When two objects collide, some of the energy from the collision is transformed into different forms of energy (think heat and sound). The remaining energy is transferred from one object to the other. This exchange demonstrates the law of conservation of energy. In short, the law of conservation of energy states that energy within a system remains constant. Energy cannot be created or destroyed; rather, energy can only be transformed or transferred.
As teachers, we like to believe that we create a certain energy in our classrooms. However, the law of conservation of energy reminds us that we do not create energy. We simply transform and transfer energy. We receive energy from the nutrition we put in our bodies, from the sunshine that warms our face, from the encouraging words of our colleagues, and from the smiles we see in our classrooms. But, we also receive energy from upset parents, broken copy machines, and frustrated administrators. We are constantly receiving energy; sometimes we perceive that energy as positive, and sometimes we perceive that energy as negative.
I think of teachers as energy machines (energy input → energy output). Our calling is to receive and collect as much energy as we can (think coffee), transform that energy into the most positive, influential, and inspiring energy we can muster, then transfer that positive energy to the objects in our classrooms (think students). Unfortunately, it’s easier said than done. When teachers are bombarded with negative energy, it is very difficult to maintain an energy machine strong enough to transform that negative energy into positive energy ready to transfer to students. We, as teachers, must be careful to ensure the energy we output is not negative energy. No good comes from transferring negative energy to the students in our classrooms. When we transfer negative energy to our students, our students experience anxiety, depression, frustration, anger, sadness, and distress. Instead, we must find ways to transform the energy we receive into positive energy that we can shower on the developing minds in our classrooms.
When the energy teachers receive is positive (think high-fives from your principal or your favorite Sonic drink), very little transformation of energy is required before the energy is ready to be transferred to students; thus, more efficient energy machines (think teachers). This fact highlights why school culture and climate are so essential to the success of a school and student.
Here are four simple steps we can take to utilize the law of conservation of energy to improve our school culture and climate along with student success:
1. Feed yourself positive energy (think eating well, exercising, sleeping, meditating, writing down blessings you are grateful for, and reciting positive affirmations)
2. Feed others positive energy (think writing thank you notes, giving compliments, providing feedback, checking in on a colleague, and listening)
3. Stop inputting negative energy (think walking out of the teachers' lounge when conversations turn to complaining and negativity)
4. Stop transferring negative energy to students (think storing negative energy and releasing negative energy when you are away from students and colleagues)
Of course education is complex; teachers must consider standards, assessments, learning styles, diverse student cultures and experiences, poverty, brain science, language barriers, and trauma to name a few considerations. However, something tells me that if we collect positive energy, transform that energy into more positive, influential, and inspiring energy, and transfer that impactful energy on our students minute after minute, hour after hour, day after day, week after week, month after month, and year after year, our students will utilize that energy to live a fulfilled life.
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