A Reason WHY I Changed...
Sitting around the lunch table one day with a variety of teacher colleagues ranging from student teachers to veteran teachers of 20+ years, I described my hair and teaching theory in efforts to test it out on a connecting audience. In short, I've observed over time throughout my teaching experience of 16 years that those who are willing to change a hairstyle are willing to do anything!
Now, surely hairstyles can be substituted for clothing trends or shoes or even deeper as one might reflect on ideas and beliefs - but, the fact that something about yourself changes alludes to the notion that you're willing to change. As I further explained my theory to my colleagues, I referenced teachers from my past experiences as a learner who have upheld this theory in it's truest form. Striking a conversational nerve, they too, began to make connections to my theory by citing various teachers along their learning journey that have demonstrated the same traits.
If we aren't willing to change ourselves, then how can we ensure that we can change what we do as new students enter our classrooms?
In the beginning stages of my career, I felt that I had always been open to new ideas and to try new things. However, around Year 10, I realized that my practice became stale, repetitive,and mostly disconnected with most of my students. At that point, I knew I had met a crossroad with two choices: 1) continue to do what's safe, easy, and find ways to engage students under these pretenses? OR 2) critically reflect on what my students need in terms of skills/topics and be willing to disrupt the way I had always thought about pedagogy, teaching, and learning? Keeping to my core of being student-centered, I had to get comfortable with being uncomfortable.
This change didn't come easy and I knew I couldn't do it by myself. TeachWHYS co-founder and Illinois State University professor, Dr. Robyn Seglem offered a path toward change. Over the years, she and I have collaborated to not only continue to push my comforts and practice into new spaces, but to invite others to do the same.
Be the Change YOU Wish to See in Your Classroom...
Silvers and Holland (2019) - authors of I Think You're Wrong...But, I'm Listening and hosts of the Pantsuit Politics podcast - put matters into perspective by thinking deeply about the power of being uncomfortable.
Leaning on their ideas and reflecting on your own practice as an educator, think about the following questions as first steps toward change:
What values are most important to you? Choose two or three that really define your personal ethics and frame those values as verbs. For values or guiding principles to be truly effective they have to be verbs. It’s not “integrity,” it’s always “ do the right thing.” It’s not “innovation,” it’s “ look at the problem from a different angle.” Articulating our values as verbs gives us a clear idea - we have a clear idea of how to act in any situation (Simon Sinek, TED Talk "“How Great Leaders Inspire Action”)
Think about something you want to change about your practice and consider WHY you want to change it. Also, consider that issue in light of the value statement (your “whys”) you just constructed. Are you approaching the issue from your whys? If the answer is no, how might you rethink your approach without rethinking your whys?
How might you consider addressing your "whys?" If you seek change and have identified WHY you want to seek change, then how could you move forward?
What will you need in order to address your "whys" and "hows?" Allowing time to identify what you need will offer an ability to communicate clearly the needs of your change, set obtainable goals, and be understood by others.
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