56. How to convince other teachers in the program –even some within my own building—that articulation, that is, working together, is essential.

"Convincing" people is like "changing their minds." That is something very hard to do. Professional persons –in any profession—may have beliefs and convictions that may be very difficult to accept or to understand. Changing their beliefs and convictions may be very hard. However, a truly professional individual ACTS, behaves, performs professionally, regardless of what (h)is/er beliefs or convictions are. And that is what is needed: Professional individuals ACTING, behaving, performing like professionals.

In the teaching profession, the paramount concern is the positive growth of students, their development as outstanding persons, caring citizens, and knowledgeable individuals. Professional teachers must insure they address this concern constantly. This concern may be expressed as a curricular goal, or as intended outcomes of the educational process. ALL teachers must ACT together to address this concern. HOW can this be accomplished?

Sometimes the process of change – getting others to ACT, behave, perform in desirable ways – is best accomplished in small increments, rather than pushing everyone at the same time towards the desirable change. Thus, a few willing-to-change teachers within a larger faculty may decide to initiate the process of change. As they work together,

articulating their instructional units,

helping their students build coherent, correlated and coordinated knowledge from subject to subject,

helping their students develop the language of the content areas through all content areas,

integrating science and the humanities, math and English Language Arts, Social Studies and Art, for example,

these willing-to-change teachers may invite other not-so-willing-to-change teachers to observe, to participate in a few integrated activities, to discover what the change entails. The willing-to-change teachers may need to INFORM their colleagues frequently about what they are doing. They must build excitement for what they are doing, and they must achieve results.

Hopefully, through small increments, over a period of several months, maybe years, ALL teachers may join the willing-to-change teachers in implementing the desirable change. These not-so-willing-to-change teachers may still have convictions and beliefs that may not favor the desirable change. BUT they are ACTING, behaving, performing the implementation of the desirable change.

Within this process of change by small increments, the leadership skills of the Principal or Superintendent are of paramount importance. The Principal needs to support the willing-to-change teachers and work positively to explain, inform, SHOW, DEMONSTRATE, personally implement the desirable change for the not-so-willing-to-change teachers, and bring them along towards implementing the desirable change.

The process of change may eventually touch deeply and change the convictions and the beliefs of the not-so-willing-to-change teachers. But first, unwilling-to-change teachers need to experience success with the desirable change, understand the change, observe the change working better that their own methods. Then, these unwilling-to-change teachers may join the larger group towards change.

 

 

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net