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Tools to Take Control of Your Life

Does it sometimes feel as though every day something new is coming at you? You are not alone. This world seems faster changing than ever. With that, each day the news brings information of a new threat or a technology that is likely to affect the library. And in the midst of this you worry if you’ve missed something key. Not surprisingly, turmoil is bad for your health, your relationships, and your ability to best serve your students, teachers, and administrators. It’s time to take back control of your life.

In his blog post, The #1 reason people fail at their life plan, Donzel Leggett says many people now “feel like life is happening to them rather than being shaped by them.”  Legget talks about “the cycle of no destiny control.”  He goes on to write how when we feel in control, we’re able to move with purpose including setting goals and having a forward-looking mindset. But with this distraction and stress heavy world, this is hard to manage.

Leggett discusses three reactions to feeling as though you have no control. His concepts along with my comments, may give you some clarity about how to move forward:

  • The Flywheel Hamster – You may be feeling like that proverbial hamster, your wheels spinning but getting nowhere. Your plans lack direction. Much like the Beatles song “Nowhere Man” you are “Making all his (your) Nowhere plans for nobody.” When your plan doesn’t work the way you wanted it, you revise it. And the cycle repeats. What is needed is a plan with clear goals and confidence in your abilities.
  • The Floating Dandelion – Leggett describes this as creating no-risk plans because risk implies the possibility of failure. We have no room for that. Take a hard look at your Vision and Mission. What are you doing to make them a reality? Start there and craft a plan with a true goal, action steps to attain it, and a reasonable time to accomplish it. Include both formative and summative assessments.
  • The Head-in-the-Sand Ostrich – When you believe nothing you do will change anything significant, and besides you are a target, so keep your head down. As Leggett says, “Like an ostrich hiding its head in the sand, they miss the fact that the world is moving on without them,” Believing that if you do that, maybe they won’t notice you.  That’s a recipe for disaster. You are a leader. Leaders know where they want to go next and how to get there. In reality, that approach is guaranteed to get you eliminated.  And since you are so quiet, no one will even notice you are gone.

Legget concludes by reminding us that transformation is the way out. Change your mindset. Once again, check your Vision and Mission. You have been successful in the past. There is no reason you can’t be successful again. Re-energize yourself. Take care of yourself. Go for walks or whatever you need to feel yourself as powerful and committed as you were.  You are a leader, now lead yourself.

The maxim “Know Thyself” was inscribed on the Temple of Apollo at Delphi. And, as I say in my forthcoming book, The Involved School Librarian, the first community you need to interact with is yourself. Know yourself, both strengths and weaknesses, and use them as you lead in your school community and elsewhere.

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Embrace Your Ambition

Are you ambitious?  My guess is that some of you would say in many ways you are. However, you might not publicly claim it because of all the negativity surrounding ambition. Certainly, we have all experienced that from others in our professional life, perhaps in your personal life, and on the national stage.

Our instincts are correct in this. There are positive and negative aspects to ambition. And some of the positive aspects can help you grow as a leader. Amina AlTai offers five insights from her new book, The Ambition Trap: How to Stop Chasing and Start Living in her article “How to Break Free From the Ambition Trap.” Here are her five, along with my usual comments:

  1. We need to redefine ambition – At its core, ambition is about growing in some way. The negative association has to do with growing powerful and/or rich and then cruel or callous. The ambition you want to have is about growing in knowledge to better serve your community. Librarians are lifelong learners who can and should embrace their ambition to learn and their desire to share.
  2. There are two types of ambition– AlTai looks closely at the two types which she calls painful and purposeful ambition. The painful ambition, which is more familiar, is focused on winning no matter the cost. We can all identify those who want to show they are better than others. A history of feeling betrayed makes them pursue control. Purposeful ambition is focused on purpose and collaboration. This speaks to our core values as librarians. It looks to what we want to achieve and the best means to get there.
  3. Identity and ambition are deeply intertwined – According to AlTai “Ambition doesn’t exist in a vacuum. It is shaped and constrained by identity.” You know the identity society has given you. At various times, your ambition will be attributed to your identify and treated accordingly. And it will be different depending on the identity. How will you react to this? Do you overperform to gain approval or underperform to stay safe. It will take courage to have positive/purposeful ambition, but so much is at stake. We must be ambitious.
  4. It’s not about renouncing ambition, but allowing ambition to come from innate gifts – As AlTai says, “We need to leverage the best of us. We all have a unique form of brilliance, a rare talent or ability that is specific to us and that we came to this planet to share.” As a librarian you have so many skills: tech, research, people, interdisciplinary and more. We need to know when and where to use these to achieve our goals. We want our students to feel safe in our library and be ready for whatever the future holds.
  5. Ambition is cyclical – Most of us think of positive or negative ambition always continuing to grow. AlTai points to the necessity to pause. I see it as a reminder for self-care. You cannot always be chasing a goal, despite the messages in our hustle culture. We need to remember that constant giving is draining. In order to serve, we need the downtime to recharge.  Too many need us to skip the need to recharge.

Abition is not a “dirty word.” Like it or not, comfortable with the idea or not, leaders are ambitious. We have goals, a Vision and Mission and the determination to live into them. Our drive is powerful and should not be dampened. Students, teachers, and administrators are counting on us to continue to strive for growing and doing better.

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Is It Already Time for a New Beginning?

Has the school year already lost that new beginning luster with all the old and new challenges you are facing? There is so much going on in our lives as we pivot from vacation mode to work mode. Chances are you plunged right in without much thought especially since you know your job. But that means that even though the year is only a few weeks old, maybe you could already use a new beginning.

What would that mean? Probably a combination of things – looking at what can be started, what can be made new, what’s getting in your way, and how to get past those roadblocks. To help you get your motivation back, I recommend looking at the recommendations of Palena R. Neale Ph.D., PCC in her Psychology Today article, Harnessing the Fresh Start Effect : 6 steps to set you up for success with the fresh start effect. Neale notes that giving yourself a fresh start moves you away from any failures you perceive. This can help turn off those negative voices in your head that creep in with the “new” wears off.

Here are her steps and my usual comments on how it works for us in the education world:

1. Create Your Own Fresh Starts  – The first thing to consider is what would a fresh start include. Think about what would you like to accomplish. Do you have a goal or a plan you thought you put into action when the school year began and then it got lost in all the opening activities? Knowing what you hope to achieve can give you some focus.

2. Choose Your Peak Momentum – Now choose the day you want to begin your fresh start. Monday is usually a favorite time, but any day that works for you and your schedule is fine. New month, day after a long weekend. Nothing is off-limits. Accept and use what works best for you. Then, the night before, go through the focus you created in step one.

3. Connect to Your “Why” – What is your Vision for the library? Even though by definition it is not achievable, you are always working to bring it closer to reality. This is where your Mission comes in, what I call your “Perspiration” and “Motivation.” It defines how you operate through the day, how you deal with students, how you work with teachers, and how you communicate with your principal. Why do you want to accomplish what you focused on in step one.

4. Keep It Simple – There are likely to be lots of things you want to change, but it’s better if you focus on one or maybe two goals. Create a strategic plan. It doesn’t need to be complicated. You’ve got your Vision and Mission. Do an Environmental Scan. Do a SOAR analysis by identifying your Strengths, Opportunities, Aspirations, and Results. The first two are what currently exists. The second two are where you want to go. What Action Steps will get you started? Who will be involved? Remember to get approval where you need them. What costs are involved? What’s the timeline knowing it’s bound to need tweaking. Knowing where to start is the key to starting.

5. Change Your Environment – No, you don’t move outside the library. You need to remove the things that make you lose your focus. Clear clutter from your desk. Perhaps plan to save looking at emails until the end of the day or at lunch if you worry you may miss something important. Get things filed or tossed. Bring in something you love to look at. Frame your Vision Statement.

6. Sustain Success – Implementing a plan is important. Sustaining it is vital. Check in with your goal the steps you thought would get you there to see your progress. For my own strategic planning, I use “telescoping”, “microscoping,” and “periscoping”. At the beginning you telescope to see what the end results will look like. Before you get overwhelmed by the thought, microscope by focusing on what needs to be done now. Periscoping involves popping up now and then to check on what comes next. This ensures you won’t miss a deadline or key step.

As the well-known philosopher, Yogi Berra, said, “If you don’t know where you are going, you will end up someplace else.” Create your new beginning and get to where you want to go.

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Thriving In Challenging Times

It feels like we have been living in challenging times for so long the phrase has become commonplace. Stress is so high, surviving might be the chief goal, making thriving seem like a fantasy. But we can’t afford that. If survival is the goal, we are likely to be swept away by the rising tide of our current political climate, and bad times don’t deserve our surrender.

Our students and teachers need more than our survival – and so do we.  Nina Snyder turns to a surprising role model to emulate in her blog post How to Run Your Business Like Taylor Swift. You are not running a business, but as my comments show, the five lessons work for us. And who couldn’t use a little more Taylor Swift in their lives:

Know your customer – Ours are the students, teachers, and the administrators. It’s also parents who are keeping an ever-watchful eye on school libraries, and the general public. What do they want?  What do they need? Students want to do well and not be bored or worried about grades. They need choice and voice. Teachers want relief. They need help as they are feeling overworked and overly scrutinized. Principals want to present a well-run, high achieving school. They need evidence that is happening.  Parents want their children to be successful. They need evidence to know the library is not harming them but rather preparing their children for today and tomorrow. The public wants a good school system because it makes for a desirable community that attracts people to the community.

 Pivot before it’s required – Times keep changing. New technologies emerge, as do new threats. In order to be ready to modify your strategy, you need to stay ahead of the game. Reading journals and articles you get as an ALA/AASL and AECT/ISTE member lets you know the latest in education, including what the administrators are thinking. Work with the public library. The youth services librarian may have a closer ear to the community than you do. Check in with your Professional Learning Network (PLN) for ideas and to learn what’s happening in other locations. It will give you a heads up. Reading the local newspaper or website for clues into what the community is thinking. Follow the towns social media. Shop occasionally in the town where you work so you can hear what customers are talking about.

Embrace authenticity – Be honest. Don’t abandon your core professional and personal values. That can be frightening today. Draw on the support offered by our professional associations. They offer resources to help in presenting what you stand for.  When you step away from what matters to you, you can’t be as confident about the work you do, and you don’t feel good about yourself.

Focus on your strengths – Most of you have strong tech skills. Use them to promote your program. Showcase student accomplishments, acknowledging the teachers involved on your library website. In addition to your regular reports to your principal, send photos and brief information after a successful project is completed. Consider writing a column for the local paper or school website on “Happenings in the School Library.”

Keep communicating – Most of the four ideas included communication. Misinformation abounds. We need to get in there first to share what is actually happening in the school library. Communication powers relationship. Relationship builds trust. Trust becomes advocacy. We need all the supporters we can get.

You can thrive even in challenging times. In fact, I believe this so much that my next book, (coming February 2026) https://www.routledge.com/The-Involved-School-Librarian-How-to-Increase-Your-Impact-and-Thrive/Weisburg/p/book/9781041088080, will support you in this endeavor. For now, some final advice from Taylor (the titles, not the lyrics): “You Need to Calm Down”, “Shake It Off” and be “Gorgeous!”

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Tips for Managing the Library Classroom

As every school librarian knows, managing the library classroom is not the same as managing a typical classroom. Not only do students not come to the library on a daily or even a weekly basis, in some cases, but you have to add in the fact that the kids don’t see you as their real teacher. You can see where it becomes challenging. Plus, you have the ongoing possibility of drop-ins.

What is needed is a Classroom Management plan that encompasses all that happens in the library, ties into your Mission and Vision, and is cognizant of unforeseen circumstances cropping up. You need to keep yourself centered to manage it and make it a vital part of the school community. A tall order.

In Confident Classroom Management. A. Keith Young offers four tips for the traditional classroom. I have adapted to make them work for you.

  1. Let Each Day Start Fresh – Focus on today. Yesterday is over. Take time to review why something went off track yesterday or why it worked. Next, come up with a strategy to keep it from happening again or find a way to repeat it. Once you have your positive mindset in place—especially important after a tough day—move forward. Greet students with a smile and welcoming comments, even the ones who caused a conflict of some type on their last visit. Reset the tone for today.
  2. Maintain Relationships Separate from Behavior – This is not easy. We have a tendency to be wary when a frequent troublemaker comes in. A focused positive comment is vital here. Choose an article of clothing, hairstyle or some other personal connection for your comment. It will signal to the student that you are not holding onto what happened last time. Talk to the person, not the action.
  3. Redirect with Calm, Neutral Phrases – When a student acts up, rather than telling them to stop, ask a question related to the topic at hand without indicating the student is off track and not behaving appropriately. Offer an approving comment when they respond positively. If the student continues to be disruptive you can hand them paper and pencil and suggest they write what is upsetting them. Or you can ask if they need time away from the group. Each of these give the student agency to resettle themselves and allows you to remain focused.
  4. Conduct Social Audits for Better Interactions – While much easier to do in a typical classroom, you can incorporate it into your strategy, particularly with students who repeatedly have problems in the library. Young suggests you “guide students through reviewing a situation that occurred, identifying missteps, and outlining future actions—(then) offers clear and precise empathetic direction.” You will likely not have time to do this while the class is in session. Instead, have step-by-step directions for them doing it. Tell them to ask you for help if they have difficulties answering the questions. Also, consult with the class teacher and the guidance counselor for advice on dealing with this student. Working together my have a much bigger impact

Incorporate these four steps into your personal lesson plans, different from what you might submit to your principal. The more frequently you put it this management into effect, the more natural it will become to you. As a leader and school librarian in difficult times, it’s more important than ever for your library not to become a problem for the administration or add to the challenges of teachers. Instead, demonstrate every day how the library contributes to the success of students and teachers.

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Quieting Your Inner Critic

It’s a new school year. Were you eager to get back or were you worried? How is it going so far? What’s that voice in your head saying?

If you are a first-year school librarian there is so much uncertainty. Of course, this is true if here you are in a new district or have been moved to a different level. Even if you are in the same school and have been for several years, there is much to concern you. The job has always required a lot of responsibilities in many areas and the political climate around the world has caused more stress.

And uncertainty breeds self-doubt.

So it’s no wonder that your inner critic might be talking loudly and often to you. How can we quiet this noise in our heads that can derail our actions and our mindsets? John Millen, CEO of the Reputation Group, a leadership communication company, offers sound advice in his blog post, 5 Ways to Control Negative Self-Talk.

First, Millen explains what that voice really is and its cost.

The silent saboteur – That’s what it is. It’s an insidious voice, whispering things you would never say to a friend. It erodes your confidence and alters your behavior. Millen states: Negative self-talk is one of the most overlooked obstacles to success. It quietly erodes your confidence, damages your relationships, and undermines your ability to lead. You become less confident in your ability to do what you know what you can. The costs, with my comments, are as follows:

  • Imposter syndrome: You minimize your strengths, only seeing how other people do it better.
  • Fear of speaking up: You don’t suggest ideas to teachers fearing it won’t go well, and they will think you are inept.
  • Perfectionism: You keep delaying putting new ideas into practice because you are afraid if it’s not perfect it will fail.
  • Burnout: The pressure and continuous self-doubt take a toll. You hate going to work each day. You slog through, counting the hours till it’s time to leave.

To turn this around, here are Millen’s five ways to get control of your inner critic, again with my comments.

1. Name the voice – Know who is talking to you. Two of Millen’s names are “The Heckler” and “The Judge”. Choose one that works for you. Pick your favorite villain from a book, especially one where the hero defeats the villain.

2. Ask: Would I say this to someone else? – You know that answer. Of course not. What would you say to a friend who said that? What would you say to that friend instead?

3. Reframe the message – Watch out for absolutes like “I never” or “I always.” It’s not about being perfect (see above). Ask what you learned from it. That means you are growing.

4. Keep a thought journal – Those of you who are journalers can get behind this idea. Noticing the thought is a way from separating yourself from the emotions triggered by the thought. Seeing what you said and then recognizing where it’s not true will help silence your Heckler.

5. Practice self-compassion – Give yourself a break. It was a super busy day. You had a bad night’s sleep. This is part of self-care. We are all human. Remember – what would that good friend say to you.

Will this make your inner critic disappear. Sadly, no. But you can mute it when you recognize it for what is and implement these ideas for halting it. You are a leader and people are rightfully counting on you. Your inner critic is wrong. You are doing a great job. Make it a good year.

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Four Lessons for Leaders

What have you learned as a leader? How have you grown from your first position, where you probably weren’t even thinking about leading, to the librarian you are today? And if you are in your first year, what steps in your leadership journey are you taking and looking forward to?

Because leadership is a journey, not a destination. Successes, setbacks, struggles. And we can learn from them all – especially the parts that didn’t go as planned. As the great pitcher, Christie Mathewson said, “You can little from victory. You can learn everything from defeat.”

As school years begin again, take some time to reflect on your leadership journey. What worked, what didn’t. What turned out even better than expected. What had hidden lessons. Fred Ende, director of curriculum and instructional Services for Putnam/Northern Westchester BOCES in Yorktown Heights, N.Y. did just that.  In is blog article, Lessons Learned After 25 Years as an Educator, these four are the result of his introspection—with my comments as usual.

Trust your intuition – This will likely be a challenge for the first year or two, but the longer you are a school librarian the more you learn. The experiences, good and bad, improve your instincts for understanding what the people you work with need and want; this includes students as well as teachers and administrators. Time helps you refine your ability to read communication clues including body language and tone.

Change won’t happen if it isn’t led – Being a leader means being willing to step out of your comfort zone and bringing new things to your school. You might launch a new program or incorporate and teach new technologies. You’ll step up and explain your idea or plan to your principal, introduce it to teachers and students, and integrate it into your program. Be mindful of teachers’ and administrators’ hesitancy or outright unwillingness and address it as part of the change. People like doing what they know. Change is scary. Show them the benefits and lead them there.

Give people the work they want to do – Ende is referring to what he learned as district administrator. You offer a different environment than the classroom. This gives you different options. With students it means you are mindful of different learning styles. Your give them voice and choice within a lesson. With teachers you manage collaborations so you do the heavy lifting, but they get to bring what they like to do. It might be introducing the lesson or designing its structure in a way that they like, while still incorporating choice and voice for students.

Let it go – When we believe we are right, we can waste time trying to convince someone else they are wrong. It doesn’t work that way. Truthfully, that doesn’t work at all and can even hurt the relationships we’re trying to build. As Ende says, “We can’t control everything, and why would we want to? In fact, we often learn even more from acceptance and then working to make less-than-ideal situations better for all involved. Since we only know our situations, we have to be willing to believe that everyone wants what is best for learners.”

So, take a moment and ask yourself what have you learned as a leader? Even if this was you first year, you have learned more than you might realize.  Make this a start and an end of the year practice. You will give yourself direction and then be surprised at how much you have grown – and be ready for the next school year.

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Small Changes Can Bring Big Results

Too much to do. So little time to do it all. Does that sound familiar? What we don’t need is another lengthy time-management system. So how about a small one?

In her blog article,The Power of Micro Habits: How Small Changes Drive Big Success in the Workplace, Mary Kelly recommends 10 routines to power your workday. (You might want to create routines for your personal life as well.) Several of these resonated with me so much, I will be adding to my routines.

Here are her 10, along with my usual adaptations and comments for our education world.

  1. Start the Day with a Clear Plan – In the words of Yogi Berra, “If you don’t know where you are going, you’ll end up someplace else.” Kelly asks you to take five minutes to identify your top three priorities for the day. For me, that means putting stars next to the tasks on my to-do list. I also have things I do on certain days, like which day of the week I write this blog.
  2. Use the Two-Minute Rule – Complete any task needing less than two minutes before doing anything else. Kelly suggests email for this. I do that while my morning tea is steeping. This way, before you begin, you have already accomplished something that needed to be done while still leaving plenty of time for the priority tasks. If email is a gateway for you to open more things, find another starter.
  3. Take a 60-Second Brain Break –Kelly recommends doing this every hour. Pausing, closing your eyes, listening to a white noise app even for a short as a minute can “reduce stress, improve focus and books creativity.”
  4. Stand Up and Stretch Every Hour –Physical activity is good for your muscles and improves your focus and concentration. If you can walk, great, but even a short stretch has lasting benefits. This is something I am adding to my day.
  5. Use the ‘One-Touch’ Rule for Emails – Another one to add to my routine. Kelly has four “D’s” to use with email. “Do it, delay it (that means schedule it to handle when you have more time or all of the information you need), delete it, or delegate it.” The last may not be an option, but look for ways to use the other. Whenever you handle a piece of email two or more times, you are losing valuable time.
  6. Acknowledge Others Every Day – There is nothing so meaningful as an honest compliment. Find ways to acknowledge students, teachers and others in your life. I sent an email yesterday to my landscaper complimenting his people on the great job they did trimming overgrown trees and bushes. I asked him to pass it along to the crew who did it. He was so pleased to hear it. When you do this at work, you build connections and advocacy.
  7. Hydrate Regularly – This one surprised me. Kelly says to take a sip of water at least every 30 minutes. Even slight dehydration lowers your productivity and can be hard to notice. I don’t do this, but I will try.
  8. Set a Shutdown Ritual at the End of the Day – Clean up your desk. Make sure the library is ready for everyone tomorrow. You want to be able to start your day ready to go, not finishing up yesterday. It will also be a mood boost when you arrive in the morning.
  9. Limit Social Media to Set Breaks – They call it “doom scrolling” for a reason. Try to stay off your phone. There’s nothing there that can’t wait. Kelly suggests designating no more than two times a day to browse so you don’t interrupt your workflow. And even then, be careful of getting lost down that rabbit hole.
  10. Write Down One Work Win Each Day – It’s so easy to forget all that you accomplish. Don’t limit yourself to just one. You get a lot done every day. I keep a Success Journal by my computer. I will be recording that I wrote my weekly blog.

If you need a little extra help, Kelly offers a Productivity Sheet you can download. In reviewing these ten, you can see how these routines might help you maintain a more positive mindset. And, when you have a positive mindset your students and colleagues feel it and benefit from it. You are a better leader as a result.

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Listening as a Leadership Skill

When you think of the skills a leader needs, you are apt to identify vision, planning, and decision-making among a host of others. You not likely to mention listening, and yet it is one of the most important skills you need to have and keep developing. In my forthcoming book, The Involved School Librarian, listening is one of the final three “attributes” I say are necessary in order to be a fully involved school librarian. The three being Listener, Learner, and Leader.

 Listeners use a variety of channels as they learn what their communities want and need as well as what is new and forthcoming. What they learn they then apply in leading their library program so it becomes an ever-increasing value to those they serve. When people notice you listen, they are more likely to come to you for support.

In their article What Principals Can Learn From Pope Leo XIV’s Leadership Approach, Michael Nelson and Pete DeWitt present a five-part model for what it takes to be a great leader. Their ideas resonate with us since this article is from the EdWeek.org site, but I have added comments to address what school librarians need.

Listen, Understand, and Act – This gets to the heart of listening as a core leadership skill. If you make assumptions about what your community needs based on what you know, you are apt to overlook what teachers and students really want. According to the authors, research shows that when people feel you are listening to them, it builds relationships. And we always need to be relationship builders. Once you understand what your community really wants and needs you can act to bring your library forward.

Listening Is Strategic, Not Passive – We generally see listening as automatic and something we don’t need to think about, but studies have shown that when we use it actively, it’s more powerful. Be present, be aware. Then, what you have learned from listening gives you the knowledge to construct a strategic plan tied to your Vision and take more directed and connected steps to living your Mission.

Equity Begins With Who We Listen To – This was a new concept for me. Do you ignore criticisms from those you see as negative or with whom you don’t agree? You may be missing some key truths because of your (unintentional) bias. Are you ignoring students who say, “Why do we have to learn this?” or “This is stupid!” Just because you don’t like their complaint doesn’t mean they have a point. Listen to their reasons for saying this and you may learn something important.

From Listening to Collective Action and Joint Work – When you build relationships and trust, people (including students) are more likely to work with you. You can collaborate on curricular units and even build new programs together. And Collaborate is one of the Shared Foundations in AASL’s National School Library Standards.

Leading With Intention – As Nelson and DeWitt say, “Listening is the work. It is what allows leaders to act with intention.” Listening gives you important information that you can use to strengthen all aspects of your library, from collection choices to software needs to an advocacy committee.

Your skills as an active listener are central to your ability to be a great leader. Active listening is a skill you need to work on every day. I know I do. When we’re bursting with excitement about our latest idea, we don’t listen to the people we are speaking with. The better you get at listening the better leader you will be. And then you’ll have people as excited about your ideas as you are.

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Start at the End to Gain Support

TLDR. Have you come across this acronym? It stands for “too long; didn’t read.” It’s a warning given by the author, frequently followed by a summary, if they are concerned people might skip what was written. We are flooded with information without enough time to take it all in. You must have heard someone say, “Get to the point already?” Or said it yourself on occasion.

So what’s the solution?

Share your point – your end – at the beginning. When you make your point early, people know where you are heading and have a reason to focus quickly. We tend to build our argument to show why approving it is important and make the “ask” at the end. John Millen in his blog The Biggest Presentation Mistake Smart People Make explains why this approach rarely works and how to reverse the sequence of your requests.

These are his four steps with my usual connections to our school world:

  • Flip It: Start with the bottom line – Millen observes if you start at the end, even if people don’t have time to read the full message, they know what your point is. Think about wanting your principal to approve a project. You tend to build toward that idea, showing how well thought out your proposal is. Your principal is pressed for time. If you start at the end, letting them know what you want to accomplish, they are going to be listening for your arguments even if their first reaction is to reject it.
  • Executives think inductively – This is true for all decision makers. They are as much under stress as the rest of us, maybe more. But putting your ask first, your focus becomes: What I am proposing; three reasons why and how I will do it, and, finally, what questions do you have about it? Simple and fast. I have always recommended you keep meetings with your principal brief. This is how to do it.
  • Data builds credibility. Clarity builds influence. – We are so accustomed to “showing the data” we forget it needs to be put in an understandable context. Give the context – the result – first. Then share keep the data short and clear, using language that is understood by the listener. Millen recommends the order of information should be:
    • What’s the problem?
    • What’s your recommendation?
    • Why should they care?
  • A simple shift, a big payoff – Move more a deductive approach to giving information to an inductive approach. For example, instead of talking to you principal about genrefication like this: “I have been reading about the success many libraries have had by genrefying their fiction collection.” Use an inductive approach starts with showing a benefit to students and say, “I want to arrange the fiction collection by genres, allowing students to find books by subjects and focus rather than solely by author to help them get what they need quicker.” The difference is striking.

Millen concludes by reminding us to give listeners “the point, not the process.” Most recommendations and ideas are turned down because our audience got lost in all the information we offered, and they lost a connection to the outcome.

Don’t forget to try this with students, so they know from the beginning how your instruction will help them, and with teachers, so they immediately see the benefit of a collaboration. Even with presentations, if you give your audience the end results, they will remain more engaged in your topic to see how to get there. Start with the end in mind and you will lead your audience to the goal you’ve set.