I have found the idea of change to be of particular interest in the educational environment. We seem to be creatures of habit, and any deviation from the norm is often met with resistance. On the last day of school, I was speaking with one of the younger teachers that was getting a new classroom. He was packing his belongings for the move, and in the process, commented on how he disliked change. Although many Millenials are open to change, I think it is evident that the idea of having things comfortable is often in jeopardy with change. Although my colleague was happy to be changing rooms, he knew that he would have to adjust his daily habits in order to make sense of the change.
My students also don't like change. Being somewhat sadistic, I like to change the seating arrangement in my room each week. When the students arrive after a change, it takes them about five minutes to stop drooling on themselves and babbling because they have been taken out of their comfort level. As soon as they get comfortable again, I will change the arrangement just to keep them guessing. (I am really not sadistic, but I do think it is important to adjust to changing conditions)
So the point here is that change is a risky business because of the uncertainties of the outcomes. As told in the "Asking the Right Questions" perception can be a stumbling block for change. If teachers perceive that a change will not benefit them directly, then it will be unlikely for them to be supportive. This perception is something that is pervasive throughout our schools, and is an epidemic without a cure.
I have always felt that change benefiting my students would be a good thing to pursue, but I seem to be in the minority. Many teachers say that students are first, but their actions indicate that they are more concerned about themselves. It is kind of like rallying support for changes to our schools. The majority of parents would probably be in favor of making improvements to a school because they realize that it would benefit their children. When told that property taxes would be increased to support these changes, the support and excitement with the idea dissipates rapidly. So in theory, everyone probably supports change, but when the change takes people out of their comfort level, that is where problems occur.
So to get teachers to support change, perceptions must be addressed. Leaders need to sell the idea and show how the benefits will be shared by all. Telling a teacher that a change will benefit students but make teachers' lives more difficult will be met with less than satisfactory support. I wish that we could all look beyond our selfish nature and do what is in the best interest of our kids. When we took this job, I am sure that we knew what it entailed and that it would take a selfless attitude on our part. I am hoping that more teachers will look to what is really important and embrace change if it can positively impact the students in our classrooms.
Ryan, I like what you are saying this week about change, and I also noticed that you are working with what seems to me to be a different theme. It has been a few weeks since I've visited your blog so I could be wrong. Anyway I really believe strongly that your comment about selling an idea is right on. I personally believe that my former principal is moving on to a different school, because he couldn't sell his ideas to his staff. Few ever saw the benefits of his ideas to the student, let alone themselves. As a result they didn't ever get too far.
ReplyDeleteIn a comment on Ann's blog I also mentioned that you also get different levels of points for who you sell the idea to in your building or district. It makes sense, the ads we see on TV are specifically targeting a certain population, and we should be doing the same with the changes we propose in our schools. Find the group, community, admin., teachers, students and tailor a pitch to each about the benefits to all groups, but especially focus on the specific group that is receiving the message.
An example of this is on Monday I'm making a presentation to my school board. I've already made the presentation to staff and our PLP groups, but you can be sure that the board is going to hear a different focus, to ideas that are in line with some of their recent work.
Finally, I really like the idea of new seating charts every week. How do you make the charts? Random? Avoids? IEP needs? You must have an easy system if you do it every week.
Change is the only constant in the universe...
ReplyDeleteWho says educators aren't in the sales business? If you want to help initiate change in a school, you had better know your audience and sell the idea.
I agree with what you are saying when you identify that change for students results in many dedicated instructors being in the minority. Education is always the last to submit to change. There are so many powerful tools that could exist in school districts and many new, willing teachers to use them, but the people at the top are not comfortable with the change. I am hoping that educators from top to bottom finally grasp the changing world and speed up the response to that change.
ReplyDeleteI think you really hit it on the head Ryan with your comment about wanting change that benefits the students but that many teachers are opposed to this. I have always felt that change is good and necessary to keep me on my toes. I question whether or not all or even the majority of educators will ever embrace change.
ReplyDeleteHi, Ryan-
ReplyDeleteI really like your ideas about change. I change the desk arrangement in my room frequently,and students always seem to be concerned about it. Sometimes I wonder if they don't like change, or if they simply want something to complain about. I often forget that adolescents have very few things that they are actually in control of. So, when things that they think they should be in control of change, they are lost.