Do You Take Time To Sharpen Your Saw?
In his book, "The 7 Habits of Highly Effective People", author Steve Covey talks about the importance of taking time to "sharpen the saw". He illustrates this powerful idea in the following scenario...
Suppose you were to come upon someone in the woods working feverishly to saw down a tree. "What are you doing?" you ask. "Can't you see?" comes the impatient reply. "I'm sawing down this tree." "You look exhausted!" you exclaim. "How long have you been at it?" "Over five hours," he returns, "and I'm beat! This is hard work." "Well why don't you take a break for a few minutes and sharpen that saw?" you inquire. "I'm sure it would go a lot faster." "I don't have time to sharpen the saw," the man says emphatically. "I'm too busy sawing!"
I liken this scenario to educators who are too busy dealing with kids and "putting out fires" to implement continuous improvement. What these people don't realize is the impact that quality initiatives can have on productivity and efficiency that can actually allow them to regain hours of lost instructional time. When continuous improvement processes are in place, educators work in alignment to what is most important and are constantly collecting data to ensure their labor is fruitful. This is the very theory behind quality- we can work smarter, faster and more efficient through the utilization of continuous improvement processes and tools. When we sharpen our saw and focus on improving key processes in our schools and classrooms, we find we have more time to focus on what is really important- teaching students.
Are you often tired and feel like "there's too much on your plate"? Are your efforts giving you the results you expect? How do you sharpen your saw?
Comments
You assume that the everyone or most want to sharpen their blade. As a former classroom educator I can attest that there were those of us who continually sought out opportunities to sharpen or perhaps pick up a few new blades to bring back to the classroom and to our students. I wonder though about some of my colleagues who were content with harder and longer rather than smarter and "sharper". How does this happen or was it destined to be? What does harder and longer do for our students as they near the years when they too must make decisions about harder and longer or smarter?
Posted by: joe bruzzese | September 14, 2006 11:30 PM
Hi Joe,
You bring up a good point... not everyone is "interested" in sharpening the saw. The same could be said about the fact that not every educator is interested in providing "customer" satisfaction or ensuring that they are continuosly improving their educational experiences for students.
I believe it comes down to will... do we have the will to do what it takes to constantly meet the changing needs of our population?
Thanks for sharing your comments.
Jay
Posted by: Jay | September 15, 2006 06:32 AM
The recommendations (habits)of Stephen Covey are meticulously compiled and illustrated. Jay, you are ernestly reminding educators to comply with the needed requirements, and if one has forgotten how, the hint to begin on Stephen's lighted path.
It is implied that all educator's must go through this book.
Thareja
Posted by: Priyavrat Thareja | September 15, 2006 06:34 AM
Thareja,
I wonder if educators really connect what Covey portrays of "habits" of effective people. Further, the 8th habit talks of "finding ones voice" and helping others find theirs. I believe this is what we do as educators.
Thanks for sharing...
jay
Posted by: Jay Marino | September 15, 2006 08:24 AM
Jay,
To quote you: "do we have the will to do what it takes to constantly meet the changing needs of our population?"; I believe this aspect needs a dedicated delibration-- Not for an evaluation; but say from the angle of a prognosis.
May one ask we educators if we knew 'what are currently valid circumstances governing needs (stated and latent)?' The question to comply with them comes later.
Secondly, whether such needs are duly ascertained, and in case to comply with them it needs an added effort/ resource; are we ready to work for it? i.e are we convinced of the vitality deserved by such requisites?
You have already (and rightly) asserted the role of attitude in quoted statement.
Well! The 'Thought process' indeed will stimulate a need in some of the reaaders to find the(ir) saw's in them.
Posted by: Priyavrat Thareja | September 15, 2006 11:50 AM