When I’m complimenting someone on their work, I do it with purpose and passion, so it doesn’t come off as the “You’re doing a great job here, Bob” speech.

Be sure to look people in the eye when you’re praising them as well.

To my surprise — and utter delight! — the presenter spent the first ten minutes praising us for our hard work and dedication, empathizing with all the hats we wear and stacks of papers we grade.

She then gave us feedback from college students regarding the one thing they seem TO remember about their high school English teachers: the positive comments we write on papers. She didn’t say anything about all the negative red marks we’re famous (infamous?) for leaving on papers; she simply told us that students SO appreciate the positive, encouraging comments…the more specific, the better.

With humor, she walked us through a practical Top Ten list of deficits many college freshmen have in the area of writing. She assured us that she KNEW we taught all ten; she was not blaming us for the fact that students arrived at college not knowing them. She then invited us to guess what was on the list. I contributed, “They have no clue what a thesis statement is,” to which she responded, “That’s the top problem we see, and yet when I get one of your students, please know I don’t think to myself ‘Why didn’t Mrs. G teach these kids how to write a thesis statement?’ because I know that you did!  You all do!” She went through the entire list the same way, assuring us of her belief in our efforts while sharing difficult data we needed to hear.

She closed her presentation by making just one plea.  Since at the college level, the consequences of “sloppy” research can be as severe as expulsion, she urged high school English teachers to spend more time on research: validity of sources, note-taking, citing sources, avoiding plagiarism, and doing one’s own original thinking.

I left that 50 minute session excited about increasing my effectiveness. I wrote more positive comments on student papers. I found new and better ways to teach thesis statements (and the other 9 issues on the list!) And I wove research skills throughout the curriculum for the entire year. 

I’ve wondered why this one presenter had such an immediate and lasting impact on me. Your list makes it very clear, as she intentionally did each one. By the end of her presentation, I felt understood, appreciated, and vitally necessary. 

This kind of situation is a constant reminder to me that I need to work really hard on leaving a positive wake behind me.  Thanks.

My wife likes to remind me that people will forget what you did, but they’ll always remember how you made them feel.

It so hard for me to discern how best to motivate a staff member who (I feel) is taking advantage of the good graces of the employer/organization. Especially when I like the employee and he/she is obviously talented.

If I might make a request, when time and motivation allows please write a post about how (if ever) to chastise an employee for poor performance, work ethic, office etiquette, etc.

Suppose your team had entered the meeting obviously unprepared and having clearly underperformed. How might the author have served them best short of termination of the partnership?

Thanks for sharing your knowledge!!!