teachers we all had made us laugh. Moments of levity can have a serious impact on the environment of our classrooms, and it’s worth taking some time to figure out why.

I recently finished Humor, Seriously by Jennifer Aaker and Naomi Bagdonas, a book about humor in the workplace. Of course, a school is a workplace, but a very different one than an office building. (Less cursing, more coffee, for one.) But I think what they say is valuable.

To start, let’s discard the idea that we need to engage in actual comedy. None of us are professional comedians (my kids remind me of this all the time). Think of being funny in terms of physical activity:

Levity = Movement (of any kind)

Humor = Exercise

Comedy = Playing Sports

Most teachers will be just fine in the levity and humor category. Comedy takes years of practice, and seeing that you’re probably stretched for time to make those copies for your next class that you just remembered about, let’s not worry about comedy.

Aaker and Bagdonas write: “Levity is a mindset of being receptive to and actively seeking joy. Humor is intentionally channeling levity toward a specific goal.” The research discussed in their book discovered four main benefits of humor that stood out to me. When an environment includes humor and levity:

• Content is more memorable.
• Belonging increases.
• Creativity increases.
• Resilience increases.

Every educator wants those four things in their classroom. We can achieve them with levity and laughter. But how? Here are four ways to infuse levity into your classroom:  

1. Use activities and games to introduce concepts. One of the fun things about my job as curriculum director is coming up with ‘hooks’ for our Habitudes® lessons. We believe that learning starts by ‘turning up the fun’ and finding ways to introduce lessons with a brain teaser, video, activity, or even a joke. It lightens the mood and brings them in close to listen.

2. Use music to create a memorable environment. Remember Ms. Bickford? She taught us through music, and I still remember her lessons today. Music engages both sides of the brain and helps us remember. You can teach through song or just put on some background music to create an enhanced learning environment.

3. Celebrate achievements with light-hearted awards. We used to do ‘paper plate awards’ in my classes. The students created awards for each other (which I reviewed for appropriateness) and gave them out at certain times of the year. They were always heart-warming and fun awards like “worst dad jokes” and “thinks he’s cool for using Gen Z slang” — both examples of ones they gave me.  

4. Use a tool that encourages levity and learning. Many times, our hesitance to change the way we approach teaching is because we lack the tools. I mentioned earlier that our Habitudes curriculum uses levity to introduce concepts. Also, it’s a great way to have an in-depth conversation about leadership and life skills. Best of all, we’ve created all the puzzles, games, and activities for you so you can just focus on having fun with your students. If you want to find out more about Habitudes, click here.

You don’t have to be a comedian to create moments of levity and laughter in your classroom. You just need the ability to have a little fun, not take yourself too seriously, and invite the students to laugh with you. The benefits of levity are incredible, and the cost is low. We think you’ll find that your students will engage more often when they’re laughing. In fact, practicing this art will enable us to reach our goal of student engagement and student learning. 

After all: “if they’re laughing, they’re listening.” 

By Michael Kobito

To many, student success is measured by how impressive a child’s resume is as they prepare competitive applications for college admission. I saw this repeatedly as a high school band director. I spent most of my time teaching ninth through twelfth-grade students and was fortunate to help at our local middle schools, easing the transition for the students when they moved to high school. Even from sixth grade, students were talking about what they were going to do to be competitive, and more disturbingly, they were becoming self-conscious, insecure, and saddened by the successes of their peers. 

Thinking about your campus, you can likely picture the students whose days are overfilled with advanced academics, sports, clubs, and the perpetual pursuit of being “cool.” Our students often are relentlessly stacking achievements to secure scholarships and admission to the most elite institutions. While most see this as a pursuit of excellence, we are now seeing there is something else happening too. 

As I saw the adverse effects, I tried to remind my students to enjoy the moments, to stop chasing the supposed greener grass. When our students get to graduation day and truly reflect, they realize that in the pursuit of this “success,” they missed the richness of their journey. 

In the world of education and life, we often find ourselves fixated on the idea that the grass is greener on the other side. We can’t help but compare ourselves to others, measure our success against theirs, and in the process, forget to appreciate the beauty of our own journey. But what if we could teach our students to tend to their own gardens and seek out their full picture? Here are two strategies that can positively steer student reflection and help them embrace their own path to success.

Idea #1 – Tend to Your Own Garden

I saw a story on Instagram about a guy that was obsessed with his lawn. He was a complete amateur landscaper, only having worked on his own yard and learning everything from YouTube, but he was meticulous about every aspect of his yard. He was gaining followers online when he decided to “scalp” his grass, cutting it extra short for the sake of its own health. Many questioned his decision. Some even celebrated the opportunity to surpass his yard’s perfection, but ultimately, he understood that the vibrant green grass was the result of an entire process, not just the moments people saw online. It was a lesson in focusing on your own journey and trusting that, with dedication, your grass can be just as green.

This realization is something we should share with our students. Success isn’t about comparison; it’s about learning, growing, and trusting the process. Comparison robs us of joy. Each student has their own unique path, and it’s up to them to nurture it. With teachers guiding their reflection, every student’s journey can lead to a place where genuine pride can be found within.

To get started with this idea, try being open about your own growth in this area. Our students notice the behaviors we model, and when we model this behavior and are vulnerable enough to share this part of our journey with them, they’ll be more likely to buy in too! 

Idea #2 – Seek Out the Full Picture

The world is filled with vibrant colors, but green is scientifically the most visible. Why? Because it stands out, even from a distance. It’s the color our eyes pick up with the most ease. On the contrary, red, the least visible color from a distance, represents pessimism and warnings. It serves as a stop sign, standing out against the sea of green.

Most students, however, find themselves lost in the prism. They gaze at the distant green pastures, envious and overwhelmed, convinced that the grass is always greener. But if only they took the time to look inward, they’d realize that their own yard is just as lush and inviting, with more vivid shades of green. 

Comparison may steal our joy, but neglecting to reflect suppresses joy more. Our role as educators is to guide our students toward healthy reflection and to support them in learning, leaning in, and trusting that their grass is green and getting greener with every step of their journey.

Get started here with simple, small steps in class. On the next assignment or quiz, include a bonus question that allows space for reflection. Set the question up in such a way that your students have permission to reflect without the fear of judgment or punishment, and congratulate them on this positive step. You’ll notice your students start to blossom here if you plant the seed and allow it to grow. 

In the end, let’s celebrate our individual journeys, nurture our own gardens, and seek the whole picture to find joy and success right where we are.