Retry or ignore?
We have all been there. You are in a session with teaching peers, learning (or teaching or collaborating) about a new way to envision learning and the many tools that can put learning in the hands of the students. Two of the others in the session clearly do not “buy in.” YOU are excited about the possibilities of the topic at hand, but you are aware of the “back-channel” that is going on between your less-positive peers. They are not rude, just disengaged. They are very subtle. You may be the only one in the room (real or virtual) who is even aware of their behavior.
As one who feels strongly that teachers take too much bashing from the media and the general public, I HATE being in this situation. I watch my “peers” embarrassing the teaching profession as a whole, not by being blatantly rude, but by passive-aggressively avoiding really good stuff: the real red meat of learning, right here on a platter in front of them. They are so busy (figuratively) criticizing the outfit the server is wearing that they cannot savor the rich, new flavors on the menu of learning.
I am frustrated twice over: 1) that their behavior might be cited as representative of All Teachers and 2) that they are missing such great ideas and palpable swell of enthusiasm among all the others in the room. I am incredulous, yet not. And I must decide: do I Retry engaging them in the conversation at hand by whatever means or do I Ignore their behavior and hope it will either go away or fade as they miraculously join in on their own? I am reminded of a similar decision I faced as a first year teacher with a sixth grader who was partially off-task. The difference is that these are my PEERS. As a leader and peer, the choices are tough. I do not want to violate my peer role or the positive forces in the room by scolding. I really do not want to believe that these two are representative of the profession I respect.
Retry?…Ignore?
I have not answered this question. The one thing I will not do is Abort my efforts to both teach and learn among my teaching peers. So my options are Retry or Ignore. Your thoughts?
My answer? BOTH.
Retry but you will only reach those that are ready (they may be later, they just aren’t now.) Focus on those you can now. This is why change is slow and what prompted the Overcoming Entropy k12 online preso last year. You planted a seed whether it seemed you did or not. They may need to hear it a few more times, realize that many others are leaping ahead of them and that maybe there is merit, or be forced to later at some point. I am also reminded about Scott McLeod’s poster that is my desktop background: http://www.dangerouslyirrelevant.org/2009/04/slide—focus-on-the-critical-few.html
Comment by Louise Maine — July 31, 2009 @ 9:06 am
DO NOT IGNORE. Ignoring them is compounding the problem, because by ignoring their disengagement, you handicap their students. Understanding the reasons for their reluctance gives you the road map overcome their inertia. The students depend on the educators’ “buy-in”(I apologize for the lame marketing term).
Although it sounds like it’s the presenter’s problem and not yours.
If you’re genuine about learning the answer, be prepared to hear some hard opinions, but keep digging. Draw out their reasons. (I would expect their reluctance will be rooted in a loss of control, being overwhelmed/out of their technological depth.)
Now here’s where you need to ask yourself how committed you are to the issue. How motivated are you to be an advocate? Because simply engaging them in a discussion is not going to dislodge their current viewpoint. Apathy is not limited to the teenage years. Like you said, “And I must decide: do I Retry engaging them in the conversation at hand by whatever means.” You’ll need to respond with a presentation/demonstration of your own. If you’re not already steeped in the features and the related benefits of the technology, you’ll need to be.
Ask if you can contact them in a couple of days and offer to demonstrate a solution specific to their objections.
When you present, create a situation that provides a quick “first win.” For instance, demonstrate how the technology can solve a pain point common to the audience. It doesn’t need to be a whiz-bang just a simple task that makes life easier, delivers an “ah, I see, that was easy” moment, which builds their confidence and chips away at their objections. From there, lead them down the path towards acceptance and encourage greater discovery.
When you respect their opinions, it will help you build a better presentation/demonstration. Remember, listen and they will tell you exactly what you need to solve.
Oh, and that Scott McLeod poster is a curious perspective for any educator to advocate. Lumping any person into a group labeled “insignificant many” is blatantly disrespectful, in my humble opinion. Who are we to choose? This underlying elitism is cancerous to the system when held by those in position of influence. Perhaps this is the attitude that is putting off members of the audience (and in the classroom).
Man, I need to get back to work. Sorry for the long response.
Comment by Peter — July 31, 2009 @ 12:00 pm
I have to admit that every bone in my body wants to retry, so that is exactly what I will do.
Comment by Candace Hackett Shively — July 31, 2009 @ 3:05 pm
Frankly I think sometimes you DO ignore. I have been on the receiving end of this. Sadly, it seems particularly difficult to present to one’s own peers on that same campus. It’s that “prophet in his own land” thing and I went back and verified that indeed that was said several times by Jesus. So if they aren’t going to listen to HIM in HIS home town…
That being said, you do want to do all you can to engage people. But I can remember it being the same people every time there was a speaker at my school, even guest authors. One thing I would do in this regard was to only invite teachers who were enthusiastic. But then the kids lose. It is hard. But cliches stick around for a reason. You can lead a horse to water byt you can’t make him drink, so dust the feet from your sandals and keep on keeping on! Oh and have a nice day, it’s the first day of the rest of your life. Sorry…stopping the cliches…
Comment by Mary Ann Bell — August 1, 2009 @ 1:19 pm
Remembering that among teachers we also have “different learning modalities” which is a challenge to a presenter who is clearly passionate and enthusiastic about the topic at hand. I would agree with the comment made by Peter, create a win situation for reluctant engagers. To be successful at a task is clearly one of the most effective motivators. For me, that would be the “retry”. Accepting the idea that a presenter/facilitator does not have complete control over “buy in” and that the vision for school educational technology truly is an important role for school and district administrators, where application and accountability should be evident and supported, would be the “letting go”. I wish you good luck and do admire the work you are doing!
Comment by Kathy Redford — August 8, 2009 @ 1:14 pm