Sections from column in OnCUE Summer 2011
Change means something different to different people. It depends on each person’s prior knowledge, experience, values, and attitude about what it is they are changing. Teachers may only know what they have been taught. They don’t know what they don’t know. Some people resist change because what they learned at their home, school, or university is what they believe is the right and only way to teach and learn. The world is changing and many of our K-20 institutions are not ready or understand how they fit in the picture to change. Some parents and school boards resist change. At board meetings you may here “If it was good for me than it is good for my child.” Teaching and learning is changing even if educators, parents, and students resist it.
In facilitating change for yourself or as the professional developer for your staff, it would be beneficial to know what concerns individuals have about the change you may be initiating. Here is one chart designed to help schools identify what a student-centered environment looks like.
These are the stages of concern that each of us go through when we are learning a new skill. Consider the people at your school. When it comes to project-based learning, I was surprised to find some younger teachers resistant to taking the time to plan and implement projects. It appears they were not exposed to projects in their teacher education programs. Projects take time and energy that many teachers don’t think they have. Every project is different and not all of them work. However, a project that engages students and has them “think” is good. All of this is a process.
Working through the stages helps me. I hope they help you.
