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This is especially relevant this time of year but this is a simple checklist of what to think about before we start our classes. I've been around the block a few times but it's always a good thing to get ready by thinking through each of these items and thinking "How am I going to introduce myself and the class to the students.

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Once you have decided that teaching is the career for you (and our page on Teaching Skills may help you here) you will need to start taking some classes.

When you start, there may be a thousand questions that you keep asking yourself:
What will I say?
Will they listen to me?
Have I got enough to keep them busy?
What will I do if someone doesn't listen?
You are likely to be fine, but this page provides some practical tips to make sure that you and your students find the whole experience productive and enjoyable.

Planning your First Session

Know your Classroom

Try to familiarise yourself with the place that you will be teaching in.

It is both annoying and embarrassing to hunt for a pen for ten minutes with students present. Check that you can operate any computers, projectors or interactive whiteboards that you plan to use and that you have pens for any white or chalk boards.

Prepare what you are Going to Say

It is unnecessary to plan everything that you might say in an hour, but rehearsing your first five minutes might be wise and will help you to overcome any initial nerves.

Our pages on Effective Speaking and Dealing with Presentation Nerves may help here.

Decide how you will Introduce Yourself

Put your name up on the board or on the projector. Get your students to write it down now to save having to correct it later.

Set out Some Ground Rules

It can be useful to state from the very beginning when you intend to collect homework each week, for example, and what the sanctions are for late work. It may also be useful to specify from the beginning how you will collect work: are you happy to have it e-mailed to you or would you prefer it on paper?

Plan your Time Wisely

Make sure that you have activities planned for your class to do rather than just passively listening to you: it will keep your students' interest and give you a break.

Planning too many activities is better than planning too few and having to hastily find something to fill the final minutes.

See our page on Time Management for more information

State your Objectives Clearly

Most students will get more out of teaching if they know what the key aims of the lesson are.

You might state the objectives of the class at the start of the session or even write them at the side of the board, and restate them at the end of the lesson for emphasis.

Ask Questions of your Students

This can be the easiest way to involve them in the lesson and to find out what they already know.

See our page on Questioning for some useful tips.

You can also begin to identify individual students and learn about who participates in discussions, and how usefully (or not!) they do so.

Make it clear from the start that any misbehaviour is unacceptable.

You can always go from being very strict with your students to being friendlier later on, but students may find it surprising and unwelcome if you suddenly go from being relaxed to being very strict.

Staying Organised

If you are teaching in a school or college, you may encounter a large number of students and you'll need to keep track of their progress.

The following guidelines should be a useful indicator of the kind of resources that you will find useful.

Get a 'Teacher's Planner'

A Teacher's Planner is a book of blank pages divided into sections where you can write in the day, date and brief details of what work you plan to do. Sometimes they have grids in the back for you to keep a register to record who was present during each session or for you to keep track of your students' marks.

Access to a Photocopier

Despite the usefulness of laptops and e-mail, most students still prefer to have a paper record of their learning. So, unless you are going to set every piece of work from a textbook and make them write out any class notes, you will need to photocopy things for your classes.

Find your nearest photocopier, check you have any necessary access codes, and try not to do large loads at peak times out of consideration for your colleagues.

Some Coloured Plastic Trays or File Holders

Having one of these per class to hold any work that you have photocopied ready to give your students is very useful.

Textbooks

Your own copy of any textbook used by the students is vital. You may wish to label and/or annotate it to pick out useful exercises and so on. Do not lend it out in case it is not returned. If students are expected to bring a particular textbook to every session, having a couple of spare ones can be handy. Label them prominently and remember to take them back at the end of the class.

Reference Books

It may be very useful to have some additional textbooks from which you can pick out good notes or diagrams, subject to relevant copyright laws. A good annotated diagram can be a more effective learning tool than many pages of text.

A Private Desk and Drawer

This may be hard to achieve if you teach in a number of different rooms, but hopefully you will have your own desk or somewhere to keep your resources and your laptop, plus vital private supplies of pens, To Do lists, glue sticks, sticky tape, etc.

An Electronic Mark Book

Some teachers prefer to keep track of their students' marks electronically, using a document saved online that can be updated from either work or home.

This takes time to set up but can be very useful: you can use it to produce graphs that track your students' progress over time, for example, so you can see quickly and easily how their learning is going.

It is best not to leave classes unattended, even for a few minutes - especially new classes that you don't know well.

You may therefore consider in advance when you are going to answer 'calls of nature'!

Finally, don't forget that every teacher has their bad days.

There are particular students or classes that you may never love, but keep your head up and keep going, and you can make it to the end of the day.

Any class might contain a key moment of inspiration for a particular student, even if you never know of it!

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Once you have decided that teaching is the career for you (and our page on Teaching Skills may help you here) you will need to start taking some classes. When you start, there may be a thousand questions that you keep asking yourself: What will I say? Will they listen to me?

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This article lists ten pretty obvious things to consider in relation to workplace communication. These common-sense items relate to any human interaction, especially those with children. It is very basic but how many times does something to wrong with someone else and ONE or more of these 10
skills are to blame.

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The ability to communicate effectively with superiors, colleagues, and staff is essential, no matter what industry you work in. Workers in the digital age must know how to effectively convey and receive messages in person as well as via phone, email, and social media.

These communication skills will help you get hired, land promotions, and be a success throughout your career.

Top 10 Communication Skills

Want to stand out from the competition? These are some of the top communication skills that recruiters and hiring managers want to see in your resume and cover letter. Highlight these skills and demonstrate them during job interviews, and you'll make a solid first impression. Continue to develop these skills once you're hired, and you'll impress your boss, teammates, and clients.

1. Listening

Being a good listener is one of the best ways to be a good communicator. No one likes communicating with someone who cares only about putting in her two cents and does not take the time to listen to the other person. If you're not a good listener, it's going to be hard to comprehend what you're being asked to do.

Take the time to practice active listening. Active listening involves paying close attention to what the other person is saying, asking clarifying questions, and rephrasing what the person says to ensure understanding ("So, what you're saying is..."). Through active listening, you can better understand what the other person is trying to say, and can respond appropriately.

2. Nonverbal Communication

Your body language, eye contact, hand gestures, and tone of voice all color the message you are trying to convey.

Note

Eye contact is also important; you want to look the person in the eye to demonstrate that you are focused on them and the conversation. (However, be sure not to stare at the person, which can make him or her uncomfortable.)

Also, pay attention to other people's nonverbal signals while you are talking. Often, nonverbal cues convey how a person is really feeling. For example, if the person is not looking you in the eye, he or she might be uncomfortable or hiding the truth.

3. Clarity and Concision

Good verbal communication means saying just enough-don't talk too much or too little. Try to convey your message in as few words as possible. Say what you want clearly and directly, whether you're speaking to someone in person, on the phone, or via email. If you ramble on, your listener will either tune you out or will be unsure of exactly what you want.

Note

4. Friendliness

Through a friendly tone, a personal question, or simply a smile, you will encourage your co-workers to engage in open and honest communication with you. It's important to be polite in all your workplace communications.

This is important in both face-to-face and written communication. When you can, personalize your emails to co-workers and/or employees - a quick "I hope you all had a good weekend" at the start of an email can personalize a message and make the recipient feel more appreciated.

5. Confidence

It is important to be confident in your interactions with others. Confidence shows your co-workers that you believe in what you're saying and will follow through.

Exuding confidence can be as simple as making eye contact or using a firm but friendly tone. Avoid making statements sound like questions. Of course, be careful not to sound arrogant or aggressive. Be sure you are always listening to and empathizing with the other person.

Using phrases as simple as "I understand where you are coming from" demonstrate that you have been listening to the other person and respect their opinions. Active listening can help you tune in to what your conversational partner is thinking and feeling, which will, in turn, make it easier to display empathy.

Note

7. Open-Mindedness

A good communicator should enter into any conversation with a flexible, open mind. Be open to listening to and understanding the other person's point of view, rather than simply getting your message across.

By being willing to enter into a dialogue, even with people with whom you disagree, you will be able to have more honest, productive conversations.

People will be more open to communicating with you if you convey respect for them and their ideas. Simple actions like using a person's name, making eye contact, and actively listening when a person speaks will make the person feel appreciated. On the phone, avoid distractions and stay focused on the conversation.

Convey respect through email by taking the time to edit your message. If you send a sloppily written, confusing email, the recipient will think that you do not respect her enough to think through your communication with her.

Being able to give and receive feedback appropriately is an important communication skill. Managers and supervisors should continuously look for ways to provide employees with constructive feedback, be it through email, phone calls, or weekly status updates.

Note

Similarly, you should be able to accept and even encourage feedback from others. Listen to the feedback you are given, ask clarifying questions if you are unsure of the issue, and make efforts to implement the feedback.

10. Picking the Right Medium

An important communication skill is to simply know what form of communication to use. For example, some serious conversations (layoffs, resignation, changes in salary, etc.) are almost always best done in person.

You should also think about the person with whom you wish to speak. If they are a very busy person (such as your boss, perhaps), you might want to convey your message through email. People will appreciate your thoughtful means of communication and will be more likely to respond positively to you.

How to Make Your Skills Stand Out

1. Match your skills to the job. Analyze the job listing, paying special attention to the hard and soft skills that are highlighted in the job description. Then, personalize your resume and cover letter to match their requirements.

2. Familiarize yourself with other in-demand skills. Soft skills like communication may not get a direct nod in a job description, but they're still highly desired by hiring managers.

3. Use job interviews to your advantage. Job interviews provide an opportunity to show the hiring manager that you have the verbal communication skills necessary to succeed in a job, rather than just telling them that you do. Prepare for your interview, practice beforehand, and don't be afraid to pause before answering their questions - or to ask for clarification if you need it.

4. Don't stop when you get the job. Want to make a lasting impression on your colleagues after you're hired? Use your communication skills at work. Whether it's participating in a company meeting or talking with a client, you'll have many opportunities to show how well you communicate.

Key Takeaways

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These Are the Communication Skills Employers Look for in Employees

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The ability to communicate effectively with superiors, colleagues, and staff is essential, no matter what industry you work in. Workers in the digital age must know how to effectively convey and receive messages in person as well as via phone, email, and social media.

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I think this is an interesting article to improve decision making. It basically states, make a decision based on prior knowledge and align your expectations to the outcome. Really great info for me to absorb!

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Executive Summary

To get better at making decisions, you have to improve your ability to make predictions (how different choices change the likelihood of different outcomes) and your judgment (how desirable each of those outcomes is). While there are countless ways to work on these two skills, there are three simple rules that can help the most. First, be less certain. We're all more confident about each step of the decision-making process than we ought to be. What else would you think about if you were less sure that A would cause B, or that B is preferable to C? Second, always ask yourself ask "How often does that typically happen?" If you think outcome B is preferable to outcome C, you might ask: How often has that historically been the case? Third, brush up on your understanding of probability. Research has shown that even basic training in probability makes people better forecasters and helps them avoid certain cognitive biases.

Laura Schneider for HBR

To make a good decision, you need to have a sense of two things: how different choices change the likelihood of different outcomes and how desirable each of those outcomes is. In other words, as Ajay Agrawal, Joshua Gans, and Avi Goldfarb have written, decision making requires both prediction and judgment.

But how do you get better at either? We've published volumes on this subject - here are a few of my favorites - but there are three rules that stand out. Following them will improve your ability to predict the effects of your choices and assess their desirability.

Rule #1: Be less certain.

Nobel-prize-winning psychologist Daniel Kahneman has said that overconfidence is the bias he'd eliminate first if he had a magic wand. It's ubiquitous, particularly among men, the wealthy, and even experts. Overconfidence is not a universal phenomenon - it depends on factors including culture and personality - but the chances are good that you're more confident about each step of the decision-making process than you ought to be.

So, the first rule of decision making is to just be less certain - about everything. Think choice A will lead to outcome B? It's probably a bit less likely than you believe. Think outcome B is preferable to outcome C? You're probably too confident about that as well.

Once you accept that you're overconfident, you can revisit the logic of your decision. What else would you think about if you were less sure that A would cause B, or that B is preferable to C? Have you prepared for a dramatically different outcome than your expected one?

You can also practice aligning your level of your confidence to the chance that you're correct. Try out quizzes like this one or this one. You'll realize that while it's not possible to always be right, it's totally possible to become less overconfident.

Rule #2: Ask "How often does that typically happen?"

Kahneman tells a story of a time when he was collaborating on a textbook and asked his coauthors to estimate the date on which they'd complete their first draft. Everyone, including Kahneman, said somewhere between 18 months and two and a half years. Then he asked one of those coauthors, who had been involved in countless textbook projects, how long it typically took. In fact, the collaborator answered, 40% of groups never finished the book, and he couldn't think of a project that had finished within seven years. This was a textbook about rationality, and the coauthor had answered without thinking about previous cases. That person's mistake, and the point of Kahneman's story, is that they should have thought about how long similar projects typically take.

In general, research suggests, the best starting point for predictions - a key input into decision making - is to ask "How often does that typically happen?" If you are considering funding a startup, you might ask: What percentage of startups fail? (Or, what percentage succeed?) If your company is considering an acquisition, it should start by asking how often acquisitions enhance the acquirer's value or otherwise further its goals.

You and Your Team Series

Decision Making

This rule, known as the base rate, comes up a lot in the research on prediction, but it might be helpful for the judgment side of decision making, too. If you think outcome B is preferable to outcome C, you might ask: How often has that historically been the case? For instance, if you're thinking about starting a company, and you're weighing the possibility of spending years on a company that will fail against staying in your current job, you might ask: How often do entrepreneurs who fail end up wishing they'd stayed at their previous job?

The idea with both prediction and judgment is to get away from the "inside view," where the specifics of the decision overwhelm your analysis. Instead, you want to take the "outside view," where you start with similar cases before considering the specifics of your individual case.

Rule #3: Think probabilistically - and learn some basic probability.

The first two rules can be implemented right away; this one takes a bit of time. But it's worth it. Research has shown that even relatively basic training in probability makes people better forecasters and helps them avoid certain cognitive biases.

If you're not comfortable with probability, there's no better investment to improve your decision making than spending even 30 minutes to an hour learning about it. You can start with Khan Academy's introduction on coin flipping.

Improving your ability to think probabilistically will help you with the first two rules. You'll be able to better express your uncertainty and to numerically think about "How often does this usually happen?" The three rules together are more powerful than any of them alone.

Even though these rules are all things you can start using relatively quickly, mastering them takes practice. In fact, after you use them for a little while, you may become overconfident about your ability to make decisions. Great decision makers don't follow these rules only when facing a particularly difficult choice; they return to them all the time. They recognize that even seemingly easy decisions can be hard - and that they probably know less than they think.

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Executive Summary To get better at making decisions, you have to improve your ability to make predictions (how different choices change the likelihood of different outcomes) and your judgment (how desirable each of those outcomes is). While there are countless ways to work on these two skills, there are three simple rules that can help the most.

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https://padlet.com/dbiel1/b0fj0o96i9h6

Hello David,

I enjoyed reading your article on communication. I think communication is one of the most important life skills an individual can possess. I am not familiar with Jim Collins; however, I thought the article was straight forward. I will have to check out some of his works. I was impressed by the “What if’ game because it allows an individual to think through problems, strategize approaches, and predict possible outcomes for specific situations. I will have to implement this technique, and see how it works in the classroom. I think the “what if” game could be used for reading comprehension and understanding. Do you think the “what if” game could benefit students and teachers?

As a substitute, I have learned many students will act out when their regular teacher is absent. I expect the students to act the same way for me as they do for their teacher. With that being said, I have to try numerous approaches to win the students trust and respect. I have been subbing for quite some time now for certain schools and teachers, so most of the students know who I am and what I expect. Every once in a while I need additional work for students, so I always something in by bag to engage students of all ages. I think Collins made a very important point that regarding inconsistency in communication. I too believe it makes individuals uncomfortable, and it leaves people wondering if they are doing a good job.

Sandra

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(by Kelli Dodd)
I enjoy reading the work of Jim Collins. This article is a great resource to summarize key points to becoming a true change agent. Through humility, asking for help, taking responsibility, developing discipline, surrounding yourself with the right people, and leading with passion, leaders can move their organization to greatness. They key to effective leadership is knowing that great leaders do not develop overnight. Great leaders are in the race just to be the first one out of the starting blocks, but rather great leaders are in the race to outrun the competition. Each characteristic is vital to greatness. Good leaders settle, whereas great leaders demand the best of themselves prior to demanding the best from others.

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Check out this article referring to Jim Collin's theory of "Level 5 leaders". Everyone should read his book but this summarizes what an outstanding leader should be. I particularly like the HUMBLE part. This is something that is not easy to achieve.

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Achieving "Greatness" as a Leader

What makes leaders great? Is it their courage? Their business acumen? Their expert knowledge? Their ability to organize?

Truly great leaders have a specific blend of skills. But they also possess something else; certain characteristics which are harder to define.

If you're in a leadership role, then you've likely wondered how you can move to that "next level," going from good to great leadership.

In this article, we'll examine "Level 5 Leadership" - a key idea that helps you do this. We'll explore what it takes to achieve greatness as a leader, and we'll discuss strategies that you can use to move up to this top level of leadership.

Introducing Level 5 Leadership

The concept of Level 5 Leadership was created by business consultant, Jim Collins. He wrote about it in a well-respected 2001 Harvard Business Review article, and published his research in his popular book, " Good to Great."

The concept came about during a study that began in 1996, when Collins began researching what makes a great company. He started by looking at 1,435 companies, and ended up choosing 11 truly great ones. These 11 companies were all headed by what Collins called "Level 5 Leaders."

He found that these leaders have humility, and they don't seek success for their own glory; rather, success is necessary so that the team and organization can thrive. They share credit for success, and they're the first to accept blame for mistakes. Collins also says that they're often shy, but fearless when it comes to making decisions, especially ones that most other people consider risky.

Level 5 Leaders also possess qualities found in four other levels of leadership that Collins identified. Although you don't have to pass sequentially through each individual level before you become a Level 5 Leader, you must have the skills and capabilities found in each level of the hierarchy.

Let's look at each of the five levels in more detail:

Level 1: Highly Capable Individual

At this level, you make high quality contributions with your work. You possess useful levels of knowledge; and you have the talent and skills needed to do a good job.

Level 2: Contributing Team Member

At Level 2, you use your knowledge and skills to help your team succeed. You work effectively, productively and successfully with other people in your group.

Level 3: Competent Manager

Here, you're able to organize a group effectively to achieve specific goals and objectives.

Level 4: Effective Leader

Level 4 is the category that most top leaders fall into. Here, you're able to galvanize a department or organization to meet performance objectives and achieve a vision.

Level 5: Great Leader

At Level 5, you have all of the abilities needed for the other four levels, plus you have the unique blend of humility and will that's required for true greatness.

How to Become a Level 5 Leader

It takes time and effort to become a Level 5 Leader. But the good news is that it can be done, especially if you have the passion to try.

Again, it's important to realize that you don't have to progress through each level in turn in order to get to Level 5. But you do need the capabilities found in each level in order to achieve Level 5 status.

Here are some strategies that will help you grow emotionally and professionally, so that you can develop the qualities of a Level 5 Leader:

Develop Humility

Conversely, as a leader, you need to take responsibility for your team's efforts, even when things go wrong.

Tip:

The 2007-2008 financial crisis showed many examples of how arrogant, self-glorifying, self-obsessed leaders led their organizations to ruin. Much of this chaos could have been averted if appointment committees had recruited Level 5 Leaders. Humility matters, including when it comes to recruitment.

Ask for Help

Level 5 Leaders are sometimes mistakenly thought of as "weak," because they ask for help when they need it.

Remember the Guy Kawasaki quote that "A players recruit A+ players, while B players recruit C players." If you're recruiting A+ players, why wouldn't you take full advantage of their skills? (The truth is that if you can recruit A+ people successfully and get the best from them, then you've become an A+ manager.)

Take Responsibility

So make sure that you take responsibility for your (and your team's) actions. Our Book Insight " No Excuses! The Power of Self Discipline" has more on this.

Develop Discipline

If you know in your heart that you're right, then don't let naysayers dissuade you from a course of action. It's always important to listen to differing opinions, of course, but don't let fear be your driving motivator when you make, or change, a decision.

Find the Right People

Lead With Passion

Level 5 Leaders are passionate about what they do, and they're not afraid to show it.

When you demonstrate to your team members that you love and believe in what you're doing, they will too. If you're having a hard time finding passion in your work, then you need to search for the human benefit in what you're doing.

See our article on Working with Purpose to explore how to find meaning in what you're doing. It's also important to create an inspiring vision for your people - our article on Transformational Leadership shows you how to do this.

Tip:

Use common sense in the way that you apply this idea.

In some environments - that is, in high-trust, properly-managed workplaces - Level 5 Leadership is something to aspire to, demonstrate and apply.

In low-trust or dysfunctional environments, however, you may need to use Level 5 Leadership more cautiously. Definitely apply the approach, but make sure that you're alert to the "corporate politics" going on around you.

Key Points

Level 5 Leadership is a concept developed by Jim Collins. After several years of research, Collins discovered that all of the great organizations that he studied were headed by what he called "Level 5 Leaders."

These Leaders have a unique combination of fierce resolve and humility. They were the first to own up to mistakes, and the last to take credit for success.

You can work on developing the following skills and characteristics to become a Level 5 Leader:

Develop humility.

Ask for help.

Take responsibility.

Develop discipline.

Find the right people.

Lead with passion.

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Level 5 LeadershipAchieving "Greatness" as a Leader

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Achieving "Greatness" as a Leader What makes leaders great? Is it their courage? Their business acumen? Their expert knowledge? Their ability to organize? Truly great leaders have a specific blend of skills. But they also possess something else; certain characteristics which are harder to define.

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This is an interest take on the discussion of communication. I like some of the techniques presented by Jim Collin, and I see how these could be applied to a classroom environment. In such a technological age, teachers will need to rethink prior techniques for communication, as they may be interacting with students in a broader range of media. Collin really brings up how to galvanize conversation, as apathy plays such a large role in missed communication opportunities.

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I love Jim Collin's book From Good to Great and this article helps apply some of his work to communication. I particularly like the "be direct" approach as well as the "productive paranoia". Great EASY read.

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On Monday, I was lucky enough to attend the opening keynote address at the Government Finance Officers Association which was presented by Jim Collins, leadership expert and best selling author of several books, including "Good to Great: Why Some Companies Make the Leap and Others Don't."

I have no intention of repeating his presentation by outlining the leadership lessons he shared. If you'd like to learn those, be sure to check out Jim's website at www.JimCollins.com and investigate his many books on the subject. However, while taking notes on some of the key points he made, I realized that so many of them could be applied to communication in addition to leadership, so I will share those here.
1. If you want to get people's attention, get them to confront the brutal facts - THAT is the catalyst for change.
Whether it's letting employees know about an organizational change, or trying to re-direct someone's behavior, being specific and factual in not only sharing what's wrong, but the consequences of not changing, is critical. Being a wimp and hinting at a problem, or making broad general statements like, "We all need to do a better job of getting back from lunch on time," to your entire staff in a meeting rather than manning up and facing the employee with the tardiness issue, has got to stop. We have to stop communicating in generalities - it just doesn't get the RIGHT people's attention. Does that mean we need to be ugly, hurtful, or as I like to say, "Go all New York," on people? No, but we do need to share the truth as specifically and factually as we can.
2. The signature of mediocrity is chronic inconsistency.
There's nothing that makes people uncomfortable and makes them distrust as much as communicating in a way that is inconsistent. I'd rather work for Chef Gordon Ramsey, who is pretty consistently aggressive and direct, than Glenn, the manager in the TV series, "Superstore," who is not only a bad communicator, but terribly inconsistent. Whether it's over-communicating sometimes and under-communicating others, or letting poor performance slide in some instances, and jumping all over it in others, inconsistency is sometimes worse than inaction.

3. Those who do well in uncertain times are the ones who worry all the time.

Collins refers to this as Productive Paranoia. I like to think of myself as productively paranoid. In fact, one of my favorite games is the "What If?" game. From "What if someone broke through my front door?" to "What if there really was a Zombie Apocalypse?" I like to be prepared for anything. I play the same "What If?" game when I'm communicating. Before I send an email, have an important conversation, or think a presentation is finalized, I ask, "What if _____," and fill in the blanks with all the things I can think of that can go wrong. Collins said, "You can't predict what's coming, so therefore, you must be prepared for what you can't predict." Although it's unlikely we'll have a Zombie Apocalypse any time soon, thinking through potential problems, strategizing approaches, and predicting possible outcomes is called "planning" as far as I'm concerned.
4. What should be on your "stop doing" list?
In Collins' presentation, he referred to leadership and organizational practices that we need to consider stopping. He said you can't do it all and you can't do it all well. Collins posed the challenge, "If it were a fresh decision today to start this, would we do it?" If the answer is no, then we need to stop.

Think about all the things we do in communication out of habit or because "that's what we've always done." Take a new look at your old communication approaches and techniques. Are they working? If not, it's time to stop doing them. An example that comes to mind is my client organizations who still do newsletters. Just because you've always used a newsletter as a way to communicate with your employees or customers, doesn't mean you should still do that. Are they reading it? Really? If not, maybe it's time to start exploring other options.

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Four Lessons Learned from Jim Collins - Applied to Communication - Amy Castro

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On Monday, I was lucky enough to attend the opening keynote address at the Government Finance Officers Association which was presented by Jim Collins, leadership expert and best selling author of several books, including "Good to Great: Why Some Companies Make the Leap and Others Don't." I have no intention...

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This article was the focus for a project in another class but it really helped me develop thoughts about how departmental leadership should be development-oriented, or teachers teaching teachers.

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I saw Richard DuFour in San Antonio at a PLC conference about 3 years ago and was inspired by his personal story. Here he was, only a few months to live due to cancer and he chose to spend his last few months trying to impart his message to as many teachers as possible. It worked on me. This book I read awhile and (a synopsis is attached) and I am constantly pulling not only research and notes for my graduate school from it, but also I am pulling inspiration for my job and field as a whole.