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Lighting a Fire: Motivating Reluctant Teachers

Lighting a Fire: Motivating Reluctant Teachers. Carrie Nagel GA Reading First June 19-20, 2007. “If you want to make enemies, try to change something.” -Woodrow Wilson. There are teachers who:. Don't want to change Don't understand the necessity for change (WHY);

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Lighting a Fire: Motivating Reluctant Teachers

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  1. Lighting a Fire: Motivating Reluctant Teachers Carrie Nagel GA Reading First June 19-20, 2007

  2. “If you want to make enemies, try to change something.” -Woodrow Wilson

  3. There are teachers who: • Don't want to change • Don't understand the necessity for change (WHY); • Want to, but don't understand the mechanisms of change (HOW); • Would like to, but don't try (postpone trying) because of constraints; • Try to, but aren't very successful and give up (and feel guilty).

  4. 5 Stages of Change NCREL.org

  5. Homer Simpson(explaining the secret of success to neighbor Ned Flanders) "You're a 'but' man. That's the difference between success and failure…the use of the word 'but’.”

  6. What’s something you’ve wanted to change for yourself? • Examples: • Weight • Going back to school • Write your answer on a post-it note

  7. Why did it happen or not happen? Share your experience with a tablemate!

  8. Think about your reluctant teachers… • Think of 1-3 words to describe your reluctant teachers. • Write each word on a separate post-it note

  9. How would you feel? • Examine the words in front of you. • As a table fill out the 2nd column on the chart. Be prepared to share out!

  10. Reflect back on your words… • 1. If you felt the same way, what would make you feel better? • Ex: left alone, praise, quiet recognition, pat on the back, reward • b. Place your answers in the 3rd column of your chart

  11. Coaching Support • How could you use some of these “change supporters” listed in column 4 to help motivate your teachers?

  12. Top 10 Tips • Think of 3 or more ways you’ve been able to work/help a reluctant teacher(s). • Share with your tablemates • Create a Table Top 10 List • Be prepared to share with the large group!

  13. Some Things to Keep in Mind…

  14. Body Language Of what you say and how you say it, this is what is communicated: 53% is body language 40% is tone,voice inflection 7% is actual words

  15. CHARACTERISTICS OF EFFECTIVE FEEDBACK 1. Amount The quantity of feedback is appropriate (too much or too little can limit effectiveness) 2. Communication Feedback is given in a manner that promotes understanding and action 3. Specificity The feedback is specific enough to provide a plan of action for the teacher to follow (what to do more of and what to do less of). 4. Frequency Feedback is provided at appropriate time intervals 5. Timing Timing of the feedback is designed to have maximum impact

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