Skip to main content

Cultivating Gratitude


I’ve written about my morning routine in an earlier post, but the timing is right to lift out one particular part of it that has helped me make a shift in my mindset every day: gratitude. I’ve always tried to be grateful for what I have: my family, my children, my health, work I love and more. But I have learned that true gratitude lives in the little things: noticing the beautiful leaves changing color in New York, the smell of a great cup of coffee, stolen moments singing in the car with my daughter. My daily gratitude practice inspired by Rachel Hollis has literally changed the way I face the day for the better and has slowly helped me appreciate the little things that might otherwise go unnoticed.

Each day, I list five things I am grateful for from the day before. These five things are small things: moments, events, observations, connections and more that make me stop and ‘smell the roses’, so to speak. They may come from my personal life or my professional life, but they make me focus more explicitly throughout the day on what I might write about the next day. In short, the journal helps me seek gratitude and find it in my day. It is a gift.

Given this is Thanksgiving week here in the United States, I’ll keep this post short and sweet so we can focus on giving thanks and being grateful for what we have. I am incredibly grateful to this group for giving me a space to share my thinking and coaching and hope you have a wonderful holiday full of family, friends, rest and relaxation. Please share what you are grateful for in the comments so we can cultivate gratitude within our community!


Comments

Popular posts from this blog

An Instructional Coaching Toolkit!

I have a thing for notebooks. And colorful markers. And sticky notes. I use them in all aspects of my literacy teaching and coaching. During coaching conversations, I often find myself providing on-the-spot demonstrations with these tools. I might engage teachers in a brief lesson on phonemic awareness and ask them to sort sounds. I might walk teachers through word building activities so they experience a new way of engaging students. I might introduce books to teachers to model how they might do the same for their students. I might even create game boards on sticky notes as visuals for teachers to support instructional planning. These demonstrations and notes act as instant and tangible tools to further teacher learning.
Over the years, I’ve compiled these artifacts to create coaching toolkits for the teachers I work with. My toolkit for ‘word work’ might include a picture of an anchor chart created with students, a list of words appropriate to the alphabetic feature students are wor…

Focus on Coaching Cycles

At this point in the school year, many of us are deep into our classroom coaching and engaging in coaching cycles with teachers. Just as coaching can look unique from building to building, our coaching cycles are often unique to our coaching context, our purpose for partnering and the goals and needs of each individual teacher: 1:1 coaching cycles, small group coaching cycles, student-centered coaching cycles and more. Each cycle typically has a pre-coaching conversation, classroom coaching/co-teaching/observation and then follow-up conversations as well.You can find theforms and templates I tend to use for classroom coaching here.
For me, my coaching cycles right now are in the context of my graduate education courses. Each week, I engage in a single coaching cycle with each of my students: lesson planning, observing lessons and coaching conversations. We repeat this for ten weeks of the course and the focus of our cycles shift and change over time. We also meet for small-group coac…

Leading By Learning

This summer, I vowed to be intentional in how I spent my time so that when the new school year arrived, I would feel refreshed and renewed. Admittedly, the summer seemed to fly by, but I did carve out time for my own professional learning. I read every day, I wrote in my notebook (almost) daily, tried my hand at gardening, spent time with my kids and just tried to get better at being me. Some days, I killed it. And other days, well….you know. So, as I head into another school year, I know that I need to be incredibly intentional in how I spend my time and ensure that I focus on my own learning as an educator. It is this learning that fuels my work: it lifts my reading spirits, fuels my writing heart and reminds me that leading the learning of others requires that I remain a continual learner myself.
It is this core belief that drives my teaching, coaching and leading this year. I am even more committed to my own professional learning to fuel my work and lead by example. I have purpose…