In the ever-changing world of education, it's not uncommon for seasoned teachers and new administrators to clash over teaching methods. This article explores the value of open communication, the Transtheoretical Model (TTM) Stages of Change, and Motivational Interviewing (MI) techniques in bridging communication gaps. Consider the following hypothetical scenario and the potential frameworks and strategies for reaching a collaborative solution.
A HYPOTHETICAL SITUATION
Mrs. Johnson is a classroom teacher who has been teaching for over ten years. She has a Master's degree in Education and specializes in student-centered learning techniques. Mrs. Johnson believes in using a constructivist approach, where students actively construct their own understanding and knowledge of the subject through experience and reflecting on those experiences. She integrates a lot of project-based learning, collaborative activities, and encourages critical thinking and problem-solving skills in her students.
Recently, a new principal, Mr. Davis, has taken over at Mrs. Johnson's school. Mr. Davis is very enthusiastic about implementing a new, more standardized teaching method that he believes will improve student test scores and overall academic performance. This new method emphasizes direct instruction, a more traditional approach where the teacher leads the class with a structured curriculum, and there is less room for the exploratory and student-led activities that Mrs. Johnson values.
Mr. Davis has been conducting classroom observations and has given feedback to all teachers, including Mrs. Johnson, suggesting that they adopt this new method. Mrs. Johnson feels that this feedback is too prescriptive and doesn't consider her professional judgment or the needs of her students. She believes her current methods are effective and supported by educational research, and she is concerned that switching to a direct instruction model will stifle her students' creativity and engagement.
Mrs. Johnson schedules a meeting with Mr. Davis to discuss her concerns. During the meeting, she expresses her frustration and says, "If you want me to teach your way, tell me to do that. Otherwise, just let me teach the way I am professionally trained to teach."
Potential Motives for Mr. Davis's Behavior:
Improving Academic Performance: Mr. Davis genuinely believes that the new standardized method will lead to better academic results and is trying to implement it school-wide to ensure consistency and improved outcomes.
Leadership and Vision: As a new principal, Mr. Davis wants to make his mark and implement his vision for the school. He may feel that this new method aligns with current educational trends or district mandates.
Accountability and Metrics: He may be under pressure from the school district to improve test scores and other measurable outcomes. Standardizing teaching methods could be a strategy to meet these external expectations.
Desire for Uniformity: Mr. Davis might believe that a more uniform approach will make it easier to monitor and evaluate teaching effectiveness and student progress.
Potential Motives for Mrs. Johnson's Behavior:
Professional Autonomy: Mrs. Johnson values her professional training and expertise. She wants to be trusted to make decisions about how best to teach her students based on her knowledge and experience.
Student-Centered Philosophy: She strongly believes in her teaching philosophy and methods, which she has seen work effectively in her classroom. She wants to maintain the flexibility to adapt her teaching to meet her students' needs.
Frustration with Prescriptive Methods: Mrs. Johnson feels that the new principal's approach is overly prescriptive and doesn't take into account the individual strengths and styles of the teachers. She feels stifled and micromanaged.
Advocacy for Students: She is motivated by what she believes is in the best interest of her students. She thinks the new method might negatively impact their learning experience and wants to advocate for maintaining a more engaging and interactive classroom environment.
Desire for Clarity: Mrs. Johnson seeks clear guidance. If the principal insists on the new method, she wants a direct order rather than ambiguous suggestions. This way, she can either comply explicitly or have a clear basis to contest the directive if she disagrees.
In this scenario, the key challenge is balancing the principal's vision and mandates with the professional autonomy and expertise of experienced teachers like Mrs. Johnson. Open communication and a willingness to find a middle ground that respects both perspectives will be crucial in resolving this conflict.
Resolving the conflict between Mrs. Johnson and Mr. Davis can be effectively approached by integrating the Transtheoretical Model (TTM) Stages of Change and Motivational Interviewing (MI) techniques. Here's a detailed explanation of how these approaches can be applied:
The TTM Stages of Change Approach
Precontemplation:
Mrs. Johnson: Initially, Mrs. Johnson may not recognize the need to change her teaching methods. She is confident in her current approach.
Mr. Davis: Understands that there may be resistance and the need for change has not yet been fully acknowledged by all teachers.
Strategy:
Mr. Davis: Share data and evidence supporting the new method's effectiveness without being confrontational. Highlight success stories from other schools.
Contemplation:
Mrs. Johnson: Eventually, Mrs. Johnson may begin to see potential benefits of the new method but remains unsure and weighs the pros and cons.
Mr. Davis: Acknowledges Mrs. Johnson’s concerns and is open to discussion.
Strategy:
Mr. Davis: Engage in open dialogue with Mrs. Johnson, exploring her thoughts and feelings about the change. Use MI techniques to express empathy, develop discrepancy, and roll with resistance.
Preparation:
Mrs. Johnson: After a few scheduled meetings with the principal and several conversations with her colleagues, Mrs. Johnson decides to give some aspects of the new method a try, provided there is room for integrating her style.
Mr. Davis: Prepares to support Mrs. Johnson with resources and flexibility.
Strategy:
Mr. Davis: Collaborate with Mrs. Johnson to develop a plan that incorporates elements of both teaching methods. Ensure she feels supported and valued.
Action:
Mrs. Johnson: Begins to implement the new method with adaptations that align with her teaching philosophy.
Mr. Davis: Provides ongoing support, feedback, and encouragement.
Strategy:
Mr. Davis: Regularly check in with Mrs. Johnson, offer constructive and forward-looking feedback, and celebrate the small wins in collaborating on this blended approach, addressing ongoing obstacles and barriers collaboratively.
Maintenance:
Mrs. Johnson: As Mrs. Johnson continues to use the blended method, adjusting as needed to enhance effectiveness, her style adapts to the new practices without the need for formal interventions.
Mr. Davis: Ensures continuous support and opportunities for professional development.
Strategy:
Mr. Davis: Encourage reflective practice and provide platforms for Mrs. Johnson to share her experiences and insights with peers.
Some Leadership Techniques via Motivational Interviewing (MI)
Express Empathy:
Mr. Davis: Show understanding and respect for Mrs. Johnson’s feelings and perspective. “I understand that you have a lot of experience and have seen success with your current methods.”
Develop Discrepancy:
Mr. Davis: Help Mrs. Johnson see the gap between the current outcomes and the potential benefits of the new method. “I’ve noticed that while your students are engaged, there might be ways to further enhance their academic performance using some new techniques.”
Roll with Resistance:
Mr. Davis: Avoid direct confrontation. Instead, acknowledge Mrs. Johnson’s resistance and use it as a point of discussion. “It sounds like you have some valid concerns about the new method. Let’s explore those together.”
Support Self-Efficacy:
Mr. Davis: Boost Mrs. Johnson’s confidence in her ability to adapt and succeed. “You’ve been a successful teacher for many years. I believe you can integrate these new strategies and make them work for your students.”
Integrating Both TTM & MI Approaches
Assessment:
Mr. Davis: Assess where Mrs. Johnson is in the stages of change regarding adopting the new method. Use MI to explore her readiness and willingness to change.
Collaborative Goal Setting:
Mr. Davis and Mrs. Johnson: Set mutually agreed-upon goals that incorporate both the new method and Mrs. Johnson’s expertise. This respects her professional autonomy while aligning with the principal’s vision.
Tailored Support:
Mr. Davis: Provide tailored support based on Mrs. Johnson’s needs and feedback. Offer professional development opportunities that align with both the new method and her interests.
Continuous Feedback:
Both Parties: Maintain an open line of communication. Regularly review progress, address any challenges, and adjust the approach as needed. This iterative process helps build trust and ensures that both perspectives are respected.
Some readers may be thinking that Mrs. Johnson already has one foot out the door in response to this administrative change in teaching expectations and that, in this case, it may be best to coach her into a different school that aligns more closely with her philosophy and approach to classroom teaching and management.
However, by using the TTM Stages of Change to understand and guide Mrs. Johnson through the process of adopting new methods and applying MI techniques to foster a supportive and collaborative environment, Mr. Davis can effectively manage the change. This approach not only respects Mrs. Johnson’s professional expertise, but it allows Mr. Johnson to acknowledge complementary practices that benefit the principal’s larger goals and, ultimately, can benefit the students in more ways that the principal initially planned.
Greg Mullen
July 18, 2024
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