Graphic: www.pixabay.com
Part 1 of a 3 Part Series
In Part 1 of this Check In/Check Out series, I described how meaningful it has been to be a member of teams that regularly utilize check in routines. The quality of our relationships and the quality of our work have both benefited. My memories of those teams and our work are like little heartstrings; I feel a tug of nostalgia and a heap of gratitude when I think of those times.
Also last week, I described check ins as regular routines that “…create space for connection and listening. They build social awareness, develop empathy, and deepen relationships.” I did not define what a check in actually is, so I’ll take that moment now. My concept of a check in is an intentional process for inviting members of a group to express their feelings and how they are doing. It is the affective, social and emotional part of our work and our relationships.
Check ins are the space for us to make human connections with another.
Check ins are different than icebreakers and activities to surface prior knowledge, which certainly have their place in group work (as anyone who has participated in one of my workshops can attest to). Check ins, however, are purposefully designed to help us know each other and work together in deeper ways.
In a karmic move from the universe, the very same week that my school leadership team was working with the Institute for Social and Emotional Learning, (see Part I of this series) I came across a post on social media from Allyson Apsey. Allyson also believes in the power of checking in. And in her role as a school leader, she is thinking about ways to practice regularly, make it meaningful, and keep it manageable. Sounds like a trifecta, doesn’t it?
Combining the learning from sessions with IFSEL and the inspiration from Allyson’s blog post, I decided to commit to checking in with members in my department and team. Our campus is spread out and so is my team. My team is comprised of faculty members currently assigned to my department as well as faculty members who will be moving to my department next school year. Starting check in rituals now strengthens existing relationships and sets the stage for building new ones.
Last week I took a step toward fulfilling my renewed commitment to check in by initiating the “Monday Morning Check In (MMCI)”. I fully intend to use check in practices face-to-face during meetings and work sessions. But for the MMCI, I adopted Allyson’s method and created an electronic form. My version is simple: 1 multiple choice question and 1 space to comment. Even though this version is electronic, I also let all recipients know that they can “pass”. Completing the check in is optional. For the first few weeks, I am also including an additional question about feedback on the form.
After 1 week, here are some things I learned and how I was able to respond:
- Some team members wrote back that it felt good to be asked how they were doing. I am motivated to keep checking in.
- Several team members had the same question. Great feedback to me about communication – or lack thereof. I was able to both send an informational email and add it as a topic to an agenda for a meeting scheduled later in the week.
- Some team members had individual questions or needs and also had one-on-one time with me later in the week. Together, we were able to make sure those topics were addressed.
- A couple of team members shared life events, not related directly to work, that are needing their attention. I was able to acknowledge them and what they are going through. I was also able to set alerts for me to send messages of encouragement or offers for help on the days when those events would be occurring.
- I received feedback on my form and my process. I’ve already made small adjustments to the form itself.
What I felt best about in the first week of MMCI is that the information I received prompted me to re-think and adjust priorities in very meaningful ways. Armed with the insight of my team members, I felt confident that the changes I made to my calendar, my agendas, and my conversations were likely to have a positive impact. I am optimistic that this will continue.
Our school is on a scheduled break this week. So, next Monday, I will try again and see how things go.
Note: I suspect that some of you reading this blog may be impacted by school closures as a result of the COVID-19 virus. My context and my examples have not been initiated as a result of the outbreak, but I would offer and suggest that your own version and adaptation of an electronic check in if you are experiencing school closures has the potential to be of benefit to you, your colleagues, and others in your school community.
Check back with LATH next week for Part 3. I will share a check out idea that I am planning to bring to my team.
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.