Suggestions

Suggestions for supporting "resistant" teachers 1. Provide a mentor who is already using the methods/practices that are desired. If the goal is establishing a school-wide writing program, select a teacher who is already a strong writing teacher and have that teacher mentor the "resister." Maybe the resisting teacher simply needs a support network. Maybe the resister doesn't know how to make the jump to new practices on his/her own. 2. Identify the barriers to the teacher's implementation of best practices. For example, is there something that an administrator can change in order to encourage implementation? Knight (2009) suggested asking the question "What can we do to makes (sic) it easier for teachers to implement new practices?" (p. 508). Framing the question in this manner appears less negative. 3. Evaluate the ease (or conversely, the difficulty) of implementing the desired practices. Again, Knight (2009) noted that when new practices are difficult to implement, then it's less likely that teachers will do so. Administrators and coaches, therefore, need to take steps to ensure the ease of implementation. An example of that would be implementing guided reading groups. If teachers do not have access to the materials they need to run guided reading groups (such as appropriately leveled materials, multiple copies of texts), they will find it difficult to conduct guided reading groups. If teachers have to try to scrounge up materials (and spend a lot of time doing so), but the basal is right there in front of them, ready to go, then it makes sense that teachers would choose not to use guided reading groups. 4. Provide on-going support during implementation. One school that adopted the four square approach for writing instruction was successful because teachers had support available to them and could access that support when needed. A coach (a teacher in the building already experienced with the approach) was available to model lessons and activities, materials (including the Four Square books and posters) were purchased, and a blog was posted weekly on the school's e-mail site with tips and tricks for the Four Square writing process. However, decisions for implementation of practices are often made with little support given to teachers. Administrators can facilitate this by providing workshops, coaching, materials, opportunities for demonstrations, and other resources. A resistant teacher may need this support in order to take on the challenge of something new. 5.Some resistant teachers cannot just be told that something is good, but instead need to experience that a particular practice is beneficial. Knight (2009) recognized that we often try to use "verbal persuasion" to convince someone to do something, when that can be viewed "as an attack" (p. 510). Knight's (2009) suggestion to solve this problem was to allow teachers opportunities to see a practice in a positive manner. An administrator might have a coach model a practice for a teacher or have that teacher visit a classroom already using a desired practice. Finally, the resistant teacher may just need to know that it is okay to experiment with a practice, but may worry about being observed at a vulnerable time (such as when being observed by the administrator). The administrator will need to be mindful of this and communicate to the teacher that he/she is not expecting immediate or instant perfection of the practice. 6.Don't select too many practices to implement at one time. For the resistant teacher, choose one thing to work on implementing. Pick your battles and realize that it is okay to take small steps to effect the desired change. 7.Communication is key. It is vital that the administrator or coach not come across as accusatory or attacking, but instead develop a dialogue with a resistant teacher. Take the time to find out why he/she clings to certain practices. Also, take the time to explain the reasoning behind the adoption of certain practices. The administrator of the school that successfully adopted the four square approach to writing explained to her faculty //why// she wanted teachers to implement this method. She also described how and why four square had been successful at her previous school. This administrator stated a case for four square and didn't just say "You're going to do this because I said so." She tool the time for communication and the faculty responded and she communicated the purpose for making this change. 8.Try to build a relationship with the teacher. The following document provides suggestions for building relationships and could be useful in dealing with a "resister." In addition, the establishment of a relationship can also work towards building trust. Then, the teacher may be more open to thinking and teaching in new ways.  9. Don't forget to be prepared with information regarding the desired practices. Find any supporting information (research studies, articles, books, conference presentations, etc.) that will promote the cause. An administrator or coach might even want to consider creating a chart comparing practices. Give the resistant teacher concrete information about the practices he/she should be adding to their repertoire. 10.Todd Whitaker recommends not giving the power to the resister. This basically means that an administrator or coach cannot base every thought and decision on how the resistant teacher(s) will respond. If an administrator wants teachers to employ a practice such as word study, his/her first thought cannot be about the teacher(s) he/she knows will immediately react negatively to this decision. Instead, the administrator needs to consider who will embrace this idea and run with it.