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Look For What You Can Control & Change

As much as we’d like it not to be the case, there is frequently more we can’t control than we can. And what we can’t control seems to be on the increase. You may be feeling frustrated by a declining or nonexistent budget. Or tired of having more tasks added and less time to do what you know is important. There are many things out of our control, but we are in control of how we react to them.

All these challenges are real, but you can work with them and make them better. Like turning thrift store or yard sale finds into treasures, you can take what you have and with a few additions — and a mindset shift, always key— transform it into something beautiful.

In her article, Not happy with your career? Get scrappy, Julie Winkle Giulioni explains how you can change negatives into positives and make your job a better fit for your Vision and Mission. She defines “scrappy” as “using what’s available and within a person’s sphere of influence, enriching their current roles, getting creative, and wringing every ounce of development from routine activity.” By being scrappy, you can make the small changes that result in turning the job into more of what you want it to be and gain control in challenging situations.

Giulioni recommends the following four techniques:

  • Practice with Purpose – Reflect on what you do as part of your job. How can that be improved? For example, maybe you want to update your collection in a specific area, but you have no budget for it.  Giulioni suggests these three steps:

Set an “Intention” – In this case, it might be to explore funding sources used by other librarians. Maybe looking in thrift stores or at www.paperbackbookswap.com for inventory.

Plan – Find ways to use your Professional Learning Network (PLN) to find out what others have found successful. You can ask them what advice they have for making their pitch have an impact.

Reflect – Just like we look for essential questions in the lessons we present, check to see if you notice the questions you didn’t have answered, the ones you couldn’t know about. Then, the next time, you can do a better job in refining queries to your PLN.

  • Seek Out an Opportunity Zone – Professional Development (PD) may not be giving teachers and others in your community everything they need. For example, you may be concerned about how to use AI and ways it might currently be misused. To help, you might explore the issue, again using your PLN, and prepare a one-page infographic you can submit to your principal. Call shortly after you have given it to them and ask to discuss some way to deal with AI, recognizing both its positives and negatives. See if there’s a way to present what you’ve learned to others.
  • Optimize Your Extracurriculars –Use what you do outside of productively. You might work on an advocacy committee with your school library association. If that seems a bit beyond you, see what help you can give the person who is handling advocacy. And look to see where your other interests intersect with ways you want to grow your program. As you cook, you may think of ways to bring in new ingredients to your work. As you garden, you may realize the importance of patience and creating a rich soil.
  • Soak It Up – Become a conscious observer. See who gets heard and watch how they do it. Notice who is liked and who isn’t. Can you tell what about them brings out those reactions in others? By doing this, you are creating your own PD. You will find yourself adapting better to situations and being noticed for the right reasons. It will be not only a career but a life lesson.

Of all the things we can control, the most important is our outlook. Change your mindset. Take a pro-active approach to turning your job back into one where you look forward to going to work. Being scrappy will bring you more benefits – and make you a better leader.

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The Leadership Strengths of Introverts

Looking at the people we admire as leaders, it seems as though they are all extroverts, easily speaking up in public, connecting with people at meetings and conferences, presenting at events. Although some leaders are extroverts, just as many powerful leaders are introverts and are capable of becoming meaningful leaders using their strengths and talents.

Loud is not always better. On occasion, it might drown out what other people are saying and feeling. Or even intimidating so that ideas aren’t shared and people feel unheard. As librarians and leaders, we strive to build relationships. Not hearing other people is not the way to do it.  It is in the small daily interactions that introverts excel and demonstrate their leadership.

If extroverted is more your style, take time to learn these strengths of introverts from Benjamin Laker’s article, The Quiet, Transformative Power of Introverted Leaders. And if you identify as an introvert, take time to appreciate what you bring to leadership.

  • The Strength of Listening – While extroverts are busy dominating the conversation, introverts are quietly listening to what others are saying. They more easily recognize the different perspectives which are so important when you are trying to make connections with teachers, students, and administrators. When they do speak, it comes from this awareness and their stakeholders feel heard. As an extrovert, I am constantly fighting an inner war to close my mouth and open my ears. Introverts do it naturally.
  • The Power of Thoughtful Decision-Making – Extroverts want to get their idea in first. This can become a problem because they are likely to put forward their plan before having considered all the issues and viewpoints involved. The first response might not be the best response. Because they are more likely to have considered the feelings, needs, and concerns of others along with the situation as a whole, when an introvert makes a decision, it has a better chance of being the right fit. Again, this serves us in building relationships which are so vital.
  • Leading Through Empathy – Because they listen and observe, introverts are more tuned to the worries, fears, and needs that are behind what others are saying. Introverts are then well-positioned to present an idea or solution that will speak to these issues behind the words people say. As Laker writes: “Introverted leaders excel at one-on-one interactions, where they can connect deeply with individuals, understand their motivations, and offer personalized guidance.” Our stakeholders then feel listened to and cared for.  Empathy is powerful in making the connections that turn into relationships.
  • Striking a Balance: Introversion and Extroversion in Leadership – There are times when an extrovert’s strengths are needed. You do need to be able to speak up, so others hear you. Blending the two, introversion and extroversion creates a powerful leader. Recognize which is your natural style to remind yourself when you need to be quiet and listen and when you need to speak up and speak out. Know your strength but cultivate its complement to maximize your impact on your community and your program.

There is no one way to be a leader, and neither extroversion or introversion is inherently better. As Laker says in his conclusion, “leadership is most effective when it embraces a diversity of styles.” Be the great leader your students, teachers, and community need you to be by embracing the things you do well and learning from the style of others.

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It’s Wise to Have Many Whys

We talk about Mission Statements as our “Why.” Looking deeper, the Mission Statement is focused mailing on what you do. It is, as I say, your Perspiration. The underlying “Why” you do it is tied to your values, your life history, and other forces that have created the you who is in this current place.

Making a difference in the learning and school experience of your students is probably one of the “Whys” you have. Other “Whys” might have developed over time, such as promoting intellectual freedom.

Focusing on only one “why” has been the traditional approach. The thinking was you needed to bring your full attention to it in order to be successful. David Zimmerman has a different take on it in his blog article, Leaders, It’s OK To Have Multiple “Whys” where he discusses why more could be better and the power of multipotentiality. Zimmerman begins with these four reasons:

  1. Diverse Perspectives – Librarians, like everyone else, are not clean slates schooled only in librarianship. We have interests and often other careers which can bring greater scope to what we do. Are you crafty? How can that add to your program? It’s not just in making displays. Think of how it benefits a makerspace. Or perhaps you have a good way of bringing local business people into the library which showcases their talents and exposes students to the choices available after school ends.
  2. Adaptability – In a fast-moving world, our multiple interests make us more able to change, pivot, and go through any other gyrations needed to not only catch up but be ahead of the curve. It allows us to be willing to try the new, build on what works, and release what doesn’t. It also shows us the interconnectedness of our interests.
  3. Continuous Growth – A single focus can be limiting. Having multiple passions makes us more likely and able to be continuously growing, being motivated anew by what we discover. As librarians, we are and need to be role models for lifelong learning.
  4. Greater Impact – The assortment of interests and strengths we bring allows us to communicate more personally with a variety of stakeholders. We have more in common, more reasons for connection. When we communicate, we build the relationships that are so vital to carrying out our Mission – and make a difference in the lives of our communities.

Having multiple “Whys” is at the core of multipotentiality. People who embrace multipotentiality are “an adaptable, quick learners with a wide range of skills and creative pursuits, characterized by their curiosity, capacity to learn quickly, and ability to synthesize disparate ideas.” Zimmerman who presents four ways to lead with multipotentiality.

  1. Leverage Your Passions – Take stock of your passions. How can each of them contribute to your role as a school librarian? Whether a love of nature, cooking, or travel, your passion for these parts of you can add creativity and give you greater dimension as a leader.
  2. Create Space for Exploration – Don’t be limited to your current passions and interests. When something piques your interest, try it out. Look for new activities, and then bring them into the rich mix that fuels your program and your leadership.
  3. Cultivate a Growth Mindset – See these new interests as part of your growth. What did you have to do to learn these new interests? How can you bring the experience of that learning process into your daily work?
  4. Encourage It in Others – This is another passion. Bringing the joy of learning and discovery to others. It’s also about the role of leaders in creating new leaders. Seeing others bloom is a special joy.

Your days are full. It seems like a lot to ask you to add to your “Whys,” but you are probably doing it to some degree already. Instead of ignoring those other interests, focus on and include them so you can lean into your passions and interest to bring you to a greater level of leadership.

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Calming the Butterflies

Public speaking. It can make even the most polished professional panicky.. Getting up to speak before an audience can be a terrifying moment. It is said that people fear it more than death. It’s even a challenge for even well-known performers. Adele, Rhianna and Barbra Streisand all reportedly suffer from stage fright.

But you need to face these fears. You are a leader, and at some point, you are going to have to speak before a group or do something else that makes you nervous. When this happens, don’t avoid the possibility and lose the opportunity to show your value to an administrator. It is not what leaders do.

Instead, prepare for it by knowing what to do when the butterflies start churning. In her article, Why the First 30 Seconds of a Stressful Situation Are the Most Critical, Stephanie Vozza provides four steps to get you through those moments. Vozza explains those first seconds are the peak anxiety time. Since this is when all your bodily functions go into freeze and flight, they are the key to getting past the worse of this. Here are her four steps:

  • Practice Meditation – It doesn’t need to be more than two minutes, but if do it each day (or at least regularly), you become accustomed to stilling your heartbeat. When you are faced with getting up to the podium, or anything that has your pulse racing, you can do your accustomed routine. Your body will easily recognize what it needs to do.
  • Just Breathe – Not the usual in and out, but in a more fully mindful way. Become aware of your breathing and your body. Notice the physical manifestations of your tension. Are you clenching your teeth? Are your fingers tightened into fists? By being mindful you can do what it takes to physically relax. Breathe. Notice. Untense those tight muscles.
  • Harness Your Inner Superhero – Just as your body adds to your tension by its responses, it can do the opposite and telegraph confidence. Straighten your stance. Throw your shoulders back. You have this. You know your stuff. You are well prepared. Think of your favorite empowering song and go for it.
  • Rehearse Challenges – One of the best ways to be calm in the moment is to prepare in advance. If you’re giving a presentation, know the opening paragraph. Print it out on something you can read easily without it being too conspicuous. Once you get past that opening, you will be fine. Can you get into the room early? Seeing where you will be can help you to envision yourself succeeding.

How you manage the challenges and stresses you will face as a leader is up to you. As with so many things in life, you can go one of two ways. You can let the stress engulf you and avoid ever doing it again. Or you can embrace the challenge. Prepare yourself in advance and prove to yourself you can handle this.

Being a leader involves getting out of your comfort zone and taking on new challenges. Whether it’s public speaking or running for an office in your state/national organization, there will be scary moments as you start and even once you have attained a new level of being in the public eye. The more often you take the chance, the more often you will succeed. And each success will build an extra layer of confidence.

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Happiness Is Not The Goal

We often talk about striving for happiness, about wanting to achieve it. But if—as the title suggests—it’s not a goal, then what is it?

It’s an outcome.

It comes from within you as a result of your choices, actions, and interactions. Some people can spark it in us, but it’s our reaction to them that makes it happen. Think of a little baby or young child. Being with them makes you happy, but they are being themselves, not working to make you happy. The happiness you feel is your reaction, not what they are trying to do. And expecting something outside of ourselves to deliver happiness is not a realistic approach to life.

But it’s still something we want. After all, the fairy tales always end, “and they lived happily ever after.” So how do we get this outcome?

Interestingly, Jessica Stillman has written an article stating that not only is happiness not a goal, but Neuroscience Says to Be Happier, Stop Thinking About Happiness. Although it sounds counterintuitive, studies have shown that focusing on happiness… makes us less happy. Fortunately, Stillman explains the science and how to successfully bring happiness into your life.

According to a research team, the problem is when we make happiness a goal we expect to be happy all the time. That’s the “proof” they’ve achieved it. But that can never happen – so the goal is unobtainable. Stillman suggests this is an example of Goodhart’s law, an economic principle that states, “when a measure becomes a target, it ceases to be a good measure.”

The research showed that when people pursued happiness, what they really focused on was where it was missing. They saw every not perfect feeling as being a lack in their lives. They saw others appearing cheerful and assumed it was proof that others were happy, and they were not. This, of course, is a faulty gage, because we have no idea how happy other people are if we only know their outside appearances.

As leaders, we need to be aware that if we focus on where we are feeling unhappy, that is communicated in our words, body language and overall disposition. And it does not attract others to you. Instead of building relationships, you create distance. So how can happiness be an outcome instead of a goal?

One of the researchers offered these three suggestions:

  • Accept all your emotions – This works in professional and personal situations. You shouldn’t pretend negative emotions are not there. Nor should you judge yourself (or others) from having them. Once you accept them as a reality, they cease to be a drag you down. And in acknowledging them, you can find the information that the feelings are offering you.
  • Don’t view doing good as a means to an end – It will take the pleasure out of doing them, because you will be judging the action to see if it brought you happiness. Do it because it is the right thing. In my own life, in addition to a Gratitude Journal, I always add one way I gave back. I didn’t do the action to feel happiness but in acknowledging it, happiness is the outcome.
  • Get social – Humans are social animals. Being with others brings a lift to our lives. Of course, do what you can to people who are constantly negative (and don’t be one of those people). As often as you can, connect with the things you love and the people you love to be with. Find joy in your interactions throughout the day.

Be honest with yourself. Are you always trying to be happy? Because if you are, that’s probably taking you away from it. Make the shift from trying to achieve happiness and instead, let it be the outcome of the choices and actions you make. Get goals that matter to you and happiness will be one of the outcomes. When you reframe, you will be a better leader… and a happier person.

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Make Your Message Memorable

Our brains are amazing. We can remember small things that happened to us as children. And we can forget what we ate for breakfast yesterday. While we all joke about our forgetfulness, as leaders who have important messages to share, it’s important to ensure that our audience remembers what we said. This is true for lessons with our students and for any Professional Development (PD) or other or presentations we do for teachers, and our ongoing interactions with principals.

Have you ever spoken with past students who have graduated? Did they talk about projects they did with you, books you recommended, or special events which you organized? This is you making a lasting memory and having a lifelong impact.

How did you do it? How can you do it more often?

In his article, How To Craft a Memorable Message, neurosurgeon Charan Ranganath explains what makes things memorable and what to do to make your message one they remember. He offers these “Four C’s of memorable messages.” (And by giving that concrete connection to his message, you are likely to remember it.)

  1. Chunk it up – Powerful as our brains are, Ranganath says they can hold only a limited amount of information at a time. To get around this, share information under the “umbrella” of a centra idea. For example, if you are giving a talk on Mission and Vision Statements. begin by saying “Your Mission is your ‘Why.’ It’s your Prescription.” You start with the overriding idea you want to convey. Then follow it up with a few details. I think of it as constructing a spider web as I link the ideas together to form a strong and memorable center.
  2. Make it Concrete – To anchor your message, bring in an emotional connection. For all our stress on data and being rational, our decisions and what we remember are tied to emotions. (When students remember you, it will be connected to how you made them feel). With a presentation on Missions, I make sure to share with librarians that without one, you are likely to end your day (or school year) feeling as though their only tools were duct tape and a fire extinguisher.
  3. Provide Callbacks – Insert opportunities for listeners to recall what you said. This further implants those ideas/concepts/techniques in their brain. My presentation on Missions usually includes Vision Statements as well. I introduce that part by reminding that I said Missions are their “Why”, their Perspiration. Visions, by contrast, are their Aspirations and Inspirations. When I move into the values that underlie them, I refer to it as the Foundation.
  4. Spark Their Curiosity – Ranganath says, “I have learned that the key to memorable communication lies not in conveying the answer, but in establishing a compelling question.” We know the importance of having a strong Essential Question for the learning projects we create (hopefully, with teachers). To begin my presentation, I will ask, “What would it be like if at the end of the day, you always felt as though you had your aims and were successful? What would your library look and feel like if it were everything you wished it were?”

You send your messages out daily. How many of them resonate and stick with listeners? Do the messages in your PDs and presentations remain in your audiences’ memories? Improving all aspects of your communication skills improves you as a leader. How will you use the “4 C’s” today?

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Know Yourself

Socrates said, “To know thyself is the beginning of wisdom.” You might think the answer is obvious, We know what we stand for. We are aware of our strengths and weaknesses. But Socrates was, unsurprisingly, referring to more. And when we develop this self-awareness we are better able to develop stronger relationships and be recognized for the leader and innovator that we are.

In her article, Why Self-Awareness is Essential for Success in Every Leader, LaRae Quy answers her question and provides steps necessary to achieve it. She says, “An effective leader is a person who takes responsibility for what is going on inside of them so their reactions do not sabotage them. This self-awareness helps them discover what lies beneath the surface of their lives so they can recognize and regulate behaviors that don’t set them up for success.”

To develop this level of self-awareness, Quy proposes the following:

  • Understand our life story – Our life story is made up of everything that has happened to us, the good, the bad, the challenges we have faced and how we dealt with them. We have woven this into a narrative of our life. It created our career choice and is a deep part of our passion. It is our “Why” for what we do. Quy asks you to:
    • Look at how your childhood and adolescence have affected your direction and how you see yourself.
    • What situations bring out your natural leadership?
    • How do you deal with challenges and failure?
    • What have you learned about yourself and others from this?
  • Encourage honesty – In this self-reflection, you must go beyond your construct of yourself. Look back at the experiences that made you the person you are. Some are rooted in your childhood. Many of mine result from an adolescence where I had difficulties in fitting in (I found a home in books!). Failures include not being rehired after my first year on the job as a librarian. Quy asks you to see the “patterns beneath the emotions, thoughts, and behaviors” that get in our way today and then ask: “What triggers them?”
  • Build trust and credibility – This is the reason behind the need for self-awareness. When you are completely honest with yourself, people perceive you as trustworthy. Trust is the foundation of relationships, and we are in the relationship business. Knowing ourselves allows us to accept and own our mistakes and see how we can best use our strengths. It also makes us willing and able to recognize the strengths in others and help them become leaders. Quy recommends listing three things that are good about you, three things you feel improvement, and ask three trusted colleagues to do the same about you. (Scary, but worthwhile!)
  • Improve decision making – When you truly know yourself, you are aware of your biases and which stressful situations will trigger your emotional responses. You know the root of your fears and can factor them into your decisions. Quy recommends you “stay curious, question your assumptions, research things you need clarification on, and relevant questions of people who are more experienced on the topic than yourself or hold a differing opinion.”

We navigate difficult waters these days. A heightened self-awareness will allow us to become better at working with our students and colleagues and deal with the negative barrage that is hitting us. We need the wisdom Socrates said comes with knowing ourselves. So many are counting on us leading the way.

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The Chance in Change

Whether or not we like it, change is a constant. Generative AI is advancing with incredible speed. Politics has invaded the school library. The turnover of principals and superintendents has been dramatic. Sometimes the old refrain “stop the world, I want to get off” seems to be a great idea. Fortunately, that isn’t an option. As school librarians we are well equipped to handle the rapid changes in technology and are comfortable making the adjustments. But changes in personnel or new regulations? Those are more difficult to embrace and manage.

So what are the tools of managing change? In her article, Embracing Change: A New Leader’s Imperative, Karen Carey offers advice to the business world on how to manage change. They apply to us as well.

  • The ever-changing landscape – Carey notes “understanding the fluidity” of a landscape is crucial. She quotes Microsoft CEO Satya Nadella, “Don’t be a know-it-all; be a learn-it-all.” Fortunately, librarians are lifelong learners. We need to translate that mindset into our daily practice. Use your PLN to fill in what you don’t know. Be aware of what’s happening in your community and have the resources from ALA on hand to deal with any upheavals that occur. Start building a relationship with your new principal who may have radically different ideas about the library or no interest in it. Learn the ways to recognize AI generated work.
  • Embracing the uncomfortable – At some point, you may find that you need to see the bigger picture. Leaving your comfort zone is a necessary part of change. Look for new things to try or groups to join, including your state organization or even AASL.
  • Learning from failure – The fear of failure keeps us from leaving our comfort zone. We teach kids that failing is part of the learning process, but we must embrace this in ourselves as well. It will happen. Your successes will far outweigh your failures if you work on growing.
  • Tech in leadership – Your teachers may be having trouble dealing with the changes in tech. By helping them cope and learn, you strengthen your relationships and build new ones. Developing a collaborative or cooperative project will ease their way and further the perception of you as a leader.
  • The challenge of transition – Find ways to work with new personnel. The new principal may be a concern to staff and is undoubtedly dealing with their own uncertainty. Invite them to the library. Share brief (they don’t need to be overwhelmed) information you have on trends or any issues they might be interested in based on comments they have made. And don’t engage with the teachers who consistently make negative comments about the change. That doesn’t make for strong relationships.
  • Cultivating the agile mindset – According to Carey, this involves “building deeper human connections, continuous learning, and the ability to unlearn behaviors, beliefs and values. It’s about capitalizing on new opportunities by staying open to different perspectives and embracing change as a constant force for progress.” In essence, this speaks directly to our strengths since we know building relationships and finding new ways to deliver our Mission is vital for the success of our program.

Remember, we are not alone. People everywhere are struggling to cope with change, but changing is the only way to grow. The world keeps growing and, uncomfortable or not, we must grow with it. And as leaders, we have no other options. Embrace change as part of your leadership journey.

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How Do People See You

The adage “perception dictates reality” may not seem fair, especially if it appears we are being poorly received, but it is the truth, and you must be aware of it. Especially because we need to be ready to change these perceptions if we are not creating the reality we want. As unnerving as it might be to be truly honest with yourself, take time to think — how do people see you?

To find the answers, ask yourself what are you putting out there for people to see and react to? What do the teachers see, and therefore believe, about you? Do they see your enthusiasm for projects or your frustrations about limitations? The administrators? Are you a budget drain because that’s the only time you talk to them or are you an integral part of their team because you let them see how the library supports their goals? How about the students? Are they so excited about what happens in the library they tell their parents about it or is this a place where they can goof off because you’re not paying attention?

The perceptions of your stakeholders affect your daily work life and your future. And its all happening under the surface. In his article, Mastering the Art of Perception: Crafting Your Professional Reputation Joel Garfinkle addresses this important issue. And while his audience is the business world, the concepts are also true for us.

As he says, “The truth is impressions often outweigh performance.” In the article, he makes these four salient points:

1. The spotlight is on you – You are always being observed. By the time your principal makes a formal observation, they have been watching for quite some time. Teachers come into the library and see how you are dealing with students. Or they never come into the library. In both cases they have developed perceptions about you and the library. Garfinkle says, “Whatever you’re doing and how you’re behaving now will impact you long into the future.”

2. What people observe matters to them – As with perceptions, this is emotionally based. How does what they are seeing connect with what is important to them? When working on developing collaborative relationships, knowing the other person’s wants and needs is key to making the connections. But they have assessed whether you can meet these wants and needs before you start the conversation. They need to know you’re aware of their goals – before the conversation happens. Make sure you’re always showing your engagement.

3. Everyone is always forming opinions – It is somewhat daunting to think someone passing you in the hall while you are speaking to someone else is forming an opinion about you. It may be a totally insignificant one, but it happens. Just remember, you are doing the same thing. We are constantly “on.” You don’t want to be putting on a performance throughout your workday to make sure people get the “right” impression. But when you are out and about, you need to be aware of how you may be seen by. You don’t want to the be the one always complaining. You do want to be aware of the goals and focuses of others.

4. Perception is at the heart of decisions – Garfinkle keenly observes, “impressions often override performance.” If this weren’t true, you would not need in-person interviews to be hired. Your resume would be sufficient. To get a clearer idea of how others see you, consider asking a trusted colleague to tell you how you are perceived. Ask for positives first and then negatives so your colleague won’t feel uncomfortable about letting you know any unpleasant truths. Then work on improving how you are seen. It might not be fair, but it’s true – perception is reality.

There are so many things we can’t control in our workdays. The more conscious we can be of how we are perceived, the better our results. If this is new to you, it’s going to take some getting used to, but you can do it. Leading is, after all, an ongoing learning process. We can’t afford to be anything less than the best possible leaders we can be. That, too, is a reality.

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Time to Nap

As a little kid, you probably fought against taking a nap. As a grownup, you might crave a one, but you have no time for it. You have too much work to do. But in reality, it’s more than a craving. You do need a nap, not only the break from work, but the time to quiet or focus your thoughts. Beyond the obvious self-care, taking some down time will give you the energy you need to be more productive.

Admitting we’re tired is common —it’s practically a badge of honor—but being willing to do something about it is less so. In her blog article, If You’re a Creative, Why It’s Probably Time for a Nap, Kristin Hendrix admits to how much she loves and uses naps and says says, “it might look like a nap isn’t working. But if it brings more clarity, energy, and creativity to the workday (aka increases productivity), I’d argue differently.”

If you work from home, scheduling a time to rest is possible. What about those of us who need to be at school? If you have an office, consider thirty minutes with the door closed. You don’t have to sleep, but if you turn off your computer and your lights, set an alarm, and give yourself the quiet, you might be amazed by how refreshed you are after – and how much more alert you for the remainder of the day. If you’re worried about falling asleep – consider drawing or coloring.

Another option, if weather and location permits, is taking a walk. If possible, walk where you’re not likely to encounter people. This is not the time for conversation. This is your introspection time. During this time, let yourself consider not only what’s on your plate but what’s coming and what you’d like to be doing more of. .Or you can take time to get clearer on your priorities and what you’d like to tackle first. Consider one or several items. By the time you return, you will be organized and raring to go.

If you are a napper and don’t want to risk being seen sleeping at your desk, Hendrix offers the possibility of dozing in your car. Don’t forget to set an alarm so you’re back on time. The results will be the same. But remember – this is not the time for answering emails, texting, or even playing phone games. This is your brain’s chance for a reset.

Hendrix notes, “expecting creative work to flow throughout (the day) isn’t reasonable. Making complex decisions and doing deep, challenging work is also difficult to do all day, every day. Unless we take that time away.”

In school, kids have naps through kindergarten. It helps them stay relaxed and focused in the afternoon. Maybe if we all had these pauses, students and teachers alike. we would have fewer behavior problems. Some schools have created time-out places as they integrate Social and Emotional Learning (SEL) into the day. It’s worth learning if this is a place you can use. And it’s definitely worth making time for that downtime for you.

As a leader, sometimes you need to just get away from it all. For just a little while. When you return, you will be rested, restored, and ready to go.