How Can We Change Education When We Spite The Past?

Educational leaders are in danger compromising amazing initiatives in education by shunning experienced teachers.

Recently I have noticed an aggressive increase in the tone of many educational pros and fellow colleagues. Commonly, it is an outright dismissal of past teaching methods, an all out dismissal of previous methods of assessment, homework, technology and discipline ("adapt or get out"). These are opinions and facts that in many cases I agree with; nevertheless, over the last few years of classroom teaching, this tone turns experienced and in most cases older teachers on the defense no matter how amazing the reform could contribute to student development. Genuine relationships, even simple attempts to acknowledge each-others professionalism is drastically absent in circles online and in schools.

We, and I speak as an educational reformer, must reflect on how we express our innovations as to not insult the past. The drastic change needed in schools becomes just that much more difficult if we speak to eliminate methods, not combine them.

Take for example a quote from a blog I follow and think of the message the language sends:

"Today’s students are, in my view, smarter, hipper, more skeptical, and less likely to believe propaganda than any other generation in history. They know that no matter what the school system tells them, the odds of them needing, wanting, or using most of the crap we teach them is vanishingly small once they leave their formal education."(1)

Engagement of any reciprocal bridge between teachers young and old is jeopardized by a simple generalized comment as such (no matter the relevance). Wise teachers who see a lack of honor (not to be mistaken with being overly-praised) grow the cocoon. The lack of blended cultures within schools I have worked in affect the students in more detrimental ways than a school lacking, in short: a 21st century acceptance.

I returned to Fink & Hargreaves' 2006 publication Sustainable Leadership remembering a tremendous chapter on wasting the wisdom of professional elders, turning them into demoralized teachers and disgruntled colleagues:

 "Overconfident reformers are prone to dismissing the past...The moment we begin to work with the past, not against or in spite of it, is the moment we will see the end to repetitive change syndrome and the widespread resistance that results from it." (2)

 Ideas:

A simple energy one can devote to genuinely bridge older, experienced is mentoring/coaching. NOT a program implemented by administration, but a spontaneous relationship between professionals. Urge all those incredible educational peoples in your circle to if not seek a mentor, embrace a collaboration with colleagues that at first seem to be hampering change in schools. Take it seriously, a wise teacher will not appreciate a token conversation, work at expressing values and strategies, detailing dialectics of change in the past, take notes, a question on a school/district/programs historical highlights brings intangible value.
Team Building for staff. This is risky and in many cases has gone terribly wrong due to the fact staff team building has been taken too lightly. If a retreat or 'staff play day' is planned, ensure it is mindful to ensure success. (Project Adventure has tremendous activity examples)

Many of you who read this are exceptional leaders in your own schools/district with your actions having profound impact on colleagues. As we enter our new year take the appropriate energy to prosper from the wisdom in the school. The relationships not only improve the culture, but are the only way we can actually implement many incredible reforms we speak of.

As Fink notes:

 "Our evidence suggests that while young teachers are more enthusiastic about and open to change than their older colleagues, they are also less competent and confident in implementing and even understanding change...The absence of memory that creates openness to change is unavoidably accompanied by missing experiences that might otherwise put such change into perspective."(3)
(1) http://www.futuresearch.com/futureblog/2010/09/01/why-education-must-change/
(2) p. 242 http://www.edu.gov.on.ca/eng/policyfunding/leadership/pdfs/hargreaves.pdf
(3) p.249 http://www.edu.gov.on.ca/eng/policyfunding/leadership/pdfs/hargreaves.pdf

Comments

Post a Comment

Popular posts from this blog

Parenting With Steiner/Waldorf in Mind (and questions to ask).

Like so many new parents, I have found myself researching parenting trends and the science of child-rearing. Why not share? During interviews conducted during my graduate studies with experts on experiential learning there was commonly a referral like: "Well if you look at the utopian experience that Steiner/Waldorf Schools advocates create...". The expert would go on painting a description of a learning style striving to develop a complete human being. Where music, movement and theater, writing, literature and nature are not simply subjects to be read about and tested. They are experienced. The skinny: a Steiner/Waldorf ethos demands questioning of an experience or reaction to a behavior. What could be some nuggets that parents could utilize in home life? This post is just some Q and A's whipped together. Is electronic media as bad as research says it is for children? [1] Yes, Steiner/Waldorf training programs argue. Electronic Media affects child development
Read more

Blended Learning, meet Outdoor Education, you're such a wonderful fit...

Image
As buzz words go in education, the 'blended learning' model has been steadily increasing as an accepted delivery within classroom education. Blended learning, a challenge to teacher-centered classrooms, is no more technical than it sounds, basically encompassing a fluid use of face-to-face, on-line and group collaboration of some sort. Outdoor education is a powerful example of experiential learning that is far too often compartmentalized as extra curricular. Praised by many; however, its value localized with wellness and character building.  As ironic as it seems, outdoor and experiential education stands to benefit by the current integration of   technology. Teachers concerned with blending the classroom , as Cailin Tucker recently explained in a recent NPR article: "are using technology to replace elements of in-class instruction, classroom time can be leveraged to deepen learning. [Teachers] can embrace project-based learning and create student-centered class
Read more

Learning outside the classroom works, but how do we do it?

Image
4 Ways to Turn your kids into Social Demographers This list aims (for any subject you teach) to deepen one’s relationship with their community and their local natural world. Distinct from formal demography, which focuses more generally on population composition and distribution, social demography investigates the social-status composition and distribution of communities. 1) Community Visioning Take a walk; however, pose specific questions, dynamic relations are formed using mindful questioning with a sustainable lens . Activities in the module below are a few examples: How is everything interconnected? Should you care about others and/or your place? Are the current ‘relationships’ (between humans, between humans and the ‘environment’, etc.) ‘continue-able’? ie. able to persist? Are the ‘relationships’ fair? Can you change the ‘relationships’? **Simple & extremely productive activity that can be modified for any age Activity #3  Community Walk and Map page
Read more