Tag Archives: change-agent

The impediment becomes the way

1 Reply

I’m re-listening to Gary John Bishop’s book, ‘Unfu*k Yourself: Get Out of Your Head and Into Your Life’, which has a very stoic approach. One quote that speaks to me from the book is from Marcus Aurelius:

“The impediment to action advances action.
What stands in the way becomes the way.”

On a positive note, the obstacles to learning can become the impetus to new learning, like this example from a student at Inquiry Hub… where a roadblock to continuing a project led to new, creative approaches and learning.

But often the impediment or obstacle becomes the block to new learning, or new approaches, or different, better ways of doing things. The impediment becomes the way, it becomes what you do, or rather what you do to avoid change, or worse yet what you use to define yourself. “I can’t” becomes the mantra, the limiting thought that makes not changing, not improving easier than doing what’s best. “I’m too tired, too lazy, too fat, too stubborn, too ‘insert-excuse-here’ to change. You continue to do what you did before, or you try something new, but decide that what you are already doing is either easier or more comfortable than the thing you had hoped to do. What stands in the way becomes the way. Inaction becomes the action.

This reminds me of one of my favourite quotes, attributed to Jerry Sternin, but I read it in ‘Surfing the Edge of Chaos‘.

“It’s easier to act your way into a new way of thinking,
than think your way into a new way of acting.”

We often convince ourselves of things we should not do, we talk ourselves out of trying new things, and we limit ourselves by thinking something is too hard… we think our way out of acting differently. The reality is that we are quite good at that. Our thoughts themselves become the impediment. The trick to overcoming this is to act… to actually start doing regardless of the thinking. Start small. Start really, really small but start to ‘do’ the thing we want to do. We are far more likely to achieve our goals if we act our way into doing them rather than trying to convince ourselves that we can do them.

Our thoughts can impede us, or our actions can push our thoughts forwards so that the thoughts (eventually) follow our actions.

“It’s easier to act your way into a new way of thinking,
than think your way into a new way of acting.”

Otherwise, the impediment to action advances (non) action.  Start small… but start now.

What’s that one thing?

I know that a lot of educators feel a bit overwhelmed right now. I know that others have started to strike a balance, they are figuring out what they can and can’t do in a day. For many, the current mode is: what can I do to sustain this crazy pace? What can I do to maintain my current levels of energy and output?

And yet, I’m going to ask a bit more of you… what’s that one thing you really want to try this year? What is it that you want to do to challenge the status quo, or rather challenge your status quo? Maybe it’s too early to act on this, but it’s not too early to start thinking about it.

We do not thrive when we are thinking about survival or even maintenance. We do not thrive when our minds are only on what’s next on our agenda, or our ‘to do’ list. We excel when we let our imaginations soar, and when we dream up how we can make a difference. We get excited when we push our own frontiers, and when we enter uncharted territories in new directions that we’ve chosen for ourselves.

Maybe it’s not the time to flip your whole world upside down or to take on a big project, but it is always time to ask yourself small, incremental questions that steer you in a new and exciting direction.

What can I do to help my students own more of their learning? What guiding questions do I want to ask? What can my students teach me? What new assessment strategy can I try? What can I do to connect to the parent community? What new project am I excited to introduce? What extensions can I offer my students who are ahead of the class? How can I embed some more formative assessment? How can I get my students to share their work with another class, or with the world?

What’s one thing that I’m passionate to try, that will charge my batteries far more than drain them… because doing this will make me excited about being a learner, and in control of my experience?

Responses to change

I’ve been working on rehabilitating a couple injuries. One is a shoulder injury that I’m not sure how I injured it? This has been frustrating because it seems to come back every time I go beyond what I’ve already done. The other is my knee, that I broke in February. It has responded really well to me pushing it, but still reminds me every now and then that it’s not 100% (although these reminders don’t set me back).

My shoulder doesn’t respond to doing something new very well, my knee accepts new challenges and seems to be able to withstand new feats of strength even when I’m panting from the effort.

I don’t benefit from pushing my shoulder hard, but I also can’t stagnate and not give it small pushes. I don’t benefit from being reckless with my knee, but it won’t get stronger if I don’t thoughtfully push and push hard when I do.

I think sometimes we push a group to all change in the same way at the same time. We add something new: a new system, a new approach, a new process, and we expect everyone to respond similarly. But some people are like my shoulder, some like my knee. We need to support the changes we want in such a way that we don’t expect the same responses and results from everyone, and realize that some people are ready to be pushed hard, and others need to go slow.

I think this is one of the biggest challenges that any leader faces when implementing change. No matter how ready the team is, not everyone is equipped to change at the same speed. And the ones that are most resistant or least equipped to change aren’t effective if they aren’t supported in a way that meets them where they are at, or if they are pushed beyond capabilities.

My shoulder has reminded me of this frequently, and comparing it to the progress of my knee doesn’t make my shoulder any more ready to take on the next challenge.

Bruce Wellman comment » On being an agent of change

“At this point, we appear to have a 19th century curriculum, 20th century buildings and organizations and 21st century students facing an undefined future.”

via ‘On being an agent of change’ – pairadimes.davidtruss.com

’20th century organizations’ – We spend a lot of time discussing our out-dated curriculum, and about students graduating into an unknown work force… could things move faster if we paid a lot more attention to our organizational structures that perpetuate an out-dated education?

Related:
A pro-d session I did with Bruce Wellman, ‘Promoting a Spirit of Inquiry‘
and
Andy Hargreaves and the 4th Way ‘Part 1‘ and ‘Part 2‘.

Two old but not too old links | Year-end Food for Thought

I have two sources of inspiration for you.

One is a video… Brave New World Wide Web.  It compares 20th century learning with 21st century learning.  It was originally posted in 2008, but is still relevant today.  I hope it gets you thinking about one small change you can make to bring yourself forward.  I can help and support you in that process.

 

 

http://pairadimes.davidtruss.com/

The second is a blog post from December of 2009, but it’s still fitting and good food for thought…

21 Things That Will Become Obsolete in Education by 2020.

via dasdlisd.wordpress.com

I was planning on sharing the link to Shelly Blake-Plock’s, @TeachPaperless’, post (a year old today and still very insightful), ’21 Things That Will Become Obsolete in Education by 2020′ anyway, but here it has been put together with my Brave New World Wide Web video on the DeDorest Area School District blog.

It amazes me that on blip.tv where it was first posted, the video has never in 2 years and 2 months had a ‘zero’ day… it has had a long-tail audience and every couple months it gets a spike in viewings as someone else shares it. All told, at several sites, it has probably been viewed over 40,000 times and downloaded over 500 times since I put it online. I realize that a cat sneezing on YouTube can get 150,000 views in less time than that, but this story of a personal journey into the world of edtech, and what it offered to me as an educator, has a very specific audience and I’m humbled by it’s reception… even 2 years later.

More Thinking about Change

Is Change the True Barrier? | The Principal of Change | George Couros

Change for change sake is not good enough.  Change to make something better is the goal. If what we are doing now is the best way of doing things, then there is no reason to change.  But, if we know something is better and serving our students in a way that is needed, is change the true barrier?

Is it that people really don’t like change or is it truly that people do not like the process that change incurs?

via georgecouros.ca

 

I’ve been Thinking About Change a lot recently:

I think we are at a point of transition now where teachers are often learning to use tools as they teach with them & so a few key things are needed to help foster effectiveness:
1. Time- Pro-D, preparation, planning & play
2. Co-teaching & collaboration opportunities
3. Models & Mentorship

…and George asks a really good question about change above.

In my comment I said:

I think part of the issue is the ‘unknown’ factor of how much change is needed. For example: When someone struggles with email and adding an attachment, the move to a wiki seems daunting. Phrases like “It’s just like using a word document,” seem comforting to some, but not to others. To me the change is minor in the amount of effort, to others it can be a huge undertaking!

I also think the education profession is it’s own worst enemy simply because it always leaves you feeling you can do more. You can have an amazing lesson that excites all but one kid and you walk out of the room thinking, “What could I have done to engage him?” So, how much do you do? You can ALWAYS be better, you can ALWAYS do more. I love the phrase “Good enough is not good enough!” but I think too often it is perceived as ‘good enough’ when the prospect of big changes are presented.

The missing ingredient that I see: Collaboration time. Put teachers together in an organized way, with clear objectives, and they’ll move mountains. Alone, the mountains are just too big!

And I think that fits well with my post I linked to above.

Dean Shareski commented:

“Teachers do not resist making changes; they resist people who try to make them change. The best change comes as a result of individuals realizing they need to change. If we believe that teachers are the right people in the role, we need to help them realize this on their own and not because they feel forced. True change is internal.”

…Which adds the aspects of empowerment and ‘owning the learning’ to the equation. I think this is a really critical point!