The Monthly Recharge - June 2016, The Surprising Benefits of Boredom, Procrastination and Other Bad Habits
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June 27-30, 2016
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July 10-13, 2016
Head-Royce School
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L+D Board of Directors

Ryan Baum
VP of Strategy
Jump Associates, CA

Lee Burns
Headmaster
McCallie School, TN

Sandy Drew (Board Chair)
Non-profit Consultant, CA

Matt Glendinning
Head of School
Moses Brown School, RI

Trudy Hall
Head of School
Emma Willard School, NY
 
Brett Jacobsen
Head of School
Mount Vernon Presbyterian, GA
 
Barbara Kraus-Blackney
Executive Director
Association of Delaware Valley Independent Schools (ADVIS), PA 

Karan Merry
Retired Head of School
St. Paul's Episcopal School, NY 
 
Carla Robbins Silver (ex-officio)
Executive Director
Leadership+Design, CA

Mary Stockavas (Treasurer)
Director of Finance
Bosque School, NM

Paul Wenninger (Secretary)
Interim Head of School
Alexander Dawson School, NV
Boredom: It Isn't Just for Children Anymore.
Carla Silver, Executive Director, Leadership+Design

Summer vacation is right around the corner.  This week, my three children will be released from their structured daily activity known as school.  Maybe a day will pass before the inevitable words will form on their lips and linger like a cartoon thought bubble above their heads:  "I'm bored."  And I'll be so glad.

Over-planned, over-scheduled, and micromanaged children.  It's how I see many kids in my personal network today.  After a full day of school, we shuttle our kids to sports and karate and music classes and tutoring and Mandarin.  Weekends are filled with games, birthday parties and carefully orchestrated playdates that have been on the calendar for weeks.  I think my favorite artifact of the modern childhood is the "shared after-school/summer camp google doc," where every parent can plot out what his or her child is doing each day after school and during the summer, for easy comparison and coordination.  Sigh.  I like to consider myself a bit of a "free range parent" and try to resist, but I'm part of a system that is bigger than me and of course I want my children to have opportunities for enrichment and social lives.  So, I play the game - to a point - although I'm often the last one to sign up and sometimes miss the deadlines.  But what's so bad about sitting around at home and being bored?

Don't ask the over-planned, over-scheduled, and hyper-connected adults. We are no better.  It turns out that most humans, regardless of age or reliance on technology, are just not very good at being alone with our thoughts and leaning into boredom. You may have read the Stanford study that showed that a quarter of women and two thirds of men would rather deliver painful electric shocks to themselves than be alone with their own thoughts for 15 minutes. If you don't believe it, try this: Set a timer for 10-15 minutes and sit quietly by yourself.  Where does your mind go?  How many minutes pass before it gets uncomfortable and unpleasant? If you get really uncomfortable, what happens then? If you have a smartphone in arm's reach, do you pick it up? If so, how long does it take you to cave? Now, if you actually make a practice of sitting alone with your thoughts, you just might find it gets easier, more comfortable and you might get more creative.

Research has shown that boredom might be one of the greatest instigators of creativity and new ideas.  According to a Fast Company article from February 2015, bored people outperformed people who are relaxed, elated or distressed on creativity tests.  As a world class procrastinator and boredom aficionado, this resonates because allowing myself to put off tasks and get restless and directionless has ultimately led to adventures and ideas I could have never planned otherwise.  Boredom has often been the catalyst that has launched me from routine, status quo, and sameness and allowed me to reframe challenges and discover new inspirations and hobbies. According to Adam Grant in his new book Originals, the boredom and restlessness children and adults feel might actually drive them on the path to creativity and original thinking.  He writes, "People of genius sometimes accomplish the most when they work the least for they are thinking out inventions and forming in their minds the perfect idea. " 

Along with boredom, procrastination also has its benefits. And you have no idea how many days it took me to write this article! One of our favorite professional procrastinators, John Perry, has written an entire book on the subject of structured procrastination - which is essentially the ability to get a lot done, but not necessarily the stuff you had on the to-do list.  Adam Grant talks about the role of procrastination in the launch of highly original ideas and inventions. "Great originals are great procrastinators, but they don't skip planning all together.  They procrastinate strategically, making gradual progress by testing and refining different possibilities."

Okay, by now, you've probably heard the "School's Out for Summer" message loud and clear. Yes, this is the last Monthly Recharge of 2015-16. All year we've encouraged you to adopt the habits and mindsets of designers, innovators and creative provlem solvers.  Our final challenge is to adopt some really "bad" habits that might actually be good for you. Take some time this summer to get bored and veer off that to-do list that you feel tethered to all year long.  In fact, even once you return to school, make it a habit to get bored and procrastinate.  They say it takes 90 days to really make a habit stick which is just about the amount of time before you head back to school.  There is hope for next year!


Happy Summer!

Carla Silver
Executive Director, Leadership+Design
Wrangling Tomato Cages and Imagining the Perfect Circle: Or, The Value of Under-planning
Erin Park Cohn, L+D Design Partner
June is the time of yearbooks and superlatives, as studentbodies across the nation determine which students have qualities that stand out from their classmates.  In my super-nerdy high school honors program, we eschewed the stereotypical ones and instead voted on our own categories like "Highest on Maslow's Hierarchy of Needs."  But the truly coveted 
superlative was "Greatest Results from Least Effort," an honor I never dreamed I would earn.  The award went to that student who avoided homework or put papers off to the last minute and yet still managed to dazzle in class discussions with insights that seemed to come out of nowhere.  My jealousy of this type of student followed me to graduate school, where one friend in particular was maddeningly able to turn the tide of a seminar with her brilliance, only to admit later she hadn't read the assigned book.  

I have always been an over-planner.  I'm the student who wrote down everything in her notes, studied for hours, and ultimately reaped the rewards of diligence.  I became the history teacher who entered the classroom with a minute-by-minute outline of how the lesson would unfold.  If you were to ask me what I did in class at 10:15am on February 23 of 2012, I could look in my files and tell you within 30 seconds.  I should add that this over-planning is largely confined to my professional life -- take me on a spontaneous vacation with no agenda, and I will blissfully follow along.  But like many, I experience considerable anxiety when I am in charge of my own performance, and I don't have a plan in place.

Yet recently, I've started to wonder how healthy this obsessionwith planfulness is.  For one thing, several recent articles and TED talks have touted the value of boredom and improvisation in fostering creativity.  If you look at it closely, boredom is simply another form of planlessness: it's the absence of a "to do" list or a set activity.  I've seen the power of boredom first hand in witnessing my own children on the weekends.  For example, I was recently left alone with my 11-year-old stepdaughter on a Saturday when I needed to get some work done, which meant she was left to her own devices.  She spent a considerable amount of time on Instagram, but when I confiscated her phone, she moped for a while, and then went outside.  Thirty minutes later, I looked out the window to see her in cowboy boots, with a lasso she had improvised out of a rope.  She mouthed the
 words of a rodeo announcer as she heroically wrangled a tomato cage she'd set up in place of a cow.  I guarantee this was not her plan for the day, but the result was inspiring.  It wasn't lost on me that by not being planful, she'd become more playful.

I've also started to notice the value of improvisation in the classroom as I've grown more comfortable in my skin as a teacher.  I've learned this to some degree by watching others teach in my work as a school administrator.  One math teacher in particular is a veteran "winger" of lessons, for which he often apologizes but my hunch is that his class is especially effective in bringing math home for his students precisely because he wings it occasionally.  This is because, even though there are some occasional duds, the experimentation he brings to his class results in real moments of inspiration.  I asked him recently for an example of a breakthrough improv moment, and he described with reverence a time when he was able to help students through conceptualizing the formula for the area of a circle in a way that made real sense to everyone in the room.  He hadn't considered that approach ahead of time - in fact, he is the father of an infant and so he didn't come to the lesson at all prepared - and yet the lack of preparation left space for him to lead his class to a serendipitous revelation.

Talking with this teacher made me realize something important: I've started to be less planful as I've advanced in my teaching career, largely because I'm more comfortable with my own knowledge and instincts about what I want students to know and be able to do.  For my math teacher friend, the most successful moments of planlessness come from a perfect combination of his own depth of understanding of high school level math and his openness to thinking on his feet.  Similarly, I've been able to come to class with an essential question for a lesson and a set of materials I might or might not use, and have surprised myself with my ability to conjure a writing prompt when the moment demanded it, or read the level of understanding of the class and pull back when they aren't where I think they need to be.  
All of this is to say: under-planning has its place in fostering potentially inspiring and creative outcomes.  Yet if I had tried to earn the "Greatest Results from Least Effort" award in high school, I would've failed miserably.  This is because it took me far longer to gain enough mastery and competence to be able to improvise productively.  Perhaps we have to earn our right to be planless in our professional lives, and only return to our improvisational selves as soon as we can really strike a balance between a foundation of knowledge and an ability to let go of our expectations for how our work will unfold.

Re-Examining our Good Habits to Find Playfulness in our Comfort Zones
Trudy Hall, Principal, ReThinc LLC, L+D Board Member
This past year I had a milestone birthday, the kind of birthday that makes one stop, take notice and ask searching questions. You know the questions. Are you happy with your life? What's next? Is there more? Frankly, I found it all a bit bothersome. After all, I was - fortunately - healthy, happy and fairly sane the day before the birthday candles were blown out. Yet those pesky voices wouldn't stop. "Change it up," they said. "You are getting too set in your ways," they murmured. And the worst, one from my mother's arsenal of long ago: "If you are bored, you are boring to be with."
 
This is not an unusual phenomenon, and it doesn't take a milestone birthday for it to emerge. We see it in schools all the time.  All it takes is one passionate teacher or administrator, fresh from a transformative professional development experience, effusively singing the praises of a new online pedagogy, TED talk, or article discovered on Twitter.  He talks while filling up his coffee mug in the staff room, and those beastly voices of gentle discontent do their work on those within earshot. "I wonder if my classes are as exciting as his are," they think silently. Others muse: "When was the last time I was that 'over the top' about a PD experience?" or "Do I have it in me to reinvent that lesson on Ancient Greece?"
 
Those unsettling questions can be a force for good if we embrace them. The real question is: can we find joy in embracing them? In my case, my intellectual self knew that I needed to spring out of my comfort zone, yet my emotional self was snuggling happily within the quilted comfort of the familiar. And isn't it always as simple as that?  Our beloved habits hold us in our comfort zone, making it twice as challenging to venture forth in ways that just might be far more stimulating, satisfying or energizing.
 
In our well-lived lives, we inhabit a vast number of comfort zones: the relationship with our spouse, our workout routine, professional ways of being, how we make our morning coffee, the way we take care of routine responsibilities, and on and on. Those comfort zones become comfort zones because they produce outcomes that are satisfyingly undisruptive, gently agreeable to some inner sensibility. For the most part then, aren't these good comfort zones?
 
In the aftermath of my birthday fanfare, I wondered what might happen if I created a habit of taking myself out of one of my "good" comfort zones every so often.  What might be possible if I learned how to blast beyond the solid walls of healthy habits I had created for myself? Said differently, can we create a habit of doing the uncomfortable in the arenas of our lives that supposedly work well?
 
The quest for "the uncomfortable" began with my workout routine. I was quite smug about the fact that I had one, first of all. I was confident it hit all the researched highlights for muscle tone, strength, flexibility, and cardio. I was disciplined; I had a morning ritual; it was varied; my annual physical was filled with positive outcomes. It all worked, right?  And it was downright routine.  I wondered about the many ways - discomforting to be sure - that I could shake this good habit to its core, still getting all the outcomes I wanted, but creating more dynamic energy in the process. What if I took fitness classes? What if I got a trainer? What if I worked out with others? What if I varied the time of day of my work out? Ugh. It all seemed like work I didn't need to do. So, I took a deep breath and did it anyway.
 
First there was the Afro-Cardio class - unusual, yes, but I met an interesting African drummer. I toyed with an Athletic Conditioning class, and ultimately decided I was not meant to be an American Ninja Warrior. In quick succession, with mostly good experiences, followed Nia, Vinyasa Yoga, Cycle Fusion, Body Pump, Kick-n-Cardio and Metabolic Melt. I changed up the time of day now and again, made new friends in the process, discovered new muscle groups, smiled a lot more while sweating, learned about new fitness trends and even hired a trainer-for which my glutes may never forgive me.
I kept the practice of physical wellness, even as I redefined what the habit of a workout meant for me. What was good for me became better, more interesting, and I certainly had more to contribute at cocktail parties. No harm, no foul and the pesky voices were definitely pleased....for the moment.
 
Even our good habits need to be re-examined, tweaked, and re-imagined upon occasion. Yes, especially the best ones.  So next time that colleague in the staff room is making those voices in your head start to murmur, take it as an opportunity to shake things up a bit. The best of our very good habits may well be precisely what stand in the way of a joy-filled discovery of what is next in our professional and personal lives. Surely we know ourselves well enough to be playful in our comfort zones? For, if we don't, why are we calling them comfort zones anyway?

As for me, I am wondering whether I should take another whack at being an American Ninja Warrior.

A Fine, Fine Summer
Mark Silver, Head of School, Hillbrook School
Summertime is just about here - and, like many of the students and faculty, I would be lying if I didn't admit that I'm eagerly anticipating the slightly slower pace of the summer days ahead. 

Don't get me wrong - I love coming to school each day and there is no place I'd rather work or send my own children than Hillbrook School. But all of us - myself included - need time to relax, reflect, and renew our minds and bodies in order to take full advantage of the rich program that we provide here at Hillbrook. 

One of my favorite children's stories, A Fine, Fine School, best   captures my point. In the book, an enthusiastic Principal, Mr. Keene, loves his school, his teachers, and his students and he is thrilled by how much learning is taking place in his school.  Indeed, every day as he walks the halls, he remarks, "Aren't these fine children? Aren't these fine teachers? Isn't this a fine, fine school?"  

He is so impressed, in fact, that he decides that going to school Monday-Friday simply isn't enough, that these fine, fine students and fine, fine teachers are missing out on valuable learning opportunities at his fine, fine school and thus he enthusiastically announces to everyone that they will now have school on Saturdays.  Within a few weeks, Mr. Keene's excitement leads him to add school on Sundays....a few weeks later they add holidays....and then eventually they add every single day of summer.  Mr. Keene exclaims to the students, "How much we will learn! We can learn everything!"  

Eventually, one of his students, Tillie, goes in to talk to him.  She says that the students are certainly learning some amazing things but that not everyone is learning.  Mr. Keene, stops dead in his tracks and asks - "who isn't learning? Tell me, and I will see that they learn?"  

Tillie explains that because she is always at school she has not had time to teach her dog to sit or jump over the creek, that she has not had time to teach her brother to swing or skip, and that she hasn't had time herself to learn to climb a tree and sit in it for a whole hour.  

Mr. Keene, after some soul searching, recognizes that in his zeal to have students learn at school he has forgotten that not all of life's lessons are learned in a classroom.  Thus, he announces to the students that there will no longer be school on Saturdays, or Sundays, or holidays or in the summer.  The students and teachers erupt in cheers and carry Principal Keene out on their shoulders.  

So what is the point? To find balance.  We do magical things here at Hillbrook - every day is full of inspirational teaching and learning.  But, there is also a real value to Saturdays, Sundays, holidays, and summer.  

This summer I ask that you and your children work hard at all those things you want to do during the school year but, for whatever reason, you can't find the time. Climb trees. Cook together. Play tennis. Hike. Learn to juggle.  Travel. Practice yoga. Paint. Lie on the couch and read a book.  Daydream.  

The point, in the end, is to embrace the change in rhythm and really capitalize on the opportunity for you and your family to slow down and renew yourselves. I know I plan on reading books that have nothing to do with school, to stay outside with the kids until it gets dark not worrying that we'll be too tired the next morning to go to school, to hike in the hills up above Los Gatos, and to walk downtown after dinner for ice cream.  

More than anything, I plan on trying to alter my day-to-day activities just enough this summer so that I can return to my traditional routine in late August fully reenergized and ready to tackle the exciting challenges that lie ahead for our school. 

Get ready, get set.....relax.



               

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