Wisdom from the Year 1809

Johann Wolfgang von Goethe, German writer and poet (1749-1832) wrote 1809 in his book “Wahlverwandtschaften”:

Es ist schlimm genug, daß man jetzt nichts mehr für sein ganzes Leben lernen kann. Unsere Vorfahren hielten sich an den Unterricht, den sie in ihrer Jugend empfangen; wir aber müssen jetzt alle fünf Jahre umlernen, wenn wir nicht ganz aus der Mode kommen wollen.

which means in translation

It is bad enough that one cannot learn anymore for the rest of one’s life. Our ancestors were able to hold on to the education they received in their youth; instead we must relearn every five years, if we want to keep up with the times.

Never Was About Technology?- Time to Focus on Learning?

As I am attempting to grasp the magnitude of how to be/become/ grow into a piece of the puzzle that helps start (?)/develop and eventually complete a shift of our schools to better prepare and help students learn “TODAY”. (P.S. I am getting a little tired of the “21st century” label, since we are almost 10 years into that new century…),

I wonder… What makes the difference? Does Technology (Integration) really make the difference?

Don’t misunderstand… technology tools play a huge role …but…are they the deciding factor of making a difference? I remembered a quote of  Conor Bolton :

“poor teaching + technology = expensive poor teaching”

While I was completing my Masters Degree in Instructional Technology, I was convinced that by helping teachers integrate technology into their lessons (doing the same thing…just with technology) would make the difference.

While I was a Technology Integration Facilitator, I was convinced that by co-teaching with classroom teachers, we would give students the opportunity to work with different media to extract/ share information and express themselves while not adding to the teacher work load of doing “one more thing”. We used technology tools to engage studentgs and activate THEIR way of thinking and learning while teaching the CURRENT curriculum and that would make the difference.

Now, I have arrived at a point in the process where I believe that it is not (never was) about technology. To make a difference, it has always been about good teaching, reflecting and focusing on (relevant?) student learning.

Ask yourself what happens to student learning when:

• a teacher does not have a (teaching) plan that they are able/required to follow?
• the “plan” is outdated/has been used for the last 5 years?
• teachers (across grade levels and subject areas) teach in isolation of each other?
• teachers have forgotten, are not interested in, don’t have time for, or are not supported in their own learning?
• collaboration and communication among administrators and teachers in order to pursuit of the common goal called student learning is out of sync or non existent?
• teaching means covering lessons, units, objectives and standards and does not involve teaching for understanding?

How  (in what capacity/role) can we best make a difference in helping students learn?

Defensive Teacher Attitude- Just the Way it is?

Why do we so often encounter defensiveness among teachers?

Defensiveness

• about the way they have been teaching for years the same subject, the same book, the same curriculum, the same tests, the same way…
• towards someone who is willing and ready to help them plan, co-teach, model, mentor, coach…
• about “doing” computers
• when listening to the difference between computers (in general), IT, networking, Help Desk and what “educational technology” means…
• against experimenting with something new where we don’t know the outcome yet ….but isn’t that the definition of experimenting?)
• against wanting to participate..becoming involved

Defensive (adj) is defined on Dictionary.com as:

Excessively concerned with guarding against the real or imagined threat of criticism, injury to one’s ego, or exposure of one’s shortcomings.

Mmmhh…

Is it an illusion that one can bring about the shift towards 21st century teaching & learning and integrating technology in our schools with:

• a smile
• a good attitude
• by being helpful and supportive
• “knowing your stuff”
• having a generally nice personality

That does not seem to be “enough”.

“In a person who is open to experience each stimulus is freely relayed through the nervous system, without being distorted by any process of defensiveness.”
Carl Rogers

We are not the only ones asking ourselves these questions:

Why are teachers so defensive and what can we do about it?

Steven McLeod on Dangerously Irrelevant blogged “What they say vs What they hear“:

Educators’ reflexive defensiveness is a fact of life in most school organizations and is a challenge for leaders who are trying to move their schools in new directions.

He quotes Sue King who blogged on Leader Talk. Her “I said…they heard” rings so familiar:

I have said, “We must be explicit about what we want students to know, understand and be able to do.”

What some heard was, “You are not doing a good job.”

I have said, “We will be more effective [if] we collaborate and work together to figure out how to best meet the needs of our students.”

What some heard was, “You are not doing a good job.”

I have said, “The responsibilities of public education have changed; we can learn together how to be successful in this new environment.”

What some heard was, “You are not doing a good job.”

I have said, “I believe in the ability of teachers to reach and teach ALL children.”

What some heard was, “You are not doing a good job.”

” Improving the planning and teaching of Mathematics by Reflecting on Research”  by Lauren Hoffman & Daniel Brahier

…can be a worthwhile experience as teachers compare the general findings of the research with what they typically do in their own classroom. Instead of viewing the results defensively, educators have an excellent opportunity to constructively improve their teaching performance through reflection on practice.

This quote implies that defensiveness seems to be also used as a mechanism for not having to reflect and and guarding against having to implement changes and adjustments of their teaching practice if necessary.

Corey Bunje Bower asks the same question on her blog “Thoughts on Education Policy”  Why do teachers get so defensive?

Although the post tries to approach the question and answer from the general criticism towards “bad versus good teaching” and not towards the defensiveness against technology integration aspect , nonetheless it points out the extremely personal nature of teaching as one of the reasons for defensiveness.

[...]teaching is a very personal pursuit. It requires a lot of an individual. Many people who go into teaching devote more than just time and energy into their teaching — it’s more than just a job to them. [...] For many teachers, however, their job is personal. And criticism of the way they do their jobs is seen as criticism of them as people. And nobody takes kindly to that.

How can we as  “Change Agent Wannabes” work with the defensiveness of educators?

• Do we need to take them as that is just the way it is in education?
• Only work with the willing (non defensive) ones?
• Focus on breaking down the defensive wall if we ever want to really be effective and shift our schools and education?
• Focus on building trust?
• How do we encourage dialogue?
• Make sure that we have the courage and passion to address individual defensive teachers and not make a “blanket” statement, plan or decision for everyone?