Why Change is so Difficult

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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.

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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.