What characteristics of the imposter syndrome can you relate to most? How can you stop measuring yourself against someone else’s idea of success? How can we stop measuring our students against someone else’s idea of success? Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
What characteristics of the imposter syndrome can you relate to most? How can you stop measuring yourself against someone else’s idea of success? How can we stop measuring our students against someone else’s idea of success? Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
ReplyDeleteSelf-doubt is my most relatable trait for the Imposter Syndrome. If I reflect on all I have accomplished, it helps. The whole time I was working toward my masters degree, I felt like an imposter. I had a fear of failure and doubted my ability greatly. Now when something makes me feel like an imposter, I think back to that journey. I tell myself that I can do hard things. I remember the feedback give by my prof that helped me believe in myself. I regularly tell my Spanish students that they are all on their own path to proficiency and they are right where they should be. I encourage them to keep going and celebrate with them along the way. I continue to "listen to brilliance" and uplift my students because they probably feel like they still can't do anything with the language, when in reality they don't realize how much they are doing and showing when they answer a question that I have asked in Spanish.
I can relate to all 4 characteristics of imposter syndrome. I struggle a lot with anxiety and overthinking things. I worry that I'm not doing all of the things that I need to be doing to be a successful teacher when I hear things that other coworkers are implementing/doing. I worry that I'm not drilling enough standards and getting through everything needed for smarter balance testing, etc. I know that as an educator we can't be perfect and accomplish everything we hope to. I need to remind myself that I'm doing the best that I can with the time and energy that I have and every day I'm trying to make those minutes count. I need to remind myself that it's not all about brilliance and perfection, it's about shaping and forming these students lives. It's about setting them up for success and teaching things that matter in that moment instead of worrying about whether or not we get through all of our content standards by the end of the year.
ReplyDeleteI relate to ALL the characteristics of the imposter syndrome she listed. I think less of measuring up to someone else's idea of success and overthinking my OWN version of success. When comes the time when I step back and look over what has been acheived, nod my head, and say 'Hey, that's pretty good'? When is the time to cut myself the slack to call a project good (or good enough), to stop dreading the parent phonecalls, to allow myself the breathing room to calm? Barring the inner voice telling me it's good enough, I seek the approval of others, and even when they are complimentary, I cannot seem to accept. I think this is a matter of growth and confidence that only comes with continual practice. I am better at pointing out the improvement, celebrating milestones, and encouraging the progress for my own children and students than for myself, but what kind of role model am I for them if I don't practice what I am preaching?
ReplyDeleteI can relate to fear of failure and anxiety the most. I can overthink things and worry. I think it is easy to play the comparing game in today's world. I have worked hard the past few years to not compare myself to others, and it something I continue to work on. Being "you" is what makes each person great. I like the line "listen to brilliance"! Our students and colleagues all have talents and gifts and we should help people know how amazing their talents and gifts truly are and how that can help our world.
ReplyDeleteThe characteristics of the imposter syndrome that I relate to is perfectionism and comparing myself to others. I want everything to go perfectly in my classroom. As I get more years of teaching under my belt, I realize that sometimes you may have to reteach a lesson because they are not understanding. And that is ok--you are not a bad teacher. When I started this job teaching kindergarten at a new school, I would watch the teachers that have been here 20years or more and notice how much they knew about the families and the classroom management. I finally had to realize that I too will get there, I just need to be consistent with my classroom management for the school year. I just need to realize that no teacher is going to be perfect. We all have different strengths and weaknesses.
ReplyDeleteI relate to the anxiety and perfectionism, especially at work, I find that the more self conscious, or more insecure teachers are, the more they make themselves sound amazing. For a long time I felt like I was not a good teacher, let alone great, because I was surrounded by people who talked a great game about themselves, they talk about hours spent working on lesson plans, hours preparing, and I was not doing that. So I felt like I wasn't doing enough, therefore I was not a good enough teacher. As it turned out, my scores are as good as or better than those who talked such a great game. I have had to stop comparing myself to anybody, because improving myself should be the only competition.
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ReplyDeleteThe characteristics of imposter syndrome that I can related the most is perfectionism. Not only do I seek perfection at school, but also in my personal life as well. It is a challenge to not compare myself to someone else's idea of success, because we are often compared to other teachers in our grade level, building, or district. It’s very hard to step away from that, and it often feels mentally draining to always seek that high rating and perfection status. I want to stop measuring myself against someone else’s idea of success by focusing more on the things I am doing well on, than focusing on the things I need to improve on. I want to surround myself with others who are positive thinkers, and steer clear of negative mindsets.
ReplyDeleteI believe all educators should listen to our brilliance because everyone does have unique abilities and many strengths. Every teacher should have a similar main goal (to help our students), and we should collaborate and take opportunities to teach others’ our strengths to reach those goals.
I relate to feeling like I am not doing enough as a teacher. It is so easy to do when being surrounded by social media. There are many teachers on social media platforms who show their best side and it is easy to compare yourself to them and feel like you are not as good as them or doing enough for your students. I often have to keep myself grounded and remember that we are all doing what is best for kids and that is not going to look the same across the board. Everyone can listen to brilliance because we all hold amazing attributes and qualities that contribute to the education world.
ReplyDeleteI most relate to perfectionism. I have struggled with it since I was young. Being a mom has helped me to recognize it. I also don't have as much time, so realize I can't "do" everything to even my unrealistic expectations. My daughter is in first grade - and it has been refining for me to not hold her to my standards.... to let her be six and not scrutinize why she got a problem wrong. I've also been trying hard to not "label" myself as a perfectionist. I want to break that label in my own life and try to help my daughters to not fall prey to it.
ReplyDeleteI'm listening for brilliance - empower brilliance! If we don't we won't tap into the best ideas in the world. For me, since I'm not in the classroom, I think it's ensuring I leave space in team meetings for everyone to get to share... or to give time for processing and to follow up at a later time... some team members are quieter or aren't quick to speak - but they have great ideas and I don't want to miss them!
I believe this is a work of life - for the majority of us who struggle with imposter syndrome, it is a constant process of retraining our thinking. I have always been a perfectionist, and I expect things to be done a certain way, but I also struggle with incredible insecurity. Despite my hardwork, I never feel good enough or confident enough. "I hope nobody figures this out, that I don't actually know what I am doing." I have had nightmares in which I am all of a sudden planted into the most uncomfortable situations that I am 100% unprepared for (reffing an NFL game, for example). I think this stems from anxiety caused by imposter syndrome.
ReplyDeleteAs a teacher, it is important to train children to work past the imposter syndrome. We want our children to be confident and tap into their inner strengths and brilliance. I think this is one of the most challenging parts of being a teacher. We know our kids are smart and talented, but we are also told (by standards, text books, administration, standardized testing, etc.) that there is one right way to do things. I believe we can do better for our students, so that they can feel confident, less anxious, and allow themselves to go out of their comfort zones to tap into their own varying levels of brilliance.
What characteristics of the imposter syndrome can you relate to most? How can you stop measuring yourself against someone else’s idea of success? How can we stop measuring our students against someone else’s idea of success? Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
ReplyDeleteI can certainly relate to not feeling good enough or as skilled as I want to be. I think it's really hard to feel confident as a teacher in today's world. Between administrative critique and negative feedback from parents, to comparing yourself with other teachers, it can be easy to start to believe that you aren't enough. What helps me the most to not measure myself according to someone else's definition of success is my Christian faith and remembering what success is in God's eyes. It's much more about having a heart to serve others than to be perfect or "the best." It's important to listen for brilliance because everyone is worthy and has something to offer. It just looks different for everyone. We often are forced to put students in boxes and their gifts that are not as easily identified by standardized tests and assessments in school are missed. When we open up our ears and eyes to the whole student, we will find their brilliance.
As I reflect upon the characteristics of imposter syndrome, I am finding that I suffer from all of them at different moments and in different situations. I am finding I have common threads as to what characteristic I feel in certain situations but all characteristics present themselves at some point. I have worked hard to overcome anxiety and have some wonderful tools in my toolbox but when I have situations within my personal life and with my own children and grandchildren I find anxiety rearing it's head. Perfectionism is a struggle for me. I beat myself up over all mistakes and have very high standards for myself and when I don't measure up to myself, I am very disappointed. Self doubt has presented itself frequently as I have recently changed jobs. Thankfully I have wonderful coworkers that are very supportive. Fear of failure presents itself when I have new ideas I want to implement in both my professional and personal life. I need to continue to be mindful of my passions, loves, and what makes me happy to stop measuring myself against other's success. I need to keep balance and be happy for others and celebrate my little successes. With my new job I serve children and families birth to age 3. In this role I coach families to integrate interventions into daily lives and advocate for their children. To help them not compare their child's development to any other child. We celebrate the individual characteristics of their child and celebrate their child's successes no matter how small. We look at the wide range of development and focus on what is best for their child as an individual and what is best for the daily routines of their family. We need to "listen for brilliance" because every single person has a strength in something and has something to offer. I have learned so much from each and every family I serve. It is amazing developing relationships in which the families feel comfortable sharing with me!
ReplyDeleteComparison and perfectionism are the ones that I can relate to the most. I think I often focus too much on what I need to improve on instead of the things that I am thriving at or doing right. I struggled with this a lot as a new teacher and also as a teenager. Thankfully, as I’ve matured, this aspect of my life has improved. I think being a teacher and working with all types of learners and knowing that I would never expect perfectionism from them has helped. It’s important for educators to listen to “listen for brilliance” to remind us that each student has their own strengths and weaknesses, just like we do. It’s also important to think of everyone as “doing their best” and to celebrate the growth we see now matter how big or small.
ReplyDeleteOften when I relate to the imposter syndrome most is when I compare myself to someone who does not exist - another elementary teacher librarian in my district. Being the only person in my position often has me asking questions like "what are others expecting of me and am I doing that?" and "I wonder what other people think my job really is and if I'm doing it wrong". Instead of always wondering if I am doing the right things and enough things in my position I should take time to celebrate the impact that I have on my students and what I do with them that is important and useful.
ReplyDeleteThe idea of someone else's success often comes from social media due to no comparisons within my district which can be a slippery slope of feeling incompetent, often. That also means that I am in a unique position to simply stop any comparisons. I can simply celebrate what my students are getting out of my library, and instead just be open to ways to improve.
When we listen for brilliance, we end up finding SO much that we are actually successful at without changing anything. If we are aware of and celebrate our successes, change can be uplifting and motivating, instead of stressful.
What characteristics of the imposter syndrome can you relate to most? How can you stop measuring yourself against someone else’s idea of success? How can we stop measuring our students against someone else’s idea of success? Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome? I love how she states that your therapist needs a good sense of humor. That is me, I deal with life using humor. Perfectionism is the one I could relate to the most. I am incredibly hard on myself and so critical. I have had a very difficult time in my life to find good things about myself. It is so much easier to be harsh, then to see what is good about me. I work on this every day. I love how she says to become a "self researcher." I always saying, "know thyself."
ReplyDeleteI could relate to all of the characteristics of the imposter syndrome at various points in my life. I would say currently I mostly relate to self doubt and fear of failure. I fall into comparing myself to other teachers, which usually ends in me feeling inadequate. I worry that I'm not doing enough to prepare my students for their next year, state testing, etc... This Ted Talk definitely spoke to me. I hope to work on my inner radical hero voice to call out my imposter thinking.
ReplyDeleteWhat characteristics of the imposter syndrome can you relate to most? How can you stop measuring yourself against someone else’s idea of success? How can we stop measuring our students against someone else’s idea of success? Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
ReplyDeleteI can relate to all the characteristics of the imposter syndrome, but the one I relate to the most would be comparison and anxiety. When I first started teaching it was hard for me to not compare myself to other teachers in my school or even on social media. I would see how they could manage their classroom and how they did their lessons, and I would begin to compare myself and see everything I couldn't/ wasn't doing. I tried to take a step back and rather compare myself to them I tried to learn from them. I have also always been an overthinker and had anxiety. I am constantly thinking about if my students are prepared for the next year, are they proficient enough to move on, etc. I found this video eye opening and it was helpful knowing I am not the only one with these thoughts. I will continue to work on staying positive and not letting those negative thoughts get to me.
The most relatable characteristic for the imposter syndrome for me is self-doubt. I have a hard time not comparing myself to others and how others are doing. This is my fifth-year teaching, so I’m still a new teacher. I think it’s hard for me to not compare myself to other teachers because there are so many great teachers. I am getting better at not comparing myself to others as I am getting older. I am starting to understand that I need to “listen to brilliance”. Every person, no matter their age, is going to have different strengths that make us who we are. A very good teacher friend of mine, who has been teaching for 35 years, would still come to my classroom and ask me questions. This also helped me understand that things are always changing, and we are always learning. I need to have confidence that I know what I’m doing.
ReplyDeleteWhat characteristics of the imposter syndrome can you relate to most? The characteristics of imposter syndrome that I relate to the most are fear of failure and self doubt. I am often told that I am an excellent teacher, and that I am patient. I am told "I don't know how you do it" and although I hear these compliments often, I am very hard on myself. I am always thinking that I should have been more patient, or I was too hard on that student, or I did not handle that situation correctly. Perfectionism is one of my biggest flaws as a person and as a teacher, so it is very hard to feel competent and successful in a position when I am often thinking of what I should have done differently.
ReplyDeleteHow can you stop measuring yourself against someone else’s idea of success? I think as a teacher, it is important to measure your success based on your student performance. Not necessarily. academics, but whether they are happy. Do they feel safe in your care? Are they making progress? It's important to show up everyday giving 100%, knowing that not every student will master the content, but you can only do so much, and at the end of the day, that's what matters the most.
How can we stop measuring our students against someone else’s idea of success? It is important to realize that the same way teachers are not all the same in their teaching styles, neither are students. Especially in special education, I have the unique perspective and opportunity to have individualized learning for each student, making it easier to gauge their success based solely off of their own confidence and improvements versus off of standards or "the average" student's work. Intrinsic confidence and belief that they are making progress is what matters to students.
Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome? Teaching is a job that is always changing. There are educators all around the nation making discoveries that help students with phonics and math strategies, and if every teacher gave into their doubts and worries about imposter syndrome, we would all unfortunately be at a great loss of progress. Encouraging others to share their brilliance with the world is how education will make progress and students will get what they deserve.
What characteristics of the imposter syndrome can you relate to most?
ReplyDeleteI related to a lot of this Ted talk. Specifically, worrying that everyone around me is better at their job than I am. If 2nd graders struggle with telling time, I assume it's because I did a poor job teaching it in first grade. Our 2nd grade teacher years ago would often talk about all the things her students couldn't do or were struggling with and I felt a tremendous amount of guilt because it was obviously my fault and I was a terrible teacher.
How can you stop measuring yourself against someone else’s idea of success?
I haven't figured this out yet. I strongly value the opinion of others and worry what others think of me. I need to remember that somebody's opinion of me is none of my business. It's hard though.
How can we stop measuring our students against someone else’s idea of success?
This is hard because we have these specific 'goals' for each year. For examples, my first graders are supposed to be reading at a level J by the end of the year. They all need to show growth on their MAPS tests. They all need to be able to XYZ before second grade. Instead of worrying about showing achievement, we need to be more focused on growth.
Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
I always tell my coworkers that they are my best PD. I've learned more from watching them teach, learning how they utilize Dojo, how they interact with their students, etc, and I try to thank them for that. PLEASE share your brilliance with me, so that I can become better too.
What characteristics of the imposter syndrome can you relate to most? How can you stop measuring yourself against someone else’s idea of success? How can we stop measuring our students against someone else’s idea of success? Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
ReplyDeleteFor me, I am at the self-doubt characteristic the most. I have a first year teacher I help and I find that I'm unsure of my answers often. I'm going back to double check sources, challenge how I've been doing things for years. It's frustrating at times, yet rewarding as I'm reenforcing my thoughts or changing for the better/updating.
Measuring students against someone else's idea of success?
This is a tough pill to swallow since it is state testing time. Being in special education, it's difficult not to take students results personally. I try to look for each student to show individual score growth rather than improving from a 1 to a 2, etc. It somewhat helps.
Listening for Brillance: Having young teachers in our department can be a bit overwhelming, at times. They are more advanced with technology, so I appreciate them teaching me how to use the tools which makes for better time management. They have great ideas and resources which get me out of my comfort zone, making me learn new ways, which I believe helps the students bc I'm more understanding of their struggles bc I'm struggling also.
I can relate most to anxiety. As long as I can remember, I have been an anxious/nervous person. I also think the anxiety leads to doubt and fear of failure. I'm nervous that I do not feel like I am a good teacher, I then doubt my abilities which then lead me to feel like I am a failure. I can stop measuring myself against others' ideas by defining what is important to me instead of what another person's idea of success is. I can stop measuring my students' against someone else's idea of success in acknowledging that school and the typical school model is not for everyone. What other strengths do my students bring, other than academics? I sometimes need to value their personal growth over the academic achievement. It is important for us to listen for brilliance in order to empower our students and to also get ideas.
ReplyDeleteI can probably relate mostly to self doubt. I tend to overthink thinks and think about things, some of which have happened years ago. Wondering if I really measure up to others in my profession. I think we stop measuring ourselves against someone else's success when we realize that we are all uniquely different. We all have different strengths and weaknesses and we are all going to do things differently. When we realize how important it is to by ourselves. I think we need to apply the same logic to our students. They are all unique individuals and they will all succeed at different things at different rates. It is our job to encourage each and everyone of them to reach their full potential and not someone else's. When we listen for brilliance we truly believe that every one is brilliant in their own right. I have experience students crushing projects when they could apply the material in a project but would have failed miserably on a written exam. It really speaks to valuing each individual and treating them all with the proper dignity and respect that they deserve as human beings.
ReplyDeleteWhat characteristics of imposter syndrome can you relate to most?
ReplyDeleteHonestly—all of them. I know that sounds cheesy, but imposter syndrome is something I live with daily. Growing up in an abusive environment, I developed a deep fear of failure. Nothing I did ever seemed good enough for my dad. He even told me at a young age that he didn’t believe I was his child. That shook me to my core and made me question everything about myself.
From there, I became a perfectionist, constantly trying to prove my worth to others. When I receive compliments on my work, I tend to downplay them—saying things like, “It was nothing,” or “I just do what I can.” But if I get even a small critique, I fixate on it, determined to get it absolutely perfect next time—or I avoid similar situations altogether so I don’t risk failing again.
The big four traits of imposter syndrome are so interconnected that it’s hard not to relate to all of them. They feed off one another, and it can feel like a never-ending cycle.
How can you stop measuring yourself against someone else’s idea of success?
You have to let your inner hero challenge your inner saboteur. RuPaul talks about the "inner saboteur" a lot—those negative voices that tell you you’re not good enough. But we also have an inner hero, and we need to give that voice more power.
Our inner hero reminds us that we are fierce, that we do belong, and that our success doesn’t need to look like anyone else's. As Mama Ru says, “If you can't love yourself, how in the hell are you going to love somebody else?” Amen to that.
How can we stop measuring our students against someone else’s idea of success?
We need to recognize that someone else's definition of success might be driven by their own "inner saboteur." As educators, we should be guided by our inner hero instead—someone who sees students for who they are and honors their unique journey.
Success looks different for every student, and our job is to support their version of it, not force them to chase someone else’s.
Why is it important for us as educators to “listen for brilliance,” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
Listening for brilliance means actively seeking out the strengths, ideas, and potential in our students—even when they don’t see it themselves. It’s about building up their inner hero and helping silence the voice of the inner saboteur.
We have the power to lift students out of imposter syndrome instead of pushing them further into it. I once heard Myrna Becker say in a Love and Logic class, “The trauma brain never forgets.” Every negative experience leaves a mark. As educators, let’s be the ones who leave a mark of encouragement, not trauma.
So much of my imposter syndrome comes from feeling too young to in the profession to have valid opinions. I also feel imposter syndrome when comparing myself to the teachers on social media. I love following teachers on Instagram for ideas, but it is easy to fall in the trap of feeling lesser than. It's so easy for me to fall into this feeling of imposter syndrome. Think how our students feel when they have 20 other peers doing the same project as them. Just how we can hone in on our strengths, we can help students do the same. We don't want students to view school as this negative place where they never measure up to expectations. We want them to see their value in what they bring to the table. Part of this starts with us believing in ourselves and our own self worth.
ReplyDeleteI loved listening to Lou Solomon. I can really relate to all of her characteristics of the Imposter Syndrome, but the self-doubt is the one I deal with most frequently. The older I get the less I care about what everyone else thinks, but it has been a battle I have fought my entire life. I loved her comments about listening for brilliance, and it brought to mind that the people I love talking to are the people who act as though what I am saying is the most interesting thing that they have ever heard. Because I love talking to people like that I try to remember to do that to the children who are talking to me. That doesn't necessarily help my imposter syndrome, but it does seem to make me more aware of the needs of others. It also combats the fear of failure to some extent. Like Lou said, Imposter Syndrome never goes away, but we can learn to fight down those feeling of unworthiness, and hopefully instill that in our students by not comparing them to others, or by showing them that they are different abilities, not better or greater abilities.
ReplyDeleteI have this syndrome....I struggle daily with what Lou talked about. I didnt come from an abusive home. My family is a great treasure in my life, but I never felt smart in school. I longed to be a teacher from when I was a child, I remember thinking that when I would be a teacher I would make the kid who struggled the most feel like they were the smartest kid alive! I hope, after all these years of teaching, that I have accomplished that goal with my students. Listening for brilliance, I have such good friends in school. Fellow teachers who make school the best place ever! Thankful for our school!
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ReplyDeleteI can relate to the comparing to others and self doubt part of imposter syndrome. Remembering that I am meant to be a teacher and that it is "right" for me. Also thinking back to the dream I have had my whole life about being a teacher and why I do it. We can stop measuring students students by comparing to others successes by taking a step back and thinking about how success if define for each of our students. Success does not, and should not look the same for all of our students. It is important for us to "listen for brilliance" in the classroom to encourage students to share their ideas and feel comfortable sharing their thoughts, to avoid imposter syndrome.
ReplyDeleteThe characteristics of the imposter syndrome I relate to the most would be self doubt and fear of failure. These two are hard for me because I regularly think I can't do it and I'm going to fail, so why even start!
I feel it is important to stop measuring yourself against others because success can be measured so differently in every situation. In regards to teaching and what might be considered success for a student could be very different to what your student is capable of. The student you are working with can be having great success but they are not doing as well as “so and so”, which in turns makes you feel like you are not doing good enough.
I think we need to just measure each student's success independently! Not by some specific standard or expectation. Kids are so different and have so much going on in their lives, that all needs to be brought into consideration.
It's important to “listen for brilliance” simply so you don’t miss it. If you're so caught up in expectations and what others are doing you're going to miss your students' individual brilliance!
At first I would say fear of failure/self-doubt but I actually think that the larger culprit behind those two is perfectionism. Often times it is due to little imperfections that I can feel doubt or a fear of failure that make me want to overhaul things and completely try something new when in reality it is a natural imperfection or failure on the way to growth. I love John Wooden's definition of success. “Success is a peace of mind that is a direct result of self-satisfaction in knowing you did your best to become the best you are capable of becoming.” I love it because no one else can define but you. When we listen for brilliance we are open to the idea of finding each person's own brilliance and are available to catch students being good. This gives so many more opportunities for positive interactions and feedback.
ReplyDeleteI feel like at one point or another I have felt and related to all characteristics of the imposter syndrome. Teachers have a lot of high expectations that we put on ourselves, then the district, state, students, and parents. I always worry and feel that there is never enough time to teach and ensure my students meet all the requirements in 3rd grade. Add to it the first year of state testing, which is another level of stress we put on ourselves and our students. I try to remind my self that I can not do all the things and that I am human and can only give and do my best. Some days it is enough, and some days I fall short. I try to give myself the grace that I give to my students, and try not to be my worst critic. I remind my self that one test or grade doesn't accurately represent what my students can do and what they know. We are taught to use differentiation and accommodations, so why are we continuing to use the same test to measure what they know? It is important to listen for brilliance because we could miss out on a great idea or amazing invention. We do not give those who are creative, who think outside the box the confidence to share and create.
ReplyDeleteI can relate to 3 of the imposter syndrome the most: anxiety, self-doubt and fear of failure. Right now, probably fear of failure. I am thinking of taking a job and have a big fear that I won't do it right. I always listen to brilliance because you can gain a lot of wisdom and knowledge from things. I have always had to deal with anxiety and self-doubt. I am always thinking that I am not good enough to do the job.
ReplyDeleteSelf-doubt and perfectionism are the two characteristics that I find myself fighting with the most. I will work and rework tasks and assignments and am often left wondering what I could have done to make it better. I am constantly worrying that I could be doing more to meet the needs of my students. One thing I find myself most often doing is self-talk. I need to talk myself through scenarios thinking about what could or could not happen. In doing this, I am able to slow down and really think through what is causing the anxiety and self-doubt. I often find that this feeling helps me connect more to my students and help them process through their own feelings of self-doubt and insecurity.
ReplyDeleteThe concept of listening for brilliance is an idea that I hope more teachers will embrace. I often find that my students in special education often feel unheard or overlooked because they are not always able to do the same tasks as the rest of their peers. Many miss out on how truly amazing these kids can be. Looking for and empowering brilliance would benefit everyone.
I relate most to self doubt and comparing myself to others. I have been teaching for many, many years and I still have lots of self doubt at times. When those times come up, I do consciously think about the progress the students have made in my classroom, and have to remind myself that I do the best I can, and it is good enough.
ReplyDeleteMeasuring myself against someone else's success is a challenge for me, but I have gotten much better at being happy for other's successes and being satisfied with mine.
Listening to brilliance is important because when teachers listen, we can find that brilliance in any of our students. I have seen the faces of students brighten when I have pointed out a brilliant moment from a student, those moments can give confidence to the students. Looking and listening for brilliance in any person, even adults we engage with, is a good practice which can make someone's day.
What characteristics of the imposter syndrome can you relate to most?
ReplyDeleteI relate to the anxiety and being a perfectionist. I recently had to take an insurance exam and I was not pleased with a score of 85% because I am used to high 90’s/100%. My bosses kept telling me not to worry about acing it. It’s hard to do when you are using to begin successful in college.
How can you stop measuring yourself against someone else’s idea of success?
By having the sense of contentment and satisfaction when something is completed. Having that positive mentality is critical because there will be bad days where the negativity comes back but you can’t let it bring you down.
How can we stop measuring our students against someone else’s idea of success? Being able to get to know your students and their abilities is going to allow you to help them see their success. Being in their corner and giving them praise is going to help boost their self esteem and they will be reminded of these positive praises when they continue on in their studies.
Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
It’s important because everyone grows at their own pace and being able to witness and it is meaningful to all those involved when you can take a moment to praise them for their success.
What characteristics of the imposter syndrome can you relate to most? How can you stop measuring yourself against someone else’s idea of success? How can we stop measuring our students against someone else’s idea of success? Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
ReplyDeletePersonally, I can definitely relate to the perfectionism characteristic of imposter syndrome. Honestly, I have always wondered if I have a reading disability and I really learned to work my way through it. It takes me longer to read than any other of my colleagues and I always felt like I needed to work harder to achieve the same results as my friends in school that seemed to accomplish tasks a lot faster than me. Because of this, I tend to put in the extra time and effort to appear like I have it all together, but it can quickly turn into perfectionism so I don't look stupid. The reality is, I know that I am good at my job, my boss has no intention of firing me and that is enough. When it comes to my students, I really try to "listen for the brilliance" in all of my students. Certainly, I want all of my history students to become better readers and writers as a result of my class, but the goal is progress, not perfection. For example, my students that are artists rarely get the opportunity to showcase that artistic brilliance in my class. As a result, I try to listen for it from my students and listen to how much they love art and what their future plans are for a career in art. It's a good reminder to try and include as many different variations of brilliance in my teaching so my students don't experience imposter syndrome as much in my classroom around the characteristic of "self-doubt" that they can't hold up to my reading and writing standards.
One characteristic of the impostor syndrome that I can relate to is comparison. It is easy to compare myself to others and not feel skilled or creative enough, which leads to self-doubt and feelings of inadequacy. I need to remember to draw inspiration from others, but stay focused on my own goals and journey.
ReplyDeleteI think I am better at not measuring my students up against someone else's idea of success. They are all so different and have unique strengths and needs, with individualized academic and personal goals that we work on in class. I liked how she said that we can help empower students, as well as fellow teachers, by simply paying them compliments and recognizing their efforts and things they do well. This validation throughout the day goes a long way in building confidence and helping to call out the lies and limiting beliefs she discussed.
What characteristics of the imposter syndrome can you relate to most? How can you stop measuring yourself against someone else’s idea of success? How can we stop measuring our students against someone else’s idea of success? Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
ReplyDeleteI feel that the characteristic of the imposter syndrome that I can relate to the most is anxiety and being a perfectionist. I find myself trying to do too much and doing things perfectly which ends up making me feel stressed. I need to step back and think about feeling content with what I have done and that it is enough. Students can feel that same anxiety. Helping them to feel confident and encouraging them to do their best is so important. Knowing that they did their best and that they don't have to be perfect will help them as they grow older. It is very important listen for brilliance. We all have special gifts and talents to share and recognizing it in each other helps us feel good about ourselves and what we have done and helps us to gain the confidence we need to experience success.
The fear of failure and self-doubt top the imposter syndrome relatability list for me. Even after many years in education, those moments of wondering if I am doing the best to support/help a student to concern about failing a student, colleague or myself can still happen. Failing is a part of learning, so as I have grown as an individual and educator, my confidence has blossomed to believe it is okay to fail; however, I need to learn from the experience. Daily, I try to make a difference in someone’s life by encouraging the individual through a quick note, a positive/uplifting comment, or mailing a card/note. We all need positivity and encouragement. I had never heard the quote “listen for brilliance”, but without a doubt, I will be using that often. What a fabulous and motivational quote for society to hear!
ReplyDeleteOf the "Fantastic Four" Imposter Syndrome characteristics mentioned, I definitely relate to perfectionism and self-doubt the most, both in teaching and in everyday life. As I have noticed these characteristics in myself the last few years and reflected on them, I realized that they are often completely self-driven expectations I place on myself. It's not that anyone else is expecting perfection or that I am trying to measure up to others I see, it's that I create the ideal of what "perfect" means for me and when I fall short, I am disappointed. I am absolutely guilty of looking at others and thinking they must have it more "together" than I do.
ReplyDeleteOne way I have already been trying to stop measuring myself against anyone else's idea of success is to redefine success from the perspective of my own abilities/situation/stage of life. For example, if I am feeling inadequate because I notice someone else's success in an area I feel I could never measure up to, I focus instead on all the things I AM able to do and have already accomplished. I remind myself that I am maybe not in the stage of life where that person is, and therefore success for me will look different than success for them.
I LOVE the idea of not measuring our students by someone else's idea of success. Maybe you have a student who only received 5/10 on an assignment when the expectation is they reach at least 8/10...BUT maybe that same student was previously only getting 1/10, so their score of 5 is actually very successful for them! I think this involves taking a look at each student as an individual and watching the trajectory of their specific progress and what "success" means for them.
When I was teaching, I was often shocked at the amazing questions my middle school students would ask. Often they were things I didn't have the answer to and that allowed us the opportunity to explore the topic together. Now that I stay home with my kids, the same thing often happens with my 4 year old - he amazes me with his questions and perceptiveness! Listening for brilliance is a great way to think about it. Children/students have SO much to teach us, and in returning to teaching I would like to focus on their natural curiosity and abilities and not only put focus on standards/what I "have to" teach.
"What characteristics of the impostor syndrome can you relate to most?" 1. I compare myself to those around me, often to my detriment. 2. I don't take compliments well, since I always feel that if the speaker only really knew . . .
ReplyDelete"How can you stop measuring yourself against someone else’s idea of success?" I am not sure that is really my problem. I think the bigger issue is that I don't live up to my own ideas of success. I put a lot of pressure on myself. When outside sources try to help me improve, I take it as just another thing I'm not good at and need to improve. It's more because it is piled on top of what I already put on myself.
"How can we stop measuring our students against someone else’s idea of success?" I don't believe that is an issue at my school.
"Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?" We need to be open to the ideas of others, regardless of the source. I get the most excited in class when a student comes up with a thought I hadn't had. The students actually laugh a little at me since I get so excited. Knowing that they can teach us so much is key. I am a professional, but I am there to help the students, and a great way to do that is to let them help me. It is also wonderful to let the students know that you value what they think and acknowledge that they great ideas!
I used to struggle a lot in my early years of teaching with imposter syndrome. There's a lot you don't know as a first year teacher and the constant feeling of not knowing what I'm doing was overwhelming. Slowly as I started to figure out my style of teaching and learning about how to create a curriculum, spiral it, and also deal with the pace of different classes I started to emerge out of the imposter syndrome. I also found my niche in creating concerts with curriculum content to help with feeling less overwhelmed with fitting both into a school year. I still struggle every now and then, especially when attending workshops and presentations of other teachers who clearly have a lot more figured out than I do.
ReplyDeleteMy district has used standards based grading for the last several years and I love the subjectivity of it. There are several students who are not quite there yet, but have made vast improvements compared to where they started. Rubrics with no clear cut numbers have made it a lot easier to communicate the progress students have made instead of just saying that they didn't meet the standard and I love that teachers are able to be subjective in those situations.
It’s easy to compare ourselves to others. The way their classrooms are always perfect, their test scores are consistently higher, their social lives are more fun, and their bank accounts are full! But real success isn’t one-size-fits-all. It’s personal. It is so easy to lose sight of what really matters when we are constantly comparing ourselves. There are days as a 15 year veteran teacher that I still feel this way. I never want to be outshined by other teachers. I want kids to WANT to come to my class.
ReplyDeleteThe same goes for how we see our students. If we only value grades and test scores, we miss out on other strengths each student might possess that doesn't show up in their grades. It might be their creativity, kindness, effort, or leadership. We need to stop measuring them by someone else’s standards and start celebrating who they are and how they grow.
By letting go of comparison and looking for what truly matters, we prevent burnout and create a classroom where everyone can shine.
One of the characteristics I can relate to the most is feeling as though I am not doing enough for my students, even though I am trying my best, working hard, and doing what is best for them everyday. I am an ELL teacher and my students show progress in my different aspects in both language and academics. It is easy to compare progress to classmates who have spoken English their whole lives and compare my testing to my Gen. Ed. colleagues... I need to not, though, because my students are amazing and are making so much growth. It is so, so important to celebrate the small wins with my students all the time!
ReplyDeleteTeachers have so much pressure to compare students through standardized test scores and base them off of rigious standards. We aren't considering unique experiences, cultural backgrounds, or stages of language development. We need to start looking at individual growth and not growth across our districts and states. This goes alongside Solomon's message in her Ted Talk. We see strengths in our students that others are missing out on because they are comparing test scores. There are so many small wins with our students that can easily go unnoticed, and that is why Solomon wants us to "listen for brillence." We can use this to help us fight our own imposter syndrome and create a more inclusive, empowering enviornment for our students and staff.
What characteristics of the imposter syndrome can you relate to most? How can you stop measuring yourself against someone else’s idea of success? How can we stop measuring our students against someone else’s idea of success? Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
ReplyDeleteI personally can relate to all four characteristics of the imposter syndrome. It is very easy for teachers to create self doubt or question their abilities while teaching each year. I often find myself comparing my test scores to other classrooms and thinking to myself about what I did wrong or why mine isn't the same. This year I've really tried to celebrate my coworkers succuesses and when I see that their students are doing well, I want to know what is working in their classroom so that I can try it out in mine. I hope to continue to break that stigma within myself and to continue to rely on my team to help me when I am feeling doubts. If we truly want to do what is best for students we need to start working together and not comparing one another.
What characteristics of the imposter syndrome can you relate to most? How can you stop measuring yourself against someone else’s idea of success? How can we stop measuring our students against someone else’s idea of success? Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
ReplyDeleteSince I already suffer from low self-esteem, Imposter Syndrome hits me hard. The worst was the day I won the Milken Award. I remember standing on that stage just KNOWING they made a mistake. There were dozens of teachers that were better than me. For the last two years I have taught at Oelrichs School District. Our students are largely below average as far as test scores go. We learned very quickly that we couldn't compare our students scores to others. Instead we focused on the improvements. Actually, the leaps our students made were frequently bigger than students at the top. And while their test scores weren't great, our students had other impressive skills. I don't think I could have survived what some of them have lived through. As teachers, we leaned on each others. When I first started teaching, we were all working alone in our classrooms. Collaboration has been so wonderful. We prop each other up and work together for the best of our students.
Imposter syndrome hits hard in education. The part I relate to most is that constant feeling like I’m just pretending to have it all together—like eventually someone’s going to figure out I don’t really know what I’m doing. As a teacher, a coach, and a dad to a one-year-old, I’m constantly juggling expectations, and it’s easy to feel like I’m falling short compared to what I see other people doing. Whether it’s another coach with a more “successful” program or a teacher on social media with the perfect classroom setup, it can mess with your head. I’ve had to work on redefining success for myself—not based on what others are doing, but based on what really matters to me. For me, that means students who are curious and trying, athletes who are growing as teammates, and a daughter who knows her dad shows up for her even if he’s tired.
ReplyDeleteWhen it comes to students, I think we have to stop measuring them against someone else’s idea of what success looks like too. Not every kid is going to shine on a test or sit still all day, but that doesn’t mean they’re not brilliant. Lou Solomon’s idea of “listening for brilliance” really stuck with me. It’s about noticing the strengths that don’t always show up on a rubric—like the kid who helps others during lab or the player who encourages teammates after a rough practice. If we can do that—really see them for who they are—it changes the whole game. And honestly, we need to listen for that brilliance in ourselves too. Most days we’re doing more good than we realize, and sometimes we just need to slow down and see it.
I can definiately relate to this! The Imposter Syndrome, the fantastic four: Anxiety, Self-Doubt, Perfectionism and Fear of Failure. I have all of these! It was hard to believe that 70% of people struggle with this? I thought it was just me and my life as an educator. For years I have felt "Is there something wrong with me? Why does my job take me so much longer and take so much more effort than my coworkers?" Am I more critical of myself? I love my job but I'm so worn out!.
ReplyDeleteThe whole idea of having a "radical hero" can me and others stay sane in our lives. Perhaps helping me to calm down, accept things better, and prioritize what is important. I like how it said that we can help other, our coworkers, friends, students, do the same! We can help bring out each other's brilliance! I am quite a positive person on the outside, and I feel I do this to others, but we can also do it for ourselves!
I can relate to all 4 imposter syndromes, many at the same school, some in different jobs.
ReplyDeleteI didn't worry about success for myself. I just worked. I thought that if I taught enough and kept the kids busy and not bored, I would make it. That worked most of the time, except for certain jobs and certain school settings.
I did look for brilliance as I was not interested in my own talents but wanted the kids to shine in their performances. And they did. They had great programs and continued to achieve years after I left.
What characteristics of the imposter syndrome can you relate to most? How can you stop measuring yourself against someone else’s idea of success? How can we stop measuring our students against someone else’s idea of success? Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
ReplyDeleteWhen hearing about the imposter syndrome, I feel I may have experienced a few of them. Anxiety, Self Doubt and on occasion Fear of Failure. I have gotten a lot better at not comparing myself to others; as we all have different teaching styles. Students learn in different ways; they will experience success at different times. That is also why everyone needs to listen to brilliance. Everyone has a "brilliant quality."
You just need to believe in yourself and what others can do.
I'm just not capable of doing all the things I'm supposed to do as a teacher.
ReplyDeleteThe older I get the more I fall into the above imposter syndrome thought. I get tired and frustrated because I think I've gotten all my work done for the day and then someone piles on more. Instead of looking at it as something I can do tomorrow, I see it as something I need to get done before the end of my day. I need to adjust my thinking. I need to shuffle my work better in my day. I need to be ok with doing what I can and then be ok with not getting to everything in a day.
According to the speaker, I need to believe in my own brilliance. I need to believe in myself more and what others can do.
I have related to all of the characteristics of the imposter syndrome throughout my lifetime. Even though I feel accomplished, I feel as though I have been lucky to be in the right place at the right time to be where I am. It is important to help our students be comfortable in their own skins and to feel brillant in the classroom. Every student has different talents and abilities and it is up to us to see them and to help them realize that they don't have to do things the same way as everyone else and that every failure is another great opportunity for success.
ReplyDeleteThe characteristics of imposter syndrome that I can relate to the most are perfectionism and self-doubt. I am a perfectionist, and I always want things in my classroom to look a certain way, and it is very important to me that my work be free of errors. When I do make a mistake, I’m very hard on myself. I struggle with self-doubt when I compare myself to others. Sometimes as a special education teacher, I compare my lessons and students to my general education co-workers and the general education students, and I feel like I and my students don’t measure up, or we should be doing more or doing better. I am working on not comparing myself or my students to general education teachers and students, because that is like comparing apples to oranges. I am working on reminding myself that my students are with me because the general education classroom is not their least restrictive environment, and to expect them to do what students are doing in the general education classroom would not be fair. I have a very important job of meeting them where they are with their skills and then helping them build their skills from there. Therefore, it is important to see my students as individuals who are all on their own unique learning journey and stop measuring them against everyone else’s idea of success. It is important for us as educators to “listen for brilliance” because not all students demonstrate success or learning in the same way. It is important to notice even the small gains or successes, so that students will learn to believe in themselves and gain confidence in their abilities.
ReplyDeleteWhat characteristics of the imposter syndrome can you relate to most? How can you stop measuring yourself against someone else’s idea of success? How can we stop measuring our students against someone else’s idea of success? Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
ReplyDeleteI can relate to all four characteristics of the Imposter Syndrome, but one I relate to more is fear of failure. I work so hard to avoid failure that when something doesn't work out as it should or my scores weren't where I was hoping they would be, I am VERY hard on myself. Once I can move past that I then start planning for how to be better next time. I do find that I compare myself to other teachers and I wonder what they do that I am not doing. The one thing I do not do is blame my students. We are given cut scores as a benchmark for where students should be at the beginning, middle, and end of the year. These scores indicate a student's "success", but those scores are based off situations that don't always apply and they are only related to one specific subject. Success looks different every day for students and staff and it is not specific to one thing. Some days we might get a skill or concept we have been working on and other days just the mere fact we made it to school on time is a success.
It is important for educators to listen for brilliance because people have so much to offer and it is not just for one specific thing. Brilliance is everywhere and hopefully, taking the time to notice it, name it, and celebrate it will help individuals stay out away from the imposter syndrome.
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ReplyDeleteThere have been many times where I have felt that I am not knowledgeable enough on a concept or I've been complemented on a lesson and don't feel like it went well at all. One way that I am going to stop comparing myself to others is to just make sure that I am being my best self every day. One way to not compare students is to remember that every student is different and they all learn at different paces and in different ways. It's important for us to listen for brilliance because everyone has something to offer and we all have our own strengths.
ReplyDeleteThe characteristics I can relate to the most is "anxiety" and "perfectionism." I constantly worry about getting things done perfectly and doing everything that is expected of me and in a timely manner. I seem to always overdue things versus what really needs to be done. I worry about my students academic and social growth ... teaching them and giving them so many opportunities while making it the most fun while at the same time having them ready for Kindergarten. I also have that self doubt when many say I am a great teacher and I feel like I haven't done the best I could have. Why do I have that when I truly put my all in it?
ReplyDeleteI think what we need to do to stop measuring ourselves to others successes as was it states was in the book. To stop letting other expectations define us. We need to understand our own strengths and what we bring to the table. We need to notice and focus on our own accomplishments rather than others and try to be like them or do what they do. We must realize how much we actually do accomplish everyday. Instead of trying to be like other teachers we should look to them to be an inspiration, rather than trying to become them. I also agree with the author when she said we should know our own individual teaching style and know that is who we are and why we are here. To know that I made that difference in how kids left leaving my classroom and all the growth they made. It is like what Maya Angelou said ... They will not remember what you said or what you did, but but how you made them feel (aka Maya Angelou ... favorite quote)
With our students, we need to not measure them to the highest students in our class. As long as they are making growth, that is what really matters. Not all the kids get it right away. Especially at a preschool level. Sometimes they need that extra time and practice and eventually it clicks. For older kids, we need to not focus on only the testing scores. Some kids do test better than areas. We also need to look to see that they are making growth .. it might not be the perfect score and that is not what is the most important. They just need to be making growth.
It is important for us to "Listen for brilliance" because we need to empower brilliance to tap into the best ideas to solve problems. We need to tell a child that they are good at this and are gifted in an area. We need to help our students let go of the negativity (which could lead to imposter syndrome) and to listen for their brilliance instead. Every good compliment can go a long way ... it can give them the confidence they need to succeed and be truly life changing.
It's very easy for me to overthink things, worry, and compare myself to others personally and professionally. This is also very easy for students to do also. Listening to Brilliance is very important because everybody has something to bring to the conversation. We all have the ability to bring brilliance out in each other.
ReplyDeleteWhat characteristics of the imposter syndrome can you relate to most? How can you stop measuring yourself against someone else’s idea of success? How can we stop measuring our students against someone else’s idea of success? Why is it important for us as educators to “listen for brilliance” as Lou Solomon describes in her talk, The Surprising Solution to the Imposter Syndrome?
ReplyDeleteI can't pick just one. I relate to anxiety, perfectionism, self-doubt, and fear of failure. I didn't realize I was dealing with imposter syndrome until this year when someone pointed it out to me. I received Teacher of the Year for our district and I absolutely did not feel deserving of it. It actually sent me into a spiral of self-doubt and my fear-of-failure became even worse. It was as though I now had to live up to this level of success that my school district held me to. I need to work on holding myself to my own standard, not others. I think we should help encourage students to find a way to measure their own success without comparison -- to only compare themselves to who they were yesterday or how successful they were to reaching their own goal. When Lou described her teacher and how he would say, "I am listening for brilliance people", I believe that helped to empower the quiet kids to speak up and share their ideas. It helped them to feel they too had power in their voices.
“Feeling of phoniness and unworthyness about their achievements…. Even though we are highly motivated, we don't believe any of the credit that comes our way”
ReplyDelete“anxiety, perfectionism, self-doubt and fear of failure" Of these four characteristics, I have least experienced anxiety, although I am not a stranger to it. The other three are and have been frequent companions.
As an adult, I can objectively see the challenge with this; I call this my academic brain. I KNOW that I am capable, and I KNOW that failing at a task wont make me lose my job, etc. However, my emotional brain still operates and makes decisions with these three top of mind. I find myself building my confidence and creating contingency plans as well as consider worst case scenarios for outcomes where I may encounter pushback. This looks something like an internal dialogue of “what’s the worst thing that could happen from this?” or “if this happens, then what do I do?” For me, it will take more external reinforcement from speakers and reading like this one and more internal dialogue and reinforcement with myself to build my own belief system.
I DO find myself comparing my students against those of my colleagues. I am blessed to be teaching in a school large enough where we have 12 sections of each grade level, so three of us each four sections of LA 7. We are also a high-performing school with VERY high expectations of our students with regard to state test scores. It is not uncommon to compare results with my peers. This can be after a large, difficult summative assessment or even once state test scores are available. I must continually reinforce that my students are unique, and they are doing the best they (we) can do!
‘Listen for Brilliance’ I love this idea, and I see it be key as much for the educator mindset as well as the students to be hearing the expectation and belief to avoid a self-fullfinging prophecy.
FEAR! The worst four letter word that haunts me and has for 26 years. Trauma as a kid makes you “embrace” anxiety, perfectionism, self doubt and fear of failure. One of the reasons I went into special education was to speak up for those who could not stand up for themselves. My philosophy is to make sure kids feel safe and then the learning will happen. Our kids are growing up with trauma so they are also taking on the imposter syndrome so we need to build them up and let them see their brilliance. I’m also a person who will send coworkers a note of praise anonymously. I also want them to know that they matter. I believe kids need to know that their lives have value and that they are worthy. I can relate to my students who feel anxiety, fear, self doubt and perfectionism. My goal is to reach each child every day! .
ReplyDeleteI can relate to the characteristic of self-doubt the most of imposter syndrome. I am always doubting if I am doing things right or doing enough. I can stop measuring myself against someone else’s idea of success by focusing on what I am doing well and reminding myself that it was my first year in a new grade level. I need to give myself grace and know that I am not perfect and that everyone has their own unique and individual style. I can’t be them, I have to be me! I can stop measuring my students against someone else’s idea of success by not oversharing how they did as a whole on a unit test or project. Every year is made of a different group of students that learn at their own pace. I can share what has gone well rather than focus on what didn’t. It is important for us to listen to brilliance because we can help all students share their ideas and encourage them to see their abilities and gifts.
ReplyDelete