- Maintain a relational focus over a transactional one. They assigned us to a different dinner
location each night of the cruise. On
the first night, we were greeted and cared for by a small team of servers. They
quickly learned our names and were spot on in attending to our needs. We sat with a family with two children. My surprise came on the second night when we
went to a different restaurant. The
serving staff had moved with us!
Additionally, we were seated again with the same charming family that we
met the night before. What a great way
to allow time for relationships to form!
The dining experience was not just about getting us fed; it was about
making connections AND getting us fed.
- Provide a range of experiences based upon interest and
readiness. Each day we were provided a
paper copy of the day’s schedule of activities.
The “Navigator” was also available as an app for those who are
tech-savvy. It was easy and exciting to
select which experiences we would engage in.
Disney clearly knows that differentiating experiences creates happy
cruisers.
As educators, we are wise when we use choice to motivate our
learners. Even though our learning
targets may be dictated, there is no reason our students can’t demonstrate
their mastery in multiple ways. Moving beyond
simply differentiating by choice, we need to level our classroom activities to
meet the kids where they are. Simply
teaching everyone the same thing, at the same level, the same way, is a sure
bet to disengage most everyone in the room.
Imagine if the folks at Disney only offered one standard type of arts
and crafts activity that was appropriate for 12-year-olds all day. There would not be many returning
cruisers. This type of standardization
of activity happens in many schools, every day.
- If something goes wrong, take responsibility and work to
make it right. On the first day in our
cabin, we noticed a loud banging noise coming from the outside of the
ship. It sounded like the angry ghost of
Davy Jones beating on the hull with his rusty chains! I called the concierge to see if it could be
addressed. Within five minutes an
attendant was down and in the room listening for the banging to repeat
itself. As you might imagine, Davy Jones
decided to give his banging a break.
Much like the noise your car only makes when the mechanic is not around,
we waited and waited. After 10 awkward
minutes, Davy began banging once more with wild abandon. After hearing this, the gentleman left with a
promise to investigate. Shortly
thereafter, we received an apologetic phone call from the concierge stating
that they would not be able to address the issue until they were in port. She offered us another room, on the other
side of the ship. Not only that, they
sent an attendant to help us move our luggage, and gave us a $100 ship-board
credit! The final act of goodwill came
in the form of a precious Mickey Mouse plush toy for Max. Clearly the folks on this ship knew how to
take responsibility for shortcomings and what steps to take to correct the
issue.
Too many times, we fail to model ownership of issues with our
students. This is not just an issue in
schools, it is widespread in our society.
The need to seem perfect and deflect responsibility for our mistakes is
at the heart of many of our current struggles.
When we are vulnerable enough to say that we made a mistake, and work to
correct it, we humanize ourselves and draw closer to our learners. The same is
true when we work with parents.
Admitting a shortcoming and then demonstrating the courage to work
through it builds respect and trust. We
only get what we model.
- Find joy in the journey, not just the destination. Of all the
lessons that the Disney folks reminded me of, I believe this is the most
important. Because they attended to relationships,
provided engaging experiences, and worked hard to make things right, we enjoyed
each day. When we arrived at that
tropical paradise folks call Cozumel, it was wonderful, but not necessarily the
highlight of the trip. The trip was the
highlight of the trip.
How do you ensure that your students are enjoying their
journey as a member of your classroom or campus? Engaging students through clubs, and
extracurricular activities gives them the strong sense of belonging that
creates emotional engagement. I believe that
it is the job of every adult in a school to cultivate relationships. It starts with a smile and acknowledgement every
day.
All this leads me back to how my resolutions can bring about
a “Happy New Year”. I have recommitted
to my own personal health with the typical focus on diet and exercise. Upon reflection, I realize what will really
make this year happy is to bring joy to others, specifically the students and
staff that I lead. This is at the heart
of happiness for me, as a servant leader.
