Patrick Higgins on 2009-06-12
Ouch. But I think we've all been in this spot before when working with teachers and introducing change. We enter a room and immediately people feel their competence is in question. Starting from there, how do you build?
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.”
This link has been bookmarked by 2 people . It was first bookmarked on 12 Jun 2009, by Kim FLINTOFF.
Sylvia Tolisano's post about defensiveness and how to combat it.
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.”
Patrick Higgins on 2009-06-12
Ouch. But I think we've all been in this spot before when working with teachers and introducing change. We enter a room and immediately people feel their competence is in question. Starting from there, how do you build?
Public Stiky Notes
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