Keeping Optimistic When in the Vice Grip of Crisis

I’ve heard it said that we either make our decisions based on fear or out of love/passion. Fear is based on avoidance, anxiety, and maintaining current paradigms. Whereas love and passion are based on change,  potential, and new paradigms for a new world. In leadership, we need to balance both. 

Although I cannot speak for ALL schools, as I talk to others in different parts of the world, it feels like schools, especially private schools,  are caught in a vice-grip- the pressures and challenges of our teacher community coming from one direction and those of the parent community squeezing in from another perspective.  For example, communities in Brazil are grappling with re-opening businesses to keep the economy chugging along, but hasten to re-open schools. And there is a good reason for this since our transmission numbers are still high. However, from the parents’ point of view, it seems morally wrong to open bars and clubs while we fail to provide access to schools to educate children. I totally get that and I agree that this pandemic is bringing up misguided values in our societies. But there is this other issue–health and safety which has really hardly been addressed. Humans are highly social creatures so demanding that they remain distant from one another seems unholy for this extended period of time. Why is the best we can do is still to wash our hands and wear a mask? I can understand and appreciate why teachers are apprehensive to come back to face-to-face learning. Teaching isn’t a career with high occupational hazards; it’s not like when you join the military, you can expect to die when doing your duty. Teachers are public servants who haven’t considered these types of risks before, especially since their pay does not reflect the value that they offer society. Because of these competing ideas, it’s hard to find a way forward when all of us need to figure out how to co-exist with COVID and do what’s best for the long-term.

As I reflect on the uncertainty of these times,  schools are confronted often with challenges from a fear-based perspective. Fear of losing student enrollment…..fear of increasing anxiety and depression of community members…. fear of the inadequacy and outdated teaching methodologies…fear of going back to school with Draconian classrooms…..fear of learning loss and conceptual gaps…….fear of ….(fill in the blank)

These are issues that suck the oxygen out of the room. Somewhere, in the midst of this crisis, we have to find some hope and reach for the “blue skies”. 

As a curriculum coordinator, there are so many of these things that I can’t impact. I have no control of, but then again, who in leadership does these days? So I am reminded of this prayer that has been posted on my refrigerator for ages: The Serenity Prayer. This is great advice for times like these: accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference.

So when I look at those fears, I wonder if I have any power to change these things and if I do, what might be those actions. I think that everyone is working at their full capacity, but I wonder if there are some tweaks worth making in order to address the needs of our community and who might be those people that could be of support. Hmmm…

But what if we move into a more proactive approach? What if we looked beyond this pandemic and start to move into more visionary thinking. This is where I would prefer to spend my energy–in a state of enthusiasm and passion.

Lately, I’ve been enthralled by Dan Heath’s book called Upstream in which the main premise is how to solve problems before they even happen. Some of the most interesting phenomena he details are the concepts and barriers to change:

• Problem blindness: I don’t see the problem or the problem seems inevitable. 
• Lack of ownership: That’s not my problem to solve.
• Tunneling: I can’t deal with that right now.

As I read that, I thought about all the systematic changes that we need to make in education. Equity issues, outdated curriculum, and standardizing the heck out of our students’ souls. But we fight over banal issues like should we teach cursive handwriting? Seriously? THIS is important?

I just have to shake my head when I hear that. 

So many issues are floating to the surface right now that are more worthy of our attention and focus. But maybe we have “problem blindness” or feel powerless with a lack of ownership and tunnel vision. But what if, instead of looking at the standards as our compass for student achievement and commiserating about learning gaps, we looked at those as a reference guide. Instead, what if we could address “heart gaps”, using the Sustainability Development Goals to direct our outcomes? What if solving these issues became the student focus instead of test scores?

Okay, SDGs too political for your school? What about happiness? Surely that is a neutral topic. If you aren’t going to empower learners to change the systems of the world, then why not bring more joy to the planet? I admire the work of Project Happiness Global who’s goal is to impact 10,000,000 lives through developing kindness, mindfulness, and all the other tools to bringing out the best in us, and our society. When organizations cooperate with schools, then we can get change happening. Looking at schools in New Dehli, India, it is inspiring to see how they are really projecting new possibilities for our world. Personally, if our children learned these skills early, I think the SDGs would take care of themselves because no compassionate human being would be able to tolerate people languishing with poverty, a lack of wellbeing or education, nor could they stand by passively and watch out earth be destroyed.

So, as I keep one foot present in the current trauma of this reality, another foot is planted in the future–the future I want to build for our school community and for the world at large.

Recently, we have been involved in strategic planning and one of the goals we have set is to be a “learning hub for excellence”. I love this goal! But we don’t have an expanded description of “excellence” yet and those indicators that we could measure for its achievement. We have defined traditional hallmarks like higher “quality” teachers and creating more professional development opportunities for our teachers in our community and around the region. But I feel that if we only judge success in traditional academic ways, then we have really missed an opportunity to be worthy of admiration. We have to include our mission, which is based on developing “compassionate agents for a better future”. I think we need to really unpack that and reflect on whether the decisions we are making during this pandemic are getting us closer to that goal or further away. We need to be pulled by our vision instead of being pushed by the pain of shattering paradigms. So, I’m still lingering on how we can establish Post-pandemic “New Normals” and thinking about what S.M.A.R.T. goals we can create in order to achieve our school’s mission and the larger mission of the IB. This nagging for a new normal helps me to generate optimism and hope. The time is ripe for change and we must look to the horizon beyond this crisis to see an improved state of education.

What about you? How might you stir your heart and move your mind to envisioning a future world that works for everyone?