There are times when we are
excited to share a new idea – something we have read or heard about at a
workshop – and our colleagues are not interested. As a consultant, part of my job was to present
research-based best practices from the ministry to educators and
administrators. While I might be really
enthusiastic about these new resources and new ideas, reaction from educators
and administrators could vary from excited to lukewarm to downright hostile.
A colleague once gave me this
perspective on participants who push back and challenge us: she said these are
the people who are on the cusp of change. They are experiencing some
cognitive dissonance and discomfort. They realize that they should change
their practice. When they push back and challenge us, they are saying,
"Convince me. I know I need to change but change is going to be
difficult and uncomfortable, and it would be so much easier to just keep doing
what I'm doing. Convince me." Now I love it when people challenge
me, and question me, because I know they are really grappling with the ideas
and trying to develop and deepen their own understanding. They are actively
constructing knowledge, not merely acting as a passive recipient. As an
educator, I view myself as a constructivist, so these challenging questions to
me are indicators of growth and learning.
In self-reg we talk about
reframing behaviour – is this misbehaviour or stress behaviour? As a presenter, I can use this same strategy
to reframe the behaviour of participants at a session. Is it really hostility or is it is stress? Stephen Porgues talks about the need to feel safe in order
to learn - how do we create an environment that fosters a sense of safety?
Now when I encounter someone who appears resistant, I want to try even more to approach them with a self-reg lens. Who knows what stressors they may have been dealing with before they arrived at the session - an elderly parent at home, an angry parent at school, a traffic jam, an upsetting conversation awaiting them at home that evening. I need to think about where they are on the Thayer Matrix and where I am, and question whether we are ready to engage in the work of learning and facilitating. If not, what do I need to do to create movement on the matrix? How can we help to reduce stressors - providing food and drinks, allowing opportunities for movement and discussion, ensuring the room is a comfortable temperature, etc. Allowing people to ask questions, to challenge us, and to respond with respect and kindness. If participants need to leave to check in with their school via cell phone to ensure all is well, then providing opportunities to do so.
What other
strategies can create a safe learning environment for teachers and for
students?
