Why Change?

Someone in a community I belong to recently said, "Why should teachers change? We are asking them to work harder, do things in a new way, unlearn the old ways of doing things, and when they do all that we have asked we do what? Tell them thanks? I know we don't give them more money. Maybe if they are really lucky we ask them to help the others who just don't seem to get it. What a reward!

I face the same problems, some jump on board and others don't, and I have started asking myself why should they change?"

Why change?

Here's why-- you change for the same reason you went into teaching in the first place. You change because what you do for a living was never just a job- but more a mission. You change because you are willing to do whatever it takes to make a significant difference in the lives of the students you teach. You change because you care deeply about kids and you know that unless you personally own these new skills and literacies you will not be able to give them to your students.

Why change? You change because of all the people in the world- teachers understand the value of being a lifelong learner. You change because you know intuitively relationships matter and you are interested in leaving a legacy to your kids-- through what you do for other's kids. You change because you understand learning is dynamic and that to not change means to quit growing.

Why change? Because you made the decision when you first became a teacher to do something that was larger than life and more meaningful than money, recognition, and status. You became a teacher because of change-- the changes in the world you wanted to make one kid at a time. You change because you want to do what is right-- simply because it *is* the right thing to do and you understand the need to model for others so they can do what is right as well. You are use to hard work and long hours. You are use to commitment with little recognition. You know what you do has lasting results.

You change because the world has changed and you know that not challenging the status quo is the riskiest thing you can do at this point. You change because you love learning and you love children and you know they need you to lead the way in this fast paced changing world and to do that you have to find your own way first. That is why you and they should change.

Photo credit:http://leadinganswers.typepad.com/photos/uncategorized/2007/03/15/monarch_stages.jpg

Comments

[Adam]

The desire to become better is cemented in the change process. Thanks for the reminder.

[Sheryl Nussbaum-Beach]

I agree Adam- it is about becoming better and that is something you can't mandate.

[Ken Allan]

Kia ora Sheryl

Not all teachers are born pedagogues. Some are. But the others, I fear, should not be blamed because they do not have the ability, the stamina, the dedication, the calling, the vocation, the insight and determination.

The greatest teachers in history had all of these attributes. We live in a practical world today. And while I agree with your principles, and I also believe you are right, the agent of change will have to be more than just the incentive from a rant, a pang of conscience when told what should happen, the jolt of necessity if it is recognised.

I applaud your eloquence to say what you say. I sincerely hope that its communication reaches the right people.

Catchya later
from Middle-earth

[Patti Harju]

I feel as if I am in a constant state of change. What worked last time needs tweeking for this time, or it is time to retire it and find a new approach/idea/tool. That is what I love about being a teacher - the change, the creativity, the looking for new ways to do things, new ways to help students make connections, new ways to get students excited about learning.

Sheryl - I enjoyed meeting you on Monday and you are very inspirational! You have motivated me to change more - for the better. I have taken your advice and am stepping back and having the kids do more.
I showed yesterday's computer activity to the first couple of students and after that, they became the teachers for the rest. One student even had fun teaching my aide how to do it. They wrote and posted today's Blog entry and loved it. www.harju.edublogs.org
I am also looking at other classroom blogs and will have the kids begin to comment - making that global connection! You have given me much to think about and I am looking forward to all of the great changes that are coming! Thank you!

[Russel Montgomery]

Sheryl

I agree with the sentiments of your post.

I would add the need to pace oneself for the long haul. I poured myself into teaching last year. But I lost my health and my focus in other important parts of my life.

I could not continue to charge headlong in a reckless fashion like I did last year. It would be unsustainable.

I would also concur with the middle-earth person to some extent. We all have different personalities. Most teachers are followers and will do what they are told. Most teachers can not change on their own. Its not in them.

Me? Somehow, I have to find a way of exercising subtle leadership while I continue to forge a path for myself.

I am a pioneer. I am not a leader. But somehow, I have to find a way to do both in a sustainable way over the long term.

[Shawn Nutting]

I agree with your post.

I have to echo the last part of your comments. I do not how you can look around at today's rapidly changing world and not see an immediate need for change. I have two very young children who are going to need to compete in a radically different workplace than I had to. My wife has not really had a great understanding for my "education needs to change" crusade. She felt our kids were in a good school system and were dong just fine. A little homework and TV until bed like the rest of America. I begged her to watch the 2 Million Minutes movie with me on Saturday. After that she understood our families need for change.

[Melissa Smith]

You nailed it! That is a true teacher's view. I love it! When we teachers get tired or overwhelmed, to read something as bluntly put as you wrote kindles the flame that is having trouble flickering at times. My fire light is so strong right now that my teachers could warm their hands by it! I hope that I can give them the inspiration or pass the fire that your post has lit.

[Carolyn Foote]

Sheryl,

What an incredible and eloquent post.

And a conundrum that is at the crux of the paradigm shift that is needed.

Somehow it seems that somewhere along the way the notion of inquiry gets separated from the idea of teaching. We could speculate all day as to why that is.

But I think one key to change is reconnecting those things. For example, a PLC really can help with resetting a climate of inquiry in a school--and leadership is partly what creates a climate where PLCs can work.

I think there is a fundamental question too--does someone go into teaching because they are curious or because they like to teach? Those are really two different things, I think. You can be both, but you can also like to teach and not be particularly curious. Since the curriculum stays the same from year to year, it's easy to fall into the habit of repetition. If one is curious, then it's almost impossible to limit oneself to that repetition.

If we want to foster that curiosity in our students, then we need to foster it in ourselves as well. I recently wrote a post about using books like the Artist's Way to help ourselves develop our creativity, making dates with ourselves to explore our own creativity and inspiration. Filling the well is important to change as well.

Fabulous post.

[Rita]

Everyone, teacher or not, needs change. Time to regroup, evaluate, and reflect on the past as well as the present and future. Teachers are the lucky ones, we are use to it and embrace the change every September. Mary turns to Sue and Johnny to Bob. All in need of directon and their own individual attention. What works today,may fail tomorrow and a teacher needs to have the tools to be able to adapt and change with the winds of the time. The more we learn ourselves the more we have to offer the learning communities that we lead into the future. A good teacher leaves his/her mark on the heart of every student who passes through his/her care! Yes, sometimes we follow, so it may be called, but in following we learn a different way to lead others. And if that works, well so be it!

[Amy Crawford]

I don't think that folks resist "change" as much as they resist "being changed." As teachers, we are in the trenches on a daily basis. Decisions made by politicians who have never had "front lines" experience, impact what we do. These mandates are what we resist.

The privilege and responsibility of being a molder of dreams far outweighs any resistance to shifts in the political climate.

[Eduguy101]

This post is right on the money.

A true teacher is in the classroom because they feel they can make a difference, and thus recognizes that change is inevitable. The problem is that sometimes we get in a rut or perhaps are no longer teaching children and are now teaching a subject.

The idea that teachers need to be told to change is untrue and short changes so many of the teachers who take on change with a sense of vigor. Change can be brought about in so many ways, whether it is an identified need, competition, a need to refresh and unfortunately imposed from the top.

It is critical that change is properly led. Marzano did a nice job identifying leadership traits and how they impact change, however the leadership can be internal or through a teacher leader.

The bottom line is that we do need to stay connected, whether it is Graduate work, a PLC or a PLN. These activities feed our social nature and are focused on what should be our passion. The sharing of ideas kick starts change internally. The collaboration and celebration feeds the change and causes it to spread.

[Darcy Moore]

Hi Sheryl,

I enjoy following you on twitter and read this post with interest; it is the heart of my daily challenge as deputy principal and teacher.

I thrive on change and have lived in many places. I find most of my colleagues are different to this and much more likely to be from the area they now teach in and fearful (or weary) of change. When I gained my current position - at a very beautiful on the south coast of NSW - a colleague said, "...be careful Darcy, slowly slowly". His meaning, you will want stuff to happen yesterday and the staff will just not be ready for this. I constantly hear people bemoaning the pace of change but the irony is that one doesn't see much of it in schools really; certainly not compared to many other professions.

For the students and communities we serve, I agree with you and support a full speed ahead approach (with support and empathy). To me it seems like fun and stimulation and living life; kinda like being young really.

[Carolyn Foote]

I have to say that I do disagree with the comment that most teachers cannot change on their own.

Teachers are human and like all humans change every day. Frankly, I think they work in a system that is often built around "status quo" and following rules, which reinforces this idea that teachers(like students)are passive participants --when in fact teachers have many opinions and beliefs about what works and what is best, they just aren't always consulted and work in a fairly top-down atmosphere.

But teaching is a creative act, and once you shut the door of that classroom, it's an art practiced between you and your students.

[Craig Steed]

Great post, reminds me of the joke - How many teachers does it take to change a lightbulb? Change - what's change. ;-)

I totally agree with your post and while I don't believe in change for change sake (e.g. NZ just electing out our great Labour Govt after 9 years because they were a little tired of the state of play) I believe there is likely ways that most systems, processes and approaches can be improved. Why wouldn't we want to change to improve these.

Change is necessary and energizing - well I find it that way. The thing is, I like to see leaders in the school system follow through with any change not just latch on to the next fad, then throw that for the next and the next - that's when change gets exhausting because nothing is ever really given a chance to work.

[Jenny Luca]

You change because if you don't change you are doing a disservice to the wonderful children you teach. They are the ones moving into a rapidly shifting world and they need to be empowered with skills that are going to help them succeed.
You change because you need to model to these students that change is a part of life. It doesn't go away, it affects all of us. How we respond to change and how we model this to our students is something they will take with them and apply to their life experiences.

[Kelly Hines]

What a wonderful and inspiring call to action. I agree with you that we, as teachers, must take stock in what is going on around us and figure out how to adapt ourselves and our students to these changes. I will definitely be passing this post to colleagues!

[Adrienne]

@Ken Allen (and others who worry about those who "do not have the ability, the stamina, the dedication, the calling, the vocation, the insight and determination"): This is true. Not all teachers are born pedagogues. But one can learn to be a great teacher, part of which involves change. And if you are not willing to learn, if you don't have the ability, stamina, insight, or determination to learn, then I would urge those people to quietly back out of this profession. It is not undignified to do so, and such a move would not incite hatred or blame. What is undignified is denying that change is a necessary part of the profession of teaching. What is undignified is denying that you and your chosen profession are not a good match, but pushing through anyway, especially when accompanied by a negative or cynical attitude.

Part of being a responsible and productive adult is the ability to be honest with oneself. Yes, we need to provide support to those teachers who are willing to change and have the desire and ability to do so. But I don't believe it is our responsibility to help those who do not want to change. Those individuals need to be self-reflective and perhaps move into different professions which would draw upon their other strengths. Teaching is not for everyone, and no one is to blame if they leave the profession because they realize that it is not for them. This, to me, is an choice that should be honoured and respected. I have a difficult time respecting and honouring those who choose to stay, yet resist the needs of their students and education as a whole.

[Colin Becker]

Years ago I heard someone say "if you aren't changing you're going backwards".
Change is important so that growth can occur.
The question to me is, how can you make me want to change in the way you want me to? or What do I need to do for you to see that this is a worthwhile change?

I don't believe that there are many teachers that are totally against change, more that there are some who want to see the result of the change before they change. And, they don't want it to be too hard - fear is there.

[Hadass]

Great post, Sheryl! Will tweet far and wide! ;-)

Love the thoughtful comments, too. I can see both sides of the discussion and I think both have merit. Discussion and understanding of each other's position will prevent us from racing after fads on the one hand, and becoming stultified on the other.

[Steve Mackenzie]

Spot on Sheryl. Basically my view is that if you are not prepared to move on and look at new and different ways of doing things because you just cannot be bothered, you are negligent and a dinosaur. We all know what happened to dinosaurs, negligent teachers need to go the same way and the sooner the better.

I defy any teacher to honestly admit there is no value in using new technologies to aid learning. 'I am technically incompetent', just does not wash either.

the new technologies make learning more enjoyable for students and staff. The new technologies aid professional development. It's all good - it's a no brainer

[Angela Stockman]

Hmmmmmmmmmmm.....so much to think about here and a few thousand different directions I feel myself pulled in.

I guess, in short, we all hear the call for change, and resistance is in its own way an acknowledgment of it if not an effective response. In my experience, it's usually driven by fear. Many of us are afraid of the unknown, afraid we aren't adequately prepared, afraid we won't be respected or supported...afraid that if we do change, our expertise will no longer be valued...WE will no longer be valued. Furthermore, we're afraid to be imperfect and to embrace the "messiness" of it all, because quite honestly, we are held to perfect standards by administrators and other leaders who expect too much too soon and exact consequences when perfect doesn't happen within the space of five minutes. There are very few teachers who get into this gig for the wrong reasons, and when I'm up against resistance, I try to keep this in mind. It's hard sometimes.

I guess I wonder, with all of the push for change and all of the frustration around the fact that it doesn't happen as quickly as we'd like it to, how the folks who are called upon to lead the change need to change (I place myself in that category). The field is populated with scores of teachers, personalities, value systems, motivations, and ideals. I think that one of the worst things that we can do is tell people that they need to change and define specifically what that should look like. Making the space for discovery and providing support around that is more respectful, I think.

The greatest rewards and the greatest changes happen, in my experience, when I simply invite all teachers to begin with what they are passionate about, share their varied expertise, and make room for dialogue, discourse, debate...and eventually, consensus. It's never a comfortable or clean process, and there are always skeptics and critics who hang back and question...but I often wonder how likely it is that those folks will be inspired to change in any environment. I have to think telling them what to do would be even less productive.

This is a great post, and it touches on so much of what I'm wrestling with on a daily basis. Thanks for inviting the conversation here.

[Charlie A. Roy]

@Sheryl
An interesting post. The alternative is some people are chronically miserable because they are in the wrong field to begin with. I'm curious on the tell-tale signs someone made the wrong choice to go into education. Passion for wanting the best for our students we serve should be the primary motivation. Any secondary motives that usurp the primary one can lead to burn out. Thanks for another great post.

[Sheryl Nussbaum-Beach]

@Ken
You said, "Not all teachers are born pedagogues. Some are. But the others, I fear, should not be blamed because they do not have the ability, the stamina, the dedication, the calling, the vocation, the insight and determination."

Ok the question begs to be asked- Why? Why shouldn't they be blamed? I guess my problem is I see teaching as the highest calling. I see it as far more important than just some government controlled entity. "You may say I am a dreamer- but I am not the only one."

The word for teacher in some languages actually translates to learner. And that is what teaching lost along the way, the ability to understand that our role is that of colearner.

I so appreciate your post and your time and hope you will continue to add to the discussion.

[Sheryl Nussbaum-Beach]

@Patti,
Thanks for the kind words and I agree curiosity and creativity is what makes this job one to love.
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@Russell
I so agree with you about balance. I do not think change has to represent a life that is unsustainable though. I think we can make principled changes and as you say pace ourselves. Change is hard- Change is always premature- but change is *the* only thing we can count on not changing in the world and teachers need to adapt "for the children's sake."

Please stop by again. I so enjoyed your passionate response.
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@Shawn
I haven't seen that video yet. Is it free anywhere? Maybe next time I am in Trussville you will let me borrow it?

Thanks for being a leader of change in your district.
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@Melissa
Man-- let's leverage that passion. Run--don't walk--and start something! Keep coming back- I need your passionate flame too.

[Sheryl Nussbaum-Beach]

@Carolyn said, "Somehow it seems that somewhere along the way the notion of inquiry gets separated from the idea of teaching. We could speculate all day as to why that is."

I think you are on to something there-- inquiry should be at the heart of the teaching process. Curious people ask questions.

Nice to hear from you again. I have missed you.
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@Rita said, "Teachers are the lucky ones, we are use to it and embrace the change every September. " I guess I would ask-- do we really? Sure we change faces in the desks but does much else change? What do you think?

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@Amy,
Ok-- I totally agree with that. You are right! It is the culture of education to mandate change and everyone resists being forced to change. I wish we could as a profession see the value in mutual (rather than mandated) accountability.

Keep coming back-- I need you to push my thinking.
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@Eduguy,

You said, "The bottom line is that we do need to stay connected, whether it is Graduate work, a PLC or a PLN. These activities feed our social nature and are focused on what should be our passion. The sharing of ideas kick starts change internally. The collaboration and celebration feeds the change and causes it to spread."

Ok- we both agree that is true. So why do we not set our classrooms up as PLCs? Why do we not approach teaching students in this way we know is so motivating for us?

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@Darcy!
I follow you too and see in your writing the passion of a kindred spirit. Please come back.
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@Craig,

OH MY! I am laughing so hard and have already told this joke 4 times. Too freaking funny! I had never heard it before.
"Great post, reminds me of the joke - How many teachers does it take to change a lightbulb? Change - what's change. ;-)"

[Sheryl Nussbaum-Beach]

@Carolyn said, "But teaching is a creative act, and once you shut the door of that classroom, it's an art practiced between you and your students." I agree that it has been this way but will it be in the 21st C and should it be?

One of the shifts we are seeing is that of transparency and participation. We are living in a participatory culture that embraces open sharing of creations and wisdom. Experts help novices and in return Novices help where they have expertise. The connections and relationships we build open the door to learning anything anytime. Schools will have to realize that while the door might be shut- the walls have been taken down and students are connecting and learning without us.

My question is how do we leverage the potential these tools and the shifts in culture we are seeing to make principled changes in the way we do school?
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@Adrienne,

I agree! Part of the problem in education in America is that it takes 250K and 3 years to remove an ineffective, tenured teacher. There should be ways to rescue kids from the residual effects a bad teacher brings as soon as we realize the damage is being done.

Sanders, William L. and June C. Rivers, “Cumulative and Residual Effects of Teachers on Future Student Academic
Achievement,” Research Progress Report, University of Tennessee Value-Added Research and Assessment Center, 1996.

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[Mark Clemente]

Sheryl,
I think the crux of the issue of change within the teaching profession is the idea of teacher as learner. I would contend that the American paradigm of a teacher is one that views the teacher as an encyclopedia of knowledge rather than a model learner. In schools of education, teachers are not taught how to learn, they’re taught how to effectively pass their content knowledge on to their students. Those teachers who have embraced the change are the ones who don’t hold that paradigm. Until this paradigm shifts I don’t see that there will be a true change in the way we educate our children.

[Sheryl Nussbaum-Beach]

@Mark Clemente
You are brilliant and so right. That is the crux. Teacher as learner, teacher as researcher, teacher as writer, teacher as PR maker--anything but teacher as knowledge passer. Brilliant!

[Steve Mackenzie]

@Alison you touched on some good points. Fear being one of them - sometimes you have to feel the fear and just do it, with supportive collegaues around (and there are loads) it will be ok.

"I think that one of the worst things that we can do is tell people that they need to change and define specifically what that should look like."

Agree with this. For me you are looking for a willingness to explore and try new things. That is all that is being asked, well from me anyway :-)

[Lydia M]

I love this post as I do all of yours, Sheryl. As a student teacher about to graduate, I am chomping at the bit to try all the things I've learned. I'm limited in what I can try until I have my own clasroom. We have to "choose one thing" to try in our student teaching. I know that I would probably exhaust myself if I tried everything all at once, even when I get my own classroom.
I bet that every teacher started out ready to change the world. There are those that become stagnant because they have no impetus to change. Then there are those who want to change but don't know how or don't have the support to do so. Or they become so weary of having the latest fad forced upon them that eventually change becomes to equal a force feeding. So, no wonder they become apathetic and resistant.
I think the key is support, free exchange of ideas, and mentorship. That is why posts and places like this are so important. Thanks for the frank and honest discussion, all of you. As a beginning teacher, it helps me so much to hear what you have to say.

[Gail Ritchie]

I agree whole-heartedly with Mark's comments! For me, it would be impossible to be a teacher without also being a learner, an inquirer, a researcher, a change agent, and a colleague/critical friend for other teachers/learners/inquirers/researchers/change agents.

[Justine Driver]

Sheryl - I enjoy reading your blog regularly and find inspiration all the time when I do. I had just written a post along a similar theme when my RSS popped up that you'd updated your blog with this post. I hope you don't mind but I have put a link from my blog to your post as I feel very strongly about the need to change, and your words are very moving.
thanks Justine (digitallearnin)

[Susan Graham]

Sheryl said; "You change because you love learning and you love children and you know they need you to lead the way in this fast paced changing world and to do that you have to find your own way first."

Sometimes teachers are not so much unwilling to change, but resistant to having that change imposed upon them by someone else. Too often teachers are discouraged from "finding their own way first." Compliance is more likely to be rewarded. Teachers who attempt to be change agents are often met with suspicion and obstruction rather than encouragement and support.

When a school climate nurtures its teachers' new ideas and rewards experimentation, change is less of a risk. When change is less of a risk for the teacher, she/he becomes more open to critique and advice of others. When there is more input from others, the probability of success increases. When the probability of success increases, the willingness of others to risk change increases.

So how do we take that first step of reshaping the perception of change to one of an evolutionary process rather than a mutation from the natural order?

[Jason]

Thanks for your post, I felt myself speaking thru your words! I would add a reason for reflective professional pruning and growth would be to simply enjoy what you do. My students know I am trying to improve thru my conversations with them and even with posting an online survey I created with Google Docs for them to be ruthlessly honest about my classroom. Once they saw the first round of changes from that survey it was like they knew I was really interested in their opinion and they responded by being more engaged in my class. Thanks for posting this!

[Pat]

Thanks for this great post! I referred to it in my post today http://successfulteaching.blogspot.com/2009/02/introduction-and-exploration.html

[Nancy Schmidt]

After reading your post and the majority of the comments, I'll add 1 more reason to change. Would you want to see a physician that does not keep current with changes in medicine? Why do educators feel they are impervious to changes in the educational industry?

The world is changing all around us and we, as teachers in America, must change our curriculum and assessment so that students will graduate with those skills that enable them to work in a virtual environment, be flexible, and analytical, etc. etc.

I have been following the changes that Australia is making in order to stay current in a global society. We, sadly, are not even entertaining those discussions which will keep our workforce in the sad state we are currently facing. If you ask any business person what language is the most important today, without hesitation the reply would be mandarin. Yet, how many of our schools continue to focus on languages that are not beneficial to the work force? Do we teach our students how to work effectively in a team environment virtually? Why not? Using Wikis to accomplish this is not that difficult to incorporate. Do we actually teach our students how to analyze all the information they gather? No, rather we tell them that they can’t use certain sources…or those sources are blocked at the schools.

So why do we need to change? Because our globalized environment demands it.

[Sharon Ellner]

I totally agree with this post and many of the comments left. Teachers, schools, parents, etc. all need to change along with the world at it changes. I agree that is not for change alone, but to change for the better. Let's make sure we hold on to what is working (like developing relationships with students so we are meeting their emotional needs)but changing other things that are not working e.g. trying to feed knowledge to them.

Many schools say they want to change to be "21st Century Schools". They say they are "working on their vision". I say we better get moving as the 21st century is here. The vision needs to involve students solving real-world problems using real-world tools. Problem-based learning entwined with reading, writing, math, and technology literacies is the key. Students learn to create knowledge and solutions while working in teams! That is 21st Century learning. The role of the teacher has to change to do this. The role of the administrator has to change to support teachers who are doing this. The role of the student also changes as they become more in control of how they learn and how they show their learning. This is an exciting time in education! Let's all keep moving ahead and the vision of 21st Century learning can be here before you realize it!

[Ken Allan]

Kia ora Sheryl

Billy Joel's poetic words make fine quote.

We can all dream, and it is true that life should be what dreams are made of. But children in classrooms, with their whole life ahead of them need more than just the dreams of talented teachers.

If all the teachers who were not great (or even aspiring to be great) were to leave the teaching profession today many kids would have no teachers at all.

It is a dream to think that the spaces created by that redundancy could be simply filled by more (young) teachers who meet the brief you are giving here.

I am not denying that teachers are dreamers. I am one. If I wasn't, I would never have stayed in teaching for over 35 years. But there comes a time when we also need a little reality.

If we (society) want to keep our good teachers and attract similar good teachers into the profession it is going to take more than just a dream. Not all teachers can earn Principal's salaries. Not all teachers are dedicated such that they have no time for a family of their own. 'Get a life' summarisies the lot of many teachers.

Not all teachers are born with the brilliant genius that is required of a good teacher. But these days, the average young teacher steps into the profession with an education debt that takes them 5 to 10 years or more to pay off and a work environment that is challenging for any young energetic person to take on.

Having done the time, walked the talk, seen the results of what debt, hardship and a celebrally challenging environments can do to young teachers, I tend to be a bit more realistic when I dream.

Catchya later
from Middle-earth

[Deborah]

Reading the text reminded me that teaching can be seen as a vocation in the broadest sense--vocation as where your passion meets the world's need--not just vocation for religious order. I would suggest that many teachers are still very committed to the "mission" of teaching but would raise the question of practicality. How can teachers find time, resource material, funding given the current pressures of NCLB? Until the whole system is working together to facilitate this "change", it will continue to be an idea that no one will disagree with but yet few will be able to accomplish.

[Cindy]

Understanding the need for change is the easy part. Taking the appropriate steps toward change is the beginning. Our classroom is our world. I agree you need to open it up to give your students the opportunities that they are used to using in there everyday lives.

[Jeff]

Great post, and excellent comments as well.

Doing things differently - changing a lesson plan, adding a new project, learning to use new tools, collaborating, peer coaching, etc. - needs to be seen as something important, even essential. I think most school leaders struggle with this. I don't think it's active oppostion to change that is the problem but more of a benign, I-don't-get-it issue.

After attending several Bernajean Porter workshops and hearing her talk about an organization's readiness and capacity to change, I think this is where schools need to start. Why change, indeed. Why buy computers? If you don't know, why are you doing it? What assumptions are you making that may not be valid?

Sometime, approaching change from the other side helps add perspective. What would happen is we *didn't* change? What would the students be losing?

I like these conversations and think more of them should be happening!

[Andrew C]

Great Passion.
Technology in the classroom must help solve an existing problem. This is the focus behind "The dumbest laptop in the world".Ideally the laptops could be handed out in any classroom with any teacher, the teacher says "open your laptop; turn it on; begin writing" and the class continues as seamlessly as if using pencil and paper. In this way all teachers can adopt this technology without massive retraining, and can focus on teaching and their subject knowledge rather than trying to become technology experts. It must be "teacher friendly". http://lllol.wordpress.com

[Alyssa Cook]

I agree completely with your post. It has to be all about the students, and what we as educators want to give to them. I am a student in college still just getting ready to finish up my degree and I've seen just how much things have changed from my years in elementary and high school, to the things that I will be teaching in the future. And I agree that these changes that are being made are absolutely necessary to give the students the absolute best that we can. I understand that it might be a lot of work to change something that you're so used to, but the students are worth it.

[Amanda Simmons]

I totally agree with this post! I think that every teacher new or old needs to read this. The new ones so that they realize that how they were taught how to teach may change in 20 years and they need to be willing to change. The older teachers need to read this to remind themselves just why they became teachers in the first place! Time's are changing and we have to change along with them! The student deserves the best education he can receive which is why teachers need to continue to update their teaching style.

[Elizabeth]

I agree with this post. I think that all teachers need to be willing to change, after all changing involves learning and becoming better and that is the exact example we want to give to our students. As the times change so must the educators we have to teach for the children and the world they will grow up in, not the one we did. Updating is a must even though it may not always be easy, but it will make a huge difference.

[Toni Root]

I agree that we as teachers must make changes if we are to be effective. The trick is knowing what and how much to change. There is an old saying about not throwing the baby out with the bath water. In education we seem to either not want to move out of our comfort zone or we get rid of everything and jump on the newest bandwagon.

[Debbie]

I agree with Toni. It was well said that we have to "know what, and how much to change." I know that change is necessary and I try to keep that in mind when asked to make changes. The frustration is we get rid of GOOD things that work for something BETTER that later turns out to not work at all! As for technology we MUST educate ourselves and be willing to make changes in order to best serve our students. I find it difficult however to convince parents of the smae. Some of the families don't own computers or have internet access. Then what???

[Diane]

I agree that as teachers we must change with the times and the tech. Yet we also need to keep the good values of life and pass them on as well.

[snbeach]

I agree Diane, balance is key.

On Mon, Sep 21, 2009 at 11:31 AM, wrote:

[Laura Ritzer]

Change, change, change. I'd love to change so many things and incorporate more technology based activities, but I always go back to the fact that not ALL students have it available (or all classrooms). We need lots of spare change to make it really work.