Difference Between a Boss and a Leader

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Difference Between a Boss and a Leader

Difference Between a Boss and a Leader


10 Things To Do Every Workday

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It’s the list of ten things I try to do every workday. Yes, there are days when I don’t get them all done, but I do my best to deliver. It has proven very effective for me. They are:

  1. Read something related to my industry.
  2. Read something related to business development.
  3. Send two emails to touch base with old colleagues.
  4. Empty my private client inbox by responding to all career coaching questions within one business day.
  5. Check in with each team member on their progress.
  6. Have a short non-work related conversation with every employee.
  7. Review my top three goals for my company that are focused on its growth.
  8. Identify and execute one task to support each of my top three goals.
  9. Post five valuable pieces of content on all my major social media accounts.
  10. Take a full minute to appreciate what I have and how far I’ve come.

How to Turn one’s Weaknesses Into Strengths easily

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We all have weaknesses, and we always try to work on eliminating them – on changing ourselves in order to become better. But change is difficult- very difficult. What if instead of trying to eliminate our weaknesses, we embraced them for what they were?

Think about your biggest weaknesses at work and in life. What qualities are you most unhappy about? Of the following list of 16 typical weaknesses, look carefully and choose the three that resonate most with you:

1) Disorganized
2) Inflexible
3) Stubborn
4) Inconsistent
5) Obnoxious
6) Emotionless
7) Shy
8) Irresponsible
9) Boring
10) Unrealistic
11) Negative
12) Intimidating
13) Weak
14) Arrogant
15) Indecisive
16) Impatient

Got your three biggest weaknesses? Great. (Don’t be too depressed, the rest of this activity is more fun). Next, look at the below list, find the same three weaknesses, and look at the traits to the right of each of your three biggest weaknesses:

1) Disorganized —> Creative
2) Inflexible —> Organized
3) Stubborn —> Dedicated
4) Inconsistent —> Flexible
5) Obnoxious —> Enthusiastic
6) Emotionless —> Calm
7) Shy —> Reflective
8) Irresponsible —> Adventurous
9) Boring —> Responsible
10) Unrealistic —> Positive
11) Negative —> Realistic
12) Intimidating —> Assertive
13) Weak —> Humble
14) Arrogant —> Self-Confident
15) Indecisive —> Patient 
16) Impatient —> Passionate

The three qualities to the right of your three weaknesses are all strengths.

Hidden in your weaknesses are your strengths.

Every weakness has a corresponding strength.

The idea here is simple: Instead of trying to change your weaknesses, accept them. Don’t try to fix them – it’s too difficult. Instead, be sure to leverage your associated strengths. You can look to colleagues, direct reports, and even supervisors to fill in the gaps where you are weakest. Don’t be afraid to ask people for help- they can add value where you are weaker. But be sure to embrace your strengths, and build upon them. After all, your strengths (even those disguised as weaknesses) – will get you far in your career, and in life.


Now it’s your turn. Did this activity resonate with you? Were the strengths corresponding with your weaknesses accurate? What are your greatest weaknesses – and strengths? What are the takeaways for you at work and in life? Let me know your thoughts in the Comments section below! And here’s to your secret strengths!


Maslow’s hierarchy of needs

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Take what you need, an Energizer Activity

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Take What You Need
Do you feel your group’s energy level is dragging?! Maybe it’s early. Maybe it’s late. No matter what the circumstance, here is an energizer to get your group moving.Image
Material Needed: A roll of toilet paper or 2 depending on the size of the group. If you are concerned with waste you can also use poker chips or bingo markers or small squares of paper, etc.

Time Required: 10-25 minutes
Group Size:  10-30
Purpose: Getting to know you

  1. Ask participants to form a circle either standing or sitting, whatever is comfortable.
  2. Bring out the roll of toilet paper and tell participants to “Take as much as you think you’ll need”.
  3. Pass it around the circle, and give everyone a chance to take some.
  4. If anyone asks any questions about what they will be using the toilet paper for, or anything like that, just repeat, “take as much as you think you’ll need”.
  5. Once everyone has some, ask participants to count their squares of toilet paper.
  6. Then go around the circle and for every square of toilet paper they took, participants must tell a fact about themselves to the group. For example of you took 7 squares, you must tell 7 facts about yourself to the group.
  7. If you have a really large group and somebody took half a roll you can limit the number to 5 or whatever seems appropriate to stay within your time limit.


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When teachers understand the struggle of a student with ADHD, they can better help that student in the classroom. Because children with ADHD do better when their lives are ordered and predictable, the most important things teachers can do for those children is establish a calm, structured classroom environment with clear and consistent rules and regular classroom routines.

Some suggestions on what teachers can do in the classroom to help students who have ADHD:

  • Display classroom rules. Classroom rules must be very clear and concise.
  • Provide clear and concise instructions for academic assignments.
  • Break complex instructions into small parts.
  • Show students how to use an assignment book to keep track of their homework and daily assignments.
  • Post a daily schedule and homework assignments in the same place each day. Tape a copy on the child’s desk.
  • Plan academic subjects for the morning hours.
  • Provide regular and frequent breaks.
  • Seat the child away from distractions and next to students who will be positive role models.
  • Form small group settings when possible. Children with ADHD can become easily distracted in large groups.
  • Find a quiet spot in the classroom (such as a place in the back of the room) where students can go to do their work away from distractions.
  • Train the student with ADHD to recognize “begin work” cues.
  • Establish a secret signal with the child to use as a reminder when he or she is off task.
  • Help the child with transitions between other classes and activities by providing clear directions and cues, such as a five-minute warning before the transition.
  • Assign tutors to help children with ADHD stay on task. Tutors can help them get more work done in less time and provide constant reinforcement.
  • Focus on a specific behavior you wish to improve and reinforce it. Teachers can reinforce target behaviors by paying attention to the behavior, praising the child, and awarding jobs and extra free time.
  • Offer more positive reinforcements than negative consequences.
  • Explain to the student what to do to avoid negative consequences.
  • Reward target behaviors immediately and continuously.
  • Use negative consequences only after a positive reinforcement program has enough time to become effective.
  • Deliver negative consequences in a firm, business-like way without emotion, lectures, or long-winded explanations.