Most of us in the Northern Hemisphere are returning to a new school year. The energy in our school is swirling all around us and it feels very very very positive! Very positive!
This is happening for us for obvious reasons:
- We have just returned from a rejuvenating break;
- Our new teaches are enthusiastic and are bringing their excitement with them;
- We are consolidating and aligning what we do (plus cooking some new things up) which allows us to strengthen our values and focus on continuity;
- Our relationships with one another are stronger;
- We have redefined our Leaders of Learning with a focus on our Host-county connection;
- We’ve put our values on the table and have been abundantly clear on the vision and direction of the school;
- We are encouraging challenging and honest conversations as a way to create a trusting and professional culture;
- And on and on.
Now comes the challenge…..
“How can we keep this positive energy alive?”
Any ideas out there?
Anyone who knows me would say I’m not exactly the most positive person in the world! But, I’ve been thinking about positivity and negativity a lot recently, and particularly this quote:
It has become increasingly obvious that there is a negative default for many people who work in schools. And, that this negative default builds up to a disproportionate sense of entitlement and readiness just to be critical of everything.
So, for example, an improvement is made to an aspect of the school – say, the playground – and then, as soon as that improvement is complete people forget what it was like before and then complain about the improvement. They pick faults in it or moan about “not being consulted”. In short, they will find something to complain about. Indeed, it is impost impossible to interact with some people without some complaining happening!
Now, of course, this negative energy is really debilitating. But, more worryingly, it reveals a lack of memory… or a lack of willingness to remember. This immediately reduces our ability to have perspective. Perspective doesn’t just come from going somewhere else and seeing things differently because of a change of location, or meeting a different person and seeing things differently through them. Perspective also comes through time, and schools’ relationship with time is often so abusive that we may well have lost our ability to achieve this.
How often do we ignore all of our success and focus purely on our failures? How often do we ignore our “Done List” because we’re so obsessed with our “To Do List”? How often do we forget to congratulate ourselves for our achievements because we’re blinded by our goals? How often do we allow someone’s negativity to infect everybody else’s positivity? How often do we focus our emotional energy on responding to negativity and leave ourselves too depleted for the positive energy?
I’d like to see a movement towards living by the quote above and away from the gravitational pull of negativity and negative people. Schools should be positive places full of positive people – I don’t mean that in a trite, naive or ignorant way – but positive in a way that still has substance. You can sense the overriding air of positivity very strongly when positive people dominate, and great things happen as a result. You can equally sense the air of negativity very strongly when negative people dominate, and the potential for great things to happen slips down the nearest drain.