You're right on, Mike. Teachers are stuck in initial stages of grief.
Years back I wrote a post about "unfreezing teachers" and how tech initiatives at schools were stagnating. Using “Lewin’s Law” of change --in which change is depicted as a three-stage process -- I explained that in the first stage, termed unfreezing, individuals overcome inertia and an existing "mind set" is broken down. In the second stage, termed change, the change actually begins and is often characterized by a transition, fraught with some confusion. (In the second stage, individuals are confronted with change but do not have a clear picture as to what the future will be.) The third stage is freezing. In freezing, a new mindset emerges and individuals become more comfortable in their new environment.
Yet, schools expect teachers to be in stage two, where change actually begins. Unfortunately, teachers often deny the need for change and often lack a vision of what desired change will look like. Furthermore, many schools do not provide the time needed, nor a practical method, to begin to enact change. So, I'd venture that teachers are not “unfreezing” and remain stuck in stage one of Lewin’s change process.
Thanks Tom! Your approach with Lewin's Law definitely dovetails with this concept, thank you for sharing. I perceive that we (as a group) are very far from the re-freezing stage, as you say. The tricky part, I am learning, is managing the fact that folks are all in very different places.
For example, I perceive that the teacher market could be broken down into a couple of groups:
1) Folks who are ready for change and have a decent perception of the "scale" of change before them (smallest group by number)
2) Folks who are ready for change but do not perceive the scale of the change in front of them. In other words, they know change is coming, but their "frame" through which they are viewing the change is off. (Perhaps the largest group by number.)
3) Folks who are not ready change at all. These folks are generally speaking in one of the first four stages of grief - and via your model would be in the process of "unfreezing." (By number, I would say this group is only slightly less than group 2.
In the market of thought leaders and experimenters, we have to balance the desire to innovate and push forward while also "going back" to get the others. This is a fascinating challenge and requires very much a soft touch. I can tell from your comment and article that you are someone with a soft touch who understands this! I think we are aligned.
Yes! I like your last two points especially. The point about "teaching themselves the way they were taught" - which doesn't necessarily work in the case of building AI Literacy -- is a challenge. And to extend the Gretzky analogy a step further -- how can you skate to where the puck is if you are still putting on your skates?!
The first two steps are:
1) Put on your skates == Move through the emotional process of grieving
2) Learn how to skate == Develop AI Literacy/Learn the nature of AI/Become literate
3) Skate to where the puck is === Update your assessments
Sigh! Teachers anticipating change? Is this just an Austrian thing? Teachers here resist change because they are a) change weary b) overworked c) would have to spend their free time and own funds getting savvy d) not all in nurturing environments e) are teaching subjects they were not trained for f) they tend to teach the way they themselves were taught. These are just a few. So, it is understandable that many or most lack the mental energy to skate to where the puck is. Unfortunately.
We did however all kick Covid in the butt and delivered lessons adapted to online environments so there’s resilience! 👍🏽
You're right on, Mike. Teachers are stuck in initial stages of grief.
Years back I wrote a post about "unfreezing teachers" and how tech initiatives at schools were stagnating. Using “Lewin’s Law” of change --in which change is depicted as a three-stage process -- I explained that in the first stage, termed unfreezing, individuals overcome inertia and an existing "mind set" is broken down. In the second stage, termed change, the change actually begins and is often characterized by a transition, fraught with some confusion. (In the second stage, individuals are confronted with change but do not have a clear picture as to what the future will be.) The third stage is freezing. In freezing, a new mindset emerges and individuals become more comfortable in their new environment.
Yet, schools expect teachers to be in stage two, where change actually begins. Unfortunately, teachers often deny the need for change and often lack a vision of what desired change will look like. Furthermore, many schools do not provide the time needed, nor a practical method, to begin to enact change. So, I'd venture that teachers are not “unfreezing” and remain stuck in stage one of Lewin’s change process.
Anyway, thanks for a thoughtful post!
Mike, nice essay, thanks for the ref!
Thanks Tom! Your approach with Lewin's Law definitely dovetails with this concept, thank you for sharing. I perceive that we (as a group) are very far from the re-freezing stage, as you say. The tricky part, I am learning, is managing the fact that folks are all in very different places.
For example, I perceive that the teacher market could be broken down into a couple of groups:
1) Folks who are ready for change and have a decent perception of the "scale" of change before them (smallest group by number)
2) Folks who are ready for change but do not perceive the scale of the change in front of them. In other words, they know change is coming, but their "frame" through which they are viewing the change is off. (Perhaps the largest group by number.)
3) Folks who are not ready change at all. These folks are generally speaking in one of the first four stages of grief - and via your model would be in the process of "unfreezing." (By number, I would say this group is only slightly less than group 2.
In the market of thought leaders and experimenters, we have to balance the desire to innovate and push forward while also "going back" to get the others. This is a fascinating challenge and requires very much a soft touch. I can tell from your comment and article that you are someone with a soft touch who understands this! I think we are aligned.
Thanks again for your comment.
Yes! I like your last two points especially. The point about "teaching themselves the way they were taught" - which doesn't necessarily work in the case of building AI Literacy -- is a challenge. And to extend the Gretzky analogy a step further -- how can you skate to where the puck is if you are still putting on your skates?!
The first two steps are:
1) Put on your skates == Move through the emotional process of grieving
2) Learn how to skate == Develop AI Literacy/Learn the nature of AI/Become literate
3) Skate to where the puck is === Update your assessments
4) Score goals == ???
Appreciate your comment! Stay tuned for more.
Sigh! Teachers anticipating change? Is this just an Austrian thing? Teachers here resist change because they are a) change weary b) overworked c) would have to spend their free time and own funds getting savvy d) not all in nurturing environments e) are teaching subjects they were not trained for f) they tend to teach the way they themselves were taught. These are just a few. So, it is understandable that many or most lack the mental energy to skate to where the puck is. Unfortunately.
We did however all kick Covid in the butt and delivered lessons adapted to online environments so there’s resilience! 👍🏽