Skip to main content

difficult conversations

The energy it takes to avoid a difficult conversation is much more uncomfortable than the energy it takes to have the conversation. Many times it's the anticipation is many times worse than the actual conversation. Our minds play out all sorts of worst case scenarios. 

This is in the case where we know the conversation is coming. But what about when we suddenly find ourselves in the middle of, or even listening in on, a conversation that suddenly becomes uncomfortable? Perhaps someone has said or done something disagreeable, confusing or unexpected. These things happen regularly in the classroom - kids really do say and do the "darndest things." They say and do mean things to each other without thinking. But these moments are also just a part of life. The question is, how do we react or respond? 

Most of us fight, freeze or flee. It's how our brains are hardwired to respond to stressful situations. The problem is, this response gets in the way of learning and growth. If we stop at this response, we avoid those difficult conversations at all costs usually with some form of silence (i.e. ignoring what was said/done). We end up silently supporting these uncomfortable behaviors and comments and they keep happening which leads to more discomfort.

The alternative is finding ways to calm that initial response (take a deep breath) and realize that you have a choice. Speaking up doesn't have to be angry or emotional. It doesn't have to be personal and it doesn't need to involve shaming someone for what they said or did. In fact, that's the least likely way to effect change. When something is said that needs correction, start with connection. Connection > correction. Acknowledge your concern while also showing them respect. Invite the other person to become aware of what happened and share with them other ways of seeing things. 

If we think doing the right thing should always feel good and easy and comfortable, then we will often remain silent when something really needs to be said. We have got to be willing to risk our own discomfort if we want things to change.

Comments

Popular posts from this blog

starting again

I've been a little stuck trying to find things to write about now that school is over. I want to share thoughts and inspiration here but I think sometimes I get weighed down by expectations that it must be a particular length or profound in some way. I have to admit that I don't feel inspired to keep writing but I made the commitment so I will do 40 blog posts. It's just going to take a bit longer than I thought. So what is inspiring me lately? Where is there joy? I've been preparing to give a talk on Education for Life and it's been fun to ponder all the amazing ways the EFL principles are present and expanding and spreading in our world and throughout education. People are starting to really rethink the purpose and methods of education in a whole new way. The old systems are breaking down and suddenly we're trying to prepare children for a world that doesn't yet exist, that we can't imagine, that they will create! In the midst of the pandemic even we a...

remember who you are

Today I'm feeling so quiet and still. There are dishes to be washed, books to be read, walks to be taken and yet all I want to do is just be. Not even meditate, just sit silent and still and do absolutely nothing at all. Of course then come all the thoughts: I should be using this time wisely! There's so many things on the list! What will I have to show for this day? But I've noticed that there are days of high energy, flow and productivity where a sudden burst comes and then there are days like today where it seems like nothing happens. It's okay to let this be a moment of rest. Again and again I seem to be learning that we are not what we do . One of the most powerful lessons I've learned about Education for Life is that it's not about what you do, but about who you are. It's not about what your students do (or don't do) it's about who they are. Not merely their personalities but their soul-self, their highest and best selves. In the classroom ther...

it's you I like

I was thinking about distance learning and Zoom classes and sharing with a friend the many challenges. So much of what it means to be an Education for Life teacher is about magnetism and energy. It's not as much about what we do, the lesson we prepare or the activities we offer but who we are as individuals and the energy and attitude we bring into our classroom. How do we get that to go through a computer screen? When I began my journey as an EFL teacher I spent a lot of time looking at what other more experienced teachers were doing and trying to find ways to bring that into my classroom but I felt like I kept coming up short. I couldn't be like those other teachers and gradually I realized that "being a good teacher" was much less about any outward performance or product and much more about being myself; bringing my whole, authentic, fully-present self to the classroom in each moment. It wasn't about being perfect, it was about being me. That is in essence what...