This year, I decided to start off very positive and ready to go, like all other years, of course, but this year was going to be the change, it was going to be the #BestYearEver. In fact, my hashtag became #PositivelyPassionate. I planned my opening days, I met with staff, opened up with students, and seemingly, positive was making a direct impact on my staff and students. One day, a staff member came to me and said, "This is the best opening year we've had since I've been here". He's been at our school long before I ever stepped in! I felt good about it; it was making a difference.
Then, something happened. All around I felt just like I did at the end of last year, frustrated, stressed, and exhausted. I couldn't, and still can't, put my finger on it, but it was like the shine lost it's luster and "ground hog day" was upon me once again. I kept asking myself, what changed? Did we get back to this space because I changed up the meeting times and the way in which we meet this year? Did I create a sense of disconnect between staff when I changed it up? When I used to think we met too much, was that actually 'just right'? What else could it be? Was my open door policy too open, or not open enough? I've been leaving everyday scratching my head in question. Then today, George Couros posted, "What you dwell on is what you become," a quote by Oprah Winfrey. This hit me like a ton of bricks! Of course, if I keep going round and round about what's different, and keep asking why do I feel this way, and make it a huge point of my every day, I will stay in 'gloom mode' rather than seeing the light, or the 'sunlight' mode. After that post came another by Evan Robb, "Complaining about a problem without posing a solution is called whining," by Teddy Roosevelt. It was like my PLN was talking right to me! Smacking me around so to speak and telling me to snap out of it! Find a solution, get it together, and throw that funk out! Finally, I read the blogpost by Tara Martin, "That little girl with the crooked pigtails," and I instantly went back through my year, and more significantly, went back through Friday's events. I had a student that felt very wronged on Friday (5 minutes before busses were loading). When this student feels wronged, he comes directly to me, right to my office, doesn't listen to many other adults in the school because he feels that I am the principal and can solve all the major issues within the school (so why bother talking to the middle man). Besides, it's taken us three years to build this relationship and I've gained enough trust, he feels free to talk to me about most things. While the incident in question was another student looking at him and maybe laughing for a split second, it was a very serious infraction according to the student. He wanted a sit down, a meet with that student ~ right now! He got right up in my face and told me exactly how he was wronged and why he needed to talk to the student. . . . right now! I told him that I didn't think that he was ready to calmly talk to the student at this time, one because he was still escalated, and two because I would need to see if the student was agreeable to talk with him, and by now, that student was getting on his bus. We were walking toward the front of the buidling to get his bike that he rode to school and he was still very upset with what had happened. He was mid sentence when another staff member entered the hall we were in and my eyes diverted to the staff for a split second. The student reacted with, "whatever, you don't even care, you are not even listening to me!" Then preceded to say "B*%$&," as he was walking out the door. He turned back and looked at me and said, "and this time, yes, that was meant for you!" I didn't follow him out; why didn't I follow him out? I invest in my students and staff every day, I try to make sure they are heard, and I truly listen. However, Friday, he didn't feel like he was listened to and I didn't follow him out! What do I do Monday with the student? I know exactly what I am going to do Monday. I will pull the student in for two reasons. The first reason, I want to see if he still wants to talk to the student he felt wronged him; that was, of course, his request. But, more importantly, I am going to let him know that I did hear him, I did understand where he was coming from, and that I am there to help and continue to listen to him and every student in my building! What do I do Monday with the funk I've gotten myself into? I know exactly what I am going to do Monday! I'm going to continue on the positive path I've set out for my school, my staff and myself. I am going to see if anyone is feeling disconnected and what I can do to help? I'm going to listen and proceed accordingly toward what helps to build a better climate and culture in our building! As Bethany Hill posted tonight, "It's ALWAYS too early to quit!"
1 Comment
|
|