I hadn't prepared anything, and didn't think it was necessary. If someone asks me to do a video chat with their group who read the book, I gladly agree if we can make a time work. No cost - it benefits me just as much as it does them, as I always hear something new or am asked a new question that helps me think and reflect once again. This time I wanted to show up in person since they were from the high school district that my own students will attend when they get to ninth grade. It's so much easier to feel the vibe in the room in person than through a computer screen.
I was driving the ten minutes or so and wondering... what is it about resistance that makes the shifts I've made so difficult? Why is it so hard for me to deal with resistance? Why does any sort of resistance break me down a bit (and often even make me cry)? Am I that unsure of myself and what I'm trying in the classroom?
Thinking back to the huge shifts I'd made (namely genius hour and going gradeless), I realized something that will help me the next time I encounter resistance. I would not be making these (difficult!) shifts without huge reasons for doing so. I made these shifts because I want my students to learn more of the curriculum. I made these shifts because I want to help make the curriculum stick. I made these shifts because I want my students to be lifelong learners. How can that be wrong? If parents or other teachers have a problem with that, I simply need to go back and share my "WHY."
I told this to the group at the high school, and also told them that if it does NOT work for a child, I'm free to backpedal. I'm free to discuss with them what's going on and make a decision with them as to what to do next. I truly want what's best for students, and I'm doing what I can in the limited time I have.
It's been a quiet year this year when it comes to resistance (knock on wood). Maybe it's because I communicate with parents every two weeks and also send good notes home. Maybe it's because I've been "gradeless" for a few years now, and parents have talked about it and figured it won't kill their children. Maybe... just maybe... it's because they, too, think it's a good idea and will help their child focus more on the curriculum and less on a letter or number.
It's time I shift my own thoughts about resistance. It's time I looked at resistance as simply another chance to chat about what we (together) believe is right and good for the children in front of us.
Let me know when you have a Shift This book study and want a virtual (or real) visit! I'd be glad to answer any questions and share any resources I can.
Oh, dear Joy, thank you for you! You are always inspiring me. I too am trying to make big shifts in the way our students learn. For us it's English in a bilingual school, but my bottom line, like you, is I want more learning, the learning to stick, and for them to want to be lifelong language learners, in both Arabic and English.
ReplyDeleteI sometimes second-guess myself because the resistance from parents and colleagues is ongoing.
I've been known to throw up my hands and say to admin, "OK
I give. We can just drill and give tests." Fortunately for me, my administration is one place I do not get resistance. They encourage me to keep making the shifts. Your post gives me renewed hope.
I'm glad you posted again,
Denise