It is healthy and more enjoyable when you have a harmonious relationship with your principal or boss, especially when you have put together to achieve the set goals.
Remember your principal is your superior as much as are close friends. It’s essential to be cautious and have a limit on what you say to your superior. Some phrases are considered problematic by superiors when uttered at the workplace and even outside the workplace.
Here are the phrases you should always avoid when you are interacting with your principal:
1. ‘You are wrong’
Error is for human and human is to error. No man or woman is perfect. We are all subject to committing mistakes, both minor and significant. Avoid open criticism or pointing out his or her mistakes. This is a hit on his or her ego.
Use better ways of pointing out the mistake if you have to. Use phrases that will allow them to it positive and make necessary corrections if need be.
2. “I cannot”
The I CAN attitude is a highly esteemed trait. Even if your superior asks something that seems impossible or you feel you are not willing to do, avoid the urge to openly blurt out “No” in response to a request. A quick no is very disgusting and sends a wrong signal of inflexibility, unwillingness to try, disrespect and lack of problem-solving skills.
Instead, take you little time to explain to your head what you need or who need to nee his or her new demands.
You cannot meet all the demands of your boss, as a professionally trained teacher be creative and propose positive options.
3. ‘That’s impossible.’
In any institution, no head/manager would like to hear phrases that express pessimism. They all want to that you are ready and capable of going it. They need you to put yourself in their shoes and be part of the solution to the challenging situation at all times.
If your comments do not reflect optimism and confidence, you should remain silent. Words can either save or worsen the condition.
4. ‘That’s Not Part of My Job.’
In a school setting, there are other duties the head of the institution can assign to you other than teaching. Be flexible to take any role assigned to you so as make your life and boss’s life easier.
Unwillingness to work beyond your role as a teacher indicates an unwillingness to sacrifice for the success of the school.
Saying “NO” to the boss’s request is a big challenge and at some point. It may be necessary, but it can be inappropriate.
5. “I Will Give it a Trial.”
Suppose in a staff meeting your principal raises a concern on who improve the performance in the subject you teach, and your response is, ‘I will try’, what does this communicate?
Some people think the phrase ‘I will try’ is right and an acceptable answer. Yes, it is true we all try to do some tasks according to our ability but, saying I will try leaves your principal feel unsure whether you are doing it right to register better results.
‘I’ll try’ can be an indicator of unwillingness and a defeated mind.
6. ‘I don’t know but…’
Teachers are perceived to know it all, but it may not be the case always. If you may not have a solution to a given situation or question, volunteering and promise to give it the best trial is much better than saying boldly, “I don’t know.”
7. ‘How do I gain from this?’
Not all tasks can benefit a teacher directly. Sometimes you may be required to work in helping your teaching colleague and other support staff members. Principals and institutional managers are often impatient and have less ability to endure members who are not part of the team whether or not there is benefit attached to the extra task.
8. ‘I am not paid enough to do that.’
Payment for duties accomplished is a primary concern for many people. It is right teachers are employed and paid to teach and impart knowledge to the learners, but it is unwise to give such a response if assigned any task other than teaching. This phrase is unprofessional and may be subject to insubordination. It also portrays unwillingness to go above and beyond your assigned duty.
9. ‘Well, I did my best.’
I usually get hard times during the discussion of results in a staff meeting. The most commonly uttered statement touches on the poor performance of mathematics and sciences. At some point, to say, ‘well, I did my best’, if when you have done your best your subject records such a poor performance, then there is no doubt you have reached the peak.
Such a phrase may make your principal lose confidence in you. The better response could be, ‘I will get it right next time’.
It’s paramount, therefore, for a professional teacher to carefully select words before posting a response to your principal (there is power in the choice of your words).
