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All soccer season, I sat on the sidelines cheering on my kids and I would find myself telling (ok, maybe yelling) "kick the ball!" or "go to the ball!" From the sidelines, it seemed so obvious and simple, yet they weren't doing it. It seemed like they were tired or didn't care...

Towards the end of soccer season, my daughter's coach held a scrimmage for the parents and the kids. I played soccer when I was younger and I have kicked the ball around with the kids so I figured that we were going to have to take it easy on them and let them win.

Then, as we started playing, I quickly realized that I had oversimplified the skills necessary to really play and it was way more difficult being in the game to "just" kick the ball or "just" go to the ball. In the game you have to think fast when the ball is coming at you, make decisions based on what other players are doing (or not doing), and put your skills into action in real time.

"Just" Do It

I was reminded on the soccer field is that it is much easier to tell someone to do something than it is to do it. Yet, this happens to teachers all the time when there is a new program or curriculum or some great new idea that they are told to implement by those removed from the day to day realities of a classroom. Teachers have to make decisions in real time based on the learners in their classroom while each child and each day bring unique opportunities and challenges. Pernille Ripp, a 7th grade teacher, and author s hared this frustration recently:

And yet we are told as teachers over and over to do more. To be more. Because the more that we are doing is not enough. If we "just" embraced innovation and took a risk. Finally tried something new. Then, maybe then, all kids would finally love school.

Too often, as Pernille describes, we can try and streamline and resort to telling people what to do, thinking that is straightforward and easy to "just" do it. Even if it is with the best intentions, sometimes new programs, curriculum, and expectations can add layers to the teachers' work that impede their effectiveness with their students rather than make it better. Unrealistic expectations, without enough guidance and support, often leads to surface implementation rather than the deeper learning we are hoping for. Even worse, when teachers' feedback and expertise isn't sought in the process, we miss out on the true learning and innovation that comes from putting ideas into practice to impact learning in the classroom.

A prime example of this is what Pernille shares about her day to day practice:

I am innovating when I lesson plan and I pull my own resources, my own expertise, my tried-and-true, and find those from others and I take into account the story of every single child I teach, 100 and counting, and I try to create lessons that they will have power over, that they will be invested in, that they will remember. And then I repeat it for the next day.

THIS is exactly the type of innovation we need in classrooms and schools today- this is learner centered innovation. Learner centered innovation isn't just about adding new technology or shiny new things, it's about looking to the students in the classroom, trying new strategies, new books, new questions, tapping into their passions and ideas and continually learning about what works and what doesn't.

Telling teachers to "just" do anything doesn't validate what is already happening and rarely leads to meaningful change in practice. Closing classroom doors and leaving individual teachers to figure it out on their own day in and day out will not shift classroom practices on a large scale either. If we are really focused on what's best for our students and if our goal is to ensure success in work, life, and citizenship, we need classrooms and schools where the educators in them can be nimble and create learning experiences that reflect the context and the resources to best meet the needs of all learners.

Coaching or Telling?

There are so many teachers like Pernille that are pushing to make shifts in their classrooms and schools. And yet, there are some that are still siloed and their doors are closed and they are continuing to do things that they have always done. We all need to be learners, we need to be willing to try new things. We need leaders to set the vision and push our thinking and we need coaches to help us hone our craft.

Well known research that I have shared before from Joyce and Showers found that coaching significantly impacted the extent to which new skills and knowledge were transferred into a teacher's practice. Teachers who were coached practiced new strategies with greater skills and were more able to adapt strategies to their own goals and contexts than teachers who simply observed demo lessons. The teachers also retained a greater level of skills over time and were able to explain why they were using certain strategies and convey expectations to their students.

If we want to improve skills and knowledge and the application of them in our classrooms, we must move beyond telling people what to do and get into classrooms to help them problem solve, reflect, tweak, and learn together and collectively figure out how to move forward.

The best educators do not use just one approach or follow the curriculum to the letter; they get to know the learners and create the context and experiences to meet their needs. So whether you are a teacher, a coach, an administrator, consultant, or district leader, here are some questions to consider how you support learner-centered innovation:

Do your expectations and interactions positively impact learning and growth? Do your expectations and foster compliance or empowerment?

Do you know what is happening in the classroom? Are you helping others to know where they are going, understand where they are, and getting to know them too and build on their strengths to move forward? Do you make the time to get into classrooms and understand what is working and what is not to inform next steps?

Do you provide time, resources, guidance and support teachers to collaborate and learn to improve?

I encourage you to seek feedback and find out if your words, your practices, your expectations are helping people move forward or "just" adding one more thing. Your effectiveness as a teacher, coach, and leader is what you can bring out in someone else- to move them from their point A to their point B- not that they can implement what you tell them to.

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If you want to see change, stop telling and involve others in the process

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All soccer season, I sat on the sidelines cheering on my kids and I would find myself telling (ok, maybe yelling) "kick the ball!" or "go to the ball!" From the sidelines, it seemed so obvious and simple, yet they weren't doing it. It seemed like they were tired or didn't care...

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I mean...wait. What does that even look like for a teacher??
Growth mindset-the understanding that intelligence and abilities are not "fixed" but can be developed with dedication and hard work-is a concept first defined by psychologist Carol Dweck. Her research has exploded in popularity, and has trickled down to schools across the nation and beyond as students are taught that they can train their brains to learn anything.

We can all agree that one of the best ways to teach kids to have a growth mindset is to model that thinking ourselves. But as much as we'd like to believe that we're growth mindset oriented, most of us (myself included!) will likely discover upon reflection that there are old fixed mindset thought patterns that we haven't quite let go of.

Fortunately, we can examine these self-defeating thoughts and replace them with growth mindset thoughts that are empowering and energizing. See if you can recognize yourself in any of these fixed mindset traps, and practice exercising a growth mindset instead:

1) I can't admit to students when I was wrong or if I don't know something, because they'll lose respect for me.

There's no better way to help students understand that mistakes are an essential part of the learning process than to model that for them! I can create a classroom community in which I learn WITH and FROM students. As the kids watch how I respond to frustrating or embarrassing situations, they'll learn how to rebound from their own mistakes more quickly and discover what it means to be a lifelong learner.

2) I can't learn yet another new curriculum (or assessment, or set of standards.)

It will be a lot of work to learn a new way of teaching, but I'm resilient and I can do difficult things. I'm ready for this-it isn't the first time I've faced major changes in my job and it won't be the last. I want my students to face challenges head on and not be discouraged when they're overwhelmed, so I'm going to practice and model that same behavior myself.

3) Professional development is always so boring and irrelevant-they never teach us things we actually need to know.

I don't rely on others to mandate or direct my growth as an educator. I am in charge of my own learning! It's empowering when I choose to grow in areas I care about and seek out new teaching ideas and best practices. (Plus, Pinterest totally counts as PD.)

4) I wish my students' parents would stop telling me how to do my job.

I can learn something from every interaction I have with another person. I can choose to disregard the information that's unhelpful without ignoring the kernel of truth within each piece of feedback. I can choose to look past tone and word choice to see the heart of the message that can help me improve. I can create a relationship with families that encourages them to provide feedback in ways that are constructive, such as through parent surveys. Giving parents a chance to be heard gives me more insight as to how families perceive what's happening in the classroom so I can continue growing as an educator.

5) That lesson this morning was a complete disaster. My motivation is gone for the day.

I'll feel even worse if I give up on myself (and my students) and write off the whole afternoon. Instead, I can choose to put this in perspective: having a chaotic morning doesn't mean I'm a bad teacher, and it doesn't mean my students are hopeless. I can quickly identify what I can do differently next time, and mentally move on with the day. The past is over: each moment in the present is an opportunity to make a new choice and work toward a better outcome, starting right now.

6) I don't have time to reflect on my teaching, and it's not a big deal, anyway.

When I take a moment to think about what I did to make a lesson successful, I have a better understanding of what created that success. This helps me get excellent results again next time, making teaching easier AND more effective! I can create habits and routines that allow me to reflect on my teaching practice...even spending 2 minutes at the end of the day thinking back on everything that went RIGHT (and why) can make a difference in my efficacy.

7) The school year is halfway over; I can't introduce a new procedure or activity now.

This is actually the perfect time to try something new, because I've already established a rapport with this class. I can have a conversation with the kids about what's working and what's not, and together, we can come up with a better plan. It's never too late to change something that's become less effective, and my students will benefit if I show them how to continually reflect and improve.

8) Kids these days don't put any effort into their work and want everything to be easy.

Many of my students struggle in this area, but perseverance and grit can be learned! I can explicitly teach growth mindset strategies to students and help them take charge of their own learning. I can show students how to think critically about what it takes to be successful, push themselves to do their best work, and teach them to believe in their own ability to learn.

9) Some of my students are just unteachable-there's nothing I can do to reach them.

I choose to believe that every child is capable of growth. I can continue to build a rapport with students and help them make progress, celebrating even the smallest wins to help us all have the motivation to keep pressing forward. I refuse to give up on any child in my class, and I refuse to give up on my own teaching abilities. I believe my work makes a difference, regardless of whether I see results.

10) All we do is test the kids. It's impossible to enjoy teaching!

I know teachers who are facing these same pressures who still love what they do-I wonder what their secret is? I can learn more about the type of mindset and daily practices that have a positive impact on my energy level and enthusiasm. I can choose to learn about, discuss, and implement strategies that help me enjoy teaching every day...no matter what.
You've only failed if you've given up. Until then, it's learning. Only had time to skim through the post? Listen on the go! This post is based on the latest episode of my weekly podcast, Angela Watson's Truth for Teachers, which is now back for Season 3! A podcast is like a free talk radio show you can listen to online, or download and take with you wherever you go. I release a new 10-15 minute episode each Sunday and feature it here on the blog to help you get energized and motivated for the week ahead. I'd love to hear your thoughts below in the comment section! NEW! Beginning with this episode, the podcast player embedded in posts will allow you to download the MP3 file. The audio is also now shareable, so you can post an episode of the podcast right to your Facebook, Pinterest, Twitter, and so on for your friends or colleagues. See blog posts/transcripts for all episodes Subscribe to the podcast in iTunes Subscribe to the podcast in Stitcher Click To Tweet

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How to cultivate a growth mindset to enjoy teaching more

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Of course I have a growth mindset. I mean...wait. What does that even look like for a teacher?? Growth mindset-the understanding that intelligence and abilities are not "fixed" but can be developed with dedication and hard work-is a concept first defined by psychologist Carol Dweck.

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Developing a Growth Mindset in Teachers and Staff

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Developing a Growth Mindset in Teachers and Staff

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Develop Your Growth Mindset!

Mindset matters for administrators and teachers who work with children; mindset can have a profound impact on learning. A growth mindset allows us to see potential in everyone: ourselves, other adults, and children. Fixed mindsets harm students. Fixed mindsets sort and select. Fixed mindsets have determined the future of students and the path of adults. Such thinking has no place in education.

An important question to ask, do you have a growth mindset or a fixed mindset? I believe the mindset you have influences your leadership, thinking, actions, decision making, and who you are as a person.

In her book, Mindset: The New Psychology of Success, Carol Dweck points out the difference between a fixed mindset and a growth mindset.

"In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success-without effort. They're wrong."

"In a growth mindset, people believe that their most basic abilities develop through dedication and hard work-brains and talent are just the starting point. This view creates a love of learning and resilience that is essential for great accomplishment."

Let's consider your leadership. Questions are a great way to reflect on your leadership. Are you modeling and communicating a belief that learning is about time, opportunity, and effort which is a growth mindset? Or, do you communicate through your actions or words that some people are simply more able than others, in a world of those who can and those who cannot? Is there a disconnect between what you say and your actions?

Your mindset matters!

Reflect on my top five growth mindset concepts as you consider your leadership and commitment to embracing a growth mindset.

Challenges can be opportunities: Challenges are part of life, work, and school. It is a personal choice to view challenges as problems or as opportunities to overcome or to improve.

Make the word "learning" part of your vocabulary: People who believe in growth mindset are always learning. Are you always learning? Do you demonstrate through words and actions a belief that every person in your organization is a learner? How do you respond to people who say they can't learn something new?

Redefine "brilliant": I have found it quite liberating to realize few people learn new concepts with magical ease. Most people have to work hard; some may work less than others, but almost always there is hard work behind a perception of brilliance. In general, schools have been designed to communicate we all learn in lockstep. Such a belief leads to a sorting mentality, everyone does not learn the same or at the same speed, and that is OK. Sorting beliefs are always tied to fixed mindset thinking; such thinking is not good for students and potentially harmful.

Change your view of criticism: As a leader, receiving criticism is part of the job. The normal response people expect when they criticize another is often anger and resentment instead of an opportunity to problem solve. How you react to criticism speaks to your leadership and mindset. Here's my challenge to you: move the personal away from criticism and see it as an opportunity to grow, problem solve, and often to collaborate.

Adopt and use the word "yet." Dweck says "not yet" has become one of her favorite phrases. Not being able to solve a problem can mean you simply cannot do it or you have not solved it yet. Fixed mindset: you either can or cannot find a solution. Growth mindset: you cannot solve the problem, yet, but with more time, support, and effort you will be able to.

Mindset choice may appear simple; if fully embraced it can have a profound impact on you and those around you. Often, I will meet with a parent who tells me they could never do the math and that is why their child cannot do the math. This pattern can run through generations, and it is harmful predicting what children can and cannot do. If teaching and communication of the educator reinforce a negative belief, it will harm a child. On the other hand, if the child and parent experience a teacher who lives and communicates a growth mindset; an opportunity for change is created. The next time a person says, " I can't do the math," you can have a different and unexpected response to them, a response using growth mindset thinking.

I encourage you to learn more about growth mindset, how you can grow as an educator, and have a positive influence on others! If we as educators adopt and communicate growth mindset, we create an opportunity to change belief, and such a shift can change the future of a child.

Learn more from my book, The Principal's Leadership Sourcebook, Scholastic Ed.

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Your Mindset Matters! Fixed Mindset VS Growth Mindset

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Develop Your Growth Mindset! Mindset matters for administrators and teachers who work with children; mindset can have a profound impact on learning. A growth mindset allows us to see potential in everyone: ourselves, other adults, and children. Fixed mindsets harm students. Fixed mindsets sort and select.

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Turning Resistant Teachers into Resilient Teachers

Jessica Bohn

Resistant teachers can have a profound effect on the school climate and culture in both positive and negative ways. In the book Leading in a Culture of Change (2007), Michael Fullan says resisters deserve respect both because they present ideas we might otherwise miss and because their influence is crucial to navigating the politics of implementation. By using situational leadership, the ability to fluidly interchange among a variety of leadership styles as the situation demands, administrators can shape teacher resistance into resilience and develop powerful partners in school initiatives. Goleman (2004) says situational leadership can mitigate the negative and enhance the positive forces influencing school climate. Effective school leaders know when to use a different leadership approach based on the behaviors and personalities of their teachers.

Types of Teacher Behaviors

I have found that resistant teachers usually fall into one of the following categories:

Those who believe administration will not help or understand them.

Those who don't have confidence in their teaching and don't know how to improve.

Those who prefer traditional methods and believe change would require too much work.

Those who lack the desire or motivation to improve.

Most reluctant teachers fall into the first three categories and can be developed into resilient teachers. The fourth category is much more rare and requires a steadfast administrator. In the next sections, I outline some ways I've worked with these different types of resistance.

Resisting the Administration

We all know that focus and expectations can change with a shift in administrators. Most educators, however, will adapt to their bosses like they adapt to their students each year. Resistant teachers differ from most teachers because they tend to remain static in the face of change. They view change as a process that happens to them, rather than with them.

An example of this comes from a teacher I used to work with. Her resistance was passive; I was a new supervisor, and she said she wanted to do what it took to make me happy. My goal was to help her improve her instruction, but her goal was to do the minimal amount to get my approval. Her attention was on me, rather than on her students, and the implied sentiment was, "Because I am not good enough for you, just tell me what you want, and I will try to please you."

Coaching this teacher involved taking the focus off of me as the leader and putting it back on students and learning. During this process, I had to build a trusting relationship with the teacher, so she trusted that I saw her value within the organization. I made progress with this teacher by coaching her to self-reflect on lesson effectiveness and learning outcomes, redirecting the focus from administrator feedback to teacher efficacy around student learning.

Resisting Out of Lack of Confidence

Consider the typical classroom situation when a student acts out because he does not understand what is being discussed. Students would rather seem disruptive than incompetent. Teachers and other adults aren't so different; resistance is a natural response when we lack knowledge or confidence but are pressured to perform.

To find out if resistance is motivated by lack of confidence or knowledge, get teachers to open up about their understanding in a one-on-one setting. For example, if teachers are resistant to a new technology initiative, individually ask concerned teachers, "What training or support would you need to teach students how to blog about their reading using an iPad?" The depth of the answer can provide clues, much in the same way that probing questions can reveal student learning gaps in the classroom. Because fear and reputation are at stake, the school administration will want to approach this problem with confidentiality and support. Possible solutions include

Professional development opportunities in the content area of need.

A peer buddy to collaboratively plan with in the content area.

A one-on-one book study between the teacher and another teacher or administrator.

Online courses in the skill needed, with follow up after completion (this allows teachers to pursue professional learning in the privacy of their own home, protecting their reputation).

The point here is to deepen the teacher's knowledge base in the area of resistance. If after becoming more informed, the teacher still resists, she will have knowledge and evidence to better frame her case.

Resisting Change

Veteran teachers are likely to resist change because they believe that traditional methods are best. These teachers are not simply trying to be difficult; they've most likely had success with their tried-and-true lessons and strategies, and so change may seem unnecessary or overwhelming. A new curricular initiative might seem like just the latest wave of change that will eventually pass. However, if you coach these teachers to understand the long-term goals of a new curriculum or initiative and discuss the possibility of the teacher piloting the new program (with lots of support from administration), you can create a powerful ally to help lead change. By having experienced teachers pilot a new program, you will get insight that may help improve whole-school implementation. At the least, even if these experienced teachers are not fans of a change, trying it first will empower them to own it and make it better.

Even teachers who support change as necessary for the good of students in the long run may feel overwhelmed by the amount of work needed to implement the change. Providing frequent feedback and unrelenting support will be crucial to helping teachers like this become robust. Rather than simply mandate the change, administrators can support the teacher with resources, professional development, and work groups to build grit and persistence. Here's how administrators can help teachers develop the grit to get through major changes:

Offer peer-led work groups after school.

Provide teacher leaders to spearhead support efforts.

Furnish detailed examples, resources, or instructions.

Pay for substitutes so that teachers can attend professional development.

Offer a weekly feedback form for teachers to communicate their challenges.

Provide regular feedback to teachers after walk-throughs.

Offer online professional development.

Model the change during staff meetings, give model lessons, provide video footage of high-quality teaching examples, and find other ways for teachers to see the change in action.

Resisting Out of Apathy

Teachers in this category need specific directives, measurable goals, and outcomes to achieve. Holding unmotivated teachers accountable will make every other teacher in your building resilient because most teachers appreciate leaders who can recognize the difference between someone who disagrees and someone who doesn't care. In most states, it can take a lot of documentation and tireless work on the part of administration to remove ineffective teachers, but the other teachers in the building will notice your tenacity in holding people accountable. This is crucial because school administrators establish the foundation for school culture through their actions.

How you tailor your approach to resistant teachers can have a powerful effect on school culture and morale. Start by assessing which type of resistance these teachers are exhibiting, and then align the supports and interventions that target their areas of need. Ultimately, by engaging resisters, you will foster a culture of resiliency that will permeate the school, from the teachers to the students.

References

Fullan, M. (2007). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

Goleman, D. (2004). Primal leadership: Learning to lead with emotional intelligence. Cambridge, MA: Harvard Business Review Press.

Jessica Bohn is principal at Gibsonville Elementary in Gibsonville, N.C., and a member of ASCD's 2012 class of Emerging Leaders.

ASCD Express, Vol. 9, No. 10. Copyright 2014 by ASCD. All rights reserved. Visit www.ascd.org/ascdexpress.

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ASCD Express 9.10 - Turning Resistant Teachers into Resilient Teachers

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Turning Resistant Teachers into Resilient Teachers Jessica Bohn Resistant teachers can have a profound effect on the school climate and culture in both positive and negative ways. In the book Leading in a Culture of Change (2007), Michael Fullan says resisters deserve respect both because they present ideas we might otherwise miss and because their influence is crucial to navigating the politics of implementation.