June 4, 2024 • 22 mins
Ever wondered how a dash of joy and a sprinkle of simplicity can transform your educational practice? Prepare to be charmed by Sheila Kennedy's infectious mantra for reveling in every moment, and Nicole Dissinger's celebration of uncomplicated yet effective teaching. Our season finale is a treasure trove of wisdom from visionaries like Michelle Jasinska and Dr. Emily Davis, who illuminate the path to purposeful initiatives and unbiased data analysis in education. We dissect the essential role of trust in learning, as shared by Julia Skolnick, and Craig Ahrens-Martin's insights on mindfulness for maintaining equilibrium in the whirlwind of daily teaching.
Hold on to your lesson plans as we navigate the art of concise coaching with Kenny McKee's 'rule of two', ensuring that empowerment is just a couple of pointers away. Communication is key, and Alina Davis is here to guide us through crafting clear messages for family engagement. If you've ever been trapped in a meeting maze, let Megan Kemp and Gemma Cass be your compass to efficiency, while Laurie Stoller offers her strategic map for steering professional learning communities with precision focus. Each chapter of this episode is meticulously designed to serve as your beacon, leading you toward a more intentional and refined educational practice.
Buy The Minimalist Teacher book from ASCD+ISTE.
Follow on Instagram @PlanZEducation and @minimalist_ed_podcast.
The Minimalist Educator Podcast is a Plan Z Education Services adventure.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:18):
Welcome to the Minimalist Educator Podcast, a
podcast about paring down torefocus on the purpose and
priorities in our roles withco-hosts and co-authors of the
Minimalist Teacher Book, TammyMusiewski-Bornemann and
Christine Arnold.
Speaker 2 (00:36):
Hi everyone and welcome to today's episode of
the Minimalist Educator podcast.
As we're wrapping up season two, we have got another
compilation episode for youtoday, so we are featuring all
of the fantastic Pair DownPointers from our special guests
that we've had on season two.
We hope you enjoy thiscompilation.
For our first highlight, we'regoing to jump back to episode 29
(01:00):
with Sheila Kennedy.
After a great conversationabout finding joy, sheila left
us with some great mottos forpositivity.
Speaker 3 (01:09):
Yeah well, my favorite motto, my mantra, is to
make today count, and I thinkone of the best ways to do that
if we want to put a financialinvestment piece onto, that spin
onto that is truly invest injoy, because that is really
going to give you the highestinterest, that compounding
interest of the more you keepinvesting in moments of joy.
(01:31):
It's going to show up in somany different ways and I don't
know about you, but I'll takeany way of being rich as I can,
and if it's being rich in joy, Iwill take it.
Speaker 2 (01:44):
In episode 26,.
We spoke with Michelle Jasinskaabout leadership and community.
She left us with some greatadvice, especially when it comes
to introducing new initiatives.
Speaker 4 (01:54):
Less is more.
With any initiative in theclassroom, as leadership in any
institution, I think you reallyhave to connect with the purpose
.
What is your purpose for beingthere, what is your guiding
statement, what is your visionand follow that, does it serve
(02:16):
that?
And just really analyze thatbefore you carry on and I wrote
one initiative at a time.
That's never possible, I'm sure, but just minimalizing those
initiatives and going deeper,being clear, make it achievable
and people will feel likethey've accomplished something
(02:39):
because you will haveaccomplished something.
Speaker 2 (02:42):
In episode 38, we spoke about data with Dr Emily
Davis.
Her pare-down pointer remindedus about success criteria and
bias in assessments.
Speaker 5 (02:52):
Yeah, I think I would probably say that that quick
data analysis tool that we weretalking about, that little
protocol, is probably the tipthat I would offer most.
Before you sit down to look atanything that students have put
forward, just think what are myexpectations for success here?
What am I looking for?
And then make a little chart ofyour kids.
What can they do inrelationship to your goals?
(03:14):
What would be a next step forthem?
Where's their misconception?
And then just look at that.
What can you gather from that?
What are your trends?
What patterns do you see?
What does everybody need?
What do some folks need?
What does this one kid need?
What am I going to do aboutthat tomorrow?
I might add one more questionis how did looking at this data
(03:37):
impact my thinking right?
We talked about lazy brainbefore.
So what biases got kind ofdebunked when I looked at this
data today and how that canimpact the way I work with and
look at that kid or that groupof kids tomorrow?
Speaker 2 (03:47):
In episode 34, we spoke with Nicole Dissinger
about teachers new to theprofession.
After lots of good advice, youreminded us that we don't have
to be flashy or fancy, but wecan keep it simple.
Speaker 6 (04:00):
I think and I say this to myself as well like and
Tammy and I've talked about itbefore, I think we've talked
about it Like, just keep itsimple, Like it doesn't have to
be fancy, it doesn't have to beover the top.
It can be as simple as likereading a story to your students
(04:21):
and having a discussion.
It can be as simple as puttinga box of books in the middle of
the room and having them findfacts in them and then sharing
them with each other.
You know like, yeah, it's, itjust doesn't have to be complex,
it doesn't have to be showy, itdoesn't have to be this big
(04:41):
ordeal to be effective learningexperiences.
And if it meets your objective,then perfect.
Speaker 1 (04:50):
Yeah.
Speaker 6 (04:51):
Right, like we don't have to make it this big thing
when it doesn't need to be.
Speaker 2 (04:57):
In episode 23,.
We spoke with Julia Skolnickabout the application of brain
science to the world ofeducation.
Her pared down pointer was thatlearning and leadership always
needs to start with trust.
Speaker 8 (05:11):
There's two that come to mind.
That's not very pared down,though I want to pick one just
to like, really subtract here.
So in my work at PLP we havewhat we call the six gears for
learning and leadershipframework, which, tammy, I know
you saw way back in its veryearliest iterations.
But these are six elements fromneuroscience, cognitive science
(05:32):
, educational, psychology thatto me are really paramount in
being an effective leader oreducator.
And the one gear that kind ofkicks off the whole sequence is
trust.
And so when I think abouteffective learning and
leadership, what the researchsuggests is if you have to start
(05:52):
anywhere, it's starting withbuilding trusting relationships
with the people that you'reengaging with, because trust is
almost like a on-off switch forsafety in the brain.
The brain is trying to assesscan I be safe with you?
If I can be safe with you, Ican take risks, I can stretch, I
can learn, and if you're notsafe, then I'm going to guard
(06:13):
myself and I'm not really goingto push myself beyond where I am
.
So I think that science behindtrust is such an important
marker of where to begin in alearning or leadership
relationship.
Get to know people, buildrelationships with them, put
yourself out there first bybeing vulnerable or taking a
risk, so people then meet youwhere you are.
(06:35):
I think trust is one of thosekey places to just keep in mind,
in this field of education,that our brains need it in order
to do the work we're expectingof people.
Speaker 2 (06:46):
We spoke with Craig Ahrens-Martin in episode 28.
This episode was all aboutfinding balance, and his
pare-down pointer was about thetransformational power of
mindfulness practice.
Speaker 10 (06:58):
It's a great question.
I am still evolving and I thinkthat even I am doing editing
and revision, but I think it'swell.
What has been the thing?
What have I seen over time?
When I sit and I just positmyself and I think, okay, well,
when I did that, this made mefeel better.
And something I don't do asoften as I should is probably
(07:18):
mindfulness and even for fiveminutes, putting on, you know, a
self-guided meditation fromYouTube or Headspace and letting
that thing run and sitting Ihave it has transformed my life,
for, from a perspective offorgiveness, it has given me
more perspective and insight andas much as I do all the other
(07:40):
things, like when I reallyincorporate that, put some
incense on.
Like you know, it's a date foryourself.
Incense, light a candle and allof that.
You just romance yourself forfive minutes.
I'm telling you life is justdifferent.
Get you a good water with somefruits and vegetables and mint
Beautiful.
So that's what I would say hasbeen like Perry, now get to the
(08:02):
one thing.
I know has worked for me.
Like Perry, now get to the onething.
Speaker 2 (08:04):
I know has worked for me.
We spoke about coaching inepisode 33 with Kenny McKee.
Speaker 9 (08:14):
He suggested using the rule of two when giving
advice.
So what I would share is what Icall the rule of two, and so
the idea is that when you'recoaching someone, first of all,
whenever you're coaching someone.
I want to back it up a littlebit, so I'm going to do two
things here.
But you know, it's always good.
First of all, it's always goodto ask questions as a coach like
(08:35):
that's what I lean into I ask aquestion.
So rather than plowing intogiving someone suggestions and
telling them how you think, howyou think they should work on
whatever they're working on orsolve it, I always like to ask
first, you know, would you likesuggestions?
And then, if they say yes, thenI use the rule of two, which
(08:59):
means that I will give them twothings and no more and no less.
And the reason for that is oneI want to show them that they
still have a choice in thedecision making process, and so
(09:19):
giving them two possibilitieshelps them kind of think through
things.
Also, if you give them too many, there's that paralysis was it
analysis paralysis that occursLike I worked with a coach.
She was awesome coach, goodfriend, awesome human being, but
I remember, like when she wasmy coach, she would tell me like
12 things and like six of them.
(09:40):
I didn't know what they meant,like I'd never heard of them
before, right, like some Googleand the names, and, and then I
couldn't do anything.
So there is a danger of telling, giving someone too many ideas
because then they feeloverwhelmed, right, but giving
them one.
One idea also communicates.
This is like I believe this isthe way to solve this, and so I
(10:03):
feel like two always gives themsome options and with those two,
also the option to opt out andsay I think this is actually a
third, better way.
So that's the rule of two.
It's pretty simple.
So that's the rule of two.
It's pretty simple.
Speaker 2 (10:21):
In episode 35, we spoke with Alina Davis about
family engagement, and a bigfocus of that conversation was
on communication.
Her helpful tip was to simplifyyour message and avoid being
too wordy.
Speaker 11 (10:35):
Sure, since we've been talking a lot about
communication, I think one ofthe most important things and
this is something I'm practicingright now with Pairing Down is
how wordy we are and I'm atalker right and I go all around
the block and the things thatI'm saying to get to my point.
And so the advantage of havingAI right it helps us learn how
(10:58):
to be concise with our language.
You know the advantage ofhaving AI right it helps us
learn how to be concise with ourlanguage.
And actually I mentioned ToddRogers earlier.
He just wrote a book calledWriting for Busy Readers and
then he has a website where youcan actually drop in your email
and it'll put it in bulletedformat and easy ways for the
reader.
Our families are busy, they'reoverwhelmed, they may not have
the language or the knowledge,and so the more we can simplify
(11:22):
the messaging we put out, theeasier it's going to be to
communicate with them.
And so I would say, whatevertool you're using whether it's
the ones I've recommended oranother one find ways to
simplify your message and makesure that what it is you want
them to hear is what you'resaying, and this is something I
definitely need to work on formy own self, but I think it's
(11:46):
really you know we have so, andthen, looking at all the forms
that we sent home and you know,here's what we need for
Saturday's event Make it simple,make it clear, make it concise
so that people can access it andunderstand it.
Speaker 2 (12:00):
We spoke with Megan Kemp and Gemma Cass in episode
24 about effective meetings.
Their reminders were aboutbuilding relationships and
having your tech ready before ameeting starts.
Speaker 4 (12:12):
I might steal this one from you, gem, but building
relationships, I think that canjust.
There's so much that you cangain from that um so many
positives, so I think that helps.
Speaker 12 (12:25):
Worth the effort, yeah, worth the effort, yeah,
and Jen okay, it might soundincredibly obvious and simple.
They're the best ones, but Ithink, if you have a meeting and
you've got various things thatyou need to show or share, to
already have those open on yourum, on your screen, so that
(12:47):
you're not cutting into timetrying to find them and um
waiting for them to open, and Ijust think all those moments
that are lost whilst people aretrying to find documents, and if
people could turn up tomeetings with those ready to go
it.
Just if we're thinking aboutvaluing time, that's just
something that makes a bit of adifference, doesn't it.
Speaker 2 (13:08):
In episode 36, we spoke with Laurie Stoller about
PLCs.
Her strategy was to take thingsone step at a time and to
always bring things back to yourpriorities.
Speaker 14 (13:21):
I think it's's very old cliche, but it's one step at
a time, as far as the PLC itcan be.
Anything you do is overwhelming.
So I think you have to reallydistill it down to what is my
priority, what is my goal, whyam I doing this?
And then, what do I need to putin place to be successful?
(13:42):
And how do you keep out therest of the noise?
I mean, you can relate that toto email.
I think technology, email,social media you know it can
just distract us and pull usaway from our true focus and
where we need to be.
So I would, I would say, toreally um drill down to what is
(14:05):
my purpose, why am I doing this?
And then, what do I need to getthere and try and block out the
others and, if it, if, if therest of what's coming at you
isn't related tightly to whereyou're going, give yourself
permission to say, no, we're notgoing to do that, we're not
(14:28):
going to put something else onthe plate because there's only
so much room on the plate.
So we have to pick and choosethose items which we know will
get us where we need to be andlet the rest of it fall away In
episode 22,.
Speaker 2 (14:46):
We spoke with Janelle Meisenheimer about Girls in
Sport.
She gave us a few ideas of howto achieve.
Less is more.
Speaker 15 (14:55):
I think the last couple of years because I've
been this is my 10th yearteaching, but 12th year, like in
education, I think the lastcouple years I really focus on
less is more and what I mean bythat.
For example sorry, it is PEexamples, but you know,
sometimes doing the sameactivity a couple more times,
(15:17):
but it's with a new partner andthe kids, kids, I talk about it
with them because it's aboutlike getting to know the people
around you better and you knowwe call it anyone, anyone,
anyone, and just like partneringup with anyone.
And so sometimes because I usedto think, oh, I have to do this,
I do all of this, I have tolike do this lesson and then
this buildup, and then thisreflection and then this yes, I
(15:39):
still need to do all that, butwhy can't I have it be like part
one on Monday and part two onWednesday and draw that out a
little bit and we're justbreathing a little bit more and
enjoying each other's companymore.
So sometimes that like less ismore.
That has been great and I feellike I've gotten to know my
students a little bit betterbecause of things like the do
(16:01):
the activity a couple more times, but with a new partner, um, or
having the kids think ofsomething to do and not having
me think of it all the time.
So so that's been a big helpthe last couple of years.
Speaker 2 (16:15):
We spoke about tiered to-do lists with Jessica
Holloway in episode 25.
She suggested we have a systemin place for our to-do list and
to carefully consider what we'resaying yes and no to.
Speaker 7 (16:30):
I one would be work your list.
Don't let your to-do list workyou.
So figure out how to scheduletime, to make a plan, to tier up
your to-do list on what youhave to do, want to do and hope
to do.
Same thing with your inbox havea system for spot checking and
figuring out what you have to doright away, what's a quick
(16:51):
response, what's going to takemore time?
And then thinking about youryeses and what you're investing
your time in is that reallysomething that is aligning to
your goals?
And that those invitations thatcome in aren't expectations and
I can say that from somebodywho invites people in to
participate in committees andserve in different ways for the
(17:14):
district.
When I send that invitation out,I'm expecting yeses and nos.
I'm not expecting people to sayyes every time I send the
invitation out.
So I clearly put in myinvitations now, an invitation
is not an expectation.
Does this align with what youwant to see for your own
personal growth or anopportunity to help grow the
(17:34):
students at your school?
If not, that's okay.
There will be opportunities inthe future.
So I really want to get in themindset of make sure your yes
means like yes.
This is good for you, not justgood for me, because I want it
to be mutually beneficial.
So those invitations, notexpectations, no is an
(17:55):
acceptable answer.
Speaker 2 (17:58):
We spoke with Dan Chikarico in episode 21.
And to round out our discussionabout subtraction, Dan
suggested we try committing tothrowing away 10 things each day
.
Speaker 1 (18:09):
Oh well, I have an idea that I wanted to share that
I think is related to what wewere talking about earlier in
the episode.
And sometimes I say, if you'reworking on minimizing things and
decluttering, throw away 10things a day.
And of course, when I say throwaway because it's easy but it
might be recycling or givingaway or donating or something
(18:32):
like that but if you throw away10 things a day giving away or
donating or something like thatbut if you throw away 10 things
a day, everybody can do that.
That takes 10 minutes, right.
But if you think about the math, after a week you've thrown
away 70 things.
That's a lot of things and itcreates some space.
And then the great thing andthis is what I will leave you
(18:54):
all with and leave yourlisteners with is when you
commit to doing some of thesethings, you're going to realize
how wonderful it is and thenyou're going to want to do more.
So you don't have to start big,like we said, start small.
But I can almost guarantee thatwhen you start small and you do
it, you're going to love it.
Speaker 2 (19:11):
We spoke with Megan Everett about streamlining
communication in episode 31.
She gave us five key points tothink about when communicating
effectively with our audience.
Speaker 16 (19:22):
Sure, so this is going to be oversimplified, but
I mentioned before there arefive key points to think about.
So audience cross cuts them all, but the context of what you're
saying, like the actual words.
The medium, so the way thatyou're sending it via that email
or piece of paper.
The design, so what it actuallylooks like on the page with
(19:44):
white space and fonts and things, and then the timing when you
send it and how often you sendit.
All of those things have aneffect, and so you're either
making an intentional choicearound them.
That has an effect, or you'renot doing them, and that also
has an effect.
And so I would say that thoseare kind of the key things to
(20:07):
keep in mind when you are doingany kind of communication.
Speaker 2 (20:12):
And in our final episode today, we'll go back to
episode 30 with Ming Shelby, wholeft us with two powerful
quotes at the end of ourconversation about courage and
candor.
Speaker 13 (20:23):
Christine gave me a heads up of one, and I'm
breaking the rules because Ihave two which I hope our
listeners are okay with.
Yes, I'm thinking of one.
It's in this huge like apainted board in my house, and
it's a quote from Brene Brownand it says show up, be seen,
(20:46):
live brave and I know this isprobably familiar to both of you
and your listeners as well ofhaving that courage to show up,
do the hard things, betransparent in who you are, be
seen by others and then livebravely.
So that's one is show up, beseen, live brave.
And this is supposed to be thepare down section but I somehow
(21:12):
rambled more during this sectionthan the others.
And then the other is it's fromoh my gosh, why am I blinking on
her name?
From Radical Candor, the author.
Her name is right on the tip ofmy tongue right now.
I can see her face.
She says care personally,challenge directly.
(21:33):
So balancing those bothelements.
Speaker 2 (21:39):
Well, that is all our Pair Down Pointers from our
special guests in Season 2 ofthe Minimalist Educator Podcast.
We hope you enjoyed thishighlights episode and we're
really excited to get back intoit in Season 3 after the summer
break season three after thesummer break.
Speaker 1 (22:02):
Be sure to join Tammy and Christine and guests for
more episodes of the MinimalistEducator podcast.
They would love to hear aboutyour journey with minimalism.
Connect with them at PlanZPLSon Twitter or Instagram.
The music for the podcast hasbeen written and performed by
Gaia Moretti.
Welcome to the Minimalist Educator Podcast, a
podcast about paring down torefocus on the purpose and
priorities in our roles withco-hosts and co-authors of the
Minimalist Teacher Book, TammyMusiewski-Bornemann and
Christine Arnold.
Speaker 2 (00:36):
Hi everyone and welcome to today's episode of
the Minimalist Educator podcast.
As we're wrapping up season two, we have got another
compilation episode for youtoday, so we are featuring all
of the fantastic Pair DownPointers from our special guests
that we've had on season two.
We hope you enjoy thiscompilation.
For our first highlight, we'regoing to jump back to episode 29
(01:00):
with Sheila Kennedy.
After a great conversationabout finding joy, sheila left
us with some great mottos forpositivity.
Speaker 3 (01:09):
Yeah well, my favorite motto, my mantra, is to
make today count, and I thinkone of the best ways to do that
if we want to put a financialinvestment piece onto, that spin
onto that is truly invest injoy, because that is really
going to give you the highestinterest, that compounding
interest of the more you keepinvesting in moments of joy.
(01:31):
It's going to show up in somany different ways and I don't
know about you, but I'll takeany way of being rich as I can,
and if it's being rich in joy, Iwill take it.
Speaker 2 (01:44):
In episode 26,.
We spoke with Michelle Jasinskaabout leadership and community.
She left us with some greatadvice, especially when it comes
to introducing new initiatives.
Speaker 4 (01:54):
Less is more.
With any initiative in theclassroom, as leadership in any
institution, I think you reallyhave to connect with the purpose
.
What is your purpose for beingthere, what is your guiding
statement, what is your visionand follow that, does it serve
(02:16):
that?
And just really analyze thatbefore you carry on and I wrote
one initiative at a time.
That's never possible, I'm sure, but just minimalizing those
initiatives and going deeper,being clear, make it achievable
and people will feel likethey've accomplished something
(02:39):
because you will haveaccomplished something.
Speaker 2 (02:42):
In episode 38, we spoke about data with Dr Emily
Davis.
Her pare-down pointer remindedus about success criteria and
bias in assessments.
Speaker 5 (02:52):
Yeah, I think I would probably say that that quick
data analysis tool that we weretalking about, that little
protocol, is probably the tipthat I would offer most.
Before you sit down to look atanything that students have put
forward, just think what are myexpectations for success here?
What am I looking for?
And then make a little chart ofyour kids.
What can they do inrelationship to your goals?
(03:14):
What would be a next step forthem?
Where's their misconception?
And then just look at that.
What can you gather from that?
What are your trends?
What patterns do you see?
What does everybody need?
What do some folks need?
What does this one kid need?
What am I going to do aboutthat tomorrow?
I might add one more questionis how did looking at this data
(03:37):
impact my thinking right?
We talked about lazy brainbefore.
So what biases got kind ofdebunked when I looked at this
data today and how that canimpact the way I work with and
look at that kid or that groupof kids tomorrow?
Speaker 2 (03:47):
In episode 34, we spoke with Nicole Dissinger
about teachers new to theprofession.
After lots of good advice, youreminded us that we don't have
to be flashy or fancy, but wecan keep it simple.
Speaker 6 (04:00):
I think and I say this to myself as well like and
Tammy and I've talked about itbefore, I think we've talked
about it Like, just keep itsimple, Like it doesn't have to
be fancy, it doesn't have to beover the top.
It can be as simple as likereading a story to your students
(04:21):
and having a discussion.
It can be as simple as puttinga box of books in the middle of
the room and having them findfacts in them and then sharing
them with each other.
You know like, yeah, it's, itjust doesn't have to be complex,
it doesn't have to be showy, itdoesn't have to be this big
(04:41):
ordeal to be effective learningexperiences.
And if it meets your objective,then perfect.
Speaker 1 (04:50):
Yeah.
Speaker 6 (04:51):
Right, like we don't have to make it this big thing
when it doesn't need to be.
Speaker 2 (04:57):
In episode 23,.
We spoke with Julia Skolnickabout the application of brain
science to the world ofeducation.
Her pared down pointer was thatlearning and leadership always
needs to start with trust.
Speaker 8 (05:11):
There's two that come to mind.
That's not very pared down,though I want to pick one just
to like, really subtract here.
So in my work at PLP we havewhat we call the six gears for
learning and leadershipframework, which, tammy, I know
you saw way back in its veryearliest iterations.
But these are six elements fromneuroscience, cognitive science
(05:32):
, educational, psychology thatto me are really paramount in
being an effective leader oreducator.
And the one gear that kind ofkicks off the whole sequence is
trust.
And so when I think abouteffective learning and
leadership, what the researchsuggests is if you have to start
(05:52):
anywhere, it's starting withbuilding trusting relationships
with the people that you'reengaging with, because trust is
almost like a on-off switch forsafety in the brain.
The brain is trying to assesscan I be safe with you?
If I can be safe with you, Ican take risks, I can stretch, I
can learn, and if you're notsafe, then I'm going to guard
(06:13):
myself and I'm not really goingto push myself beyond where I am
.
So I think that science behindtrust is such an important
marker of where to begin in alearning or leadership
relationship.
Get to know people, buildrelationships with them, put
yourself out there first bybeing vulnerable or taking a
risk, so people then meet youwhere you are.
(06:35):
I think trust is one of thosekey places to just keep in mind,
in this field of education,that our brains need it in order
to do the work we're expectingof people.
Speaker 2 (06:46):
We spoke with Craig Ahrens-Martin in episode 28.
This episode was all aboutfinding balance, and his
pare-down pointer was about thetransformational power of
mindfulness practice.
Speaker 10 (06:58):
It's a great question.
I am still evolving and I thinkthat even I am doing editing
and revision, but I think it'swell.
What has been the thing?
What have I seen over time?
When I sit and I just positmyself and I think, okay, well,
when I did that, this made mefeel better.
And something I don't do asoften as I should is probably
(07:18):
mindfulness and even for fiveminutes, putting on, you know, a
self-guided meditation fromYouTube or Headspace and letting
that thing run and sitting Ihave it has transformed my life,
for, from a perspective offorgiveness, it has given me
more perspective and insight andas much as I do all the other
(07:40):
things, like when I reallyincorporate that, put some
incense on.
Like you know, it's a date foryourself.
Incense, light a candle and allof that.
You just romance yourself forfive minutes.
I'm telling you life is justdifferent.
Get you a good water with somefruits and vegetables and mint
Beautiful.
So that's what I would say hasbeen like Perry, now get to the
(08:02):
one thing.
I know has worked for me.
Like Perry, now get to the onething.
Speaker 2 (08:04):
I know has worked for me.
We spoke about coaching inepisode 33 with Kenny McKee.
Speaker 9 (08:14):
He suggested using the rule of two when giving
advice.
So what I would share is what Icall the rule of two, and so
the idea is that when you'recoaching someone, first of all,
whenever you're coaching someone.
I want to back it up a littlebit, so I'm going to do two
things here.
But you know, it's always good.
First of all, it's always goodto ask questions as a coach like
(08:35):
that's what I lean into I ask aquestion.
So rather than plowing intogiving someone suggestions and
telling them how you think, howyou think they should work on
whatever they're working on orsolve it, I always like to ask
first, you know, would you likesuggestions?
And then, if they say yes, thenI use the rule of two, which
(08:59):
means that I will give them twothings and no more and no less.
And the reason for that is oneI want to show them that they
still have a choice in thedecision making process, and so
(09:19):
giving them two possibilitieshelps them kind of think through
things.
Also, if you give them too many, there's that paralysis was it
analysis paralysis that occursLike I worked with a coach.
She was awesome coach, goodfriend, awesome human being, but
I remember, like when she wasmy coach, she would tell me like
12 things and like six of them.
(09:40):
I didn't know what they meant,like I'd never heard of them
before, right, like some Googleand the names, and, and then I
couldn't do anything.
So there is a danger of telling, giving someone too many ideas
because then they feeloverwhelmed, right, but giving
them one.
One idea also communicates.
This is like I believe this isthe way to solve this, and so I
(10:03):
feel like two always gives themsome options and with those two,
also the option to opt out andsay I think this is actually a
third, better way.
So that's the rule of two.
It's pretty simple.
So that's the rule of two.
It's pretty simple.
Speaker 2 (10:21):
In episode 35, we spoke with Alina Davis about
family engagement, and a bigfocus of that conversation was
on communication.
Her helpful tip was to simplifyyour message and avoid being
too wordy.
Speaker 11 (10:35):
Sure, since we've been talking a lot about
communication, I think one ofthe most important things and
this is something I'm practicingright now with Pairing Down is
how wordy we are and I'm atalker right and I go all around
the block and the things thatI'm saying to get to my point.
And so the advantage of havingAI right it helps us learn how
(10:58):
to be concise with our language.
You know the advantage ofhaving AI right it helps us
learn how to be concise with ourlanguage.
And actually I mentioned ToddRogers earlier.
He just wrote a book calledWriting for Busy Readers and
then he has a website where youcan actually drop in your email
and it'll put it in bulletedformat and easy ways for the
reader.
Our families are busy, they'reoverwhelmed, they may not have
the language or the knowledge,and so the more we can simplify
(11:22):
the messaging we put out, theeasier it's going to be to
communicate with them.
And so I would say, whatevertool you're using whether it's
the ones I've recommended oranother one find ways to
simplify your message and makesure that what it is you want
them to hear is what you'resaying, and this is something I
definitely need to work on formy own self, but I think it's
(11:46):
really you know we have so, andthen, looking at all the forms
that we sent home and you know,here's what we need for
Saturday's event Make it simple,make it clear, make it concise
so that people can access it andunderstand it.
Speaker 2 (12:00):
We spoke with Megan Kemp and Gemma Cass in episode
24 about effective meetings.
Their reminders were aboutbuilding relationships and
having your tech ready before ameeting starts.
Speaker 4 (12:12):
I might steal this one from you, gem, but building
relationships, I think that canjust.
There's so much that you cangain from that um so many
positives, so I think that helps.
Speaker 12 (12:25):
Worth the effort, yeah, worth the effort, yeah,
and Jen okay, it might soundincredibly obvious and simple.
They're the best ones, but Ithink, if you have a meeting and
you've got various things thatyou need to show or share, to
already have those open on yourum, on your screen, so that
(12:47):
you're not cutting into timetrying to find them and um
waiting for them to open, and Ijust think all those moments
that are lost whilst people aretrying to find documents, and if
people could turn up tomeetings with those ready to go
it.
Just if we're thinking aboutvaluing time, that's just
something that makes a bit of adifference, doesn't it.
Speaker 2 (13:08):
In episode 36, we spoke with Laurie Stoller about
PLCs.
Her strategy was to take thingsone step at a time and to
always bring things back to yourpriorities.
Speaker 14 (13:21):
I think it's's very old cliche, but it's one step at
a time, as far as the PLC itcan be.
Anything you do is overwhelming.
So I think you have to reallydistill it down to what is my
priority, what is my goal, whyam I doing this?
And then, what do I need to putin place to be successful?
(13:42):
And how do you keep out therest of the noise?
I mean, you can relate that toto email.
I think technology, email,social media you know it can
just distract us and pull usaway from our true focus and
where we need to be.
So I would, I would say, toreally um drill down to what is
(14:05):
my purpose, why am I doing this?
And then, what do I need to getthere and try and block out the
others and, if it, if, if therest of what's coming at you
isn't related tightly to whereyou're going, give yourself
permission to say, no, we're notgoing to do that, we're not
(14:28):
going to put something else onthe plate because there's only
so much room on the plate.
So we have to pick and choosethose items which we know will
get us where we need to be andlet the rest of it fall away In
episode 22,.
Speaker 2 (14:46):
We spoke with Janelle Meisenheimer about Girls in
Sport.
She gave us a few ideas of howto achieve.
Less is more.
Speaker 15 (14:55):
I think the last couple of years because I've
been this is my 10th yearteaching, but 12th year, like in
education, I think the lastcouple years I really focus on
less is more and what I mean bythat.
For example sorry, it is PEexamples, but you know,
sometimes doing the sameactivity a couple more times,
(15:17):
but it's with a new partner andthe kids, kids, I talk about it
with them because it's aboutlike getting to know the people
around you better and you knowwe call it anyone, anyone,
anyone, and just like partneringup with anyone.
And so sometimes because I usedto think, oh, I have to do this,
I do all of this, I have tolike do this lesson and then
this buildup, and then thisreflection and then this yes, I
(15:39):
still need to do all that, butwhy can't I have it be like part
one on Monday and part two onWednesday and draw that out a
little bit and we're justbreathing a little bit more and
enjoying each other's companymore.
So sometimes that like less ismore.
That has been great and I feellike I've gotten to know my
students a little bit betterbecause of things like the do
(16:01):
the activity a couple more times, but with a new partner, um, or
having the kids think ofsomething to do and not having
me think of it all the time.
So so that's been a big helpthe last couple of years.
Speaker 2 (16:15):
We spoke about tiered to-do lists with Jessica
Holloway in episode 25.
She suggested we have a systemin place for our to-do list and
to carefully consider what we'resaying yes and no to.
Speaker 7 (16:30):
I one would be work your list.
Don't let your to-do list workyou.
So figure out how to scheduletime, to make a plan, to tier up
your to-do list on what youhave to do, want to do and hope
to do.
Same thing with your inbox havea system for spot checking and
figuring out what you have to doright away, what's a quick
(16:51):
response, what's going to takemore time?
And then thinking about youryeses and what you're investing
your time in is that reallysomething that is aligning to
your goals?
And that those invitations thatcome in aren't expectations and
I can say that from somebodywho invites people in to
participate in committees andserve in different ways for the
(17:14):
district.
When I send that invitation out,I'm expecting yeses and nos.
I'm not expecting people to sayyes every time I send the
invitation out.
So I clearly put in myinvitations now, an invitation
is not an expectation.
Does this align with what youwant to see for your own
personal growth or anopportunity to help grow the
(17:34):
students at your school?
If not, that's okay.
There will be opportunities inthe future.
So I really want to get in themindset of make sure your yes
means like yes.
This is good for you, not justgood for me, because I want it
to be mutually beneficial.
So those invitations, notexpectations, no is an
(17:55):
acceptable answer.
Speaker 2 (17:58):
We spoke with Dan Chikarico in episode 21.
And to round out our discussionabout subtraction, Dan
suggested we try committing tothrowing away 10 things each day
.
Speaker 1 (18:09):
Oh well, I have an idea that I wanted to share that
I think is related to what wewere talking about earlier in
the episode.
And sometimes I say, if you'reworking on minimizing things and
decluttering, throw away 10things a day.
And of course, when I say throwaway because it's easy but it
might be recycling or givingaway or donating or something
(18:32):
like that but if you throw away10 things a day giving away or
donating or something like thatbut if you throw away 10 things
a day, everybody can do that.
That takes 10 minutes, right.
But if you think about the math, after a week you've thrown
away 70 things.
That's a lot of things and itcreates some space.
And then the great thing andthis is what I will leave you
(18:54):
all with and leave yourlisteners with is when you
commit to doing some of thesethings, you're going to realize
how wonderful it is and thenyou're going to want to do more.
So you don't have to start big,like we said, start small.
But I can almost guarantee thatwhen you start small and you do
it, you're going to love it.
Speaker 2 (19:11):
We spoke with Megan Everett about streamlining
communication in episode 31.
She gave us five key points tothink about when communicating
effectively with our audience.
Speaker 16 (19:22):
Sure, so this is going to be oversimplified, but
I mentioned before there arefive key points to think about.
So audience cross cuts them all, but the context of what you're
saying, like the actual words.
The medium, so the way thatyou're sending it via that email
or piece of paper.
The design, so what it actuallylooks like on the page with
(19:44):
white space and fonts and things, and then the timing when you
send it and how often you sendit.
All of those things have aneffect, and so you're either
making an intentional choicearound them.
That has an effect, or you'renot doing them, and that also
has an effect.
And so I would say that thoseare kind of the key things to
(20:07):
keep in mind when you are doingany kind of communication.
Speaker 2 (20:12):
And in our final episode today, we'll go back to
episode 30 with Ming Shelby, wholeft us with two powerful
quotes at the end of ourconversation about courage and
candor.
Speaker 13 (20:23):
Christine gave me a heads up of one, and I'm
breaking the rules because Ihave two which I hope our
listeners are okay with.
Yes, I'm thinking of one.
It's in this huge like apainted board in my house, and
it's a quote from Brene Brownand it says show up, be seen,
(20:46):
live brave and I know this isprobably familiar to both of you
and your listeners as well ofhaving that courage to show up,
do the hard things, betransparent in who you are, be
seen by others and then livebravely.
So that's one is show up, beseen, live brave.
And this is supposed to be thepare down section but I somehow
(21:12):
rambled more during this sectionthan the others.
And then the other is it's fromoh my gosh, why am I blinking on
her name?
From Radical Candor, the author.
Her name is right on the tip ofmy tongue right now.
I can see her face.
She says care personally,challenge directly.
(21:33):
So balancing those bothelements.
Speaker 2 (21:39):
Well, that is all our Pair Down Pointers from our
special guests in Season 2 ofthe Minimalist Educator Podcast.
We hope you enjoyed thishighlights episode and we're
really excited to get back intoit in Season 3 after the summer
break season three after thesummer break.
Speaker 1 (22:02):
Be sure to join Tammy and Christine and guests for
more episodes of the MinimalistEducator podcast.
They would love to hear aboutyour journey with minimalism.
Connect with them at PlanZPLSon Twitter or Instagram.
The music for the podcast hasbeen written and performed by
Gaia Moretti.
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