Part 1 of a 3 Part Series
Check-in. It’s required at places like the airport, the doctor’s office, or the hairdresser. Check-ins prompt efficiency and organization.
It’s routine when engaging in activities like a Twitter chat or live webinar. Families often create a meal-time ritual such as “best part of your day/worst day part of your day.” Check-ins create space for connection and listening. They build social awareness, develop empathy, and deepen relationships.
Check-ins are simple. Yet, check-ins are sometimes overlooked in the schedule of our day and the pressure to cover content or get things done.
Earlier this month, I was afforded the opportunity to participate in a leadership session about fostering social and emotional learning led by @Nick Haisman-Smith and Rush Sabiston Frank of the Institute for Social and Emotional Learning. Nick and Rush asked a simple question:
What check-in routines do you have in your own meetings at your school?
Pause. All 20 or so people in the room were quiet, as if we were surprised by the question. (Kudos to Nick and Rush for the positive presupposition in their question ~ but that’s for another post.) After the short pause, several members of our team were able to share various check-in practices. Examples of check-ins with students were abundant. Check-ins amongst and between adults, however, were more scarce.
Clearly, their simple question has me reflecting and thinking. Currently, I have one small group that I meet with weekly where we have a consistent practice of check in. In fact, it’s more than a routine. It’s a ritual. And a part of my week that I look forward to. It is a source of energy in my week and in my work.
Reflecting on my current situation also has me recalling other professional groups I have been a member of that engaged in regular check-in practices: a district-wide group of literacy coaches, a school staff with opening rituals at faculty meetings, a PLC group of elementary principals, and the International Literacy Coach Cohort groups I facilitate. As I think of each of those groups, I notice a series of emotional and physical reactions: my heart swells, I take a deep breath, nostalgia sets in, and stories flood my mind. Stories of people I knew deeply and greatly admired. Stories of people I remain in contact with now. Stories of tough situations we tackled and incredible accomplishments we achieved together.
I feel thankful that Nick and Rush asked the question about check-ins. They reminded me how much I value this simple practice. They prompted me to recognize the impact of regular check-ins on working relationships and on work achievements. They reminded me that regular check-in is essential to promoting a positive school culture and to accomplishing our school goals.
Speaking of check-ins, check-in with LATH next week for Part 2. I will share a check-in idea that I am initiating with some of my team members.
In the meantime, join the Learning at the Heart closed group on Facebook to join in a conversation about ways educators are checking-in all over the world.