The Change is Hard—But Possible
Reimagining Learning: A Year of Purposeful Change
"It's worked this long, why change it?" How many times have we heard this sentiment, or perhaps even thought it ourselves? In the familiar rhythm of the school year, amidst packed schedules and relentless demands, the inertia of the status quo can feel like an unshakeable force. We see the data, we hear the calls for a more relevant, engaging education, yet the comfort of routine and the fear of the unknown can keep us firmly rooted. It’s easy to feel like the system, while perhaps not perfect, is functional enough. But what if "functional enough" is no longer serving the evolving needs of our learners, or worse, stifling the very joy that should be at the heart of discovery?
For many educators, the prospect of change isn't just about the effort involved. It's intertwined with anxieties about judgment – from peers, from administrators laser-focused on data points, from a system that sometimes seems to prioritize compliance over innovation. Some of you may have bravely dipped a toe into new waters, only to feel the sting of negative feedback, pushing you back towards the perceived safety of tradition. And let's be honest, change is inherently difficult for most of us. The uncertainty, the potential for missteps, the vulnerability of trying something new – it can feel daunting, especially in a profession already brimming with pressures.
We carry the weight of societal expectations, the ever-increasing demands for better test scores, well-adjusted graduates, and work-ready young adults, often without commensurate training, support, or funding. Our plates are overflowing with lesson planning, grading, parent communication, and the simple act of being a human being navigating a complex world. In this context, the idea of adding "change" to the mix can feel like an unbearable burden.
But what if the changes we seek aren't about monumental overhauls, but rather small, intentional shifts that can reignite the spark of joyful learning for our students and, in turn, for ourselves? This post is for those who feel the weight of the "why change it?" but also sense a yearning for something more. It's about acknowledging the very real challenges and offering a path forward – one small step at a time.
The resistance to change often stems from a perception that the current system is adequately serving its purpose. However, if we pause and truly examine the engagement levels of our students, the relevance they perceive in their learning, and the cultivation of those crucial 21st-century skills, a different picture might emerge. While the traditional model may have served a different era, are we truly fostering the deep curiosity and intrinsic motivation that fuels lifelong learning – the kind of absorption we see in a child captivated by a ladybug or an adult lost in their favorite hobby?
The fear of judgment is a powerful deterrent. When innovation is perceived as a threat to established norms or when data becomes a purely punitive measure, the risk of trying something new can feel too high. It's crucial to clarify that reimagining learnig isn't about blaming the past or dismissing the dedication of educators who have worked tirelessly within the existing system. It's about recognizing that the landscape has shifted, and our approaches need to evolve to meet the diverse needs of today's learners and the demands of the future.
Change itself taps into our inherent human tendencies. Many educators, driven by a desire to do things well and a commitment to their students, may feel uncomfortable venturing into unfamiliar territory where their expertise might feel less certain. This is especially true for those who found success in the traditional system. However, growth often lies just outside our comfort zones, and the potential rewards – more engaged students, a more dynamic learning environment, and a renewed sense of purpose – can be significant.
Furthermore, the feeling of overwhelm is valid and understandable. Asking already stretched educators to embrace wholesale change without adequate support is not only unrealistic but also counterproductive. The key here is to shift the focus from massive systemic change to small, manageable experiments that can be integrated without adding significantly to the existing burden. These small shifts, grounded in a desire to bring more joy and relevance back into learning, can be the seeds of larger, more meaningful transformation.
The inertia of "it's worked this long" often overlooks the subtle but significant ways in which traditional practices can inadvertently stifle the very essence of learning. When classrooms prioritize passive reception of information over active exploration, when curriculum feels disconnected from students' lives and interests, that inherent joy of discovery fades. We see it in the disengaged gazes, the perfunctory completion of assignments, and the lack of that spark of curiosity that should be driving learning.
The punitive mindset can create a culture of fear that actively discourages experimentation and innovation. When educators feel that any deviation from the norm will be met with scrutiny or negative consequences, the natural inclination is to stick to what is known and safe, even if it isn't yielding the best results for all students. This not only limits the potential for growth but also can erode the professional autonomy and creativity of teachers.
The hesitation towards change, while understandable, can also limit our ability to reach students who learn differently or who are not motivated by traditional methods. By staying within our comfort zones, we might be inadvertently leaving behind those who need a different approach to connect with learning and experience that intrinsic joy.
In practice, small, successful shifts can have a profound impact. Imagine a middle school science teacher who starts each unit with a compelling, real-world problem for students to investigate, fostering that natural "why?" impulse. Or an English teacher who allows students to choose the topics for their research papers based on their passions, leading to increased engagement and deeper learning. These small changes don't require a complete overhaul of the curriculum but tap into students' inherent curiosity and make learning more relevant and joyful.
These small wins can also build momentum and a sense of efficacy for educators. Seeing students become more engaged, more enthusiastic, and more deeply connected to their learning can be incredibly rewarding and can provide the motivation to explore further. It’s a reminder that even within the existing constraints, we have the power to cultivate more joyful and meaningful learning experiences.
To help navigate the initial steps towards change, we offer a "Small Shifts, Big Impact: A Starter's Toolkit." This isn't a rigid set of rules, but rather a collection of low-stakes ideas and guiding questions to encourage experimentation and reflection.
Here are a few tips to help you start implementing these small shifts:
Start Small and Focus: Choose one or two ideas from the toolkit that feel manageable and aligned with your teaching style and context. Don't try to overhaul everything at once.
Observe and Reflect: Pay close attention to how students respond to these small changes. What do you notice about their engagement, their questions, their overall demeanor? Reflect on your own experience as well.
Find a "Change Buddy": Connect with a supportive colleague who is also interested in exploring new approaches. Share your experiences, challenges, and successes. Peer support can be invaluable.
Celebrate Small Wins: Acknowledge and celebrate even small positive changes you observe in your students or your own teaching. These small victories can build momentum and motivation.
We began by acknowledging the very real barriers to change in education – the comfort of routine, the fear of judgment, the natural human resistance to the unknown, and the overwhelming pressures we face. But we also touched upon something fundamental: the inherent joy and engagement that should be at the heart of learning.
Reflective Question: Considering the "Small Shifts, Big Impact Toolkit,” what is one small experiment you feel inspired to try in your classroom this week to cultivate more joy and engagement in learning?
Citations:
Dintersmith, T. (2017). What school could be: Insights and inspiration from teachers, parents, and students across America. Princeton University Press.
Nottingham, J. (2017). Teach brilliantly: What every teacher needs to know to ensure all students succeed. Corwin.
Reibel, A. R., & Thede, M. (2018). Small changes, big impact: Practical strategies for transforming your classroom. Solution Tree Press.
Further Exploration:
Fostering student curiosity:
Incorporating student voice and choice:
The power of small changes in education:
Try this next: In our next post, we will delve into the world of standards-based learning, with a focus on what it is and isn’t.
Kelli Marcus is the author of "Reimagining Learning: A Year of Purposeful Change," a blog series designed to empower educators—teachers, administrators, instructional coaches, and educational staff—to explore and implement innovative practices. A former classroom teacher, school counselor, administrator, and college instructor, Kelli brings extensive experience in providing professional development to school systems, with a focus on standards-based learning, change at an organizational scale, student-centered learning, and teacher-led schools. Kelli Marcus can be contacted through LinkedIn.
