Deborah Le Frank believes that inside every person – is a collection of stories and memories. Her job is to draw them out of her clients creating a visually engaging Visual Life Story that is deeply meaningful and creates a legacy and connection between generations.
With the recent popularity of sketchnoting in schools, I wanted to have her on the show to talk about the different ways that we can use visuals to tell a compelling story about ourselves and our students. We learn the three life lessons that can help us live a fuller life and to help our students to do the same for themselves.
– We learn the significant moment in Deborah’s life that made her change the way she looked at the way we create and hang on to our memories.
– Some practical ways to invite sketch-noting into our lives.
– Compelling reasons to record a story from your life every month!
– The power of sketch-noting as a method to enable learners to capture their connections and realizations in a more full way.
You can find out more about her at [Visual Life Stories]
Here we are, hopefully one step closer to relaxation than we were back in June. It occurred to me a while back that it would be fun to share a few of my favourite books about school, kids, kindness, and the human condition. I can’t promise that it’s all light reading, but I always love the aha’s I come away with when I read a good non-fiction book.
These books aren’t alphabetical…or even in any particular order of importance. I haven’t even gone through and curated the list or annotated the titles…but I have created a list of books that have changed my life (one paradigm at a time).
Hope you enjoy at least one of these titles during these beautiful summer months:
Simon Sinek, Leaders Eat Last
Simon Sinek, Start with Why
Bob Chapman, Everybody Matters
Elizabeth Gilbert, Big Magic
Stephen Pressfield, The War of Art
Seth Godin, The Dip
Seth Godin, Purple Cow
Seth Godin, Linchpin
Seth Godin, This is Marketing
Glennon Doyle Melton, Love Warrior
Dr. Brene Brown, Rising Strong
Dr. Brene Brown, Gifts of Imperfection
Dr. Brene Brown, Braving the Wilderness
Dr. Brene Brown, Dare to Lead
Dan and Chip Heath, The Power of Moments
Dan and Chip Heath, Ideas that Stick
Trevor Mckenzie, Dive into Inquiry
Trevor Mckenzie and Rebecca Bathurst-Hunt, Inquiry Mindset
How do you make authentic connections with people?
How can we teach kids to do the same?
What are some of the keys that will enable students to be successful in the uncertain future world they face?
I want to introduce you to my friend, David Knapp-Fisher, a connection ninja, speaker, author, world-traveller, and speaking coach.
In this episode, we talk about his journey as an advocate for his son living through muscular dystrophy, what it takes to set and achieve audacious goals, how self-education is the key to the future, the importance of service and gratitude in helping you get where you want, and the four steps to creating lasting connections with the people you serve.
We’ll talk about simple ways you can improve your (and your student’s) speaking through an easy formula.
We talk about the following game-changing books and authors:
– Tim Ferriss (Tools of Titans, 4 Hour Work Week)
– Richard Branson
– Tony Robbins
– Marc Marron
– Thoreau (Waldon)
– Mike Vardy
– Janelle Morrison
– Chris Gillebeau
– Jerry Lewis
– Jim Rohn
Can’t wait to hear your takeaways from this action-packed podcast.
Check out his TED talk here: https://youtu.be/t186tlhjvMk
Check out his website here: http://davidknappfisher.com
I was inspired to create this post after hearing an episode of Barbara Gruener’s Corner on Character podcast episodes.
One of her guests talked about the power of mantras in helping to form a positive and encouraging classroom culture. I loved the idea. While I have strong values, I haven’t always articulated these into classroom mantras so that kids could hear how much I love, appreciate them, and how we can train our brains to overcome the tough stuff- the dips in life.
So, here are a few of my favourite mantras for the classroom. I hope you’ll share some of your own with me, too!
I am surrounded by greatness!
I am full of gratitude!
Don’t give up, don’t give in, there’s always an answer to everything.
There are no mistakes in art!
I loved you before you even showed up.
Listen to your heart; it will never let you down.
Kindness is better than getting your own way.
Judge less, love more.
Do it and forget it.
It’s not what you do, it’s what you don’t do that counts.
We all have those moments, real life crashes that provide us with an opportunity to choose fear or choose to rise above the adversity and find a way to move forward. What does it take to be a real hero?
How can we learn to rise above our circumstances, teaching our students to do the same, while balancing an attitude of self-compassion and patience?
In this episode, I talk with Janelle Morrison, an ultra marathoner and educator who beat the odds recovering and racing again 2 years after a devastating crash landed her in the ICU in a coma with a broken bones throughout her body.
You’ll hear the surprising thing she learned about self-compassion and what it takes to be a true hero.
We talk perfectionism, heartbreak, and overcoming adversity and how we can help our students to become their best selves while holding onto a sense of unconditional acceptance of themselves no matter their situation. You can learn more about Janelle on janellemorrison.com.
Also, take some time to view the film documenting her recovery and journey.
Hope you enjoy.
– You’ll learn how to rebuild after a crash.
– Some practical ways that we can choose to rise.
– You’ll learn advice for setting powerful goals that strike a balance between being audacious, healthy and realistic.
– We talk about the power of hope and fear in propelling us forward.
-We talk about the three essential questions everyone needs to ask themselves during a crisis of identity.
-We explore the secret to stopping your own limiting thoughts and behaviour in order to realign yourself with your goals and vision.
Picture for a moment, your ideal student. As Dan and Chip Health counsel us to do in their ground-breaking book The Power of Moments, fill in the following sentence with what makes sense to you:
Three-to -Five years from now, my students still know_____, are still able to do _____, or will continue to find value in _________.
Great teachers or mentors manage to maintain high expectations for their students, expressing the knowledge they have that their students will be capable of meeting those high expectations, and that if failure should come knocking, that they will be there to support the recovery.
When we are able to stand alongside a student with our unwavering belief in them, great things can happen. Students can develop an enhanced self-insight and self-worth that will serve them forever.
“I expect you to do X and I believe you have the power, intelligence, and ability to do so. I will be here alongside you should you need my guidance or support. I believe in you more than you know!”
What do you want your students to come away from your class knowing or being able to do? How might this apply to your role as the parent of your children?
Whether you are a leader, a teacher, a parent or someone who works with people on a regular basis, you’ll come away from this podcast with practical, tactical and easy-to-implement strategies to make you better!
What a treat I have for you today!
Dr. Darryl Stickel is an executive coach and the founder Trust Unlimited. He has a PhD in Business from Duke University and worked as a consultant with McKinsey & Company.
He has served clients ranging from senior military professionals deployed in Afghanistan, to senior wealth advisors and family offices providing valued advice to some of North America’s most wealthy families to chief executive officers running multinational corporations. His specialty and passion is “Building trust in hostile environments.”
We know that trust is the number one leadership quality…but how do you build trust? Whether you are a leader, a teacher, a parent or someone who works with people on a regular basis, you’ll come away from this podcast with practical, tactical and easy-to-implement strategies to make you better! Enjoy!
Topics we touch upon:
– Trust (theory and science)
– Two essential questions every leader should ask themselves when starting off the year
– the importance of storytelling in leadership
– The three levers that enable excellent leadership
– Developing trust as it relates to educational leadership
– Developing relationships and trust with students (within our classrooms)
– Practical tips that can help us in developing trust with those around us personally and professionally
– The connection between vulnerability and uncertainty when it comes to creating trust bonds
Have you ever wondered what the difference between shame, guilt, humiliation, and embarrassment are? Often we use these words interchangeably, but Dr. Brené Brown has so beautifully described the difference between the 4 terms:
Shame is “I am bad” Shame is a focus on self. Imagine you’ve worked really hard to prepare a presentation with a coworker for an important staff meeting. One of your responsibilities was to prepare the powerpoint. You forget to save the file onto your computer and, as a result, your coworker is disappointed. If you feel shame, your immediate thought pattern is that you’re a bad person. “I’m the worst co-planner ever. I am such a loser for forgetting that powerpoint.”
Guilt = “I did something bad” Guilt is a focus on behavior. If your self talk is : “ahh. I can’t believe I did that. That was such a crappy thing to do, I made such a poor choice not to back up my work!” That’s guilt.
Our self-talk really matters and often frames the way we move through our relationships. Shame is highly correlated to aggression, addiction, depression, suicide, bullying, eating disorders, whereas guilt- the ability to separate who we are from our actions-without degrading our worth.
Guilt is inversely correlated to these same outcomes. So, it’s much better for our mental health to focus on behaviour, even when we’re speaking in jest about ourselves.
Humiliation. With humiliation results in the same physiological response as shame except that you don’t believe you deserve the treatment: sweaty palms, wish that the ground would swallow you up, wanting to make yourself small, nervous laughter… Dr. Brené Brown uses a school example:
” A teacher is handing back papers and one of the students doesn’t have their name on the paper and the teacher calls the kid stupid: If that child’s self-talk is “that is the meanest, most nasty teacher ever, I didn’t’ deserve that” What that child is likely experiencing is humiliation. As a parent or caregiver- I’m going to hear about that when the kid gets home- because they’re going to be angry and hurt and want to share it. If the child’s self talk is immediately “ ugh. She’s right, I’m so stupid, why do keep forgetting to put my name on my paper, I’m so stupid,” Thats shame.”
Embarrassment-it isn’t rooted in shame, is often funny and fleeting, and it doesn’t make you feel alone (it’s usually some universal human experience). Just think of that time that you put your sweater on backward and the tag was sticking out for the better part of an afternoon lunch with friends. Once you realize your mistake, it could leave you a little red-faced, but you know deep down that it’s human and that other people have done the same.
(Picture Courtesy of Amber Rae @heyamberrae on Instagram)
So, it’s that time of year, again.
Anticipation of summer. Deadlines and due dates.
All pistons are firing.
The banality of lunch-making has reached epic proportions. I would rather barter 3 weeks of delivering our garbage to the curb, than pack another blessed lunch kit!
I don’t know about you, but I often feel restless about the change in routine. Transitions get me every time. They sneak up on me like a shadow in the sun. I forget how much I struggle, but lurking close behind is the restlessness of something not-quite-right.
My husband kindly reminds me that every year the transition from school-year to summertime shakes me up. I guess, like most educators, I’m a creature of habit.
So, I thought I’d share this graphic because it resonates with me.
Anxiety can often be derived from an obsessive focus on what’s next. Needing the certainty in an uncertain future.
Presence. It’s simple but not easy. When I feel a sense of restless discontent that I often associate with transitions, the best thing for me to do is to get still. Dialing back into the “now,” with a sense of observant presence is what can deliver us from anxiety and stress within the context of transitions.
So, whether you’re like me or not, I wish you a mindful June…a month when more than ever, you might just benefit from carving out some intention time dedicated to tuning back in YOU!
A friend of mine, who works in a factory-type workplace, took it upon herself to be a little innovative. She realized that the 2-component job she was doing was inefficient. Everytime she attached the fabric to the frame of a piece of furniture she was making, she was losing time picking up and putting down different tools. So, she decided to batch her work. She’d build 10 items, then switch tools and continue the second component of the job. She shaved minutes off the process and felt very successful. Except, a company like this values automation, rule-following, and process over innovation and creativity. The floor supervisor walked by her station and immediately lost his mind on her. What was she thinking going outside of the confines of the pre-determined process? He went straight to his supervisor, who then reprimanded my friend. Finally, after lunch, the issue was brought up once more in front of the other employees, stating weakly that they didn’t want to “single anybody out.” Right…My friend felt the eyes of her disapproving coworkers watching her throughout the meeting and felt flushed with shame.
When we think of the way we deal with students and the manner in which they often deviate from the processes we establish in our classrooms, how do we respond? Does that response contribute to or sabotage an environment of trust and creativity?
Dr. Darryl Stickel is a consultant who works with world-renowned organizations to develop trust. In fact, his favourite work is building trust in hostile environments.
He outlined some key rules that any leader can use to foster a sense of trust and three key qualities that foster trustworthiness.
Every leader has three levers at their disposal that enable trust within the organization. Here are the qualities and the questions you can ask to evaluate whether you are using these qualities as effectively as possible:
Ability – Are you capable in your job? Do people trust in your abilities to get the job done?
Benevolence – Do you have people’s best interests in mind and do they believe it? Do you think about the needs of the people you serve or do you think first of advancing your own mission and goals?
Integrity – Does your behaviour reflect the values you hold dear? Are your actions consistent with your beliefs? Do you follow through on your promises?
Trust is the willingness to make yourself vulnerable to another party when you could choose to do otherwise and when you cannot be certain that they will act in your best interests.
People often base trust off of the balance between perceived uncertainty (How likely am I to be harmed?) and perceived vulnerability (How badly will it hurt?). If you can decrease the risk in both of these areas for the people you serve, the higher the trust will be in your organization, school, or classroom.
When I think about my friend, her trust in the organization for which she works is rock bottom. How can you increase the trust people have in you? Start asking some of those important questions.