The Multi-tasking Myth!

Here’s something that I share with the students at Arkansas Governor’s School every summer. Although these are high school juniors, the core principle applies to EVERYONE. Hopefully these studies by brain experts will help you understand what’s really happening … and lead you to adjust your thinking accordingly (and possibly even result in less stress).

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So you’re listening to a presentation in one of your AGS classes or to the evening’s Impact Speaker … but simultaneously, you’re answering a text from a friend, or chatting with friends on your tablet, or scrolling down to see what’s new on your favorite social media platform. You’re just multitasking, right?

WRONG! 

As this article points out, multiple brain studies have confirmed that multitasking is a myth! People who think they can split their attention between multiple tasks at once aren’t actually getting more done. In fact, multiple studies have shown that they’re doing less and performing worse than those who single-task. Many brain experts say that when you’re doing two things at once, attention and efficiency on both tasks can drop by up to 30%. And when you attempt to do three or more, your effectiveness level can plummet even more drastically.

And contrary to popular opinion, it’s not just Millennials or Generation Z that have developed this addiction to so-called multitasking.* I always remind my graduate students that Boomers and Gen X’ers are just as bad if not worse. Many even brag about their “ability” to multitask!

So again, multitasking is a myth … it simply can’t be done!

Please keep this in mind as you’re listening to presentations during AGS this summer. To gain the maximum benefit from the experience, focus your entire attention on the speaker. You owe it to yourself!

* Yes, younger brains are usually more agile … but that just makes it’s easier to fool yourself. 

Principals and Mental Health

More and more, schools are dealing with serious issues like major depression, addiction, mental illness, negative social media, school safety issues, suicide, and much more.

This month, the National Association of Secondary School Principals (NASSP) launched a campaign to raise awareness about the mental health challenges students face, and to highlight the solutions some principals are implementing in response.

This campaign encourages principals to lobby for more mental health funding, and it emphasizes the need to prioritize equality, student involvement, and student voice as key components of school mental health strategies.

“Whole School Wellness” will be the primary focus of NASSP’s National School Leader Conference that will be held July 12–15, 223 in Denver. For more details, click here.

Thinking about the unthinkable …

It’s a tragic reality that school shootings and gun-related incidents on campus are an increasing concern. Regardless of your community’s views on “prevention” (which vary widely), schools must always have an effective plan in place to deal with such a crisis.

During my “Physical Environment of Schools” class, we explore this topic in depth. However, over the years I’ve discovered that although most schools have at least a rudimentary plan in place for the crisis itself, there’s often only minimal planning for what to do afterwards.

Dealing with the aftermath of a crisis is a huge part of being prepared! This reflection by an Idaho superintendent serves to illustrate that. Since this event didn’t end with multiple deaths, it didn’t make the national news … but even in a “less severe” incident like this, there are significant consequences.

Hopefully this post will not only encourage you to review your school’s active shooter plans, but also provide a few additional ideas for dealing what follows should your community experience one of these tragic events.

More on Retaining Teachers (part 2)

Continuing our discussion on the challenge of teacher retention (here, here, and here), this week we’ll take a look at five foundational strategies to help avoid teacher burnout. While simple and direct, these are often the most overlooked tools in our administrative toolbox.

And with all due respect, these key attitudes are something state legislators across the country should seriously contemplate, too. Teachers often provide the necessary foundation for any meaningful, long-term systemic change … but when they are stressed to the point of burnout, no plan (no matter how brilliant) can ever be effectively implemented. Educational mandates (both from within and without) that ignore this reality rarely succeed.