How do you effectively deal with resistance to change?
I am fortunate to be at a school where there is little resistance. Most teachers want to move into the 'realm' of technology, but don't know how. For example, we have just restructured our school computer lab with the great assistance of our new technology facilitator. I have seen teachers from evey grade level begin to use it and also begin to ask questions about additional resources. The conversation is beginning and teachers are collaborating more with each other.
Our technology committee created a Wednesday PD in the Fall where they showcased different instructional technologies which included: GoogleDocs, wikispaces, wii-mote, Smart Notebook, PowerPoint, and Clickers. Each member of the technology committee was presenting and the teachers were able to choose 3 sessions to attend. The feedback that we received was positive and they all wanted more. From there, our technology facilitator presented a survey to the teachers where they picked their top 3 choices to have a follow-up PD. The committee is currently setting those sessions up for Friday mornings in April and May where teachers are invited to attend. I think that teachers are more willing to participate and adapt their teaching using technology when they see their peers implementing it in their own classrooms.
At our school, we have been using teachers to teach teachers on what is working in their classes. I think it motivates teachers to try new approches, but it does not help those teachers who are constantly being the teacher for everyone else. How do you get teachers who do not participate, to participate? I think every teacher has seen something they have done that worked for their students. What about teachers who refuse to share becuase they don't want to be outscored in AIMS? Even though we all succeed if one class succeeds! However, something is really working for some disticts what is it? And can it work with our students?
Wow, Kim! What a great plan for job-imbedded professional development. I love the idea of have a choice of which PD to attend and knowing the support from the tech facilitator is there if I needed it. This is also a great use of Wednesdays, since it allows for learning to occur while growing as professionals and talking with colleagues. Way to go Los Amigos!
One of components of differentiated instruction, is to differentiate by interest to increase achievement. Los Amigos nailed it. We want to learn and impliment new things that interest us.
I can't agree with this more. With high-stake test scores, the need of school improvement, and the wave of technology our school welcomes the change for raising student achievement, building success, and technology advancement.
One of the essential points made at the recent Change Leadership workshops was the importance of showing resistors how the change benefits them. This idea screams of the need for PATIENCE! It took a long time for individuals to develop their habits and it will take a long time to change those beliefs/practices/habits. The more they see technology in use, the more they will appreciate the benefits. Kim's comments on how they have worked to bring people along are right on point. Using peers as presentors makes training more credible. Teachers are more apt to buy in to something new if they know their peers have tried it and it works. For those individuals who still are reluctant after seeing presentations from their colleagues, teaming them up with a teacher who is comfortable with technolgy for collaborative planning would be a good next step. Academic results will be a great motivaor for change. Teachers want their students to do well and seeing that they are will get them on board.
I very much agree with the notion that people change at different rates. I think it boils down to having respect for everyone involved. I also echo your sentiments on seeing the value of the change from peers who have tried it and know the change to be beneficial for all those invovled.
It is so true that we all change at different rates and we should all be respectful of those who tend to resist change. I think that if we pair up teachers who are open to change with those that are more tech savy, we will have everyone on board in no time at all.
In order for change to happen, there must be buy in from all concerned. Each individual is unique when dealing with change and it is important to understand how to deal with each of their needs. As Edna mentioned, change requires patience, but change also requires persistence.
Margie, thank you for including persistence. You are absolutely right. We can't give up. In education, we often jump off the bandwagon before we start seeing results. With technology and its importance for our students in the real world we can't afford to do that. So patience and perseverance are a MUST!
I agree with both your statements-change requires patience and persistence. We have to always keep in mind the end goal and support our teachers along the way. It can be difficult at times, but if a staff works together and shares a common goal then change will be more likley to happen. It just takes time.
I agree with you about working together as a staff and keeping in mind our goals. And what are those goals? Are they only to increase our tests scores from one year to the next. I don't think that should be our only goal, its to short term. Preparing our students to be successful in the 21st century should be our biggest goal. After the students leave our schools, their scores on the state tests won't really matter to them, however, their ability to thrive in a technology rich world will be much more beneficial to them in the long run and I think the long term goals should be focused on.
I agree that change does take time. The more support, coaching, and collaboration that takes place the more teachers will change and/or modify their way of teaching. I agree that collaboration would be a large factor in change. Being able to dialogue with other teachers about sharing resources, experiences, etc. helps to reach the end goal much quicker.
I think much of the resistance to technology in the schools is from fear and lack of knowledge. I know of a couple of teachers who are not confident they can master the new technology and therefore have avoided it. I think we need to do some one-on-one training for those individuals to overcome this stumbling block. We will need patience for those who are so fearful, that they learn slowly and need repeated lessons. I'm glad we have the technology facilitators in our buildings to assist with this.
Resistance to change is a huge concept. There are so many books dealing with this issue and this only illustrates its complexity. I think a leader who wants change truly needs to have a deep understanding of how change can affect different people. I think people have to have a really good reason for change, they need to see the benefits of change versus not doing anything at all. We also need to understand that resistance, in many cases stems from fear; fear of failure, fear of not having the adequate skills to make the change, fear of losing a way of doing things that is familiar and comfortable, fear of the unknown, fear of not having the energy and wherewithal to make the change, and fear of losing their status, position or identity. Change is not easy and that is why I agree that it takes lots of patience, understanding and time.
I agree that change is a huge concept.So often change is a mandated push from outside ourselves because something is perserved as inadequate.How do we promote change as a widening of our choices? How do we embrace instead of fear?
Good question. It brings to the table the need to teach “change” to our children. Understanding “change” as a living process could be a good idea; after all in today’s modern world change is unavoidable. Whether it’s personal or part of a professional nature being aware of life’s changes and being able to adjust in a healthy manner could just be a good thing to have. Now if you live in a second world country change is going to be slow. And even slower in a 3rd world country. Looking at poor countries who did little or nothing to support education and seeing how ignorance and greed prevail should be motivation enough to try and stay ahead of the game.
I agree that there are many reasons for actual or perceived resistance that need to be addressed. In the area of technology, the means and ends are constantly shifting, while there is a real concern that no matter how proficient and prepared you are, there are "technical" issues that can leave you and your students stopped in your tracks. So even the willing can see opportunities to incoporate technology as a minefield. When people perceive they are dancing as fast as they can, an exciting lesson that doesn't leave the ground seems especially disappointing. It is critical that teachers have time to learn, plan and play, as well as the technical support to give them every chance of success in implementing their plans. I think we are getting better at this.
It has really helped me to have the full time technology teaching facilitator in the building because then when I am teaching a lesson with technology and an issue develops, I have somewhere to go quickly for support. I can also learn why something isn't working and plan for that. As teachers, it is risky to step out of our comfort zones to try new things and then have them bomb with the students. Our time is so precious we feel we can't afford to have that happen. I try to take those times and use them as a teaching opportunity because that is one thing I have learned about technology--things do happen! Our students then get to see us as learners and facilitators which is that second order type of change discussed in Chapter 2. And of course, I always try to have a backup plan!
I agree with you completely Janis. I have jumped in with two feet and had to back up also. I am either blessed or cursed with great curiosity, as the children are. It can be a key to change. Children are rarely without curiosity and courage when it comes to change.
Back up plans are always a necessity when dealing with technology!
Very well said, Monica. Fear is a powerful deterrent to change. This push for intergrating technology in our teaching and for students in their learning is huge. As has been mentioned in previous comments, we have to take it one step at a time. With each step we must provide support for our teachers and our students. Extensive professional development and assuring that the technology is working and immediately accessible will go a long way toward dimishing fear.
During our Reading First training the issue of resistance was addressed. As was mentioned by Monica and Edna, resistance is a fearful response to change. It can be used to improve professional development and giving teachers opportunities to renew their teaching and reflect on their efforts. We need to establish trust within our communications with the resistors as well as learn to listen to what the key is to the resistance. Establishing a support system that has peers demonstrating and sharing their knowledge and keeping the lines of communication open- a two way street- helps to give the resistors the time and, in some cases, the courage to take risks and make changes. Establishing this environment is a school wide effort. You need to decide what grouping will best accomplish that- school, grade level, or individual. It varies for each teacher.
At a time when there is resistance, whether its teachers, parents or students, I think it comes down to the help or support we can all give eachother that will help us pull through in a time of transformation. Our students will come in excited to try out the new technology and teachers might be fearful while some may be ready to take on the one to one challenge. I think that when we feel fearful it is also that we really want to do our best and give our students the best and fear we will not receive the training and support we need to make this work. When we become fearful we are really( wishing for) and asking for more support and training. I feel excited, curious and also nervous with the new challenges on the road we face this coming 2011-12 school year. Im also trusting that we will continue to get the support we need on our Journey on becoming "Digital innovators"
As a teacher, we have to learn how to motivate our students by getting to know the individual. I believe the same method would work for adults. Getting to know the individual, their fears and finding out what motivates their choices.
I think that the majority of the teachers in our building are willing to change. It will take some time, pd, and modeling for these teachers so that they feel comfortable with taking steps into the technology world.
Resistance to change can come in many different forms. However, if the leaders understand the change process, this understanding will support the change. Supporting change must be done incrementally and with the goal never compromised. Patience and persistance are important, but communication plays a huge role in moving a team or a school. I believe once the leadership understands the goal, then communicating this vision is important to the success of the change and understanding the role that all the stakeholders will play.
"Suporting change must be done incrementally and with the goal never compromised." I agree wholeheartedly to Debra's comment. One step at a time with the destiny always in mind.
I think the easiest way to deal with the resistance is to find the source fo the resistance and address it. Unfortunately a lot of the resisitance I see is because there is lack of understanding of technology on the teacher's part. If they don't feel comfortable with the technology themselves they are less likely to want to use technology or implement technology with their students. Offering professional development is one way to help this, but requiring a base level of technological proficiency is taking it one step further.
Some teachers are also resisting the technology integration because of current time constraints with AIMS. Maybe once AIMS has come and gone more teachers will be willing to get out their computers and deal with teaching their students how to use them.
Let's face it, change is a scary word for many people. You could offer someone a 2011 model of their 2003 car for free, and some some would complain about having to learn how to use the GPS, or they might moan about their registration fee increasing. The word change itself strikes fear in some. My personal opinion is that the way changes are announced is key. Most people want to feel like they are part of a decision-making process in some way, rather than just being told that they are expected to start something new. Obviously there are "non-negotiable" changes that come from above, but even presenting those in a soft and gentle way helps ease the blow. I think when a respected and well-formed SLT is present, changes announced to the staff as a whole are probably accepted easier when they know (or hope) that the SLT was involved. Well-formed meaning that the group has been formed strategically by inviting respected members from all grade-levels, etc... to participate. Buy involving key constituents and/or stakeholders, I think the level of "buy-in" increases which makes change an easier process.
Failure is not an option. We, as a professional community, need to create opportunities for second-order change to take place. We need to develop learning environments to enable the teachers to feel comfortable with change and defuse resistance by being positive role models and celebrating successes.
Great question Lily (and lots of good answers too!). I have found resistence to technology is usually a result of fear. Fear of looking dumb, fear of breaking it (!), fear that it will take jobs away, fear that it will cause me more work, etc. When I come upon someone who is resistent to a change that brings new technology, I usually find a small piece that they can play with...Solitaire was such a brilliant addition to help people get past the addition of the mouse to the PC! And of course to do that one needs to get to know the person (teacher, student or administrator) enough to find that little piece from which they can gain a comfort level with the new technology. Good collaboration topic!
I agree that many of the reasons people resist change is out of fear. If your teachers trust that you will take care of issues that arise with technology that makes a big difference. I know having a technolgy facilitator at our school has already been helpful for me a few times. Change is hard. It requires you to trust and be flexible which is hard for people who are already stressed by the pressure put on them to get high test scores. Most of the teachers at my school accept change with very few issues, but there are a few that really are scared by technology.
Change can be frustrating and even a little scary. It feels like every year we have to take on something new when we just got a hold on the last new thing that was given to us.
I work at a fabulous school with an amazing leadership team. There is a strong trust and comradery between us. They listen to our frustrations and are very understanding and accommodating. Leadership also makes the purpose clear and they feel strongly about what they are asking us to do. Ultimately we are doing what is best for kids, and that will usually make teachers less resistant.
Teachers want what is best for their students and what will be most effective in helping them learn and succeed. In order for our kiddos to compete in today's world, they must be technologically savvy, bottom line. The sweeping technological changes our district is implementing, when put in these terms, should lessen the resistance recieved. As long as teachers are given plenty of support, PD, and time to feel comfortable with their new role, there should be little resistance.
You need to set the expectation, show them how to get there, support them in getting there, and celebrate their successes.
This is perfectly stated! You must have a clear,focused bottom line. Change is much easierIf the staff knows:
- where you are going,
- that you are going to help them get there
- how you are going to measure when we get there
- and that you are going to recognize, reward, acknowledge the process
if these are all present, change will happen.
I believe that most people feel uncomfortable with change because they don't want to feel like they don't know what they are doing. If people are made to feel comfortable, in a risk free atmosphere, there would be less resistance. We ask our students to take risks and we should model that as teachers.
I think that everyone is a little resistant to change even if you are trying to move forward with the technology. I think that it is most through fear that we as teachers are resistant. Teachers who have been in the classroom for a number of years and doing things that work (or at least we thing do) is easier to continue because it took us so long to perfect what we do. To change everything so drastically is hard especially when as teacher we have had to change every time the educational pendulum changes. We change because we feel that it best for the kids. Then a few years later we change and again and when you have been around for a long time you change a lot. Now technology is here and we ask ourselves for how long? Will we have the equipment and support to contine this year to year? I believe that the resistance will be temporary but with support most teacher will do what is right for our students we just have to be convinced by showing us and for some taking our hand and walking us through it.
Find out what the fear is attached to the change and then support all the people involved. Change is a natural part of life and evolution and I feel people's greatest fear is being left behind. No one wants to be under the bus...
If we want our teachers to truly change Caroline is correct. Find out what they fear and then work from there. Some teachers are just plain technophobic Many of us were well into our adult years when the first home computers really began to appear. The last 25 years technology has changed faster then anything we have ever seen. I find that knowing your teachers skill level in using the computer will be essential in building professional development. Training can be completely customized to individual teacher need. By doing this teachers will gain the confidence to use computers in 2nd order change instruction and you will have less resistence.
I agree with you Caroline about being left in the dark. I think that it is our job to make those who are not comfortable with the new change understand why it is necessary to change, and then I think they will be more open to the change.
I think resistance to change can be delt with through strong communication and support. Change is something that many people may have concerns with, due to lack of knowledge about said change. A solid plan must be laid out and the "change" must have clear goals. Also, many people are hesitant to implement new programs due to the fact that there can be a lack of consistency and/or follow through with the new program. The reason and plan for the change must be thoroughly communicated, and the implementation must be seen through consistently.
I agree with you Julie. Some people are resistant because they don't want to invest the time it takes to learn something new because the whole time they are wondering: How long until this goes away and we are asked to replace it with something new. A well thought out PD plan that people will find useful and be able to implement tomorrow is key. I really like Los Amigos approach to rolling out some technology topics for their staff to use!
I think that it is all about the support that teacher recieves as well. The more that teacher feels comfortable with that change the easier it will be for that teacher. I think that having coaches in place and leadership there to support the teacher in anyway her or she needs is the best place to start.
Resisting change is in my nature but I have developed a strategy for overcoming this. I first watch as others experiment with the change and I learn from them. Unfortunately, my strategy often causes me to be left behind on key issues so I am working on experimenting with new introductions.
Wow, Lily, a powerful question. I agree with so many of the responses that spoke of fear, or beging left behind. It feels better to stay with what we know and are confident in. I also think the perceived negative judgement of others because you are not on the bus "yet" results in not getting near the bus. I am in and out of numerous elementary schools on a weekly bases. We are still a District were technology is not available in all schools in the same way shape or form. Some resistance might be resulting from the lack of technological resources, not from fear of the unknown. Most newbies come in pretty tech savy it is our job to provide the resources and support to make them instructionally savy too.
We talk about changing and using technology but could some of the resistance to change be about losing identities and jobs? The fear that comes with am I necessary? Am I important? or will technology just replace me? These could be some reasons why some teachers are so reluctant to embrace technology
Checkout Leading Change by John Kotter. There is a strong outline on 8-steps to creating major change and the 8-reasons change efforts fail. I've seen these strategies used effectively on a national level with two organizations-Girls Scouts and YWCA. I see the district practicing many of these principles.
In having conversations with individuals who have questions about change, I find that many are resistant for several reasons.The most common reason, is that people do not understand the change or the foundational impetus for it. They immediately take it to an individual level and wonder how it will affect them. When they are unclear, they devise their own answers. As a result of unclarity, I have also seen people fear change. This brings another level of resistance to the change. Including stakholders,from the inception, may prove to lessen the resistance. We have all heard that knowedge is power. This may appy to change, as well.
You deal with technological change gently and with forethought. Consensus leadership with a good foundation of what will be required and the ability to communicate it will ensure teacher buy-in. I'm thinking we'll need principals as educators and not as administrators to make this successful and as painless as possible.