There's Far More to it Than JUST DO IT!

Introduction:

We've all heard the saying "They can send a man to the moon but...", and here you can fill in the blank for any number of other plans, programs, procedural changes, etc. you might like that have crashed and burned in ignominious shame. At those times we are left to scratch our collective heads asking ourselves why can't we even in small portion, replicate the amazing story of the brave men and women who heroically brought the crippled Apollo 13 (trailer from Youtube) spacecraft home safely. Certainly, we are looking back on not only extraordinary circumstances, we are also looking back upon extraordinarily talented people. Yet, the reality is that the reason(s) they were successful in this historic endeavor are not so different than the components we must consider when engaging in our own personal and professional journeys. It all comes down to capacity folks. It wasn't the power behind the words "Failure is not an option", that brought the Apollo 13 astronauts home. Rather, it was that the system in place to do so had the capacity to carry out task at hand, no matter how extraordinary that was.

en.wikipedia.org

Social Emotional Considerations:
In setting the stage, enacting, and supporting change within a classroom, community, system, etc. calls for the en-actors of such change to consider those elements related to social emotional considerations. First, organizational communication must effective disseminate the goals, plans, anticipated hurdles and reason behind change. Individuals who make up the organization must have a transparent, clear, factual understanding of these elements. Next, support must systematically be established, built, nurtured, and supported for change. Change is hard. Communities expend tremendous amounts of emotional, physical, and social capital to bring change about. Simply saying "Just do it!" does not cut it. Communities must have buy-in to institute and establish change bringing about shifts culminating in new normal's.

Physical:
Change also must be supported relative to physical considerations. Those considerations span the continuum from hardware to software, from physical plants (i.e. classrooms, buildings, etc.), to time and movement considerations. Not only must plans take into consideration points of service applications (i.e. the classroom), but points of support necessary for application points to functions at peak efficiency (i.e. administrative and office functions, custodial, set up, tear down, etc.). Those who are not "systemic" visionaries often miss the foundational importance in taking into account the nuances of physical considerations when trying to plan for or support change. An outstanding example of such thinking can be seen in the The Founder 'Speedy System' Featurette (2017) (from Youtube).

Professional:
Finally, change can only come about when capacity of the professional community is optimized. Well trained professions and para professional (as well as volunteers) can do amazing things, but only when they have the skills needed to carry out their tasks. To do so requires not only effective professional development but ongoing training check in and support moving forward. Too often professional supports stop after the first "workshop"which fails to adequately build needed skills and systemic perspective. Such professional support instead should be considered a long term investment in the capacity of the community to carry out its mission. Other considerations focus on professional capacity revolving around adequate staffing and professional responsibilities. Are the right skills represented in the professional community? Are staffing assignments aligned with the goals of the project, or do shifts and changes need to take place which align the professional team for maximum effectiveness?

clearwater.asn.au

Conclusion:
In an age when simplicity is worshiped and simplistic thinking is rampant, it is an inconvenient truth that permanent, effective, impactful change is hard work. It isn't the buy product of catchy phrases of effective add campaigns touting how easy the answers really are. The truth is that to effect change a key component is to build the capacity into the community/system to support and sustain change. No amount of "Just do it" and "Failure is not an option" speeches will ever replace best practices enacted by skilled professionals and community members focused on setting the stage for success one consideration at a time.

Generational Perspectives

Generational Perspectives

Introduction: “The children now love luxury. They have bad manners, contempt for authority; they show disrespect for elders and love chatter in place of exercise.” ... Socrates (Goodreads, 2017)

Although I believe deep down we know better, the reality that each generation views those which follow as vexing, confusing, inferior, contemptuous, disrespectful, or lazy is often lost on us. The words of Socrates, who lived over 24 centuries ago are just as fresh and relevant today as any posted, blogged, Tweeted, or written in the past 24 hours. The question is what do we as educators, mentors, parents, etc. do when such thoughts and realities confront us?

Life choices: I was fascinated by a recent article in the Denver Post (Denver Post, 2017) identified some vastly different life choices that were being made by today's youth. Truth be told, when I read the article I was impressed by some of the wise choices and mature reasoning behind many of these choices, and happy that some of the more questionable practices of my generation seem to be fading. Yet, being a prisoner of my own time, it is difficult to realize that such changes are taking place unless you either search for or stumble upon such information. Yet, when explored, contemplated and considered, such differences should confront the educator with the reality that while students and teachers often share many markers common to humans off all times and places, significant differences also exist which potentially present formidable hurdles which might frustrate efforts to provide educational services for the next generation. 

Reactions and applications: With such realities in mind it is wise therefore for those who work with younger generations to remain relevant, seek understanding, and carefully consider just how to engage and interact with young people. On one hand abandoning practices, knowledge, and traditions, often millennia in the making just to reinvent the wheel each generation seems foolhardy. There are many "truths" which are just as relevant today as they were many years ago. Such truths should be considered and applied with the proper understanding and perspectives of current generational needs to continue the string of wisdom begun so long ago. On the other hand, those who refuse to consider and embrace the changes which deeply impact and shape current generations do a disservice in service to them. Without speaking to such realities, the education provider appears disinterested in meeting the learner at their point of need and irrelevant failing to account for changes which can render old truths moot unless updated. 

Conclusion: At once, our students need us to be both the messengers of truths and traditions which are the product of generations of our forebears while at the same time, firmly engaged in the present remaining relevant and accessible. In truth, we as educators are the vital bridges spanning the ages, connecting our culture's past with it's future. If that sounds as both an imposing task and a frightening proposition...it is!

Cliparting.com

References

Retrieved 9/24/17 from: https://www.goodreads.com/quotes/63219-the-children-now-love-luxury-they-have-bad-manners-contempt

Shared from the 2017-09-20 The Denver Post eEdition, NEWLY PUBLISHED RESEARCH

Teens increasingly put off markers of adult life. Percentage of those who drive, work, drink, date has fallen since late 1970s. By Tara Bahrampour The Washington Post

Why Change is so Difficult

bbc.com

Introduction:From both personal experience and professional observational central truth related to change is that it is exceedingly difficult. This is as true in the educational environment as it is in personal life. Breaking old habit and developing new habits isn’t accomplished overnight, and more times than not, even with the best of intentions lasting change fails to take root. The questions confronting the education professional are why, and what can be done about it?

Issues at hand:In a 21015 Miranda and Damico explore the topic and present some interesting conclusions. First, teacher must convinced of the need for change. As is often the case, unless there is personal buy in and an embracing for the need for change, individuals, institutions, communities, etc. will not take the steps necessary to lay the groundwork and carry through to the point that changes have been fully embraced and new norms have been established. Secondly, training is essential. Too often changes that are envisioned or hoped for may be well intentioned and on target, but training and skill building are either not sufficient, or misaligned with the task at hand. It’s all well and good to imagine refinements of best practices, or changes within classrooms and communities, but unless the individuals tasked with making such changes are equipped to do so, there is little chance for long term success.  Finally, on-going support is often ineffectual or inadequate in regards to providing the quality and quantity of individualized supports needed for community professionals to negotiate the myriad of questions and issues which arise during the change process.

Pinterest.com

Conclusion:For so many reasons change is a difficult proposition even in the best of circumstances. When those circumstances are impacted and compromised by lack of training, ongoing support, and buy in, the chance for success is diminished or completely eliminated. Successful change whether at the personal or community level is a long, difficult process. The potential for success can be greatly enhanced when change is well conceived, fully embraced, and effectively supported with the resources necessary to see the task through to the successful conclusion.

Reference

Miranda, R. R., & Damico, J. B. (2015). Changes in Teachers' Beliefs and Classroom Practices Concerning Inquiry-Based Instruction Following a Year-Long RET-PLC Program. Science Educator, 24(1), 23-35.