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Sowing Seeds of Mindful Leadership: Aspirational Recycling and Connecting with Leadership

Updated: Apr 9

Gabrielle Plastrik
Coalition of Schools Educating Mindfully Board Member
Executive Functioning Coach at EdFront
Former K-12 English & Humanities Teacher
Washington, USA


Let’s start with an analogy of aspirational recycling. If you don’t know, aspirational recycling is when people throw items in their recycling bins, mindlessly hoping that those things will get recycled because it seems like it should be recyclable–it is plastic and paper after all, isn’t it? –When in actuality, those items are not able to be recycled. Aspirational recycling is a huge problem for the municipal facilities in charge of processing recycling. Those aspirational yogurt lids, laundry detergent plastics, and frozen food boxes are actually making recycling less effective at reducing waste.


So why am I telling you about aspirational recycling? 

Pause and take a moment to reflect…


This month’s theme is “Sowing Seeds of Mindful Leadership.” How does that shape your connections with the analogy? Where did your mind go when connecting aspirational recycling to leadership?


That’s why we’re here. Welcome. I’m glad to have you with me! 

A lot of us belong to many communities and step into various leadership roles throughout our day. How often is our leadership “aspirational recycling”? Leaders often have excellent intentions, but often solve problems with many partial solutions, and at times with rapid implementation without mindful intentions. 


Mindful leadership goes beyond giving ourselves time to pause or take a breath before responding (though, both are great ideas and essential actions); however, there is more. Mindful leadership means also engaging in active empathy exercises. How does it feel to experience this learning community or organization from another member’s perspective? 


Asking questions, listening, and sifting through that information can move us from “aspirational” leadership to mindful leadership grounded in the community around us. Just like finding out what will actually get recycled, listening and practicing empathy can help leaders determine what will actually produce the change or results the learning community is hoping for. Empathy interviews are one very powerful way to actively engage in building the knowledge and understanding necessary for mindful leadership.


The intention and mindset matter in all facets of life (personal and professional). The mindset you bring to listening and empathy practices will establish how effective they can be. As a mindful leader, strive to listen and engage through empathy to learn, to be open to ideas that differ from your own, and appreciate the individuals that comprise your community. 


Make space to listen to yourself with empathy and humility. Self-compassion can be hard when we are leading. What do you need to be healthy, whole, and ready to do the essential work of leading others? Make intentional space for yourself so that you are ready to do this work. 


Finally, be gentle with yourself when you notice that “aspirational recycling” leadership qualities happen. When you become present and pay attention to one item/action at a time, it can help you change your habits in a manageable way. With mindful leadership, give yourself the time and space to shift your practice intentionally.


As mindful leaders, we get to choose how we show up and support our communities. Choose intention and presence


Invitational Practices:

Featured companion Mindfulness-Based SEL Lesson Inspiration for COSEM Members:

  • COSEM members, be sure to log into your account before clicking the link so you are taken directly to this resource. Not a member yet and would like to gain access to this resource and more? Consider joining us today or ask your school/district leadership team to invest in an Educating Mindfully Group Membership so every staff member has access. 



 


About the Author

Gabrielle Plastrik, NBCT, is an executive function coach for children, teens, and young adults with EdFront. Prior to working as a coach, Gabrielle taught English and humanities in K-12 schools for 19 years. Gabrielle grew up in Chicago, and she has lived and taught in many states: Illinois, Wisconsin, Maryland, and Washington. Gabrielle graduated from the selective poetry creative writing sub-concentration at the University of Michigan and has an MSEd degree from Northwestern University. She is passionate about mindfulness in education, interpretive discussion, and the ways brains learn. She started her mindfulness in education journey in 2009 and has thoughtfully recalibrated mindfulness interventions for different teaching contexts. Starting in 2019, she began leading mindfulness Professional Learning for districts looking to better support Mindfulness-Based Interventions (MBI). She has spoken at local and national conferences including COSEM, WAETAG, SENG, NWAIS, NCTE, and ResearchEd. She firmly believes that the most significant MBI is helping adults learn self-regulation tools: teachers are powerful models.

 

Connect with Gabrielle!


 
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