We are missing the mark on creating environments in which learners are in the driver's seat of their own education. In doing so, students' reaction to change has become complacent and stagnant. I find it odd and frustrating that in an age where technology is readily available, and as Couros asks, "YouTube has become the biggest library of information in the world. So why on earth do some schools block this learning resource from students (and in some places, even educators)?" (The Innovator's Mindset, p. 95) that we are still using models of teaching from decades ago. Students are not reacting to change because educators are stuck using methods, and in many cases, curriculum that is not keeping up with the times. By limiting the access students and educators have to information, a culture of control is the dominant force in far too many classrooms. Again, students do not need to react to change because there is no change occurring. Technology can accelerate learning if we provide students with opportunities to be the driver, and when students take the wheel towards their own learning, talents, passions, and growth will become first place instead of a "did not finish" status.

Why? This small word has become an often asked question in education today, in an attempt to bring about change. But educators will never be able to answer this question if this is stopping point. Educators also need to be able to answer the questions of "How?" and "What?" In answering these two questions and involving students in the process, true change can occur. Just like the students not needing to react to change, educators don't need to react either. There are two forces handicapping educators: themselves and test scores. Educators are falling back on what is known because test scores have become the focus in education instead of innovation. Educators will always have the best intentions, but if not given the freedom to be innovative, change is only a pipe dream.

Growth is a process; change is a reaction. One idea can bring about a small change, but many ideas will allow for amazing things to happen emotionally, behaviorally, and instructionally as related to change. Emotionally, a shift needs to occur from fear to empowerment. At the beginning of chapter 8 in The Innovator's Mindset, Tom Rath is quoted, "When we build on our strengths and daily successes-instead of focusing on failures- we simply learn more." When failure becomes part of learning, students and educators are more willing to embrace the emotions associated with failure, and in doing so, a shift in mindset can prevail. Behaviorally, the shift needs to become one focused on relationship building and seeing students as people before anything. Students are craving human interaction, and if educators would pause long enough in "getting through the curriculum" to have conversations with the big and little humans in the classrooms, the shift will bring about a culture of respect. Instructionally, the shift needs to relinquish control. Students need to be empowered to become learners, not robots, simply answering standardized questions, and educators need to be given the freedom to hone their craft using their strengths and experience. One idea will not provide growth or change, but a few intentional shifts are a step in the right direction.

A global impact sounds amazing, but for me, professionally and personally, I feel I need to narrow my focus. My focus needs to be on my current community. I plan to become exceptional in 3-4 areas, and through my laser focus, my impact will spread. Where is my laser pointed? Currently, in two directions: reading to learn and a culture change. No, these are not "innovative" ideas, but these are areas in which my school community needs to grow. So, answering "How?" and "What?" will narrow my focus even more and provide professional and personal growth for me. My "How?" is using global resources such as the Internet and social media to research and reach out to educators on technology, programs, and ideas they have to foster reading to learn and create a change in culture. My "What?" is two-fold: continue to be a learner myself, and to read, read, and read. I may only be one person, but growth begins within me.

"Having a laser-like focus on a few things allows us to go deep and push our thinking, while creating new ideas to move forward." (The Innovator's Mindset, p.164)

Using constructive criticism to make positive changes and improve.

Academic Example: Setting and Achieving Goals

Creating incremental goals to master a large task, demonstrating progress over time.

Social and Emotional Example: Developing Coping Skills

Showing increased resilience for managing stress and difficult emotions.

Reflection Example: Asking Questions

Actively seeking to understand and testing knowledge, which leads to deeper comprehension.

Integrating new ideas into understanding, building a deeper framework of knowledge.

Environmental Example: Changing Learning Methods

Shifting from a single method of content delivery to using multimodal methods to better understand and retain information.

Developing strategies to increase student participation through innovative teaching methods.

Personal Example: Self-Reflection

Practicing honest self-reflection to increase self-awareness, adapt teaching methods, and respond to the needs of students.

Moving away from traditional methods to focus on and foster the development of 21st-century skills such as problem-solving, critical thinking, and collaboration.

Assessment Example: Formative Assessments

Utilizing formative assessments to identify and bridge learning gaps, and moving away from traditional testing methods.