Hello Daniel,

I can sympathize with your position. When presenting Habits to staff, I have continually stressed two arguments for taking them up within the school,

1. Shared language/common approach

2. 'Essential skills'

I noticed that Graeme in a recent email outlines linking the Blueprint to Habits, and it is a powerful argument. I have found that many staff were happy to engage with the material when they realized it was seen as a key part of learning and of our school's commitment to the future direction of teaching. With resistant teachers, I feel the reticence can be seen as an extension of the debate over who defines what constitutes teaching and learning in the school.

Conventional wisdom would suggest that leadership should provide the direction, while the staff body work together on the definition. Having the Principal class, the Department's Blueprint and some leading teachers on board seems to indicate that the direction for your school is reasonably clear - the direction and preferred definition of what constitutes teaching and learning seem to support the implementation of Habits. The challenge is of course to get everyone moving in the same direction and with the same purpose.

I believe that if the majority of staff can come to share a similar definition of what teaching and learning is, then the development of a common language and a shared approach seems the next logical step. Habits is ideal for developing the common language and the shared approach. Your resistant teacher seems to be using the old line of saying '"it is stuff we are already doing". In some ways, she is correct as much of the work can relate directly to best practice already happening in schools. But is she using the same language as everyone else when she is teaching? Is her vision of learning the same as everyone else's?

Convincing all members of staff that it is worthwhile to follow the path along implementation of the Habits is potentially the biggest challenge facing those trying to kick start the process in schools. If the Habits can be made to be powerful for the many, it will hopefully entice the few who resist to join in. From there, I suppose that the next big challenge will be to ensure that work in this area does not just become another fad or what once was 'the latest thing', but rather part of a redefining of what it means to teach and learn.

Must be Friday. Hope my rant helps, and good luck.

regards,

Richard Owens

Dear Daniel,
Good to hear from  you and hope to shed some light on your quest.  Your goal of bringing all the staff in alignment is a valid as it is what is best for students.

I have had several instances in which staff members state, "But we're doing this already".  I have found several approaches, maybe one of which, or combinations of which might work for you.

1.  Agree with the person and congratulate them; then ask them specifically what they are doing.  You might say, "Great that's wonderful that you have been using the HOM.  Tell us how you have used them.  Give us an example of your lessons and activities.  Share with us your successes."

2.  Focus on students.  You might ask, "As you are already using the Habits of Mind, what effects are you finding with your students?  Where are they in their development?  Have they internalized them yet?  How are you adjusting your teaching to accommodate their level of development?"

3.  Peer recognition.  Your school administrator, without pressuring, should have discussions in staff meetings about how various teachers are teaching the HOM.  When school leadership focuses on the HOM, takes the time to illuminate and extend them and recognize the efforts of teachers in teaching the HOM and shares the results he/she sees in students, it becomes very obvious that what the other teachers are doing is paying off to them and to students.

4.  Demonstrations.  You might ask this teacher if you could come to his/her class to discuss the HOM with them (while the teacher is present).  You might say that you are gathering some evidence of some aspect of the HOM and are surveying/interviewing various students in the school.  Could she give you some time to talk with his/her students.  An alternative is to invite the teacher into other classrooms where the HOM are apparent

I don't know if any of these suggestions will work but they might give you some stimulus.  By all means do NOT coerce, ridicule or cause this teacher to lose face.  That would undermine the whole effort. Honor her position and work within her positive assumptions.

Much love,
Art Costa

Dear Art,

It is so good to realise that this hub is really being mentored by you!  This means a great deal to me and my school because  it will be like having privat tuition from the guru himself. 

 Thank you!!!

 Sue Barford