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Have you ever noticed how our students react to change?

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Have you ever noticed how our students react to change?

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Change: Reacting, then responding

Change is always happening, whether we realize it or not. Our bodies are constantly generating new cells to replace old ones. Stock prices are rising and falling. It's just a guaranteed thing.

And throughout our lives, we go through a lot of personal changes. Sometimes we choose for them to happen, while other times they're beyond our control. With both of these types of changes, we, as humans, have instinctive reactions to them. But it's how we respond to these changes after our initial reaction that determines how they affect our lives.

Watch the video below to learn the difference between reacting and responding to change.

Let's talk a bit about the difference between reacting to change and responding to it. A reaction is how you feel at the moment of the change. It's immediate, it's instinctive, and it happens before you're able to process things. Responding, on the other hand, is a conscious choice you make. It's the path you choose to take when moving forward.

Let's look at an example of change: losing your job. Your initial reaction to this might be one of anger or sadness. That's not something you get to decide; it's just how you feel. But after some time, you can re-examine the situation to try and find out how you'd like to respond.

Some possibilities might include looking at why you reacted the way you did or identifying the pros and cons of your situation. By losing your job, you don't have a source of income. But perhaps you recognize that there were some aspects of your job that you didn't like, or maybe it didn't provide you with a healthy work-life balance. Based on this, your response might be to dive right in to looking for a new job that makes you happier and allows for more time outside of work.

Obviously, there are a lot of different types of changes, and they're not all equal. Some changes are much heavier, like losing a loved one, while others are positive, like starting a new relationship. But when it comes down to it, every change evokes some kind of reaction in you. Whether it's good or bad, it's OK to feel these feelings internally. But know that you have control over your response. How you allow the change to change you is ultimately in your hands.

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Adapting to Change: Change: Reacting, Then Responding

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PBS KIDS Talk About | Handling Changes at School | PBS KIDS

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Navigating change in the classroom can be a transformative experience for students, and educators play a pivotal role in guiding them through it. Effective communication is key – keeping an open dialogue, sharing the reasons behind the change, and reassuring students about their concerns. Creating a supportive environment is equally crucial; it involves fostering a sense of belonging, encouraging questions, and validating emotions. By establishing clear expectations and involving students in the decision-making process where possible, educators can turn change into an opportunity for growth and learning, helping students feel secure and confident in their evolving educational landscape.

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Nurturing the academic and personal growth of students involves a blend of encouragement and tailored learning experiences. Encouragement goes a long way, instilling confidence and a love for learning. It's about celebrating small victories and fostering a positive mindset. Tailored learning experiences recognize that each student is unique. By understanding their strengths, interests, and learning styles, educators can craft lessons that resonate, making the educational journey both engaging and personally meaningful. Ultimately, it's the combination of encouragement and tailored experiences that cultivates a learning environment for students to blossom academically and personally.

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Change for Students:

Initial hesitation or uncertainty.

Observable shifts in routines or learning methods.

Potential expressions of curiosity or anxiety.

External adjustments in the classroom environment.

Growth for Students:

Gradual development of new skills or knowledge.

Increased confidence and independence.

A positive shift in attitudes toward challenges.

Demonstrable improvements in academic and personal abilities.

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When faced with changes in curriculum, teaching methods, or school policies, educators often exhibit a mix of excitement, apprehension, and curiosity. It's like embarking on a new adventure with both the thrill of discovery and a touch of uncertainty. Some teachers might express enthusiasm, eager to explore innovative approaches, while others may feel a bit uneasy about departing from familiar territory.

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Teachers Create what they Experience | Katie Martin | TEDxElCajonSalon

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Professional Networks: Engage with teaching communities online and offline, attending conferences and joining forums to exchange ideas and insights.

Continual Learning: Embrace a mindset of lifelong learning by enrolling in workshops, webinars, and online courses that align with personal and professional goals.

Mentorship: Seek guidance from experienced colleagues or mentors within the educational field, fostering a supportive learning relationship.

Reflective Practices: Regularly reflect on teaching methods, identifying areas for improvement, and experimenting with new strategies.

Collaboration: Foster a collaborative culture within your school, encouraging the sharing of best practices and collaborative lesson planning.

Advanced Degrees: Consider pursuing advanced degrees or certifications to deepen expertise and stay current with educational trends.

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The new question of the week is:
What do you think are the best one-to-three things a teacher can do to improve his/her/their craft?
Carissa McCray, Ph.D., Latrese D. Younger, Kayla Towner, and Verónica Schmidt-Gómez, M.Ed., started this series in Part One.

Carissa, Latresee, and Kayla were also guests on my 10-minute BAM! Radio Show. You can also find a list of, and links to, previous shows here.

Today, Aisha Christa Atkinson, M.S., Angela M. Ward, Ph.D., Meghann Seril, and Altagracia H. Delgado contribute their suggestions.

Professional Learning Networks
Aisha Christa Atkinson, M.S., is a high school educator with nearly 10 years of teaching, curriculum design, and instructional-leadership experience in secondary English/language arts and English as a second language. You can connect with Aisha on Instagram or Twitter at @TheLitSensei and by visiting her website:
When it comes to taking ownership of the development of one's craft, there are two action steps that I recommend classroom educators consider taking.
1. Read Often and Apply with Intentionality
As the lead learner within your classroom community, growing expertise in your content-area and knowing how to address the diverse needs of your students are two areas that are always prime for growth. Readership for teacher growth can be as casual as reading many of the articles on platforms such as Education Week and scrolling through the Twitter feeds of virtual professional learning networks. It can also be as formal as reading peer-reviewed journal articles or books on pedagogical practices. The key is to start with what you are most passionate about changing and begin with a medium that is both easy and enjoyable for you to consume. When it comes down to selecting a text, consider speaking to the educators you admire most and pick their brains for reads that greatly impacted their instruction.

For teachers who do not identify as self-starting readers, I recommend finding other peer educators who are eager to grow and establishing a "book club" to help keep one another inspired to start and finish strong. With all of the advancements in communication technology, you can select educators with similar intentions from virtually anywhere.

Irrespective of your relationship with reading, I also suggest engaging in what I call a "slow read" process. For myself, slow reads are those books or lengthy articles that I intentionally commit to only reading a single chapter at a time in order to give myself the space to reflect, plan, and implement whatever it is I am hoping to grow within myself as an educator. The intention behind this method is to gather a few wins and build confidence in failing forward while trialing new strategies.

As a novice instructional coach, for instance, I practiced this during the 2021-22 school year with Karen Walrond's The Lightmaker's Manifesto: How to Work For Change Without Losing Your Joy. As I read through each chapter, I challenged myself to cycle through intentional self-reflection, planning, and implementation as I carefully applied something new to my coaching practices. With each cycle, I found myself not only growing within my role but in other meaningful parts of my personal life as well.
2. Join a Professional Learning Network
As an undergraduate student, my professors set me on the right path by encouraging me to join different associations and attend their conferences. Somewhere along the way, however, I neglected to maintain my journey along that path. Looking back on my career, one of my greatest regrets is not pursuing membership and involvement in a professional learning network, particularly during those years when my joy was compromised and my growth was not a priority.

Professional learning networks not only provide educators with a welcome reprieve from toxic work spaces but help to bridge connections between oneself and other educators as well as opportunities for improvement. It is within the other members that you will find kinship in those who share similar mindsets when it comes to investing in self-growth and the desire to establish long-lasting partnerships along the way. For myself, membership within the Texas Council for Teachers of English Language Arts (TCTELA) and the Houston Area Alliance of Black School Educators (HAABSE) not only introduced me to phenomenal educators and leaders within my state of residence but connected me to innovative and inclusive ways to educate youth across the band of K-12 instruction. As an educator ever growing in my capacity to lead and serve my community, I have been affirmed and influenced time and time again through the priceless mentorship opportunities I have received through organizations such as these.

'Create Space for Students to Look Into Mirrors'
Angela M. Ward, Ph.D., is an anti-racist educator with over 25 years of experience in education. She is focused on creating identity-safe schools and workplaces. Follow her @2WardEquity on Twitter & Instagram and visit her blog to subscribe to the 2Ward Equity newsletter:
When I think about teaching and improvement of our craft, these three things come to mind: Understand who you are, reflect on your educational philosophy, and study your pedagogical moves and curricular decisions.

Understand who you are. You are a unique individual. Your ways of thinking and being in the world are the byproduct of your upbringing and the lived experiences that brought you to your current reality as a teacher. Make the subconscious, conscious. Who you are impacts how you

deliver content to your students.

choose the content to deliver.

receive feedback on your craft.

meet the educational needs of the students in your care.

Reflect on your educational philosophy. You should be able to articulate what you believe about education. In your opinion, what is the purpose of education? Your philosophy subconsciously drives every decision you make every day in the classroom. By articulating your philosophy, you hold yourself to a higher standard and make yourself accountable to your beliefs. As an anti-racist educator, I
Study your pedagogical moves and curricular decisions.
It is important in a field that expects professionalism, yet treats its biggest asset as if they are not professionals, to study your craft. As a classroom teacher and now as a teacher of teachers and educational leaders, I work at improving my craft by engaging in inquiry.

Each content (what/curriculum) decision we make and how (pedagogy) we deliver that content impacts the learners we are tasked with supporting.

As you design classroom-learning experiences, it's important to understand your audience. Classroom teachers see students often enough to gain an understanding of who they are, what they are interested in, and what it takes to get them to their zone of proximal development. Yes, this takes time, effort; and trust me, it's worth it! Equipped with knowledge of your students' needs, you can engage in a Plan, Do, Study, Act cycle of inquiry.

Plan based on your philosophy of education the actions you will take to stay true to your beliefs about the purpose of education

Do put in place a few ideas that you will test out as you work toward improving your craft. Schedule time with a group of teachers to share learning, ask questions, and hold each other accountable to professional growth and improvement.

Study the feedback you are provided by your colleagues. Study the anecdotal and direct feedback you receive from your students. You can learn a lot about your craft by simply questioning if the intent for your lesson was received and if most of the students were successful. The biggest test of your improvement is whether or not the student who has the most difficulty with a concept is able to grasp and/or reach their zone of proximal development. If you reach the neediest student, chances are you have reached them all.

Act on your developing knowledge. Test out new improvements and engage in the cycle again.

Reflect Regularly
Meghann Seril, NBCT, serves as a 3rd grade teacher, new teacher mentor, and Teach Plus national senior research fellow. She was selected as a 2022 Los Angeles Unified school district teacher of the year:
This past June, I wrapped up my 14 th year of teaching, and seventh year in 3rd grade. No two years of teaching have been the same. There's always something to adjust, to change, to improve. Here are some things I recommend teachers can do to improve their craft.

Keep learning. There are so many ways to keep up with new programs, strategies, and best practices. I've attended classes on Chinese calligraphy, CGI math instruction, and mindfulness practice. I am a member of several online groups and chats to dialogue with others about math and equity work. While I enjoy attending professional development and learning about different resources and programs, it can feel overwhelming to plan how to incorporate new learning into my current curriculum and instruction. A favorite question that's been posed in recent PD is "What is one action or step you will commit to taking?" I love this question because it focuses me on one next step. To make your learning meaningful and actionable, commit to trying out one new idea. If possible, set up an accountability process, like sharing your plan with a teaching partner. Set a time frame for implementing that step. I have also reached out to PD facilitators with follow-up questions once I've actually tried new things in my classroom. I also share what I'm learning about with my students so they know that learning is a lifelong process. I want my students to feel encouraged to continue learning about things that interest them.

Observe others and have others observe you. One of the ways I've grown most is through feedback from others. I'll be honest and admit I still get nervous about having other adults in my classroom, but I find the feedback and support meaningful. In one observation, I asked another teacher to specifically watch my transitions between activities. She noticed that students were taking lots of time to put materials away and she noticed a significant lag in the process. We talked about streamlining materials management and setting a timer for the process. I also realized that I was trying to give additional instructions while students were cleaning up, so I made sure to give all instructions and do a check for understanding before students started moving. These strategies continue to help me utilize the time I have with my students efficiently.

Getting to see other teachers in their classrooms is a great joy. I mentor new teachers through our district's induction program, and I love getting to see them in their element with their students. It builds rapport between staff members and helps us have more constructive conversations in weekly staff meetings. I learn so much just by looking at the walls and the way the classroom is laid out.

Reflection is important. A meaningful professional development I've done is national-board certification. Through this process, I've reflected on my questioning technique, how I include parents and community in my classroom, how I differentiate for diverse populations of students, and how I am continuing to meet my own professional-development needs. Sometimes, it feels like this work is never done, but it is important to stop and think about how much we've grown as teachers, just like we guide our students to think about what they've learned and what new strategies they've developed. Taking a moment to acknowledge our growth and consider areas for improvement helps us sustain ourselves for the long haul.

Reflect individually and talk openly with others in safe and supportive community spaces. Take rest and breaks when needed and pat yourself on the back for a job well done. Teaching, especially during these past few years, has not been easy. But consider all the ways you have learned and grown and take that forward with you into the next school year.

'Try Things Out'
Altagracia H. Delgado, also known as Grace, has been in the education field for 27 years. In those years, she has worked as a bilingual teacher, literacy coach, and school and central-office administrator. Grace is currently the executive director of multilingual services for Aldine ISD, in the Houston area:
In all of my years of coaching teachers, there are a few things that I have always recommended as ways to improve the teaching craft.

First of all, building relationships. I know that there has been an increased awareness during the pandemic of the benefits of SEL, but this goes beyond what we now teach as socio-emotional learning. When I talk about building relationships, I mean being authentic about your interest in your students. We all know that we do better when we are working with people that show true interest in us; this feeling is the same for our students. Students work best and learn better when they are with teachers who truly are interested in them-who they are, where they come from, what their interests are, how they are doing. These connections can be lifesaving for students and can truly change their academic course.

Secondly, continue learning. It doesn't mean you have to go back to school, but know that our craft is ever evolving and can always improve. Educational research continues to grow, and we currently know more about practices and brain development that can support students' learning. If we continue our education through college work, professional development, book club, or just independent reading, this new learning can help us improve our practices.

Lastly, try things out. This one belongs hand in hand with the last point. When reading or learning a new skill or strategy, go ahead and try it out. We don't need to "save it for the following year." I actually strongly recommend trying a new activity or strategy with current students, since teachers know them already. A teacher that does this can actually figure out any tweaking needed when the new year starts and a new set of students arrive. If we have built those strong relationships with students, they can even help us in the practice of new learning by giving us feedback regarding such activity or strategy so that we can improve upon it.

Thanks to Aisha, Angela, Meghann, and Altagracia for contributing their thoughts!

Consider contributing a question to be answered in a future post. You can send one to me at lferlazzo@educationweek.org. When you send it in, let me know if I can use your real name if it's selected or if you'd prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo.

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It's titled Classroom Management Q&As: Expert Strategies for Teaching.
Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all EdWeek articles, has been changed by the new redesign-new ones are not yet available). And if you missed any of the highlights from the first 11 years of this blog, you can see a categorized list below.
I am also creating a Twitter list including all contributors to this column.

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How to Become a Better Teacher. Here's What Teachers Have to Say (Opinion)

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Never stop learning is one piece of advice, and try out new things is another.

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Change: Change often feels like navigating uncharted waters. It can be sudden, bringing about uncertainty and a need to adapt quickly. Think of it as a new puzzle piece added to the educational landscape, prompting adjustments in strategies and approaches.

Growth: Growth, on the other hand, is the gradual gaining of potential. It involves deliberate steps towards improvement, like tending to a garden. It's about continuous learning, refining skills, and evolving as an educator over time.

Key Differences:

Speed: Change can happen swiftly, while growth is a gradual process.

Mindset: Change requires adaptability; growth requires a mindset open to learning and development.

Impact: Change often addresses external factors, while growth is a personal and internal journey.

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Does change and growth look the same everywhere? Let's hear from you! Share your insights on how these concepts play out in different educational settings.

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Do you believe that growth and change are the same in education?

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Yes: "I see growth and change as interchangeable terms in education."

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No: "I believe growth and change are different."

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They are interconnected: "I think growth and change are interconnected, one leading to the other."

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It depends on the context: "sometimes growth and change align, while other times they differ."

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This article advocates for positive feedback, embracing mistakes, and creating an environment that celebrates effort. It highlights the proven benefits of a growth mindset, from improved academic performance to enhanced well-being.

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Nurturing a Growth Mindset - CSA Education

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Nurturing a growth mindset encourages confidence, motivation, and resilience in their learning and development.

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The new "question-of-the-week" is from "Anonymous":

I have spent years working at a district, Territorial level attempting to bring new initiatives into the classes and schools. Time and time again I am confronted with the "no time" to do anything new. These are well meaning teachers so I have attempted to give them "bites" or "snippets" of info that they can run with, without having to spend much time. How can I get administrators to run and lead new changes and initiatives. I am working through policy but I would like to find other effective ways. Same holds true with the traditional teachers and the nay-sayers. Do you have any hints or tips on how to support teachers "take to" and then embrace change?

Most people are much more comfortable with the way things are than they are with change, and many of us teachers are no different. But sometimes change IS good. How can encourage our colleagues, and ourselves, to be more open to new ideas and then to actually implement them?

Today, educators Sally Zepeda, Bill Sterrett, Pete Hall, and Opal Davis Dawson share their responses to the question. You can also listen to a ten-minute conversation I had with Sally, Bill and Pete on my BAM! Radio Show.By they way, you can now access a list of all my previous shows - with links and descriptions.

I'll be sharing comments from readers in Part Two, and there is still time to contribute!

Two years ago, I published a three-part series on a somewhat similar topic, and I shared my own thoughts at that time.
Response From Sally Zepeda
Sally J. Zepeda is a professor in the Department of Lifelong Education, Administration, and Policy at the University of Georgia (Athens) where she teaches courses related to teacher and leader professional development and instructional leadership. She also works extensively with the Clarke County School District to support teacher and leader quality. To learn more about change and learning for leaders go to The Principal as Instructional Leader: A Practical Handbook. To learn more about change related to professional learning see Professional Development: What Works (2nd ed.):
Teachers need to be in the loop, they need to know what is changing, staying the same, or being discontinued. As teachers and leaders, we are in the business of learning, and learning is in many ways about change. Change can only survive the "nay-sayers" in a school culture that embraces collaboration, where teachers are a part of the change process, and where policy is made public. Transparency is the watchword. As a district-wide person (Territorial Level), there might be additional barriers--entrée into the site and the cooperation and the understanding of building-level leaders--even before you can work more effectively with teachers. For many, change elicits a fear of the unknown. For teachers to engage in learning experiences that signify changes in practices, routines, or rituals, they need to believe they are capable of enacting the changes that are mandated by policy (local, state, federal), and they must not feel intimidated by the change or the unknown and new. The leadership of the building needs to publicly walk the line with you as change as in policy moving from within the system to the building level. How can teachers, leaders, and others who routinely must make or enact change ensure likelihood for success? The answer depends on the context in which the change is going to occur. However, most change does not magically occur. That is, planning for change is often part of the process. Although to some a sore subject, movement to the Common Core is a change that had plenty of up-front time to prepare. I have always explained change by the "1/3" rule in which a 1/3 of any teaching faculty will embrace change, a 1/3 will vehemently dig their heels in against change, and a 1/3 will be neutral, sitting on the fence before deciding to embrace or nay-say change. Here are some considerations to think about and to adapt to your setting to enact change in a proactive way, reducing the noise of "nay-sayers" that often side-track efforts (the squeaky-wheel syndrome):

Embrace divergent points-of-view. Many lessons can be learned by listening to "nay-sayers" who more than likely reside in the "1/3rd" of the group that is against change. The objective is to model learning from dissenting points-of-view, understanding the concept from differing perspectives, and paying respect to those who might not think like you. Just by listening to the nay-sayers, you are communicating that you care, and in the engagement of conversation may come enough confidence in the change for the nay-sayers to begin thinking differently.

Response From Bill Sterrett

Bill Sterrett is a former principal and middle school science teacher. He serves as an educational leadership faculty member and program coordinator at the University of North Carolina Wilmington and is the author of the ASCD books Short on Time: How do I make time to lead and learn as a principal? and Insights into Action: Successful School Leaders Share What Works. Connect on Twitter @billsterrett:
Even the most effective principals and teachers struggle with a limited resource that we all have--time. Finding time to innovate, collaborate, and celebrate can be difficult. Principals and teachers can--and must--work collaboratively together to maximize time and innovation while minimizing frustration and isolation. The best principals never forget what's it like to be a teacher; in fact, they still see themselves as teachers. And teachers need to be encouraged and empowered to lead within the school. In my ASCD Arias book, Short on Time: How do I make time to lead and learn as a principal? I offer 100 action steps for maximizing time in a collaborative manner. Here are a few examples: Carving out time to learn, share, and celebrate the work of the school in a more meaningful and practical manner can build and sustain momentum that moves the work of the school forward in a collaborative manner.

Response From Pete Hall

Pete Hall is a veteran teacher, principal, educational leadership consultant, and author of several books, including Teach, Reflect, Learn: Building Your Capacity for Success in the Classroom and Building Teachers' Capacity for Success: A collaborative approach for coaches and school leaders, both co-authored with Alisa Simeral. He is a member of the ASCD Faculty. For more information, go to www.educationhall.com or email him at PeteHall@EducationHall.com:
The first questions we need to ask are, Where are the new initiatives coming from? Why are they important? What is their purpose? Teachers and principals tend to be rather skeptical about new initiatives being thrust at them - perhaps their reluctance is valid, and perhaps there's a reason we talk about the "pendulum swing" in education. But let's give you, and our many other well-informed educational leaders out there, the benefit of the doubt and agree that the initiative is clearly based on decades of solid research, is proven to support student learning, and will help teachers and principals become more effective and successful. The next question we need to be asking is, "Why are folks resistant?" There's a reason for resistance. I wrote about this with Alisa Simeral in our 2008 ASCD book, Building Teachers' Capacity for Success. We cited Rick Maurer (2007) in identifying three levels of resistance: Reluctance, Resistance, and Defiance. Reluctance: "I don't get it." When we investigate or launch something new, there's often plenty we don't yet know about the venture. In order to rally the troops, we need to clearly identify the WHY, explaining how the future can be better, brighter, more robust than the present. Connect this to our organization's stated mission: This is something we can all rally behind. Then we need to thoroughly communicate the information, provide the training, and offer opportunities for our people to digest, and own the information themselves. In addition, we tend to add initiatives to our educators' already-overcrowded plates, without explicitly removing anything from their workload. A good rule for initiatives is like a good closet: for each item you add, remove two. Resistance: "I don't like it." Here is where the fear of change comes into play: Educators may be asking questions like, What if the initiative doesn't work? What if I'm not good at it? What punishments lurk around the corner? To address these, we need clearly articulated goals and a comprehensive plan, including ongoing professional development, support, and resources. When we're proposing change, we need to ensure that everyone involved in the change has the opportunity to master it. Maintaining a transparent action plan, allowing folks to work together, and offering plenty of support throughout the initiative (not just during the launch) will help alleviate the fear of change and transfer it into the willingness to conquer the challenge! Defiance: "I don't like you." Unfortunately, this level of resistance actually exists. As I mentioned earlier, one of the culprits could be our institutional fascination with launching new initiatives as often as possible. Additionally, a climate of mistrust occurs when a leader has either misled or has not provided clear, open, and honest communication with the folks in the trenches. The solution is complicated, though it sounds simple enough: communicate clearly, openly, and honestly. Share the information. Ask for questions and input, and respond accordingly. If the initiative in question truly merits our attention and dedication, then we shouldn't lack for passion and evidence and resources to put it into place...together!

Response From Opal Davis Dawson
Opal Davis Dawson has been an educator in Kentucky for more than 25 years, including 17 years as principal of a public Montessori magnet school. As a faculty member with ASCD Professional Learning Services, Dawson has presented at conferences nationally and internationally and has provided professional development and coaching to teachers, teacher leaders, and administrators throughout the United States:
What do you need me to do and when do I find the time to do it? I already do this, don't I? These are a couple of questions that you may have heard before if you're trying to share new initiatives with colleagues. While you may feel like you've taken one step forward and then two steps back, you must remain positive and vigilant. I've found the best way to help this change process along is by first remembering that it is indeed a process and not an event. It's important to take baby steps and begin by helping others see the value in the new initiative and ways of thinking. Often times providing a clear and concise rationale for change that's tied to research can be the first step. An example of how the idea has worked in another district or school with similar demographics may also be beneficial. Educational professionals appreciate being treated as such. Thus, it's important that they are empowered to have input at all levels of implementation of a new initiative. Structures must be in place that provide time for professional learning, any required resources, open communication, flexibility and sustained support for all involved. While this may seem like an obvious outline for success, it actually lays the foundation for others to embrace the change while sharing the value with those who may be hesitant to try. We know change is never easy, but a transparent plan of action that empowers the change agents may help.

Thanks to Sally, Bill, Pete and Opal for their contributions!

Please feel free to leave a comment sharing your reactions to the topic or directly to anything that has been said in this post. Part Two will include readers' contributions.

Anyone whose question is selected for weekly column can choose one free book from a number of education publishers.

Just a reminder -- you can subscribe and receive updates from this blog via email or RSS Reader... And,if you missed any of the highlights from the first three years of blog, you can see a categorized list below. You won't see posts from school year in those compilations, but you can review those new ones by clicking on the monthly archives link on this blog's sidebar:

Education Week has published a collection of posts from blog -- along with new material -- in an ebook form. It's titled Classroom Management Q&As: Expert Strategies for Teaching.

Watch for Part Two in a few days...

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Response: Change In Schools 'Is A Process, Not An Event' (Opinion)

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Educators Sally Zepeda, Bill Sterrett, Pete Hall, and Opal Davis Dawson share their thoughts on how teachers can encourage - and "embrace" - change.