Collaborative Culture

Ask questions, rather than dispense advice, to transform conversations into teachable moments

Educators understand that schools with socially and emotionally sound learning and working environments help ensure positive short- and long-term outcomes for students and staff. The Collaborative for Academic, Social, and Emotional Learning (CASEL) describes social and emotional learning as the process for helping children and adults develop the fundamental skills for life effectiveness. These skills include developing empathy, recognizing and managing emotions, establishing positive relationships, making responsible decisions, and learning to resolve conflicts respectfully. How can administrators, principals, teachers, and staff create an environment that is conducive to learning and maintaining these skills? Through skilled conversations, educators create a culture of trust and a culture that can interrogate reality, provoke learning, and resolve tough challenges. The goal is always to enrich relationships as we listen

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Authors

Susan Scott, Deli Moussavi-Bock, Janet Hagstrom Irving, and Lisa Bresnehan

Deli Moussavi-Bock ([email protected]) is director of training, and Janet Hagstrom Irving ([email protected]) and Lisa Bresnehan ([email protected]) are directors of education partnerships for Fierce in the Schools.

In each issue of JSD, Susan Scott ([email protected]) explores aspects of communication that encourage meaningful collaboration. Scott, author of Fierce Conversations: Achieving Success At Work & In Life, One Conversation at a Time (Penguin, 2002) and Fierce Leadership: A Bold Alternative to the Worst “Best” Practices of Business Today (Broadway Business, 2009), leads Fierce Inc. (www.fierceinc.com), which helps companies around the world transform the conversations that are central to their success. Fierce in the Schools carries this work into schools and higher education. Columns are available at www.lf.wphlab.com. © Copyright, Fierce Inc., 2013.

Albert Einstein said, “We should take care not to make the intellect our god; it has, of course, powerful muscles, but no personality. It cannot lead. It can only serve.”

Why can’t the intellect lead? Because we make decisions first for emotional reasons, second for rational reasons. If someone attempts to engage our heads, but fails to engage our hearts as well, they will lose both.

We see this in business all the time. A brilliant new leader with good intentions and a great plan begins issuing directives. She eventually leaves because no one will follow her. Yes, she was smart, but we didn’t feel seen or valued by her. The messaging was all one way — from her to us.

This happens in organizations, families, and schools that cling to the old view of “I teach, you listen.” Social and emotional learning can change that, creating a passion for learning in students and adults.

— Susan Scott

References

Elias, M. (2008, March 5). Character development: The other side of the report card. [Web log post.] Available at www.edutopia.org/school-leaders-character-development.

Gladwell, M. (2008, December 15). Most likely to succeed. The New Yorker. Available online at www.newyorker.com/reporting/2008/12/15/081215fa_fact_gladwell.

Partnership for 21st Century Skills. (2011, March). Framework for 21st century learning. Available at www.p21.org/storage/documents/1.__p21_framework_2-pager.pdf.

Scales, P.C. & Leffert, N. (2004). Developmental assets: A synthesis of the scientific research on adolescent development. Minneapolis, MN: Search Institute.

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