From the Trenches...

Attention Teachers: The Perfect Time is Right Now!

Attention Teachers: The Perfect Time Is Right Now!  - Duke Kelly

(Special article for teachers, principals and every educator on the brink of a new school year)

"A teacher's day is one-half bureaucracy, one-half crisis, one-half monotony, and one-eightieth epiphany. Never mind the arithmetic."

-Susan Ohanian

(There are also Action Steps and an Exercise related to this article if you are ready to take another step with this content!)

As we all know, the beginning of a school year brings with it anticipation, excitement, anxiety, apprehension, and maybe even dread. All of these emotions are quite normal anytime your life is going through a major change. Although, many professions face moments like these a handful of times during their careers, teachers go through this "major change" at least once per year!

A new batch of students, perhaps a new course or piece of content, or things currently unseen wait in the wings. This is a time, however, of great opportunity above all else. This perennial "fresh start" provides us with a clean slate and chalk with which to construct ourselves anew.

We have all been to conferences, workshops, read an potentially useful methods book or received tips from colleagues in the middle of a school year. Upon attempt to implement said strategies, our students were often resistant. Can you really blame them? Things have been chugging along for months and, all of the sudden, the classroom is going to run differently? The rules of "how things are done" are going to change? Most of us, even as professionals, would (and often do) resist as well.

With this fresh batch of students, however, we have the chance to be the educator of which we dream. Think of how you would "like" to facilitate learning...more movement? music? more participation? more active and constructivist learning? other goals? Once you have that utopian class in your mind, ratchet the intensity knob up by tenfold!

You will exhibit just a small percentage of what you feel you are exhibiting. If you feel as though you are "over the top" in terms of movement, humor, activity, and interaction, you are almost there.

You know your content quite well. That is, you can successfully complete each math problem, science experiment, literary report, or history paper with your eyes closed. Take a good hard look, however, at what you do in order to specifically plan for reaching the human beings and their brains in your room. I think we can all benefit from such a self-examination.

Use the exercises and action steps associated with this article to help you get started. Take a stand for your students. Give them a "WOW" on their first day of school. Help them leave confident, upbeat and forward looking instead of overwhelmed, stressed, and anxiety ridden. Can that really happen on the first day of school?

Your students are most easily moldable at the beginning of the school year because the expectations have yet to be made clear. By "expectations," I do not mean the rules and procedures of the classroom. I am intending to evoke thoughts of high levels of participation, a positive and supportive learning environment, and a safe place to ask questions and make mistakes. Learning is always emotional and it is your job to keep that in mind with every word that passes through your lips. Some emotions will greatly aid you in your quest for student retention and some will cause behavior problems, forgetfulness and worse...

(Remember there are Action Steps and an Exercise related to this article if you are ready to take another step with this content!)

Thank you for your support of effective teaching and learning,

Duke Kelly

Education Illustrated LLC - CEO

http://www.edapple.com 

Action Steps: Teaching to the Humans First

This exercise is meant to supplement the article, "Attention Teachers: The Perfect Time is Right Now!" You may want to read the article and return here. There is also an Exercise associated with article if you wish to take another step forward with this content...

These action steps assume that you know your particular content quite well. These steps will help you include lesson components meant to deliver that content into the brains of your students. This is a good list to review on a weekly basis with your lessons in front of you. You will likely find that choosing one of the items will leave YOU with more energy at the end of the day and your students with a better sense of the content, your classroom, and you.

Choose one of the items below or choose several, it is obviously up to you! Each item listed will stretch your current teaching style. Remember...what the students see is much less than what you feel your are projecting! Pick an item and just dive in!

Select a lesson within the next week and...

1) Add Novelty: Do something some would consider odd, unexpected, or strange. Wear a costume related to a figure in history you are studying, or perhaps that of a scientist or mathematician. Speak with a different voice than your own seemingly at random moments. Completely change the layout of your classroom so it is unlike other rooms nearby. Maybe get rid of the desks all together! Bring in "props" and find ways to tie them into your content. Try something novel.

2) Add Movement: If you were going to distribute a worksheet, write the problems in a large fashion on sheets of paper instead. Post these sheets around the room and let students walk around the room and complete the problems at each "station." Take a short walk and conduct a portion of your class elsewhere. Have students stand up and mimic some gesture to help them remember a piece of content.

3) Add Humor: Even if you are not a "natural comedian," find a way to interject humor into the class. This could be content related humor or something completely separate. Our studies show that the humor does not even have to be funny to be effective! Just the fact that you are trying to be funny is enough to engage students and create a bond with the classroom, the teacher, and even the content.

4) Add Theater: Teaching is one-quarter preparation and three-quarters theater. Have you ever thought of your job like this? A giant portion of any educators job is to "sell" content and ideas. In order for students to be willing to make a purchase, they have to be convinced, sold, and even entertained. This does not have to be a song and dance routine, but try telling stories related to content using the most "theater" you can muster. Use a dynamic vocal range, purposeful gestures, and physical location to get student buy-in.

5) Make Things Memorable: Choose your most important points and make them stand out. Stand in a different part of the room to share them. Say them loudly, in a different voice, or with a dramatic piece of music introducing the line. Associate the points with gestures and other movements, make a rhyme or song, DO SOMETHING! Each person in the room should be expected to walk out of the room and easily recall the important points you intended to convey. Do not force students to sort through all of your words in an attempt to mine out the most important.

6) Write Our All Your Directions: Some educators tend to shy away from an activity laden classroom because students have been reluctant in the past. One of the problems might be in the way directions are given! If students are not 100% rock solid sure of every step, many will not begin even the seemingly simplest of tasks. Write your directions down word for word. Are they absolutely clear? ANY ambiguity? Are they one at a time? Is there a check for completion after each step? Try writing the directions down for yourself just to see how different they might turn out than when you "wing it" with directions as many of us do.

7) Play Music: Play upbeat 60s rock-n-roll as students are walking in to get their spirits up. Play music anytime you would like them to do anything physical (collect supplies, move chairs, etc...). Play soft music behind small group discussions to facilitate conversation and lower inhibitions to talking. Play happy, upbeat music as students leave so they walk out with a spring in their step that is likely to return when they stride back the next day. Hey...maybe play a song that matches a piece of content or direction you give!

Duke Kelly
Education Illustrated LLC - CEO

Exercise: 12 Steps to Start the Year off Boldly

This exercise is meant to supplement the article, "Attention Teachers: The Perfect Time is Right Now!" You may want to read the article and return here. There are also Action Steps associated with article if you wish to take another step forward with this content...

Exercise: 12 Steps to Start the Year off Boldly - Duke Kelly

1) Gather up an actual lesson plan that you intend to facilitate during one of the first days of school. This lesson could be about "content," covering those "beginning of the school year" requirements, or anything that is definitely in your plan.

2) Make a list of the components included in the lesson that are specifically included to help students feel comfortable in the class and with the content.

3) Make a list of the components included in the lesson that are specifically included to foster feelings of self-confidence.

4) Make a list of the components meant to tie new content to existing knowledge and, therefore, promote retention.

5) What about any items in the lesson that involve movement of any sort in order to keep students active and awake?

6) Any items that tend toward humor or storytelling to provide secondary auditory stimuli for the students?

7) Will there be the benefit of music in your lesson to motivate and influence mood and participation?

8) Is the material broken into small enough chunks so students will be able to stop, process, socially construct meaning, and take a breath every 10 to 20 minutes?

9) How often are students out of their seats and using their kinesthetic awareness to embody content?

10) Did you build in memory strategies so students will easily remember your most important points? Could you repeat your most important points distinctly, clearly and using simple language? Are those most critical points separated from surrounding content so there is no doubt what is most useful?

11) Can you recite the specific, pre-planned directions that will be given for any activity? Are they crystal clear and one at a time in order to foster participation and confidence?

12) Do you have prepared questions to ask small groups or individuals? Are they structured in such a way so as not to cause embarrassment, unhealthy stress, or the triggering of the "shut down" syndrome that many students come down with when asked a question?

Do not get the idea that is is all about self-esteem or any of the other 1980's "new age" education style. These 12 steps assume you are already familiar with your content and are ready to get into the actual teaching of that content. It cannot be disputed that Learning is Always Emotional. Influencing emotions toward the helpful (anticipation, confidence, comfort, etc...) will go a long way to making your job much easier...

Good Luck and Have Fun!

Duke Kelly
Education Illustrated LLC - CEO

Action Steps: Turning Resistance into Action

Action Steps: Turning Resistance into Action - Duke Kelly, Education Illustrated LLC

The action steps listed here are to be used in conjunction with the article, "Leadership Initiative: Turning Resistance into Action."

You may want to read the article and then come back!

There are also Exercises related to the same article: Exercise: Turning Resistance into Action.

Getting those with a significant stake in outcomes to change what they are doing is a difficult task. In order to achieve your desired results you can hope to be persuasive enough, or look towards activating the change you seek by taking appropriate steps towards creating new change leaders from the ranks of the resisters.

Think about a change initiative you are working on, or will be working on soon, and answer the following questions:

How can you allow the “change population” to test drive the positive aspects of the change to be experienced?

What type of non-monetary rewards can you give them for effectively handling the change at various stages?

What type of fear-alleviating training can you provide to allow them to feel more knowledgeable and “in control” of the upcoming shifts?

In what ways can you, as a leader, show your commitment to the change process so that those around you feel as though the effects will be long-lasting and important to their success?

Exercise: Turning Resistance into Action

Exercise: Turning Resistance into Action - Duke Kelly, Education Illustrated LLC

The activities listed here are to be used in conjunction with the article, "Leadership Initiative: Turning Resistance into Action."

You may want to read the article and then come back!

There are also Action Steps that coordinate with this article: Action Steps: Turning Resistance into Action.

This is an activity that examines emotional reaction to change, identifies the opportunities presented, and creates a constructive action plan. This can to ease resistance to a problem, which at the outset, appears to be a crisis.

Objectives

• To provide an opportunity for release and expression of emotions at a time of crisis.

• To acknowledge the positive aspects of change arising from difficult situations.

• To identify difficulties/obstacles facing the group/individual.

• To produce an action plan “in defiance of” the crisis.

Working with a group

1. Crisis definition. Define the point of resistance. This should result in an unambiguous statement written on a flip chart, or similar visual aid, which concentrates on the problem itself rather than why it has occurred.

2. Summary of feelings. Discuss their emotional response to the crisis. It is important that both negative and positive feelings are aired. Ask questions such as:

• What does this situation mean to you?

• What are the words that express your feelings?

• How do you feel at this moment?

Produce a list of key words that cover the range of emotions, displaying them on a flip chart. Allow time for discussion to explore different individual reactions.

3. Translate feelings into positive action. Typical statements could be:

• OK to have negative feelings initially.

• The crisis may present opportunities to the individual and the team.

• Focusing on the positive helps the team to move away from the crisis.

Ask participants to return to their pairs or small groups to summarize the strengths of each participant.

This stage is working toward the conclusion that: “We may feel downcast but now that we have thought about it there is much we can contribute to this crisis situation.”

4. Brainstorm the crisis. Suggest as many ideas as they can relative to the crisis, all of which are recorded without discussion. These can then be categorized into “very useful” or “potentially useful.”

5. Review of the options. Making use of the material from the brainstorming session, discuss the options open to the participants:

a. Our most favored course of action is…

b. The course of action we find acceptable is…

c. Our least favored course of action (but still just acceptable) is…

6. Agreement on course of action. Produce an action plan in the form of a statement that details

• who is to do what;

• when;

• how;

• resources required;

• who can provide support and assistance;

• means of evaluation.

7. Evaluation of crisis exercise. Evaluate reactions to the activity:

• What have we learned?

• What might we use again?

• What do we now think about a crisis?

Leadership Initiative: Turning Resistance into Action

Leadership Initiative: Turning Resistence into Action - Duke Kelly, Education Illustrated LLC

(Special report for managers, principals, teacher leaders and staff developers....everyone is free to enjoy it, however!)

[There are Action Steps and Exercises related to this article]

"Wise men talk because they have something to say; fools talk because they have to say something"

-Plato

Leaders have a natural tendency when it comes to introducing and suggesting change. They fire up the hype machine and attempt to deliver a knock 'em dead speech or internal marketing campaign focused on the future, on the possibilities, on the bounty of unimaginable wonder that exists just on the other side of the mountain.

What some change agents aren't taking into account, however, is that many people are focused on the hill - on the challenge and difficulty - and can become even more anxious and resistant to making the climb you're asking them to make.

Sure, there will be early adopters that make it seem as though the initiatives are being met with open arms. Leaders tend to hear their voices the loudest, allowing the positive feedback to overshadow the questions of those who remained in the back of the room whispering to one another. It is a common, but misleading, act for the leader to hear the voices of acceptance loudest. Those that are easiest to convince provide such sweet song. Equally, if not more, important are the people who do not accept, those who are not willing to change. Persuading those who reject the initiative needs much attention, not to mention...a new way to rally and bring everyone aboard.

The chief question is this: Is your change initiative something that has an important emotional effect on people? Even if extremely "by the numbers" and without-a-doubt logical, many will not support your initiative if it does not have a component of emotional appeal. Giving a motivational talk or briliantly designed handout will mean very little to those with a strong emotional rejection to your plan.

You need to bring your change to action with the resisters with small, incremental, and highly positive steps. Allowing them to “dip their toes” into the change initiative with an assured positive outcome will make it easier to convince them to put their whole foot in. Next thing you know their up to their knees…you get the picture.  You’ve now involved them in the process in a way that is comfortable and positive. They’ve now stopped digging their heels in, and are instead digging their hands in.  Here are some key aspects and techniques to help you achieve success.

• Take Baby Steps: Yes, you want everyone to eagerly gobble up your new plans and launch their hearts and souls into supporting you, but it often doesn’t happen that way. To achieve your goals, you need to allow them to take progressive & positive steps. Provide a list of very small portions of your overall change plan. Each item selected should be something that will work without fail. Do not include the "risky" components of your plan on these lists. Those who resist the entire plan should choose from the list to get started and they can be walked up the ladder.
• Give Them Something: It doesn’t have to be money or the keys to the castle. Everyone wants to be praised, recognized for their contributions, and provided with tokens of appreciation. Find ways, subtly and overtly, to provide these things to resisters who are participating in early successes. You will alleviate their’s and other’s fears and get far more buy-in.
• Allow Mistakes: Your resisters and scared. They are dreaming up doomsday scenarios and each pothole along the way is going to seem like a ravine to them. Ensure that they won’t be embarrassed, even in failure, and you will be the recipient of far more effort during your small-steps phase.
• Help them to learn: Providing background and general knowledge about your initiative and more specifically your solution will do wonders. Resisters who are being trained and feel as though they have a sense of control over the information and process are much more likely to lose their fears and support your efforts. Be ready to back up your efforts with statements about how the change will help THEM (quicker process, less complaints, more energy, etc...)
• Ask for leadership in others: Once your resisters have taken some baby steps and are starting to see success, you’ll notice a change in their behavior. As a leader, you can create a new sense of empowerment in them, and ask them to take a leadership role with others – helping other resisters to achieve the early successes that move everyone towards your goals. These two groups are often friends anyway!
• Be considerate and compassionate: You don’t have to agree with the negative thoughts of others in order to show that you understand the legitimacy of their concern. Making the decision to support change is emotional for resisters. Choosing to ignore what they consider to be important is a sure-fire way to strengthen their non-supportive resolve.
• Provide a head start: The more of a rolling start that you can give the resisters the better off you’ll be. Take the sting out of the challenge by focusing the front-end of your initiative. Make early success visible, and give any available positive nudge for them to simply take that first step.
• Prove your own commitment: Accepted research shows five phases of a change initiative. Pre-contemplation, Contemplation, Preparation, Action, and Maintenance. It is the leader's responsibility to see the change through to the end, and to be an involved leader each step of the way. Early delegation, especially with resisters, will derail your efforts and success. Resolve yourself to be part of a positive process.

There are Action Steps and Exercises related to this article as well. Please involve yourself in them!

Duke Kelly, Education Illustrated LLC