Posted on by hildaweisburg

Little Things Cause Big Results

Ever had one of those days when everything you did took longer than expected?  Ever had a day when it seemed everyone needed you for something, and you were wondering if you would have time to breathe?  Yeah, me too.  We have all had days like this.

It’s fine if that happens only occasionally, but when it becomes more consistent or persistent, it’s a problem. The stress builds and builds. It’s like what happens when water keeps dripping on stone. That constant drip will eat away at the rock more effectively – if slower – than a flood.

There’s a word for this – “microstressers.” If you’re constantly feeling under pressure, but there is no one obvious culprit, then microstresses, aggravations so tiny you don’t notice or dismiss them, might be what is causing the problem. Rob Cross, Karen Dillon, and Kevin Martin have an approach to deal with them in their blog post, Five Ways to Deal with the Microstressers Draining Your Energy.  The authors identify 14 microstressers, breaking them into three categories. Here are 6 of them in the categories they belong:

Microstressers That Drain Your Capacity to Get Things Done

  • Unpredictable behavior from a person in a position of authority – Principals, administrators and school boards, can be a significant source of microstresses when they ask first for one thing then another or ask you to make something a priority that changes what they previously requested.
  • Surges in responsibilities at work or home – This is a big one for most of us. Constantly being asked to do one more little thing rapidly adds up to ongoing and unending microstresses.

Microstresses That Deplete Your Emotional Reserves

  • Managing and feeling responsible for the success and well-being of others – We care about our students and teachers as well as our families, but it can take a lot out of us when we take on their process as our own.
  • Confrontational conversations – Dealing with a defiant or disruptive student or a challenging discussion with a partner is wearing, no matter how successfully you manage it. We gear up to have the conversation, then are drained after.

Microstresses That Challenge Your Identity

  • Pressure to pursue goals out of sync with your personal values – Librarians choices are being attacked on all fronts. Being able to advocate for the collection and programs you want to have to make your library a welcoming environment for all is more and challenging. (Okay – this one may not be micro!)
  • Attacks on your sense of self-confidence, worth, or control – Anytime we hear something negative about ourselves, our choices, our beliefs, it’s like a pinprick in our confidence. Too many of these small holes, and our self-assurance leaks away.

Now that you can see what some of these microstresses are, here are the author’s 5 steps for dealing with them:

  1. Start small – Always good advice. First, look to identify one small microstresser in your life – the fact that they are micro can make this a challenge initially. Once you can see it, identify steps to address it. For example, if you are feeling a loss of confidence, start keeping a list of great things about you or what you do. Look at them regularly (especially after one of those pinpricks).  And keep adding to the list.
  2. Shift your attention to positive interactions that help create resilience – Is there someone at work you really like?  Can you have lunch with them a few times a week or go for a walk together after school. Enjoy these connections as they happen and look forward to your next time together will help. What about outside of work? Is there a friend you can call regularly?
  3. Tackle two bigger microstresses – Now that you have a handle on two of your microstresser “go big” and try two. Schedule some time with the guidance counselor to get better ideas on dealing with disruptive students and see if they can do a workshop or tutorial for you and teachers. How can you delegate some of the increased workload at home or on the job? Where is there help and support in your life?
  4. Pay attention to areas that create anxiety because of your concern for other people – We worry about the people who matter to us whether at home or work. We can’t make choices for them, and we can’t always rush in to help them. The authors suggest you work with them on developing problem-solving skills, which will allow you to both feel more successful. It may also have the added benefit of giving you peace of mind that you can trust their process.
  5. Finish by pivoting to activities that help you derive a greater sense of purpose – The authors suggest you find a group or two outside work and family that gives you “meaningful activities.” For me it’s my Weight Watchers weekly meetings. I can feel myself shedding the microstresses even if I gain weight. Community and support are something we all need and which can get easily lost in the midst of all the little things that pull at us.

If you want to learn more about this subject, Cross and Dillon also co-authored the book The Microstress Effect. As leaders, we have so many demands we and others place on us, but our focus and energy tends to go to the big things and we don’t notice the little things that are draining our energy, mental health, and joy. When we succumb to these microstresser we can’t give as much to our school community or our family. Look for the little things that are becoming big things and take small steps to reduce your stress.

Posted on by hildaweisburg

Vary Your Leadership Style

Just as people have a style of speaking and dressing, so too do they have a style of leadership. This might not be something you’ve thought about consciously, but you do have a way you lead When you become aware of it, you can use the one that best support your success in a given situation.

When I’ve spoken on leadership styles, I discuss that I lean into that of Native Americans who espouse Servant Leadership. As the term suggests, this style views the leader as working for the good of the people. For school librarians, focusing on helping others be successful is a natural part of what we do.

Whatever your style is, it probably comes so naturally to you, you don’t usually think of changing it, but there are times when servant leadership is not the best for managing a situation. As leaders we need to be aware of those occasions and know what style we need to draw on to be the most effective. In his blog post, “Are You Using the Most Appropriate Leadership Style? Paul Thornton says there are three basic styles: Directing Style, Discussing Style, and Delegating Style.

Thornton defines these as:

  • Directing Style – You tell people what to do.
  • Discussing Style – You collaborate with others asking for ideas and opinions.
  • Delegating Style – You give others an opportunity to demonstrate their skills and abilities.

He then speaks with leaders in different fields (fire fighter, professor, hockey coach, minister) to explain how they use these three style in action. It’s a fascinating read to see how they each use these styles to bring out the best results for a given situation. Consider their responses along with mine to see where you use them.

  • Directing Style – This is a good one for emergency situations. You also use it when you give students directions as you begin a project with them or start a class at the elementary level. It’s the style you use when you set goals. It is also useful when there is no place for discussion.
  • Discussing Style – This is how you collaborate with teachers or learn where students are in a process. You want to make sure you hear them. Know what they are trying to achieve. It’s how you are careful not to override them. Long ago when a teacher wanted her entire science class to research the same scientist, I suggested she would get bored reading all the same information. From there together we went onto a more meaningful project. When you’re working with students, you help them discover what they are seeking rather controlling what they find. It’s the style that is essential to making the library a safe, welcoming space for all. This style can also be very effective with administrators allowing you to build a relationship with your principal. Learn what their priorities and goals are, then find positive things to share that reflect how your work supports this such as a great project students did. Spotlight both the teacher and the students for the project.
  • Delegating Style – Beth McGinnis-Cavanaugh, a professor of engineering and physical sciences, says, “Delegating requires students to take charge of their learning and performance. This approach teaches students how to advocate for themselves, ask for help, communicate, seek needed resources and work independently.” We need to give students choice and voice so they discover their own strengths and recognize they can overcome challenges. You might also use Delegating Style when working with teachers with whom you have built a solid collaborative relationship. Having them select from different resources as to where students will be “directed” to begin or creating the Essential Question for the project is empowering.

Most of you are probably using all three styles without thinking about it. However, as leaders we are most effective when we do things consciously. Consider the situation and choose the leadership style you need.

Posted on by hildaweisburg

Starting Fresh

What if today was actually your first day? No, not your first day back, your first day at your current position. Sometimes the things we “know” get in the way of seeing things as they are. So, I’m going to ask you to do a little exercise with me.

Pretend you are just starting as the librarian in your library.

No matter how many years you’ve been at your job, taking as fresh look at your library will allow you to see new ways to proceed. Tomorrow, pause before entering the library. As you go through the doors, look at it as if you were seeing it for the first time. Then ask yourself: What do you like about it? What needs changing or updating? What draws you in or makes you curious? What catches your eye first? Is that what you want others to notice? What might be missing? What are you looking for that you don’t see? Next, think about the role of your library? If you were new on the job, what would you do to make the library stand out?

In Leader First Impressions, Bill Whipple, speaking to someone in the business world who has just begun a new job, has seven suggestions we can also use in our practice:

  1. Learn about the culture – Culture controls much that occurs in a school or district. How is education in general and the library in particular viewed in your district? How is discipline handled? Have there been changes? New principals and superintendents can alter the culture. Certainly, the political situation has done so as well. What does this mean for the library? Consider whether you need to frame your requests differently. Is there something you can/need to do to put your library in a better position?
  2. Establish rapport one on one – Take stock of your relationships throughout the school. No, you wouldn’t have these if you were just starting, so think honestly about whether they are where you want them to be. If not – how can you change or strengthen this? Showing interest is always the first step. Start with your principal or supervisor. Ask about their holiday, and actively listen to their answer. Next, check in with your colleagues with whom you already have good relationships. The contact will strengthen them. Then think about if there is someone new or relatively new on the staff. Make a point of getting to know them better. Create connection. Then you are in a position for the next step.
  3. Build trust as early as possible – Trust is the foundation of relationships. Build on your interest in others by following up based on what you learned. This may mean supplying teachers with a resource that connects to something they are working on or sending them an article relating to one of their interests. You can do this with your principal as well and consider creating a plan to keep them updated on the library’s programs so they can show their superiors. Be aware of what you learn as your connections deepen. Note things that are creating stress. When you do this, you will also find they have an interest in what’s happening for you. By doing this you will have the advocates you may need in times ahead.
  4. Avoid pushing ideas from a former job – In this particular situation, this would mean not assuming that a project that worked with one teacher will do the same for another. Teacher styles are different. Start with where they are and work from there. With principals the same goes. Don’t assume that what worked with previous administrators (from this district or others) will be welcome. This connects to the last two – build on what you know about this administrator in this position, then show how your work and goals supports theirs.
  5. Observe the informal organization and cliques – Don’t miss the opportunity to see teacher interactions with each other. Yes, this means taking lunch outside of the library. Have there been new friendships? If it’s across subject or grade level, it may be an opportunity to do a multi-discipline project. The teachers would enjoy working with each other. Stay aware of and do your best to identify the underlying power structure? It’s not just someone’s title. Sometimes the principal’s secretary holds more than most people realize. Be cognizant of it and use what you discover with integrity.
  6. Practice management by wandering around extensively until you are a known quantity –Take walks around the building. What’s on the walls? How often are they changed? Who’s doing what? You will get ideas about projects to propose. And there is a chance for serendipitous meetings while you are walking. Let yourself be seen and then the school population won’t only think of you when they need the library. You’ll be an available resource.
  7. Check your body language – Always! Your body speaks as much as you do. People react mostly without being aware that they are factoring it into what you are saying. Open posture, relaxed shoulders, appropriate smiles all go a long way to creating connections. At the same time, learn to consciously read the body language of others. It will tip you off about much that is going on with that person and if their open to or concerned about what you’re saying.

Make this month a new beginning. Taking a fresh look at your library and your school will help you as you move forward throughout the year. As you focus on new ways to reach teachers and your principal, you will find new ways to step into your role as the leader you are and need to be.

Here’s to a great second semester and continuing the school year stronger than ever.

Posted on by hildaweisburg

Questions Can Power Your Leadership

Good questions are more important than good answers. Sounds contradictory – we’re praised and lauded for the right answers. But answers only show you have mastered a body of knowledge; you know what is already known. Far more important is the ability to generate new questions which show the depth of your interest and involvement. It is the questions that lead to new knowledge.

Because of this, questions can strengthen your leadership. In Fred Ende’s post, 4 Questions to Make Leading and Learning More Effective, it is clear where this can be a valuable tool that also improves your relationships. Here are his questions, and why they work.

  1. What’s on your mind? – This gives you or the person you’re talking to a chance to reflect, which allows us to slow down. Far too often we have so much happening, we don’t take time to focus on what our concerns and goals are. We gain a lot when we ask it of others. To be considered as valuable and indispensable to someone, we need to be able to meet their needs and wants. Knowing the curriculum and the aims of the principal, we can help teachers attain these. Ask this of a teacher, and you are likely to find new ways to collaborate and connect.
  2. Why do you think this is urgent or important? – Ende says this is a great follow-up question because, “it builds the connection between the ‘what’ and ‘why.’ This also helps you understand where they are. You can then move forward on helping them address the need. It is the question beyond the Eisenhower Matrix which asks you to identify what things are urgent and which are important. Based on the response you receive, you can better decide what needs to be done next and have a better understanding of what is causing your teachers pressure.
  3. What do we think would happen if …? – How you finish the question obviously depends on the first two answers. It encourages deeper thought about the issue. Ende says to note what is more important than the question is the word “we.”  After letting the other person share, you have now introduced yourself into the discussion. You are now showing your interest and support while quietly collaborating.
  4. How can I help? – With this last question, you have moved center stage. You have moved from “you” to “we” to “I.” This is where the gold is. You started by asking a simple, engaging question, and now because you have listened, you are positioned to respond to their need. One you might not have been aware of. It’s possible the person has no idea how you can help, but asking the question is an important start. You may have some suggestions you can share if they are open to it. Thus, the collaboration begins and you are becoming invaluable to the teacher.

You are not always asked for help. Many times teachers and administrators don’t know all we can do for them. These four questions open a vital dialogue and reinforce the premise that people don’t care what you know until they know you care. Where you build relationships, you create opportunities for leadership. Take the lead by asking questions and grow into the answer.

Posted on by hildaweisburg

How – And When – To Say No

You already have a full schedule. You are always a hairbreadth away from overwhelm. And now you have been asked to do something else. What do you do? Can you just say no?

What if the request is coming from your principal? What if it’s a teacher you are good friends with? My guess is you say, “yes,” and then you try to make it work. Maybe you stay late – and cut out some of your self-care. Yes, it cuts into family and personal time, but you had no choice. Right?

There is always a choice. It’s how you manage it that makes the difference. Something that frequently worked for me, especially with teachers, was asking, “Can we do this differently?” Then I would come up with alternate solutions. It could be anything from changing the date or time that was requested to sending a cart of books and emailing websites if my schedule was booked.

When it came to my principals, I, of course, couldn’t say no—not exactly. Instead, I would let them know that I’d be happy to accommodate them and ask for their advice regarding how to handle the shifts I would need to make to meet their requests. This lets them know that you can agree, but gets their buy-in or support for the things that will have to be dropped or changed.

There was a time I was asked by the secretary to close the library to accommodate a meeting of the athletic directors in our league could meet. I agreed and said I would contact the previously scheduled teachers to tell them they couldn’t come because of this meeting. A teacher complained to the principal. The secretary called me back “to apologize for her mistake.” She said the request was that I close a portion of the library to allow the meeting to happen. This had a double benefit. Not only had I completely acceded to my principal’s request, I also had demonstrated how connected I was to the teachers and curriculum.

As a leader, you may get requests from your state (or even national association) to take on a task. Do you want to do it? How much of your valuable time will it take? When this occurs, pause before responding and do your best to make your decision out of your purpose, priorities, and passion. If it doesn’t match up with these, say no.

In Saying No Is Better Than Saying Nothing, Shari Harley had advice for those times when “no” is the answer you want to give. She recognizes that saying no is hard. She says people often practice avoidance, ignoring the request or saying you will get back on that—and not doing it. That shows a lack of integrity and honesty in your dealings with people, something that hurts relationships.

Harley offers three options. Before exercising one of these, the first step is thanking the person for asking and saying you will give them your response in a set period of time (not too long in the future). Make sure you get back to them after you determine what your answer will be. Then you answer with one of these options:

Option One is to turn down the request but suggest someone else who might be able to do the task. Within the school, this option is rarely open to you. However, when it’s a district request or one on the state/national level, you should be able to recommend a qualified person who could do it.

Option Two is to agree but negotiate a different time. It gives you the opportunity to ask important questions such as by when does this actually have to be done. It enables you to prioritize your time in completing this new task. It may be possible to do an introductory piece and then complete the project at a later date. For example, if the teacher wants to bring in a class two days in a row, perhaps you can go to the class and do an opening to get students started and thinking, and then have them come in a day or so later to actually get to work. (Debrief them on their thinking process to begin the class.)

Option Three is to turn down the request but offer what you might be able to do instead. Ask if that would work. If not, see if you can find some substitution, but don’t change your no into a yes. You have thought the request through. You know it won’t work for you. Don’t push yourself into becoming overwhelmed.

Harley concludes with “keep your commitments.”  Whatever you said you would do, do it. You want people to trust you. Your word must have meaning.

Knowing how and when to say no is a test of your leadership. Don’t answer too quickly – and always follow through.

Posted on by hildaweisburg

The Power of Partnership

Getting teachers to collaborate with you can be a challenge. At the elementary level, you are their prep period, and they are perfectly happy to let you work with their students however you choose. At the high school level, you may never see them. And if they do come into the library, they know what they want and look to you for assistance, not collaboration. They don’t always see how your vision supports their goals.

If there is to be a change, chances are good that you must be the one to initiate it. It will take time and multiple steps to achieve your goal, but it will be worth it to everyone—especially the students. As you develop these partnerships, keep in mind your Mission and Vision. Look toward the relationships you have already built and focus on those who are most likely to be open to an overture from you. New relationships take longer but are just as worthwhile.

How you approach your teachers to begin the process is critical to your eventual success. Jim Knight offers Seven Principles for True Partnership. Although written to address to the business world, they are powerful reminders for us as well.

Equality – Although you are the one doing the initial heavy lifting, both parties must feel heard. No matter the teacher or what you see you bring to the project, it’s important that we “recognize the value and dignity of others.” This means listening without interrupting and correcting, which will likely cause them to withdraw. Be sure you show you recognize and value their interest in their students’ learning and the part they play in the success of your collaboration.

Choice – Rather than trying to find ways to impose your plan, look for ways to incorporate their ideas into the process as well as the final design. A partnership means there are contributions from both sides. Identify what you see as good ideas in what they proposed. Rather than thinking of it as selling your idea, approach it as how can you create something good together. It will be stronger for having input from both sides.

Voice – Give them room to react to your ideas. As with creating Equality, listen attentively. Make sure they know you hear and value their ideas. Sometimes a teacher’s idea of resources, essential questions, and other components seem off base. This may be a matter of newness, not ignorance. Are they concerned the scope is too large? Do they think it will be more work than they can handle? Pay attention to what they are saying and any other silent communication that suggests some resistance. If you spot that, ask about it. Don’t override any issues they have.

Dialogue – Knight talks about recognizing the other’s strengths. This is one of the best ways to build a partnership and collaboration. Each of you has something unique to bring to the project. Dialogue is a back-and-forth process where both sides want to be heard and understood. How can you leverage this?

Reflection – Look inwardly to see how you behave and react as the partnership develops. We tend to jump in and fix things rather than allow the other person to find their way and learn. Telling someone what they should do doesn’t work unless they have asked for advice. Make certain that each step in the process strengthens the partnership you’re working to build because you want this to last beyond the one project.

Praxis – As Knight uses it, this is about the learning that occurs while a project is happening. Plans rarely go exactly as designed. Both of you need to be prepared to make changes and adjustments. Mistakes and successes will happen. Learn from both. And do this in partnership so that you each feel supported.

Reciprocity – Each partnership is an opportunity to learn and grow. Go into this collaboration knowing that you are likely to learn as much (or more) from them as they will from you. That is one of the gifts of partnership – it speeds our learning because we do it together. What have you learned from each other? Be sure to share how you benefitted from the other person. Hopefully, you will hear what they learned from you.

Librarians and teachers have days that are filled with tasks and deadlines. Both have goals that are difficult to achieve alone. Building and nurturing collaborations take time, but the benefits to students and to our own lives are worth it. With whom will you partner?