Be the Storm: Finding Strength When Teaching Gets Tough
We embody the assertion that "I am the storm," a powerful declaration that encapsulates the essence of resilience in the teaching profession. The tumultuous nature of teaching can often feel overwhelming; however, we possess the innate ability to transform adversity into strength. By embracing this perspective, we can cultivate a steadfast demeanor, characterized by unwavering resolve and a dynamic spirit that propels us forward. Throughout this discourse, we shall explore pragmatic strategies that empower educators to harness their inner strength, fortify their resilience, and persistently engage with vigor, even amidst the most daunting challenges. Join us as we delve into the art of maintaining steadfastness and inspiration within the classroom, affirming our commitment to educational excellence in the face of adversity.
In the realm of education, the metaphor of the storm serves as a powerful symbol for the challenges faced by educators. Within the podcast episode titled 'Be the Storm: Finding Strength When Teaching Gets Tough', Nicholas Kleve, colloquially known as Mr. Funky Teacher, articulates the necessity for teachers to embody resilience amidst the tumultuous nature of their vocation. He posits that rather than allowing oneself to be swept away by the chaotic elements of teaching—such as administrative pressures, student needs, and the unpredictability of classroom dynamics—educators should take the initiative to harness their inner strength and become the very storm that propels their students and colleagues forward. Throughout the discourse, Mr. Kleve delineates practical strategies aimed at fortifying teacher resilience, emphasizing the importance of maintaining a steadfast presence in the face of adversity. His insights inspire educators to cultivate a sense of agency and empowerment, thereby enabling them to navigate their professional journey with vigor and purpose.
Takeaways:
- Teachers must embrace the mindset of being the storm, showcasing resilience amidst challenges.
- Effective teacher leadership is rooted in ownership, as educators must take responsibility for their actions.
- Collaboration among teachers is essential, emphasizing the importance of working together rather than competing.
- Teacher leaders inspire others by sharing successes and maintaining a focus on student needs and achievements.
- Courage in leadership entails advocating for students and addressing inequities when they arise in the classroom.
- Continuous growth and learning are vital for teacher leaders, as they must remain adaptable and open to new ideas.
Links referenced in this episode:
Companies mentioned in this episode:
- Be a Funky Teacher
Transcript
Yeah, he's Mr. Funky.
Speaker A:He's Mr. Funky Teacher.
Speaker A:Mr. Funky Teacher inspires greatness, makes you feel good.
Speaker A:Like your favorite playlist.
Speaker A:Keeping that fresh and funky.
Speaker A:Yes, he does.
Speaker A:He got some funky cool ideas to share for all you teachers.
Speaker A:He can empower others, students and teachers.
Speaker A:It's all about hard work and creativity.
Speaker A:He brings out the kindness in everyone.
Speaker A:He's got the passion to teach.
Speaker A:You hear it when he speaks.
Speaker A:He knows how to build strong relationships.
Speaker A:If you're seeking the best bunkiest, he is it.
Speaker A:He will empower you to improve.
Speaker A:He'll be helping others and loving it too.
Speaker A:He's Mr. Funky Teacher.
Speaker A:Yeah, he's Mr. Funky Teacher.
Speaker A:Yeah, yeah, yeah.
Speaker B:This is Mr. Funky Teacher with Be a Funky Teacher dot com.
Speaker B:I'm coming to you with another Be a Funky Teacher podcast.
Speaker B:Welcome back everyone.
Speaker B:Today's episode, we are going to be talking about redefining teacher leadership.
Speaker B:It's more than being in charge.
Speaker B:That's right.
Speaker B:That's going to be our focus.
Speaker B:But before we get into it, let's talk about three things I'm thankful for.
Speaker B:First thing I'm thankful for is having some time to get work done at my dad's house out in his yard.
Speaker B:Those hours outdoors were, that I spent this weekend were very productive and very meaningful trying to help just get his yard fall cleanup done.
Speaker B:I just feel much calmer and happier knowing I was able to get some of that work done for my dad.
Speaker B:Second thing is that my son is okay after taking a really hard hit in football.
Speaker B:It's something like that.
Speaker B:Moments like that remind me how, how precious health and safety are when, when something goes wrong and my son took a hard hit.
Speaker B:We didn't know if he had a concussion or not.
Speaker B:It sounds like he didn't.
Speaker B:It sounds like he's doing okay from everything we can gather and I'm just so thankful for that.
Speaker B:Third thing, I'm thankful that my wife was able to get some time with her dad and her sister over this past weekend.
Speaker B:My, my father in law is selling his house and getting ready to.
Speaker B:He's moving to a different place.
Speaker B:And so my sister in law, my, my wife and my father in law got together and we're going through some stuff in the house and I'm so, I know that family is so important.
Speaker B:Family connection matters and I'm grateful that my, my wife was able to get that time with her with her dad and sister.
Speaker B:All right, well, let's get into the, the meat and potatoes of our episode, everyone.
Speaker B:Our main topic which is redirecting teacher leadership.
Speaker B:It's more than being in charge.
Speaker B:So let's first off talk about how leadership starts with responsibility.
Speaker B:Leadership isn't a title.
Speaker B:It's ownership, y'.
Speaker B:All.
Speaker B:It is, it's, it's, it's ownership.
Speaker B:It's.
Speaker B:Teacher leaders own their, their choices, the, their classroom, their, their impact.
Speaker B:They, they have ownership over what they do.
Speaker B:For example, a teacher leaders is someone who can take ownership, saying, hey, this lesson was a big old flop, and sharing maybe with their teaching colleagues or sharing with themselves, admitting to themselves that, hey, this is how it could be adjusted next time in order to make it so it can be successful.
Speaker B:Teacher leadership starts with owning our actions.
Speaker B:So leadership.
Speaker B:Leadership is not just a title.
Speaker B:It's not.
Speaker B:It's starts with ownership.
Speaker B:Next thing is that leadership, particularly teacher leadership, is relational.
Speaker B:Now leadership, it flows through connection.
Speaker B:It's not, it's not about control.
Speaker B:I think we all can admit that there are some individuals out there who might, might be in positions of power where they, they like to flex their control.
Speaker B:Let's just be real, let's call it as it is.
Speaker B:But leadership flows through connection.
Speaker B:It's not about the control.
Speaker B:Teachers lead when they encourage colleagues, when they support students and they extend empathy to those around them.
Speaker B:They could be something like checking in with teammates who look overwhelmed or are pausing to ask a student how they're doing.
Speaker B:That's leadership.
Speaker B:That's teacher leadership, y'.
Speaker B:All.
Speaker B:That's really making impact.
Speaker B:It's not about the control, it's about the connection.
Speaker B:Next thing, teacher leadership is about service.
Speaker B:Real service is.
Speaker B:Well, let me, let me think, let me rephrase it like this.
Speaker B:Real leaders notice needs and they step in without waiting for permission to provide service.
Speaker B:So you don't have to wait to provide service.
Speaker B:They step up.
Speaker B:Teacher leaders step up to provide service in a meaningful way without waiting to ask for permission.
Speaker B:All greatness happens without just waiting to ask for permission.
Speaker B:Service might mean mentoring a new teacher or sharing resources with others or stepping into tough situations with a helpful hand.
Speaker B:That's being a teacher leader.
Speaker B:It's about providing that service.
Speaker B:It can be stepping up and volunteering to cover a duty so a colleague can handle a family emergency.
Speaker B:That's teacher leadership.
Speaker B:Teacher leadership is about service.
Speaker B:Next thing leadership, particularly teacher leadership, is growth, mind mindset.
Speaker B:There's a growth.
Speaker B:There's growth minded thinking around teacher leadership.
Speaker B:Great leaders keep learning.
Speaker B:They stay curious, they stay adaptable, they stay humble, y'.
Speaker B:All.
Speaker B:They do being, being a teacher leader means being willing to grow alongside Your colleagues and students.
Speaker B:I think of, like, I think about a teacher leader saying, hey, I don't know yet, but I'll learn with you.
Speaker B:Let's learn this together.
Speaker B:That's powerful.
Speaker B:When you have.
Speaker B:Have a leader who can admit that they're going to learn right along with you, but.
Speaker B:And they don't know.
Speaker B:You've met leaders, and I've met leaders who that think they have all the answers and if they don't know it, they make it up.
Speaker B:And they would never admit to not knowing something.
Speaker B:And that, that's, that's some scariness right there.
Speaker B:When you have a leader who's just kind of mix it up as they go and claim that they know all the answers or act like they know all the answers, it's so detrimental.
Speaker B:So guys believe great leaders keep learning.
Speaker B:They're open to a growth mindset and they're willing, they truly are willing to learn.
Speaker B:They're not, they're not using it to.
Speaker B:They're not using their, their leadership as a way of just flexing everything they know.
Speaker B:They're willing to admit when they don't know it and learn right alongside everyone else who they're sharing the leadership with and sharing their expertise with.
Speaker B:Because how can a leader possibly know everything?
Speaker B:Teacher leadership takes courage.
Speaker B:Leadership requires speaking up when something isn't right.
Speaker B:That takes courage.
Speaker B:That means defending a student's dignity, questioning a policy, or addressing inequities that others may ignore.
Speaker B:And a leader will step up and say, hey, this is a concern.
Speaker B:We need to look at this.
Speaker B:We need to address this.
Speaker B:A teacher leader will step into that role and say what needs to be said, do what needs to be said.
Speaker B:Not just a flex just because they can, but in a meaningful way that will be impactful to the learning environment and to students and to teachers and other staff who are working with kids, advocating for students being disciplined unfairly, for example.
Speaker B:You know, that that might take courage.
Speaker B:However, a teacher leader will lean into that courage even when it's uncomfortable.
Speaker B:That's a part of that leadership role that the teacher leader will do.
Speaker B:You know, teacher leadership, it provides vision and inspiration.
Speaker B:Y' all real leaders remind people of the why.
Speaker B:It's kind of funny that, you know, remember your why.
Speaker B:What is your why?
Speaker B:Almost is like cliche, almost like it's almost been overdone, but yet there's still so much truth to that.
Speaker B:I don't want it to become cliche, because focusing on the why does matter.
Speaker B:And so teacher leaderships provide vision and inspiration.
Speaker B:They cast vision, they inspire Hope they keep the focus on students.
Speaker B:I think about like sharing a story of student success in a meeting can provide like a re centering of the team if people are feeling beat down or if morale is a bit lower.
Speaker B:I look for those opportunities where I can share something that might be inspirational or give a little shot of inspiration and hope they to, to revitalize the team if they're feeling down instead of in, instead of.
Speaker B:You know, there are some leaders who will lead by their, the way that they approach addressing vision and inspiration is through threats or insisting on or trying to require people to have more of a positive attitude.
Speaker B:Boy, that's not any way to lead.
Speaker B:That is not, not.
Speaker B:That's not the way we, we want to look for ways that we can strategically bring in moments of hope and words of affirmation that we can lean into that, that vision and inspiration.
Speaker B:And then the last big area is that leadership builds collaboration, not competition.
Speaker B:Teacher leadership is, is about the we, not the me.
Speaker B:Ooh, that's an.
Speaker B:I like that.
Speaker B:I like that.
Speaker B:The we, not the me.
Speaker B:I didn't realize that rhymed I was when, when I, I, I did not realize that right when, when, when, when I wrote that down writing down some notes last night, but I like that.
Speaker B:It's almost like a T shirt.
Speaker B:Teacher leadership is about the we, not the me.
Speaker B:Which is true though.
Speaker B:True.
Speaker B:Leadership brings, it brings people together though doesn't shares credit it, it celebrates collective wins.
Speaker B:It's not about the me, it's about the we saying, hey, we'll figure this out as a team or look versus you know, instead of saying something like, hey, look what I did or look at me, look at I.
Speaker B:A teacher leader gives credit to the team that it, it's, it's a team team effort.
Speaker B:You know, I, I, where I'm.
Speaker B:Where I'm at here, I'm in a collaboration team.
Speaker B:I'm very careful.
Speaker B:I'm not.
Speaker B:When I use language, I, I'm very careful and not to use things like me, but more we.
Speaker B:I, I'm.
Speaker B:That, that is something on a daily basis.
Speaker B:I'm leaning into, I'm leaning into the we conversation, the we talk because it's not about the me.
Speaker B:It's not just me, it's.
Speaker B:It's we.
Speaker B:It truly is we.
Speaker B:Bottom line.
Speaker B:Some people lose sight of that though, and, and sometimes leaders forget side of that.
Speaker B:Whether it's a teacher leader or an administrator sometimes that, that can be very, it's, it's very easy to lose sight of that.
Speaker B:Over 22 years I've seen teachers in real time, I've seen administrators in real time lose sight of that and boy, they lose.
Speaker B:People have a harder time of following those individuals.
Speaker B:So remember, so it's got to be about the collaboration.
Speaker B:It's not about competition.
Speaker B:It's not about one person being better than another one.
Speaker B:It's about the we truly collaboration multiplies impact.
Speaker B:Competition limits impact.
Speaker B:So as we wrap up here, as, as I think about some, some takeaways and reflect on and what was shared here.
Speaker B:Leadership isn't about being in charge.
Speaker B:It's about how you show up.
Speaker B:True leaders, true teacher leaders.
Speaker B:Take responsibility, build relationships, serve, grow, speak with courage, inspire vision and foster collaboration.
Speaker B:Every teacher, no matter their role, can step into this kind of leadership and transform the culture around them.
Speaker B:So I hope you found value in this episode all around teacher leadership.
Speaker B:As I sign off, I want you to remember to inspire greatness in young people.
Speaker B:And don't forget to be a funky teacher.
Speaker B:Bye now.
Speaker A:He's Mr. Funky Teacher, yeah he's Mr. Funky Teacher, oh, yeah, yeah.
