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Negative Reactions to Change in Learners

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Negative Reactions to Change in Learners

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For many learners, change can be scary because it is unfamiliar and thus uncomfortable. I feel that the way our education system is set up, we unintentionally created rigid learners who are used to conformity and routine. While routine isn't bad or wrong, our students have become so used to the typical, "desks in a row, teacher at the front, complete the assignment, and receive a grade" way of doing things, that any deviation from that seems wrong or scary. In a way, I believe this set up stifled skills like perseverance and grit and caused change to be viewed as an unwanted challenge rather than an opportunity for challenge.

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Positive Reactions to Change in Learners

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Positive Reactions to Change in Learners

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For some learners, change is exciting and is viewed as a wanted challenge. But why do some learners view change as positive and other learners see it as a negative thing? To answer this question, I think we need to take a look at character traits within our students. Students who are natural risk-takers and/or adventurous, I believe, tend to view change as a wanted challenge, willing to attack it head on and "figure it out".

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This article also gives a reminder that different character traits of students, as well as life experiences, tends to play a role in how students react to change. The article then gives article for ways to support our learners through change which includes being open and honest about the change, acknowledging student feelings, providing student choice, making it joyful, and emphasizing student strengths that I think should emphasize the traits (grit, perseverance, effort) over the assignment or change itself.

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Helping Students Cope with Change and Disruption

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The new normal seems to be everything but normal—which poses big challenges for students, families, and educators. This article focuses on practical ways educators and schools can continue to effectively support students and their families by serving as models of resilience during a historically challenging time. The authors outline concrete steps and strategies that can be woven into daily curricula to reduce stress, ease anxiety, cultivate productive coping mechanisms, and build a generation of resilient and well-adjusted children.

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In order to support our students through change, I think it is important for us to know our students. We have to build relationships with our students. We need to understand their personalities, likes/dislikes, and interests. This helps us as educators to know HOW to help each student. It also creates a space where students feel safe and valued and are willing to open up and trust the teacher through changes and new learning.

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The Power of Relationships in Schools A PARENTS’ VIEWPOINT - National Survey Our world is changing daily, but one thing remains clear: teacher-student…

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Understanding our "digital native" students

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Understanding our "digital native" students

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One concept we need to understand as educators is that our students are part of a unique generation that has never been without technology. Technology is all they've known. In fact, many times they can adjust to new technology quicker than we can! We need to meet them where they are. One point the article makes is that because our students have only ever know technology and have images in front of them all the time (TV, gaming, tablets, phones, etc.), they think and "talk in images". When we are designing lessons, we need to think of ways we can infuse ways for them to share their learning in those ways. In short, sometimes the change that needs to happen is with us, the educators!

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10 Characteristics of Students Today – Adjusting Our Mindset

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At Powerful Change Group, we are adopting the principles, tools and concepts from the Google Infused Classroom to revolutionize the way we can help students learn. It’s about meeting students where they’re at and helping…

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Like learners, there is a mix of positive and negative reactions to change. As it is with learners, character traits of teachers play a role in how they react to change. As educators, we know that we are in the business of learning. We must remain open-minded and willing to accept change and grow with it. We must be adaptable. The above article shares "fearless educator characteristics".

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The Priorities Of Teaching For Change
contributed by Olivia Odileke

As an educator, you hold a position of immense responsibility in shaping the future of our society.

To truly make a difference, becoming 'fearless'-a teacher who isn't afraid to push boundaries and take risks-may be one path forward. In, 'How a Good Teacher Becomes Great,' we learned about some of the qualities that make a great teacher.

However, being 'great' may not be enough in the modern classroom. In the context of teaching, a great teacher (see 12 Rules Of Great Teachinng) may possess exceptional skills in areas such as lesson planning, classroom management, and student engagement. However, a fearless teacher takes these skills a step further by being willing to try new teaching methods, take on challenging students, and adapt to changing educational environments to achieve a kind of teaching that's effective and sustainable.

See also Great Teachers Don't Always Do What They're Told

We need educators who are unafraid to challenge the status quo, who are willing to try new things, and who are passionate about providing the best education possible. In this article, we will discuss ten essential characteristics of a teacher for change and explain why these qualities are vital to success in the classroom.

In light of increasing pressure and seemingly reduced time and resources, being a fearless and teaching for change may seem like a monumental challenge but may also be a key strategy in thriving in the context of modern K-12 post-secondary education.

1. Embracing Change

A teacher for change understands that change is inevitable and necessary. They recognize that the needs of their students are constantly evolving and are willing to adapt their teaching methods to meet those needs. They are not afraid to challenge traditional approaches and are always looking for new and innovative ways to engage their students.

2. Adaptability

A teacher for change is willing to adapt to new instructional practices, technologies, and pedagogies. They understand that what worked in the past may not be effective today and are always seeking out new ways to improve their teaching.

More importantly, they understand that good teaching needs to be sustainable-joyful and creative or, if nothing else, something they enjoy doing on a daily basis.

See also How To Make Teaching More Sustainable

3. Resourcefulness

A teacher for change doesn't focus on what resources they don't have, but on what they do have. They are creative in finding solutions to problems and are willing to make the most of the resources available to them.

4. Partnership with Parents

A teacher for change understands the importance of partnering with parents from all backgrounds. They recognize that parents are a child's first teachers and engage them in their child's education as much as possible. They work to build positive relationships with parents and involve them in the educational process.

See also Strategies For Dealing With A Difficult Parent

5. Educating the Whole Child

A teacher for change seeks to educate the whole child, not just prepare them for a test. They understand that education is not just about academics, but also about social-emotional development, physical health, and creativity. They work to develop well-rounded individuals who are prepared for success in all areas of life.

6. Innovative Teaching

See also Disruptive Teaching

A teacher for change seeks innovative ways to make content real and relevant. They understand that students learn best when they are engaged and invested in the material. They incorporate technology, hands-on activities, and real-world experiences to bring the material to life.

7. Advocacy for Equity

A teacher for change is willing to ask tough questions of instructional leaders to ensure equity for students and teachers. They recognize that inequities exist in our education system and are committed to working to eliminate them. They advocate for all students to have access to high-quality education and for teachers to have the support and resources they need to be successful.

8. Sharing Best Practices

A teacher for change loves sharing best practices and they share student success with peers so everyone grows. They recognize that teaching is a collaborative process and are always looking for ways to improve their craft. They share their successes and challenges with colleagues, attend professional development opportunities, and participate in mentoring programs to support the growth of their peers.

9. Purposeful Work

A teacher for change knows why they teach and they have purpose in the work they do every day. They are passionate about their profession and believe that they can make a difference in the lives of their students. They are committed to their own personal and professional growth and are always looking for ways to improve their practice.

See also The Definition Of Good Work

10. Willingness to Fail

A teacher for change is willing to make mistakes and fail as they try new approaches. They understand that failure is a natural part of the learning process and are not afraid to take risks in their teaching. They learn from their failures and use those experiences to improve their practice.

Being a teacher for change takes courage, passion, and a commitment to excellence. By embracing change, seeking out new opportunities, and being willing to take risks, you can make a profound impact on the lives of your students. So be fearless in your approach to teaching, and inspire the next generation of learners to be fearless, too.
Olivia Odileke is a Chief Engagement Officer and visionary leader at Kampus Insights Inc, who strives to inspire a fearless culture among educators. With her extensive experience as a Title 1 Teacher, Math Teacher, Science Teacher, Math Coach, and Instructional Coach, Olivia is dedicated to helping teachers create amazing lessons and empower students to reach their full potential. She holds a Bachelor's degree in Industrial Engineering and a Master of Education in Instructional Technology.

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The Priorities Of Teaching For Change contributed by Olivia Odileke As an educator, you hold a position of immense responsibility ... 10 Strategies For Teaching For Change Read More

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This Ted Talk goes through the way changes affects us personally and professionally and what we need to keep in mind as we make changes in education, which is our students. He also gives a great example by talking about the changes we made when we introduced the Smart board into the classroom. This real-life connection helps educators to see how change can affect us and thus reminds us that our students are going to have the same, if not similar, emotions too.

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Managing Change in Education | JT Rehill | TEDxYouth@KIS

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In order for educators to support our students through change, we need to be able to manage change ourselves. To do this, we need to remain open-minded or what many call, a growth mindset. A growth mindset is a a switch in thinking. It is viewing the change or learning in a positive way versus a negative way. For example, a fixed mindset would say, "this is hard. I can't do this." A growth mindset would view it as, "I can do this! How can I attack this and find a solution?"

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10 applicable steps to growing as an educator

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10 applicable steps to growing as an educator

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This article gives some great applicable steps teachers can take to grow as an educator that includes nurturing student growth and not hindering it, making relationships a priority, and by measuring understanding in diverse ways (innovative ways!).

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by Terry Heick

Good teachers are amazing-and rare.

The ignorance of the Those who can't, teach mantra is frightening-being a good teacher is an incredible challenge to achieve consistently.

Good teachers use data to drive instruction, know the ins and outs of their curriculum, have refined assessments over and over until they measure depth of content knowledge and not procedural knowledge or some crazy game of remember what the teacher said, or guess what the teacher's thinking.

They support students in self-directed learning, know how technology actually improves learning, and exude a charisma that makes students eager to learn from them.

They know which assessments are for "show," and which are for "go"-that is, which look good from 10 feet, and which provide visibility for both the student and teacher where the learning needs to go next.

Data and artifacts of learning for ECE, G/T, and other "special populations" (as if they all wouldn't benefit from such individualization) are always current and accessible.

Good teachers create positive environments for students where each learner feels safe to share thinking, ask questions, and participate in conversations naturally.

In assignments, learning objectives are clear and within each student's zone of proximal development-not too easy, not too hard. Resources come at just the right time, as do questions, grouping opportunities, and literacy strategies.

Transfer of knowledge is clear and apparent, backwards-planned for at the beginning of every intentionally planned and intricately-designed learning sequence.

Parents know what's happening in the classroom as well-not just when report cards come out, but persistently through a combination of technology, visibility relevant work that ends up at home and in the communities, and on conference nights, where that good teacher stays until 8 o'clock to make every learner and learner family feel hear, valued, and understood.

Good teachers also attend staff meetings on time, are active contributors during team meetings, and know when a colleague needs advice, a resource, or just a listening ear.

They don't break the copy machine with too many copies, submit their attendance on time, and always have all of the forms, training certificates, and documentation when office staff needs it. They don't bogart the computer lab, show up to PLC meetings unprepared, or forget to create neat and accessible make-up work for absent students.

During walk-throughs, good teachers make sure everything is exactly as the district wants it-compliance binder near the door, learning targets and essential questions posted clearly, evidence of data use as far as the eye can see, with every student on the edge of their seat ready to comply under the tutelage of such effortless and positive classroom management.

But for a teacher to truly become great, the above isn't enough.

In fact, becoming a great teacher requires that much of the good teacher code be broken.
How A Good Teacher Becomes Great 10. By Making Relationships a Priority
Learning should result in personal and social change. This requires personal relationships as much as it does academic progress, no matter what the data tells you.
9. By Showing True Content Expertise
As a teacher, you play many roles: colleague, sounding board, designer, task-master, friend. But lost in the hubbub of recent efforts to improve education seems to be a respect for the teacher as a content expert. Most university programs require very limited demonstrations of content expertise, and the folks that interview you in most K-12 schools and districts have for so long focused on assessment, classroom management, and other significant requirements of the job that their content knowledge, while perhaps not entirely perishable, has proven to wane over the years.

Great teachers are constantly seeking not simply more effective ways to teach, but more ways to understand the nuances of their own content area better themselves.
8. By Striving For Personalization
Differentiation of instruction is an excellent response to learner differences. Different learners have different needs-not just in terms of learning styles, but pace, sequence, and content. In a traditional environment, learners must be brought to the same standards and a similar level of proficiency, which is crude and dishonest. Though full-on personalized learning for every student is still beyond the reach of most educators (and thus students), great teachers strive for personalization of learning experiences.
7. By Always Seeking Meaning
Great teachers seek meaning-in the minds of students, in their content, in the role of the school in a community, in the roles technology should and should not fill in their classroom, and so on. While they honor popular opinion, great teachers independently seek their own meaning for everything they do-and not simply as part of an emotional check-list ( Find meaning? Check.), but rather authentically, and with a playful, curious spirit.
6. By Modeling Curiosity
Speaking of curiosity, great teachers model it. Content expertise is crucial, but the tone of that expertise should never sound self-assured or arrogant. Teach like your classroom is a TED Talk, full of inquisitive minds that, while exceptionally bright, probably lack the specific sliver of expertise that you happen to have. By modeling curiosity-during discussions, presentations, conferences, meetings, and even Reciprocal Teaching panels-you'll not only show students how curiosity leads all learning, but more importantly change the tone of your classroom entirely.
5. By Integrating Technology Meaningfully
This one sounds vague and obvious, but let's clarify what it does not mean: to integrate technology meaningfully doesn't simply mean to simply do what couldn't otherwise be done without that technology (connect with global peers, embed a voice-over on a presentation, create a 3D model of a widget before pitching it to classmates). For it to truly be meaningful it has to result in understanding that somehow-in depth, duration, or complexity-exceeds that which it might have without that technology.

Learning is not about showmanship, or even learner engagement, but understanding.
4. By Collaborating With Other Great Teachers
Start with your local department, school, and district, and then make your way to twitter, facebook, and blogs everywhere. Birds of a feather....
3. By Measuring Understanding In Diverse Ways
Understanding is complex. It's almost impossible to explain what it looks like, and two teachers in the same building teaching the same content might disagree passionately about what students should be able to say or do to prove "they get it."

Recently I suggested that "the first (step) is to be aware of the ambiguity of the term "understands," and don't settle for simply paraphrasing it in overly-simple words and phrases like "they get it," or "proficiency." Honor the uncertainty by embracing that not only is understanding borderline indescribable, but is impermanent itself."

The more diverse the evidence for understanding is that you accept, the more empowered and successful the learning in your classroom-and the more "real" it will all be-less about compliance, more about the students and that critical notion of understanding.
2. By Prioritizing
Great teachers have the same number of expectations placed on their shoulders as good-or even mediocre-teachers. And rarely do they get more done than these less than breed of educators. But they simply get the right things done. The important things. Like what? That's another article for another day.
1. By Getting Out of the Students' Way
Challenge students, convince them they can juggle planets, then get out of their way. So often good teachers-in their tremendous goodness-have tightly scripted the learning process to make sure to elicit all the hallmarks of learning. Only they bleach the learning in the process. Impose an authentic need to know on the students, give them the tools, and get out of their way.

The classroom of a great teacher is not filled with their own voice, buzz, or spirit, but that of the learners.

Perhaps the greatest strategy of all, then, is to know when to break the rules, and be willing to move out of the accepted archetype of "good teachers" to give your students what you know they need.
Image attribution flickr user cbgrfx123

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Becoming a great teacher requires that much of the good teacher code be broken. It means collaborating, personalizing, and evolving.

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All districts have professional development that is mandatory as well as additional development that you can choose to do on your own. Taking advantage of all the professional development your district offers is crucial to growth as an educator. This can also include less formal ways of development like utilizing and learning from the strengths of your colleagues, and seeking out support from your tech and curriculum instruction departments.

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Social media is another great way for teachers to learn and grow. It is a great way to collaborate with other teachers across the globe. Following education pages and other educators, following hashtags like #growthmindsetteachers, and joining teaching platforms like Teachers Pay Teachers is a great way to remain open minded with a growth mindset, gaining new ideas.

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More and more teachers are taking to Twitter and Facebook to share ideas and strategies with peers throughout the country.

During this time of social distancing, I am reminded of the power of connection. As a teacher, I used to find refuge in hallway discussions or end-of-the-day impromptu conversations where I would recap my day with my colleagues. Huddled in the hallway, we shared classroom strategies, asked for advice, and celebrated successes. These informal gatherings were opportunities for reflection that pushed my practice and pedagogy; they were learning communities that organically occurred.

While we were isolated from our school buildings, I yearned for connection with other professionals digging into the work and turned to online resources to commune with my peers. Teacher communities are a source of support, and even though we're geographically separated, this network can be expanded through virtual platforms.

For me personally, transitioning to remote learning required an entirely new skill set. I found myself filled with uncertainty and self-doubt and floundering-like how I felt as a first-year teacher. I was feeling depleted of energy and hope and looked to teacher communities to lift me up.

As I adjusted to remote work, I was reminded of guidance from my teacher mentor. She shared the "marigold effect" idea with me. It postulates that if you surround yourself with good people who are positive, supportive, and energetic, their vigor will help you flourish. Teacher communities are a place of hope where marigolds can multiply and build off each other's positivity. They're also a place to collaborate and learn from one another.

Teachers are better when they collaborate-in a 2009 survey, 90 percent of teachers agreed that "other teachers contribute to my success in the classroom." Teaching is a challenging profession with many compounding factors outside of our control. We need a positive support system. This usually comes from fellow teachers who understand our shared experiences. When the coronavirus forced our school to close, I turned to virtual communities for this support. Below are some ways you can build teacher communities virtually.

Share Resources via Social Media

Social media is a great way to connect and share resources with other colleagues engaged in distance learning. Consider joining Facebook Groups such as Global Educator Collective, the Trauma Informed Educators Network, or Teachers Helping Teachers. You'll find teachers just like you posting free resources such as worksheets, distance-learning activities, and more. It's like a virtual grade team meeting where you can swap and share ideas.

Another way to connect with other teachers is through Twitter. Try following hashtags such as #QuaranTeaching, #RemoteLearning, #DistanceLearning, or #RemoteEd. You'll find other educators engaging in real-time conversation and sharing stories of what's working well in their own classrooms. It's also a way to find like-minded educators, those who will push your thinking and your marigolds.

Participate in Twitter Education Chats

In addition to following hashtags, another way to connect with educators on Twitter is by participating in #EdChats. #EdChats typically occur the same time and day every week and are a virtual conversation about education. This is one way to form relationships with educators from all regions and learn best practices. Participating in #EdChats has been a helpful way to expand my thinking, stay abreast of what's working, and further develop my own pedagogical approaches with support from other teachers. Plus, I look forward to talking to the same teachers every week. We have built relationships through our online dialogue.

Some things I learned (and borrowed!) from my peers during #EdChats include: hosting "coffee break" hours with families, ideas for virtual celebrations, ways teachers incorporated choice menus for K-3 students, using Flipgrid for SEL activities, and the Pear Deck extension for Google Slides (a lifesaver!).

Here are some #EdChats to check out:

Join (or Start) a Community of Practice

A community of practice is a group of people who share a common interest in a topic and learn about that topic from and with each other. You can join a community of practice on any topic-from incorporating tech into your classroom to social and emotional learning.

I participate in a literacy community of practice in which a group of literacy enthusiasts meets monthly to share our ideas, challenges, resources, and research about literacy. Each month a participant shares a problem of practice, and we collaboratively explore it using a protocol. We ask clarifying questions, explore the problem through a curated lens by breaking up into groups to look at research and resources, then come together to share learning and recommendations. It's an opportunity to share, learn, and brainstorm with other educators.

If you're interested in starting a community of practice, check out this consultancy protocol from the School Reform Initiative.

While there's no true replacement for the in-person connection many of us are missing, online teacher communities can be a welcomed addition to our practice during this time of uncertainty. Through these communities, you can build a virtual teacher support system that not only enhances your professional development but also fosters connection with educators across the world. Because we all can use a few marigolds in our gardens.

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Using Social Media to Build a Personal Learning Network

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More and more teachers are taking to Twitter and Facebook to share ideas and strategies with peers throughout the country.

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No longer is PD limited to just in person at your school building or district administration building. Get Your Teach On is professional development for teachers designed by teachers. This PD can be brought to your school, attended in a conference format, or even played back in webinar type format. Be encouraged and inspired by other teachers who have been and are in your shoes. They get it!

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School & District Professional Development - Mini Get Your Teach On — Get Your Teach On

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Bring the magic of Get Your Teach On to your school or district with custom professional development!