Conflict is part of the classroom experience. A teacher cannot eliminate all conflict but there are ways to manage and reduce it. The video below provides ways in which to manage the inevitable reality of conflict in the classroom.
Conflict is part of life and this implies that it is part of the classroom. The video below explains different types of conflict and provides some types on how to deal each of them.
There are several concepts teachers need to be aware of when dealing with groups. In the video below, we will look at the roles and sizes of groups and how they relate to the effectiveness of the group as well.
Young people frequently make mistakes that can lead to legal encounters. However, poor behavior does not always happen in a vacuum. There are times when these choices are influenced by the context in which the child is found. Family can be a major influence on delinquent behavior. In this post, we will look at several family influences that can harm youths are their inclination towards delinquency. These four influences within the family are…
Conflict
Conflict is part of life. However, too much strife can make the home unattractive for young people. When there is arguing and even violence within the home it can influence a youth’s behavior which can lead to delinquency. Youths who witness conflict and violence within the home often imitate this behavior as they grow older and experience similar relationship problems.
The same ideas apply in classroom settings. When students have conflicts at home it can make it difficult to focus on their studies. If the young person is angry about their family problems this can manifest itself in poor behavior in school.
Breakup
Sometimes families fall apart. This could be due to conflict or other reasons. When parents separate it can have a strong influence on a young person. The frustration from one parent leaving their life and the reduced attention can lead youths to look for emotional support in other places such as gangs. Broken families may at times cause delinquency.
Within the classroom divorce and separation can have serious consequences in terms of academic performance and behavior. Students from broken families are at a greater risk of academic struggles and even dropping out.
Incompetence
Some parents have no real business being parents. They may struggle with setting boundaries and or enforcing those boundaries. Others may struggle with controlling their emotions when their children make mistakes. Whatever the case, parents who lack the efficacy to handle their children often create children who have no respect for authority and are inclined toward delinquent behavior.
In the classroom, it is sometimes left to the teacher to become a surrogate parent for a child in a home of parental incompetence. This is a highly challenging situation in that teachers often do not have the tools to support multiple children who are not being provided with appropriate instruction and discipline from their parents.
Deviance
Another major influence of delinquency is the parent’s own criminal background. Parents who are criminals are delinquents can set an example that leads their children down the wrong path. There have been arguments that this could be genetic. Another way to look at this is from a social learning perspective in which the child adopts delinquent behavior from following the example of their own parent(s). In some cases, parents and or other relatives will teach children how to be delinquent.
Parental deviance is a difficult influence for a teacher to deal with. Most children want to be like their parents as this is generally natural. Therefore, the teacher may have to point out the result of the decisions that deviant parents have made and the ensuing consequences.
Conclusion
None of these influences described here appear in isolation. In other words, these influences work together to send youth down the wrong path. For teachers, it is important to be aware of these factors to provide students with the appropriate support that they need.
Learned needs theory is an idea from the business world that will be applied in the educational setting. This theory looks primarily at motivation and more will be explained below.
Developmental theory was developed by Sheldon and Eleanor Glueck back in the 1930s. With this theory, the authors try to explain the dynamics, in terms of the activity level, of a youth in delinquent behaviors. In other words, developmental theory explains delinquent behavior over time rather than why a youth is misbehaving at a given moment. We will look at the concepts of this theory along with its application in the educational setting.
Tenets
One of the core tenets of developmental theory is the idea that chaos leads to delinquency. When there is a breakdown in the home through divorce or there is death or loss of a job, any of these adverse childhood experiences can lead to delinquency. Even something as mundane as moving can lead to poor behavioral choices. All of the examples above are examples of problem behavior syndrome which is a term used to describe negative events in a young person’s life.
Naturally, this can spill over into the classroom when students are having negative experiences in their personal life it can lead to behavioral problems in school. One danger to be aware of is antisocial behavior. The danger with antisocial behavior is that it is of link with persistent delinquent behavior.
There are also life experiences that can reduce delinquent behavior. Often these are events associated with maturity such as marriage, having children, starting a career, etc. Essentially what happens is that as the youth matures and becomes invested in something or someone the payoff for delinquent behavior is not worth the risk. Another way to view this is that these life experiences are associated with maturity and impulsive behavior naturally declines with age.
Paths to Delinquency
Developmental theory also addresses various pathways to delinquency. There are at least three and they are authority conflict, covert, and overt. Authority conflict is when a youth defies and avoids authority. Most teachers have dealt with students who simply refuse to comply and or avoid dealing with the teacher altogether. In such instances, the youth is heading towards delinquency through conflict with authority.
The covert pathway involves passive-aggressive behavior that is delinquent in nature. By covert, it includes behavior in which the authority and or the victim is unaware of what happened. For example, a student steals something without the other person being aware. With time, covert actions can lead to more serious offenses like breaking into homes.
The overt pathway is minor aggressions that eventually become violent. For example, a youth starts out by pushing other students which could one day lead to assault.
Types of Delinquents
The overall pattern of delinquency of youth varies. Life course persisters start young and continue into adulthood. Adolescent-limited defenders start young and stop once they mature. Other kids do not begin to misbehave until their teen years and they either stop once they mature or continue with poor behavioral choices.
Teachers have also experienced all of these various types of delinquents. Some kids start young while others do not. Some kids stop while others do not. The age at which a youth begins delinquency and whether or not they stop is at least partially related to the tenets that were discussed above.
Conclusion
As educators, we need to be aware of problem behavior syndrome and the negative experiences that kids are having outside the classroom because this may partially explain their behavior in class. In addition, we also need to be aware of how long the child has been delinquent as this can provide insight into what to do to help them.
Differential association theory was Developed by Edwin Sutherland in the 1930s. This particular theory is a part of the social learning school in which youth learn criminal behavior through interacting with others. A youth’s behavior is based on what they see as right and wrong as determined by the actions of others. In his context the focus was delinquency but some of these ideas apply in the classroom as well.
Sutherland explains his theory through several principles. We will look at each of these core principles and connect them to the classroom when appropriate
Principles of Differential Association Theory
Behavior is Learned
Negative behavior such as behaviors associated with criminal activities are learned just as any other behavior is learned. What this implies is that nobody is naturally a criminal but instead is a victim primarily of what they learn. In terms of nature vs nurture, this principle falls squarely in the camp of nurture.
Sutherland’s principle is not without merit. In most classrooms, students are often imitating the behavior of each other and even the teacher. When this happens it can be beneficial when the example provided is positive but can be detrimental when the example is negative.
Learning Happens through Interaction
People learn through interacting with others. What this means is that behavior, such as delinquency, cannot be learned in isolation it takes the support of others. Of course, this denies a person the ability to learn on their own in a self-directed manner. As individuals are socialized they acquire the ability to obey or break rules and laws.
In the classroom, it is common for students to teach each other things that may not be positive in nature. Youths can acquire questionable abilities through poor peer interactions. Therefore, teachers have to remain aware of the students who provide a poor example to others.
Learning is Personal
The closer a youth is to an individual the stronger the influence that person has on a youth’s delinquent behavior. In other words, a corrupt best friend will have more of an influence on a youth’s behavior for worse than a stranger who is an upstanding citizen. The level of intimacy in a relationship is a predictor of delinquent behavior.
In the classroom, children learn from children but they learn best from friends. What this means for the teacher is that they want students to have strong relationships with kids who act appropriately rather than with kids who are having behavioral issues.
Criminal Techniques Require Development
Delinquents are often mentored by a more experienced offender. For example, a youth would need someone to show them how to steal a car or how to sell drugs profitably. In addition, youths need to be socialized into how to deal with the police when interactions occur.
Bad students must also develop skills through mentoring or acceptance. Mentoring can involve how to steal or bully other students without getting caught. Acceptance can involve performing various disruptive behaviors to solicit laughs from other students while in the classroom. For students who need feedback isolation can stifle this process.
Rule Perception and a Child’s Perception
Rule perception is how others view rules. Some people are conscious of rules while others have no respect for rules and have an open disdain for them. For youth, seeing contrasting views on rules can be confusing and lead to internal conflict. The reason for this conflict is that young people haven’t formed their own posirion on following rules and are trying to decide whether or not to follow and take rules seriously.
Children in the classroom face a similar dilemma. They see the teacher stressing obedience, that some of the good kids obey, but that the other kids do not. The final decision a child makes during this conflict can be based on family values and or which peer group the child values more than the other.
Differential Association Varies
Submitting to authority can also depend on the dosage of the relationships a youth has. The dosage of a relationship can be measured in terms of duration, frequency, and intensity. Duration is the length of a relationship. In other words, a long-term friend has more influence on youth than a new friend. Frequency is a measure of how often the youths interact. Someone who sees the youth every day has more influence than someone who sees the youth once a year. Intensity is a measure of the amount of respect the youth has toward the influence. An example would be that a parent has more influence than a friend in most situations.
The same concept mentioned in the previous paragraph applies in the classroom. Long-term friends, who see each other frequently, and with the most respect will shape the behavior of a student the most. Relationships are critical to the formation of positive or negative behaviors.
Lastly, Sutherland claims that good and poor behavior does not have the same source. The only reason for delinquent behavior is what the youth has learned. Being rich or poor doesn’t matter. What really matters is what the youth has learned over time.
Conclusion
Sutherland’s work is highly influential in explaining delinquent behavior. His work provides one viewpoint on the way youth’s go down the wrong path. For teachers, watching the relationships students develop may be key to addressing challenges in the classroom.
Deterrence theory is a theory found within criminology that states that policies that encourage fear, high risk, and punishment will discourage delinquent behavior. Without knowing it, many teachers support this view in their classroom management philosophy.
In this post, we will look at deterrence theory as defined in criminal justice while providing applications of this approach in the classroom with teachers. For our purpose, there is general deterrence, which is the heart of deterrence and then there are several variations of general deterrence.
General Deterrence
General deterrence believes that harsh punishment will reduce crime in society or poor behavior in the classroom. Examples of general deterrence would be mandatory sentences, three-strike laws, etc. In schools, it is common to see zero-tolerance policies for specific behaviors such as drug use.
Despite the best efforts of advocates of general deterrence crime and poor behavior persists. This is due in part to the underlying assumption that delinquents and students are rational individuals who weigh the pros and cons of their actions before doing them. Frequently this is not the case students and people frequently do not think things throw before doing them and this is especially the case when emotions are involved or substance abuse.
In addition, people are often convinced that the odds of getting caught are low and thus they can get away with it. Statistical this is correct as the majority of crimes go unsolved. However, in the context of education, it is generally hard to get away with misbehavior because there are usually only 30-40 suspects when something happens in the classroom.
Lastly, general deterrence when it is working well can overwhelm the system as more and more people are arrested and or placed in a facility. As people are caught it simply strains the system rather than stops crime. In the school, if enough students are breaking strict rules it can strain the administration as they try to process all the kids who are causing problems. This simply moves the chaos from the classroom to the office.
Variations of Deterrence
There are several variations of the implementation of deterrence as well. Specific deterrence focuses on making punishment so horrible that the offenders change their behavior. As already mentioned this often does not work and can harden the youth to resist. In addition, if offenders or bad students are labeled because of their mistakes they may commit themselves to live up to the label or reputation that they have now.
Incapacitation is an implementation strategy that focuses on incarcerating delinquents. The thought is that if the youth is locked up they cannot terrorize the community. In schools, this strategy might manifest itself through suspending and or expelling rowdy students. Within the context of juvenile justice, this approach often does not work due to restrictions on resources and the problem that youth who are locked up are often corrupted within the facilities. For schools, students who are removed simply fall behind academically, and when this happens simply will continue to disrupt the learning experience.
Lastly, situational crime prevention involves removing opportunities and increasing the risk of committing a crime. For example, many homes now have cameras which naturally discourage crime because of the threat of being caught. Within schools, the use of cameras has become ubiquitous as well. This approach leads to the protection of potential victims, increases the effort to get away with delinquency, and prevents any excuses because of the silent witness of video recording.
Conclusion
Deterrence is a view that promotes a tough approach to dealing with disobedience. As with any approach, this style works in some cases and not in others. Since there is no single solution to the problem of delinquency deterrence should be viewed as one of many tools that can be used.
Behavioral self-modification is about empowering students to understand what their problems are and allowing them to solve them. In the video below, we will look at how to guide students through the process of self-management.
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Students often have attitudes and demonstrate bad behavior. When teachers face this one strategy to solve this problem is behavior modification. In the video below several examples of behavior modification are shared along with other tips for supporting behavioral change if students
In the video below basic ideas behind classroom management are explained. These insights will be particularly useful for those new to the teaching field.
In this post, we will look at planning from the perspective of business managers. The five-step process below explains how managers plan. While considering this we will look at how teachers address planning in a slightly different way.
Before plans can be made a manager must be aware of the current state of the context. Developing this knowledge of the current state of the situation is called developing awareness. It is hard to plan when one does not know what is already going on. Within education, a needs assessment is sometimes used to develop a map of the current challenges the institution is facing
Once a manager has an idea of what is going on within the setting for which they are needed for decision making they can now move to actually develop a plan.
2. Establishing Outcome(s)
Step two involves making outcome statements. Outcome statements explain where the team is trying to go or is heading. These statements are end statements that indicate how things should be different once the plan is over. An example of an outcome statement would be “improving customer retention by ten percent.” This statement clearly has something that can be measured and thus can be used as an outcome.
In education, it is common for teachers to have goals and objectives. Goals tend to be broader and unmeasurable but still serve the function of guiding a teacher. A simple example of a goal would be “be the best.” On the surface, this statement does not have meaning have much meaning but it does establish a general sense of direction. Objectives are much more narrow but easily measured. An example of an objective would be “after training, the salesmen in appliances will boost sales of appliances by 10% within 6 months. In this example, everything seems to be laid out. When planning is focused on goals and action it is called goal planning.
3. Premising
Premising involves analyzing the assumptions that managers have about the current plan. In addition, premising can be used to determine what resources and materials are needed to complete the plan.
For example, a manager is planning to place their kitchen supplies on sale. Obviously, the manager is assuming they have enough supply of kitchen supplies that a sale is warranted. In addition, the manager is also assuming they can advertise on the days they want. These assumptions need to be checked because assuming them could be disastrous.
In education premising is not as common in the middle of the context as it is in the very first step.
4. Course of Action
In step 4, a manager starts to determine how to move their team from the current state to the outcome state. This can involve creating action statements which are statements that indicate the way a goal will be achieved. For example, if an organization is trying to boost sales an action statement might involve sending people for training in new products. In other words, product training is the action for achieving the outcome of increased sales.
The ideas in this process are highly similar to what is done in education. Instead of an action statement. The main difference is terminology in which education is focused on objectives while management is focused on action statements.
5. Supportive Plans
Supportive plans are additional plans that help to achieve a larger plan. For example, it was mentioned how workers might need training to boost sales. Boosting sales is the main plan but it might be needed to make a supportive plan to get workers trained on new products.
Teachers might make supportive plans on accident and probably don’t see or consider them as supportive plans. For example, if a teacher is teaching math that is too difficult for the students, the teacher might make a supportive plan to provide remedial reteaching to help catch the students up.
Conclusion
Planning is a critical part of management. Teaching involves extensive planning. The goal here was simply to show a different way of planning as derived from the business world. The ideas presented here may be useful for some.
Conflict is a natural part of any classroom. Students will find ways to challenge each other and the teacher. The video below provides ways to deal with conflict when it happens in the classroom.
In this video we will look at the application of Fayol’s principles of management in the academic context of the classroom.
In this video, we will look at several basic ways a teacher can arrange the seats of their classroom. Naturally, each of these arrangements has their own strengths and weaknesses and this will also be addressed in the video.
Students challenge teachers and this is a reality in most classrooms. The video below provides several strategies for dealing with students.
Teachers are called to be leaders of children. This implies that teachers need to understand different leadership styles even if all the details of leadership do not apply in the context of children. Blake and Mouton (1999) developed a leadership grid that helps to identify different styles of leadership that a person may have that apply to the context of the business management world. In this post, we will look at these leadership styles within the context of the classroom
Blake and Mouton identified 5 types of leadership
These five leadership styles are based on concerns for production and concerns for people. Each will be discussed below
Indifferent Leadership
Indifferent leadership is an evasive and elusive style of leading. In this style, people have little concern for production or for the people. Leaders of this type avoid taking responsibility for outcomes and want to avoid problems.
A teacher with this leadership style is not worried about student outcomes or the students. Such a teacher blames others for poor results and avoids dealing with problems when they arise. It is difficult to have this leadership style as a teacher as students will quickly discern a teacher’s indifference and take full advantage of it.
Accommodating
Accommodating leaders have a high concern for people and low concern for production. The primary goal is harmony and maintaining enthusiasm. A leader of this type is going to yield and comply when facing a challenge.
Teachers with an accommodating leadership style are generally popular teachers. They make students feel good by making the student learn too much. This focus on relationships and indifference to production allows these teachers to connect with students without being the “bad guy.” As mentioned early, students love this type of teacher until they move to the next level of learning and realize they were not prepared for it properly.
Controlling
A controlling leader is an individual that establishes control and states what they want clearly. This type of leader is concerned with production and has little concern for people. People are held accountable and there is no accommodating of excuses. The key characteristics of this type of leader are directing and dominating.
A teacher with this style of leadership is often viewed as a “task-master” by students. This teacher is tough but fair and holds students to high standards. Students may generally hate this type of teacher but will grow to appreciate the strictness when they move forward in life and see how they were prepared for future challenges.
Sound
A leader with a sound style has high concern not only for production but also for people. This leader encourages involvement and commitment from subordinates and explores multiple positions. Of course, this is a difficult balancing act and thus it is hard to find sound leaders.
A teacher with a sound leadership style will push students while also supporting them. This type of teacher will also listen to and hear the concerns of students while maintaining high standards. As already mentioned, it is difficult to balance performance with the emotional needs and concerns of students.
Status Quo
A status quo leader is an individual with moderate concern for production and people. They look for popular yet cautious results and seek to achieve consensus wherever possible. Generally, this style of leader will do what it takes to keep things the way they are.
Status quo teachers focus on keeping things the way they are. There is little desire for pushing students but rather a desire to make sure they don’t fall behind. As such, this type of teacher is simply looking to do their job.
Conclusion
There is a time and place for each of these styles. An indifferent leadership style can be successful in a highly unique classroom. It is equally possible that a sound leadership style could be inappropriate. What excellent teachers really do is adjust their style to the students they are teaching.
Sometimes, a teacher is confused by a student’s behavior. There does not seem to be any explanation for the student’s behavior. In such situations, it may be beneficial to determine the student’s cultural values. Suppose the student’s values conflict with the school’s and society’s values. In that case, this could be a source of some of the deviant behavior. This post will look at subcultures and their role in delinquency.
Subcultures
Subcultures are cultures that are a part of a larger culture. This is not the best definition and serves as an example of the difficulty of defining the term subculture. The main point is that a subculture has a set of values and beliefs slightly different from the majority culture.
For our focus on delinquency, young people may break the rules and or laws in an attempt to act in accordance with subculture norms over the mainstream cultural norms. However, deviance can also happen if members of a subculture struggle to assimilate into the mainstream culture or may even be rejected by the majority culture.
Cohen (1955) found that youths from subcultures may experience cultural conflict. Culture conflict involves dealing with a situation in which one set of cultural values may conflict with another. For example, a child from a home that emphasizes athletics may struggle with expectations of academic excellence. Yet, Cohen’s work examining lower-class gang delinquency found that the subculture was malicious, negative, and not useful. In other words, the subculture of gangs had evil intentions that lacked benefit even for the gang members at times. oF course, this is from the perspective of an academic.
Miller (1958) found several cultural values of lower-class juveniles in his own work as follows:
These values are examples of problems kids today struggle with in school. It is common for many children to struggle with trouble, for males to focus on toughness, etc. These values are often values that are not stressed in other cultures.
Excusing Deviant Behavior
Despite the desire to be a part of the subculture, youths in this situation also often want to be accepted by the mainstream culture. Their inability to do this leads to several common excuses that Sykes and Matza (1957) observe. Denial is a common excuse youth make and involves denying responsibility, injury, and the person they may have been victimized.
Denial of responsibility involves the youth stating that whatever happened was an accident or something forced them to do it. For example, students in the class will blame someone else for their inability to stop talking. Denial of injury is a youth’s attempt to deemphasize the harm they did to another person by excusing it as a joke or prank. Denying the victim involves justifying actions based on the idea that what happened was self-defense or retaliation. For example, two kids are fighting, and one is seriously injured.
There are two additional ways that youth try to excuse their inability to fit into the mainstream culture. Young people may attempt to condemn those who condemn them. This is commonly seen in calling the mainstream culture oppressors or racist or some other term to try and demonstrate that the members of the mainstream culture are no better than those of the subculture.
The final justification for deviant behavior is an appeal to higher loyalties. A youth may stick to the views of the subculture and blame these higher values on deviant behavior. Some common terms associated with this are “remember where you came from” and “keep it real.” These ideas can sometimes pressure an individual to act in a way that is deviant to maintain loyalty to the subculture.
Conclusion
There are always reasons for unacceptable behavior. One of the reasons can be a cultural differences. Students will sometimes face a conflict between maintaining the values of their subgroup or the larger values of the school and society. In such situations, the teacher must understand this internal conflict to develop ways to help the student.
Human resource management has become highly important not just in business but also in the world of education. Schools now have to hire, support, and sometimes fire personnel. With these various outcomes, it is the role of the HR person to maneuver through these situations.
Who is Responsible for HR
In the school setting, the role of HR can vary substantially. In a small school, the principal may be primarily in charge of the various processes associated with HR. In larger schools, this role may shift to an assistant principal or someone else on campus. Some school districts control this process and may send a new teacher to the district office for processing. The point is that there is no single standard way for a school to handle the aspects of HR.
Even though every school and district can handle this process differently, several things are generally considered HR responsibilities, including the following.
Compliance
In the US, there are a lot of laws relating to employer-employee relations that have to be adhered to, and this falls on the HR manager to do. These laws include discrimination, fair labor, medical leave, labor relations, and more. For example, teachers are entitled to maternity leave when they have children. The HR manager needs to ensure the teacher(s) can take this leave; otherwise, the school could be sued in court.
These various laws are laws the HR manager needs to be aware of. As already mentioned ignoring these laws could have severe legal ramifications for an educational institution.
Hiring
HR plays a critical role in the selection of potential teachers. Often, HR is the one who receives resumes and forwards qualified candidates to the administration and other leadership members. HR is also often responsible for scheduling interviews, participating in interviews, and oftener feedback on potential candidates. It is also often HR’s job to congratulate those who have been offered employment and contact those who were not selected.
During this process, HR also ensures all laws are adhered to regarding such topics as discrimination, affirmative action policies, and negotiating compensation for potential candidates. For teachers, it is also important to check if they have the appropriate state credentials and to develop a plan for acquiring them if a selected person does not have them.
Once an employee is tired, it is also the HR manager’s job to onboard the new teacher. This can involve showing the new employee around, introducing them to their new, and explaining policies and expectations. There is also the task of completing a lot of paperwork involving benefits, salary, and acknowledging an understanding of critical policies.
Performance Management
Performance management is another critical task of HR. In this regard, it is common for HR to work with the administration to ensure that teachers’ performance is evaluated. Usually, this is done once a year, but it can be more frequent if a teacher is struggling at their job or if the teacher has less experience.
In this task, the HR manager often serves the role of secretary. They remind administrators of these tasks and maintain a record of the evaluation for legal reasons. However, this may not be the case in every instance that one sees in the field.
If performance is not acceptable, that is where things can be tricky. HR must ensure all laws and policies are followed when dealing with an underperforming teacher. Again, they serve as a guide to the administration, who often do the heavy lifting of removing teachers if needed.
Compensation
Compensation and benefits are often not as negotiable for teaching and even some administrative positions. Things improve a great deal in terms of negotiating at higher levels such as principal and especially at the superintendent and beyond. For rank and file teachers, there often is much to fight for in terms of salary.
Some schools have performance-based pay. The HR manager must explain these policies to new hires in such situations. Unlike other fields, people often do not become teachers for the salary, so compensation is not often a major topic.
Professional Development
A major component of teaching is professional development. This can involve taking college courses and or in-house training. Often it is required by law for teachers to have additional training throughout their careers. Therefore, professional development is a major part of the HR process.
The HR manager or the local needs to ensure that all teachers earn additional education as part of the employment. HR may also assist in setting up training opportunities for teachers. As such, this is a major part of the HR professional job at the school level.
Conclusion
HR has become a critical part of most educational institutions. Whether it’s laws, hiring, training, or managing teachers, HR is often a part of this process.
Change can be beneficial or difficult for an educational institution. This post will look at the types of changes and the various dimensions of change.
Types of Change
There are three common types of change in an institution, and these are structural, technological, and cultural change. Structural change involves revamping the relationship within the organization. This can involve changes to the concentration of power, revising responsibilities, and or enhancing effectiveness. An example would be a larger department divided into two smaller ones.
Technological change is the implementation of new technology within an organization. An example would be schools shifting to online learning because of social distancing requirements. Such a change was incredibly demanding given the short notice of the switch.
Lastly, cultural change involves adjusting the norms and thought patterns of the organization. Changing how people think and do things within an organization is exceedingly difficult. An example of cultural change could be placing emphasis on providing students with feedback if this is something that was neglected in the past. Such a change forces teachers to rethink how they provide academic support to students.
Of course, these changes discussed above can happen alone or in combination with the other types. For example, the shift to online learning was a technological and cultural shift for teachers and even a structural change for many institutions. As such, none of these changes have to happen in a vacuum.
Dimensions of Change
Dimensions of change help us to determine how strong the change will be. The dimensions of change are scope, level, and intentionality. Scope of change is a way to measure the disruption of the change. Change can be incremental, which involves small adjustments such as promoting an individual. Change can be transformational, which entails major disruption of the organization, such as creating a new department. Lastly, change can be strategic, which aligns an organization with its philosophy.
The level of change is a measure of who is involved with the change. Change can take place at the individual, group, or organization level. Individual change is focused on one person, such as a teacher or student. Group change is focused on helping people to work together better and can be done through socialization and other team-building activities. Organizational change affects everybody and can contribute to changes at the group and individual levels.
Intentionality of change indicates the level of planning involved in change. Change can be either planned or unplanned. Planned change was developed with foresight with the goal of implementation. Unplanned change means that nobody saw it coming or that it was extemporaneous.
Conclusion
Change is a complicated concept that can come into an organization in many ways. Even though it is hard to clearly explain all the dynamics of change, it is clear that change is the only constant that all institutions face.
This post will look at an educational institution’s organizational makeup and important ideas to consider when developing an organization or addressing the need to make changes.
Terms in Organizations
The organizational structure of a school is its approach to connecting ideas and people to complete tasks within the organization. The design of the organization involves the actual setup of the structure. For example, most schools have a principal at the head, vice principals, department heads, and teachers. For the sake of communication and discipline, this is a common structure that is employed.
However, the example above is an example of the formal organizational structure of an institution. With formal organization, everything is laid out in terms of relationships within a professional. Another form of organizational structure is the informal organization, which is the interpersonal relationships within an organization. For example, the principal might be close to the English department because he was an English teacher before going into administration, and one of his former students works in this department. The principal’s relationship is stronger in English than in other departments.
Organizational change involves the constant flux within an organization’s structure. People come and go, new roles are created, old roles are removed, etc. Occasionally institutions have to experience organizational development, which involves change management.
Traits to Consider
Educational institutions are often bureaucratic by nature. Despite this, several questions need to be addressed.
Degree of SPecialization
The degree of specialization is the level of expertise a person must demonstrate. For example, high schools generally of single-subject experts, whereas this is not always the case with elementary teachers who teach multiple subjects. Therefore, high schools emphasize specialization more than some elementary schools do.
Command and Control
Command and control refers to how teachers report to each other and the principal. It also involves how people work together to accomplish a task. For example, teachers often do not have to report to each other but do have to explain their actions to administrators and concerned parents.
Span of COntrol
Span of control has to do with the breadth of responsibility a person has. Generally, as you go up a hierarchy, the span of control broadens. For example, teachers are responsible for their classroom, while principals are responsible for the entire school.
Centralization
Centralization is an indication of who has decision-making within an institution. Highly centralized schools mean that a handful of people make all decisions, while a decentralized school is one in which decision-making power is spread among more people. This is one trait in which schools take a wide variety of positions. Many schools can be centralized, but some schools do not share this value.
Formalization
Formalization is the level of strictness to the structure and responsibilities within institutions. The military is a highly rigid system that is heavily formalized. Schools tend to be much less formal as teachers often wear various hats at any moment. In addition, there are not many layers of hierarchy at the local school level, which helps to further encourage an informal preference.
Conclusion
There is no single structure that is best and works for all organizations. The point here is to make one aware of the ideas behind organizations to make changes to an organization or to develop a new one.
A prior post began a discussion about strategic management for administrators. There are about six steps in this process, which are shared below.
The first two bullets were addressed previously. Now we will continue the discussion focusing on goal development.
Goals Development and Strategic Levels
Strategic goals are broad goals that involve the big-picture of the goals of the institution. Generally, these goals are performance-oriented. For example, a school may set a goal to boost academic performance among its students.
There are also different levels at which objectives can be set. This will vary from place to place, but an institution can have levels at the following as an example
We will not go over all of these for the sack of time. A teacher may set goals for individual students, particularly those struggling. These can be behavioral, academic, or some other focus the teacher is working on with the student. For example, a teacher may set a goal with a student that the student will improve their math performance. This is vague enough to be a goal but also gives the student some to work on.
The idea above applies to all the other levels. The main difference is that the number of stakeholders increases, which necessitates that the goals become broader in nature as they try to encompass more people. In addition, different people are involved in setting goals at different levels. For example, teachers will probably set goals at the student, class, department, and grade level. Administrators will begin to set goals at the school level to the district level, and politicians and government bureaucrats will set goals at the city level and beyond.
One method for developing goals is the SMART framework. The SMART framework is an acronym that means
Whether or not a goal meets the criteria above is subjective, but an example of a smart goal is below.
The school will raise academic performance in reading comprehension on average by one grade level at the end of two years.
The goal above is specific, as you can tell what needs to be done. It is measurable because the metric is the average reading comprehension score. The score is achievable as students have plenty of time to improve. It is relevant to the mission of most schools, and the objective is time-bound as it states that this will take two years to complete.
Conclusion
Planning and strategy development is difficult to do. There are many moving parts, and it is hard to determine what needs to be achieved. However, a basic process can be adopted to guide the development of goals and for planning that can hopefully make this easier.
The PESTEL model is an alternative risk assessment approach to the more famous SWOT analysis. IN this post, we will look at the application of the ideas of this model within the context of a school. PESTEL is an acronym that stands for
Political Factors
Political factors can include local laws and ordinances that may impact an institution’s ability to function. Examples can include labor laws for faculty and staff, privacy laws, laws regarding children such as the number of days of study per year, etc. All of these legal concepts fall within the purview of political factors.
If a school is overseas, this can become more complicated. Now the school; has to deal with immigration laws and visas. The school must also address Language and customers as well as addressing the hiring and even the firing of local faculty and staff.
Economic Factors
Economic factors are related naturally to money. Schools, particularly private and tertiary schools, are affected heavily by the economy. Tuition-driven schools can be destroyed by an economic downturn. Government schools are often immune to this to a certain degree because of government support, but no institutions survive an economic downturn unscathed.
Other problems can include obtaining loans and buying things on credit for private institutions. Interest rates may change, and cash may not be available. Private schools may not receive an influx of cash except when tuition is paid several times yearly. This necessitates borrowing money in the short term to cover expenses until tuition for the next semester comes.
Sociocultural Factors
Sociocultural factors relate to awareness of local demographics and culture. How a school addresses upper-class kids will be different from how they help immigrant kids who do not speak English. In addition, like everything else, demographics and values change over time. If schools are not keeping track of this, the community around them will change while the school is holding on to ideas that worked in the past but are no longer appropriate now.
Schools usually keep track of local cultural needs as meeting needs is a main philosophical component of education today. However, it is still important to be aware of this aspect of an analysis.
Technological Factors
Technology changes at a speed that cannot be appreciated or understood. Everybody struggles with the latest improvements in technology. However, the challenges of technology are not only the speed. Sometimes the availability of technology can be a problem as well.
For example, there is an idea called the digital divide. The digital divide is the separation in terms of technology between various countries. Within education, what can be done can be limited in part by access to education.
Environmental Factors
Environmental factors relate to such things as weather, energy, etc. Schools that provide transportation have to take into account the price of this. In addition, dormitory schools have to look at the cost of energy and water as students live on-campus. Environmental factors can also impact hiring. Suppose faculty and staff cannot find local housing because of environmental concerns. In that case, it can complicate things for the school.
Looking at the environmental factors can also include the appearance of the school. For example, no-gum rules are often put in place so that gum is not found all over campus, ruining the school and its appearance.
Legal Factors
Legal factors are similar and related to political factors and can overlap with economic factors. The real point here is to understand that the ideas in the PESTEL model overlap and indicates that the divisions discussed here are artificial. To make a clear report of the context a school is facing having categories like those presented by the PESTEL model is convenient.
Sometimes bad students become criminals. The warning signs are there, and teachers may do their best to try and prevent something like this from happening. However, kids will still make poor choices no matter what others do to prevent this.
In this post, we will look at why criminals commit crimes and try and compare this to why students break the rules.
Rational Choice Theory
Rational choice theory states that criminals break the rules because it makes sense to them and is reasonable. The criteria for this decision are the risk-reward prospects. Suppose the punishment is not significant or highly unlikely to get caught. In that case, a person inspired by rational choice might think the risk is worth it when breaking laws. Therefore, to eliminate criminal behavior, society needs to have punishments that are strong enough and common enough to deter criminal behavior.
Few people are quite this logical in their decision-making, which applies even more to children. Students may make rational decisions to break the rules, but their behavior is generally more focused on random resistance than strategic anarchy. However, just as with adult criminals, poor behavior will be less likely to happen if there is a sufficient presence of harsh detergents.
Social Disorganization Theory
Social disorganization theory proposes that the makeup of a neighborhood is associated with the level of crime in the neighborhood. Therefore, areas with high levels of dysfunction in broken families, unemployment, drug use, etc., will also be areas of higher crime rates. Therefore, reducing crime is as simple as finding ways to revitalize communities.
This theory seems to align with ideas in teaching strongly. Students from disadvantaged backgrounds often exhibit more behavioral problems in the classroom. Maslow’s Hierarchy of needs touches on these ideas as lower-level needs are often neglected in dysfunctional situations. Therefore, supporting students’ basic needs may help alleviate aberrant behavior from difficult students.
Social Learning Theory
Social learning theory states that lawbreakers learn to break laws from other lawbreakers. A criminal’s peer group and family are among the most powerful influences in the individual’s tendency to break the law. Reducing crime is as simple as removing kids from negative influences.
Social learning theory is also found in education. The theory has the same position as found among criminologists in that individuals learn from those around them. Therefore, if a student likes to hang out with the “wrong crowd,” they will accept and learn the behavior of those people.
Conclusion
Anyone who has made a theory in the social sciences will tell you that no theory adequately explains everything. Human beings are unpredictable and erratic in their behavior. As such, multiple theories are developed to provide insights into different situations. There are times when multiple theories can help or when one theory is the most appropriate insight into developing interventions to help wayward students. Therefore, condemning any of the approaches mentioned here would not benefit all the different types of people with different problems.
Culture is a major topic in education. As people travel worldwide, they encounter people who are similar and different from them. Naturally, the diversity that is found today can e beneficial and a headache, and this applies in the classroom as well when teachers and students come together from all over the globe.
This post will look at Hofstede’s Cultural Framework, which involves five dimensions (power distance, individualism, uncertainty, long-term orientation, indulgence). We will examine these concepts as they apply to the context of teaching and the classroom. Furthermore, rather than discussing these terms at the country level, we will look at the aggregation of the individual level, as most classes are small enough to work at this level.
Power Distance
Power distance measures how accepting a student is of hierarchical authority. Students who have a high power distance that a difference between authority between the student and teacher is acceptable, while students with a low power distance want a more egalitarian relationship with their teachers. Naturally, this also applies to teachers, teachers with a high power distance expect a large degree of authority and deference in the class, while lower power distance, teachers view students more as peers and collaborators.
There is no right or wrong place in terms of power distance. Education has gone toward minimizing power distance, but this is a trend and not a moral argument. What really matters is that a teacher is aware of where they stand in terms of power distance and aware of where their students stand regarding this. Understanding that a student needs a more egalitarian power-sharing teacher can reduce conflict and stress for the teacher. In addition, understanding that a student(s) needs a strong authoritarian teacher is also beneficial in improving classroom management.
Individualism
Individualism is in contrast to collectivism and is the emphasis placed on the person or the group. Highly individualistic students do what is best for them at the group’s expense. Students who are low in individualism will put the group’s needs ahead of their own. Rewards should be determined by effort rather than based on equality. Lastly, highly individualistic students will put the task ahead of relationships.
For teachers, it is important to know how to manage individualistic and collectivistic students to have success in the classroom. An individualistic student will demand autonomy and space, which entails the teacher may need to back off a little. There is a need for harmony and relationships for a collectivistic student, which may mean the teacher needs to back off on being demanding as this is not valued by the student.
Uncertainty Avoidance
Uncertainty is a measure of people’s comfort with risk and unpredictable situations. Young people tend to act recklessly with their own decision-making but are overwhelming condemning of parents and teachers who are unpredictable and erratic. I have seen almost no exception to this in my personal career. Students generally have low acceptance of uncertainty.
This does not imply students don’t like surprises. The point is that change should be slow and occasional with lots of warning. With many unstable families, students are looking to schools to provide constancy and stability in this day and age. As such, uncertainty is something, many students want to avoid as they desire the role of being unpredictable over the teacher. Therefore, teachers probably want to limit uncertainty through clear management and consistent expectations.
Masculinity
Masculinity measures how desirable traditional masculine traits are to a student. Highly masculine students value work and high grades compared to less masculine students. Masculine students live for work while low masculine students are more focused on friendship and doing less, and “smelling the roses.”
Masculine teachers are usually aggressive and ambitious. Naturally, this could cause conflict with students who are more focused on enjoying their time. This is another example of how teachers need to be aware of their own cultural preferences and their students.
Long-Term Orientation
A student’s orientation is determined by whether they focus on the short-term or long-term. Young people tend to focus more on the here and now, while adults often think further into the future. Therefore, like uncertainty avoidance, this may be an example of where there is not as much variance in the position of students.
Generally, students are focused on the moment, but they expect teachers to have a long-term orientation. The reason for this may be the idea of stability. Students want the freedom to be foolish, knowing that they have a support system around them to help them if something goes wrong. IF the supporters cannot plan ahead, it would be difficult for them to help careless students.
Indulgence
Indulgence is the view of the student as to the role of the society or school to fulfill the student’s desires. For example, highly indulgent students think that the school or classroom should be fun and enjoyable. Students who are low in indulgence see school as a place to restrain desire through rules and regulations.
Each student and teacher is going to vary in their orientation of indulgence. The clashes come when teachers and students view this differently. Again, it falls on the teacher to be flexible and reflective to adjust to the students while being aware of their own preferences.
Conclusion
Each person is unique and has their own view of the world and their own preferences. Hofstede’s work was done at the level of countries. However, teachers deal with individuals, not entire nations, which implies that there will be uniqueness among the students in terms of what they value. Therefore, the teacher needs to be aware of what students’ needs and personalities want so that they can help students to be successful
Frederick Taylor (1856-1915) developed his management principles in response to the problems he was seeing in the workplace. IN this post, we will look at these principles and the backdrop to their origins.
Industrial Revolutions and its Problems
The Industrial Revolution led to major changes in the production of goods. Items went from being produced at home to being produced in factories. The work went from families working as a team to individuals working away from home. Natural these changes had pros and also cons.
The main pro has already been mentioned and involves the boost in productivity. However, among the cons was a lack of motivation, issues with determining how much to produce with workers and managers manipulating each other, and a general lack of standardization. Lastly, workers were concerned with wages, working conditions, and justice.
Life of Fredrick Taylor
In this context, Fredrick Taylor (1856-1915) emerges. Unable to go to college due to an injury, Taylor went to work in a factory and saw workers destroy tools to prevent overproduction, which they believed could threaten their employment. Witnessing this, Taylor decided to take an empirical approach to this problem.
Taylor applied several different methodologies to examine production, such as time series, standardization, division of labor, time management, and incentives in such context as piecework production. He was also a huge proponent of finding the right person for the job and moving people as necessary to achieve this benefit to the person and the employer.
Four Principles of Management
Below are the four principles of management according to Taylor
Managers need to make sure science is the tool used for making decisions. Science relies on and observation and analysis of data. Using a scientific process is considered superior to making intuition or gut decisions. When science is used, employees may not agree, but they can see the thought process behind the decision. The principle of data-driven decision is a foundational concept in data science today.
Workers should also be trained and selected scientifically. Again this gives the impression of objectivity and fairness in the decision-making process. Using intuition or other means makes management decision-making questionable.
The third principle emphasizes that everyone should work together from a scientific perspective. Through a united worldview, the assumption is to improve cooperation. The enemy appears to be subjectivity, and both workers and management should avoid this.
The final principle speaks to how management and workers must have a joint interest in responsibilities. The motivation behind this idea is to reduce the hostility that can sometimes arise in the workplace. Suppose everyone is a part of the decision-making. In that case, everyone should have a vested interest in the endeavor’s success.
Taylor and the Classroom
It is hard to see how Taylor’s principles apply in the classroom at the surface level. However, two ideas that come out of Taylor’s principles for teachers are the idea of fairness and dialog. A teacher must demonstrate fairness through the decisions that they make. Students will not agree with a decision at times made by a teacher, but it is important to know that the decisions teachers make are not arbitrary and capricious.
Dialog is also important. Students need to raise concerns openly even if their commands are not implemented. When people are allowed to share, they are often invested in the achievement, which is the same for many students.
Conclusion
Taylor’s principles of management were groundbreaking for them. Even after almost a century, the ideas laid down here inspire managers and leaders in various fields.
Decisions are a critical part of the life of people, whether teachers or leaders. Even though this is an important skill, many people struggle with making decisions about important and even mundane matters. In this post, we will look at several challenges to making decisions.
Sunk Cost
There are times when a decision is made, and after some time, all parties involved begin to realize it was a bad decision. The challenge in this context is that since time and resources have already been devoted to this bad choice, maybe if everyone is patient, things will begin to work out. Generally, this is not the case.
Organizations and schools make this kind of mistake all the time. For example, a new curriculum or technology is adopted by the school. It is clear that this software or tech is not working, but a commitment has already been made. Such a situation can lead to a great deal of frustration among faculty and staff.
Uncertainty
Nobody can predict the future. When it is unclear in terms of what to expect, it can lead to analysis paralysis, which essentially means that leadership or the teacher tries not to make a decision until new evidence arises. Unfortunately, new evidence is normally not forthcoming except that there is now less time to decide, and options begin to disappear because of lost time.
Since there is no way to be 100% sure of anything, the next best approach may be to make small incremental decisions and or take a step forward and be bold and see what happens. Neither of these alternatives is attractive, but there are times when a decision must be made.
Temporal Constraint
Due to procrastination, there are times when there is not enough time to decide. Again, some teachers and leaders what as long as possible and then go with the only viable option when they are forced to decide. When this happens, the teacher can blame the context for what happened when the reality is that they did not want to make a decision. There is no better excuse than a lack of time in many situations.
Time can be an ally in decision-making if used for thinking rather than for avoiding making a decision. Too often, people fall for the temptation of letting circumstances dictate their choices.
Limits of Reasoning
While thinking is good, there are limits to what reasoning can accomplish. There is no way to collect all data and process all possibilities when it is time to decide. Eventually, there comes the point where a teacher has thought enough about a decision and must make a decision. However, not too many people fall for the trap of limited reasoning as reasoning is not generally encouraged in this day and age.
Bias
People are often more comfortable with situations in which their own ideas and beliefs agree with the decision to be made. For example, a group of teachers may agree on something because they share similar backgrounds and thus have a similar perspective on a matter. This is an example of confirmation bias in which a person looks for information in agreement with their own position. Such examples can include people who agree with you or information that supports your position.
Bias is not always bad. If a decision needs to be made quicker, then a group of people with similar views can agree fast. However, suppose the goal is a creative or innovative solution. In that case, a diverse group is more likely to challenge and stretch each other to a novel idea.
Conflict
The final barrier to decision-making is conflict. Most people want to avoid conflict as it can lead to disharmony and other problems. However, people will not agree in the decision-making process, and they often like their idea at the expense of other people’s ideas.
There are two forms of conflict. Process conflict is disagreements about doing something and is not about an individual. Relationship conflict is personal and involves attacks on the person rather than the process or idea. Process conflict can lead to better processes, but once it becomes personal, it can collapse the decision-making process. It is difficult for many people to separate themselves from their shared ideas, but learning to do this is highly beneficial for the decision-making experience.
Conclusion
Decisions need to be made alone and in groups. Whatever the case may be, there are impediments to the decision-making process that people need to be aware of. The ideas presented here are just some of the challenges awaiting people who need to make up their minds about something.
Decision-making generally takes place in one of two ways. The two ways are the reflective system and the reactive system. The reflective system is the analytical way of making decisions and is often characterized as methodical and logical. Although the thought process is carefully laid out when using the reflective system, the downside is that reflecting is much slower than reacting. Therefore although often viewed as superior, the reflective system is not always the optimal choice.
Two Systems
The reactive system is intuitive and relies more on emotions when compared to the reflective system. Although much faster than the reflective system, the reactive system is much less accurate and or careful. As such, the benefit of reactive is when spending is needed, and the complexity of the problem is not significant. Children tend to rely more on the reactive system as they lack the cognitive ability and experience to ponder reflectively.
The system that people use often depends on their emotional states. When people are calm, and at peace, they are more likely to use the reflective system. However, if people are angry, sad, happy, etc., they may use the reactive system. We have all been in situations where our emotions control us when dealing with students. This may be an example of the reactive system taking over reasonably. The choice of which system is also associated with personality as some prefer one style over another regardless of their emotional state.
Different decisions can rely on different systems. If a teacher faces a routine decision, they may choose to use the reactive system to make a fast decision. If the situation is novel and unusual, the teacher may adopt a reflective approach. This is one reason why experienced teachers can work faster. The speed is based on using prior knowledge to make a quick, insightful decision that reactively while a new teacher has to reflect on every single experience because they are all so novel.
Types of Decisions
Decisions that are repeated frequently and based on rules are called programmed decisions. These can include things such as when to take a break, how much time to give for a test, etc. The ability to autopilot these decisions comes from experience.
Non-programmed decisions are decisions in a context in which clear criteria are not available. Examples of non-programmed decisions in the classroom may include equipment breakdowns, accepting new students, etc. This implies that reflection will be necessary to decide in this unclear situation.
Conclusion
The point here was not to try and make a case that one form of decision-making is superior to the other. Each system has its pros and cons and what really determines what’s best is the context in which the decision needs to be made. There is little time for reflecting if there is a fire in the class. In addition, it is equally harmful to determine students’ grades reactively.
Every job has its list of responsibilities and skills required for the position. This post will look at some of the common skills and responsibilities associated with teaching.
Planning/Coordinating
Teachers are expected to spend a large amount of their time making daily and long-term lesson plans. Developing these plans can include setting long-term goals, short-term objectives, procedures, assignments, and more. However, Once plans are developed, they have to be implemented, which involves coordinating students’ behavior and, at times, working with people outside of the class for various reasons.
Controlling/Supervising
Teachers have to constantly observe the behavior of their students and make adjustments to what plans or goals they have in mind. For example, if students are struggling, the teacher needs to slow down and reteach. Suppose the problem is not comprehension but a rather poor attitude. In that case, the teacher needs to modify how they enforce rules.
Teachers also have to track resources such as paper, pencils, books, time, etc. These things must be observed while also trying to move forward in the curriculum and maintain learning.
Professional Development
Teachers also must stay abreast of the latest developments in their field. This includes changes and innovation in teaching and in one’s area of expertise. Different fields change at different speeds, but all teachers have to stay current to help students to be prepared for the workforce and or college.
Staying current in one’s profession is not overly time-consuming. The real challenge is doing this along with the other responsibilities of teaching and the demands of one’s life outside the classroom.
Skills of Teachers
The skills of teachers can be broken down into three categories
Technical skills are essentially the expertise of the teacher. For example, a math teacher knows math and can use it practically. In addition, teachers must have technical knowledge of teaching, such as familiarity with pedagogy and various approaches to instruction. Generally, a teacher must have a high degree of technical skill because they are a teacher to others.
Human relation skills are the ability to work with other people. Teachers need to have ways to connect with students to inspire enthusiasm and growth. In addition, teachers also need to maintain relationships with other teachers, parents, and the administration. Working with others is often dicey, and surprisingly, teachers can often struggle to maintain a cordial relationship with their peers, students, and community members.
Conceptual skills relate to planning and seeing the big picture. Developing this skill comes with experience. For example, new teachers often cannot see beyond developing daily lesson plans, while more experienced teachers can plan months or semesters at a time. Conceptual skills become more important if a teacher moves more in the direction of leadership after a few years in the classroom.
Conclusion
Teaching is a challenging field in that it calls on a person to keep track of several important tasks while also developing themselves and working with others. Since doing this is no easy task, perhaps that is why so many teachers can find their jobs challenging.
Henry Mintzberg (1973) researched what business managers do within companies. His results indicated that managers have three primary roles, which are…
We will examine each of these roles within the context of a teacher as a classroom manager.
Interpersonal Roles
The interpersonal role of a manager involves dealing with many people during a given day. Managers serve as figureheads, and this involves such tasks as greeting guests, participating in various ceremonies/formal activities, and being the general face of whatever they are in charge of. Teachers are frequently involved in figurehead-type roles as classroom managers. For example, teachers are often responsible for flag ceremonies in the morning, participating in graduation, responding to guess who comes to the classroom, etc. As such, teachers have a lot in common with business managers in the role of figurehead.
A second interpersonal role for managers is that of liaison. The liaison role involves maintaining connections outside of the group or unit that the manager is in charge of. It also involves connecting people within the organization with those outside and keeping track of information gained through external and internal relationships. For teachers, serving as a liaison is not as common in my experience. Often the student has access to the same people like the teacher. One exception may be if a teacher helps a student obtain a job or get into a college by providing connections to such opportunities.
A final interpersonal role of managers as a leader. The leader role involves training, motivating, and communicating with subordinates. When most people think of managers, this may be the first thing that comes to mind. This is also a primary function for teachers as they are expected to lead the classroom and communicate expectations with students.
Informational Roles
The informational role defines itself and involves obtaining pertaining data relating to the goals of the manager’s team. One role that falls under this category is that of a monitor. The manager is supposed to gather information from various sources to improve decision-making, among other things. Teachers also have to play this role as one of their primary functions is communicating what they have learned with their students. Teachers and managers who like knowledge or expertise will generally struggle with their role as a manager.
A second informational role is that of a disseminator of information. As mentioned with the teacher, the manager gathers information to share it. There are various lines of communication such as telephone, email, chat, etc. Whatever channel(s) is chosen is just how the manager shares information. We have already discussed how teachers spend the majority of their time sharing information, so we do not need to add much but to mention that it is important to consider how the information is shared in that do the students understand.
Lastly, managers serve as spokespersons, which means sharing information with people outside the unit or team. Sharing information like this can involve speaking with superiors, members of the community, etc. For teachers, the role of spokesperson may involve sharing concerns of their students with administration or with other teachers. Students sometimes like to raise concerns about things that the teacher can speak about because the teacher has a higher status. Thus the spokesperson role may be an advocacy position for a classroom teacher.
Decisional ROles
The final collection of roles of managers involves decisions. A manager is also an entrepreneur, which involves taking the initiative in projects and delegating responsibilities. Teachers are often implementing new ideas and teaching approaches in their classroom, and when possible, they will delegate responsibilities to students.
Managers also must handle conflicts and other emergencies. These conflicts can be among coworkers, with people outside the team, and even with the manager themself. As such, diplomatic skills are an important aspect of a manager’s skill set. Teachers may deal with even more conflicts than managers, given the age of the students. Both managers and teachers have in common the must know how to handle conflict and surprises.
Managers are also resource allocators, and this involves sharing not necessarily information but tangibles things such as budget resources, determining schedules, and setting wages. Teachers also serve as resource allocators as they determine who gets to use the computers, when it’s time to play, what rewards students get for good behavior, and much more. Care must be given to resource allocation as hints of unfairness and favoritism can lead to conflict.
The final role of a manager is that of a negotiator. This role is often paired with many of the other roles already mentioned. For example, the manager may negotiate as a spokesperson for their team, negotiate a conflict between subordinates, etc. For teachers, the same ideas apply. Teachers have to negotiate for themselves, their students, and with parents as just some examples.
Conclusion
From the examples presented here, we can see that teachers as classroom managers have a lot in common with managers in the business world. Both teachers and manger need to perform roles that involve interpersonal skills, informational skills, and decision-making skills. As such, a knowledge of management in the context of business could help teachers in their classrooms.
For many students, working in groups can be a serious challenge. Different people have different temperaments regarding communication, work style, and ability to cooperate. It can be difficult to have success when a student is compelled to work in groups.This post will provide three tips for improving the group work experience of students.
Example Projects
Perhaps one of the best ways to get students going when it comes to completing group work is to show them how other students have dealt with this problem/project in the past through showing examples. When students see examples, it helps them process what is possible and what the expectations are for earning a certain grade.
Often the struggle with groups is trying to determine what to do. This is usually the first impediment to the project. Examples of prior work help a group determine which ideas they have are reasonable as they try to pivot off what the teacher has shown them as potential projects.
Checkpoints & Communication
It is often common for teachers to assign the entire project and only collect or comment on the final submitted project. This is a high-stakes approach that can lead to frustration when cooperation is not happening for many people working in groups. This is one reason why many students want to work alone to control everything.
A better approach is to break the project into pieces and provide feedback and support at each checkpoint. Students are provided with an opportunity to check in with the teacher as a group and feedback before the final submission. In addition, this also allows the teacher to communicate with students about expectations and address any problems that may have arisen proactively. Sometimes, students will just suffer in their group until the last minute. However, the teacher can guide the group towards success rather than failure and frustration by breaking the project into smaller pieces with frequent feedback and communication.
Separate Grading
Freeloading is a common problem in group projects. There are always students who believe in doing minimum and even nothing when working in a group. This practice may be one of the main reasons students dislike group work. The project often becomes a solo project in which the smart student does everything. One way to deal with this problem is through separate grading.
Instead of giving one grade that is exactly the same for all members, a teacher can give separate grades based on the contribution of individual members. Often, two grades are provided, one for the entire group project and a second grade for the individual contribution. Doing this makes group members individually accountable for their part.
HOw the individual grade is calculated can vary. Some teachers lick to have peer evaluations as part of the final grade in which members of a group evaluate each other’s contributions. This works in cultures that accept conflict more. However, in more collectivist settings, students will often mark everyone high to maintain harmony even if there is evidence that many did not contribute.
Another approach involves the teacher marking the specific contribution of the individual members. However, there must be some sort of rubric for this to work. Essentially, every group must follow the same process for the teacher to mark them similarly. In other words, the group project becomes a collection of individual assignments that are lumped together as a project. Doing this would limit the flexibility of each group with the tradeoff of higher accountability.
Conclusion
Groupwork has a place in the classroom. It allows students to develop communication skills, compromise, and work in less-than-ideal situations. However, the teachers must find ways to help students succeed in the context of group work so that everyone can perform.
Speed Leas shares five levels of conflict based on his own research into conflict management. In this post, we will look at these five steps in the context of the classroom.
Problem to Solve
The problem to solve is the lowest level of conflict. The level of conflict is so low that it is often not even perceived as conflict by those involved. The focus is generally on the problem rather than on the people involved. This encourages an objective stance and desire to solve the problem rather than attack each other.
In the classroom, a problem to solve level of conflict can involve minor disagreements between children or the teacher that are worked out quickly with a few moments of talk. For example, if a student takes another student’s personal belongings and returns them when asked, this is a simple problem to solve the conflict.
Disagreement
Disagreement leads to the realization that the parties involved have different opinions about what to do or think. With the threat of real conflict, possible people begin to take strategies to mitigate the risk. For example, they avoid speaking about the problem, or they do not share what they really think about the matter.
In the classroom, disagreements are common. Students may avoid telling a teacher about a problem with another student to avoid conflict. A teacher may ignore poor behavior to avoid conflict with the student or the student’s parents. Teachers may also try to avoid disagreement by not speaking about various problems at the school with each other or with the administration.
Contest
At the contest level, the goal is to win without necessarily hurting your opponent physically or emotionally. Things have escalated to proving that you are right at the expense of the other person. Therefore, things are still often intellectual in nature rather than raw emotion. Emotions are invited, such as fear and trust have broken down, yet things are out of control. Passive aggressiveness goes up; body language gets defensive, the tone of voice changes, and more.
In the classroom, students can argue over many things considered at the contest level of conflict. Examples can include who gets to use a particular item, who was first, who won the game, who cheated, etc. It can also involve demands for apologies for behavior.
Fight
Fighting involves hurting the other person without being hurt. It is about being right at the expense of the other person being wrong. Here things can start to get messy and even dangerous in some situations. Both parties see the other’s actions as aggressive. The goal is to get the other person to give up so that one side can declare victory.
This is where the classic playground fight comes in as an example. Both sides are posturing, hoping that the other side gives up so that it never actually becomes physical. There is no discussion, there is no trust, and the goal no is victory at the expense of the other person. It is now a zero-sum game.
Intractable Conflict
At this final stage, the result is mutual destruction of the relationship and people involved. The destruction does not have to be physical; it can also be emotional, financial, reputation, etc. The people involve separate after a bitter conflict with a long road towards reconciliation. Even with separation, passive-aggressive swipes may continue as those found in soap operas.
This level of conflict is found in high school and beyond. At this level, conflicts harden into wars of attritions. Students also begin to master the art of manipulating each other for political gain. Rumors, gossip, and jealousy, all things foreign to small children, begin to manifest among teenagers. This naturally implies that this level of conflict happens among teachers as well. Indeed, teachers frequently argue amongst each other and fight over resources. There can even be wars between departments over resources that can be highly toxic.
Conclusion
The ultimate goal of dealing with conflict is generally to keep it at level one or bring it back to level one. This means dealing with problems when they are small and harmless or letting them grow until it destroys a relationship. Strategies that can help deal with conflict include communication, finding mediators, and negotiating. Conflict is a part of life, and people must learn to deal with it rather than ignore it.
Deviance is something teachers and administrators deal with every day when managing students. Deviance is simply a fancy word for the breaking of social norms and rules. In other words, in the context of classroom management, deviance is the everyday misbehavior of students.
There are two types of deviance. Primary deviance is misbehavior that does not have a long-term effect in terms of the perception or reputation of the person. For example, a student talking out of turn may be primary deviance if it is not too common. Secondary deviance is misbehavior that can give a student a label that strongly harms how others perceive him. For example, getting into fights, drug use, and academic dishonesty often give a student a poor reputation that is hard to overcome. When this happens, the student’s status is linked to deviant behavior.
Fighting Deviance
Schools work to maintain social control of their campus by enforcing rules and norms. Doing this helps to maintain the social order and stability of the organization. Common tools used to achieve this include the use of sanctions, both positive and negative.
Positive sanctions are rewards; those familiar with behaviorism may be more familiar with positive/negative reinforcement. Negative sanction is the giving of consequences in behaviorism. Another term for this is positive/negative punishment. Another type of sanction is a formal sanction which is an official way of giving rewards or punishments. For example, citizenship awards might be a formal positive sanction, while suspension would be a formal negative sanction.
Theories of Deviance
Theories are several theories that attempt to explain deviance. Strain theory states that having a way to achieve a goal influences deviance. For example, no money for college may turn a student towards a life of crime as they see no other options. However, this is not the only potential response. Students may confirm and set aside their goal until an opportunity arises, if ever. Students may innovate, such as our example of turning to a life of crime. Students may lower their goal to achieve whatever they can, such as finishing high school and learning a trade. Students may also simply give up. Lastly, students may rebel with a desire to tear down the system. This last action partially explains the protesting in many places.
Strain theory does not have to deal with weighty issues such as going to college. Students can simply deviate because they are not allowed to go outside and play. As such, a teacher can anticipate certain behaviors from students through being familiar with strain theory.
Cultural deviance theory states that students may deviate if they conform to lower-class society norms. This implies a difference in class being a primary means of deviance. For example, students who grow up in gang culture will probably learn behaviors that are considered deviant by middle-class teachers. This will lead to problems in the classroom.
Cultural deviance theory is supported by at least two other theories. Differential association theory states that students learn deviant behaviors from others, and labeling theory states that those with power (teachers) determine acceptable behavior. Gang culture is considered deviant by most teachers, but whether this is considered deviant by gang members?
Lastly, control theory states that the strength of social bonds influences a student’s desire to perform deviant behaviors. In other words, students do not like to submit to strangers but will respond to people they know and respect.
Control theory proposes several ways to curtail deviant behavior. Attachment, if students are close to you, they will not want to deviate. Commitment, if you as the teacher are invested in the students, they will not want to deviate. Involvement, if you participate in activities with the students, they will not want to deviate. Belief, if students agree with what you want or think, they will not want to deviate.
Conclusion
Deviance is to be expected. Students want to push the limits, and it is the teacher’s job to deal with this. However, students need to learn from their mistakes so that their deviance does not become a major problem for them or the learning experience of others.
Stress can be highly detrimental to teaching. High stress can lead to such problems as turnover/absenteeism, burnout, and health problems. All of the examples mentioned are enemies to the teachers. Teachers need to find ways to process stress to be available to support and guide their students. IN this post, we look at strategies for dealing with stress in the teaching profession.
Social Support/Group Cohesiveness
Social support involves a teacher’s sense that they have colleagues they can trust and that the teacher is not alone in facing the stressful challenges of teaching. Teaching can be a uniquely isolating experience because you often work alone in a classroom with children the entire day. Outside of breaks, lunch, and meetings, a teacher does not have the same adult-to-adult interaction level that is found in many other occupations.
As such, schools often need to work on developing group cohesiveness among their teachers. Group cohesiveness is a measure of a social strength of a group. One way to develop this is to have team-building exercises and opportunities to socialize.
Hobbies
People need to have other interests besides teaching to take a productive break from the classroom. The type of hobby is up to the individual, but anything that allows for a break that encourages rejuvenation can potentially be beneficial to the teacher.
Just having a hobby to look forward to can reduce stress. Hobbies can also lead to insights in teaching or stories to share with students for illustrative purposes.
Exercise
Little needs to be said of exercise. Unfortunately, skipping exercise is typical behavior among virtually everybody. However, exercise is a powerful way to destress after a hard day in the classroom. Often, when people are stress, they may also feel tired and drain. This is all the more reason to move around so that you can release the tension with movement and sweat.
Self Awareness/Hardiness
Self-awareness involves understanding one’s self. Examples include knowing what brings stress into your life and avoiding it. Knowing one’s limits is also essential, as well as knowing when to withdraw from a situation.
Hardiness involves the ability to channel negative stress into positive challenges. One example is making it a challenge to deal with a difficult student or implement a flawed policy. The challenge is in getting the child to work or to use one’s talents and skills to realize poor policies. Instead of getting discouraged or stressed, looking at stressors as challenges can help develop the motivation to make it happen.
Professional Development
Professional development is an overlooked way of managing stress. However, by developing new skills and abilities, a teacher can solve existing problems, work more efficiently, and thus potentially reduce stress. For example, if a teacher is struggling with classroom management, this will probably cause stress. IF this same teacher receives training in classroom management, they can use this knowledge to deal with students and reduce their frustration.
Relevant professional development helps teachers solve problems that may cause stress. Therefore, a teacher should always look for ways to improve their talents as this may come in handy when a stressful situation arises,
Conclusion
Everyone deals with stress, but the real success is in how we all deal with it. Teaching does not have to be stressful if a teacher changes their perspective and sees stress as an opportunity to meet a challenge.
Teaching has its stress as any other job. This post will identify some of the familiar sources of stress in a teacher’s life.
Role Ambiguity
Role ambiguity is defined as a person who is unclear in terms of their job responsibilities. Teaching is a field where high ambiguity can be expected, and academic performance can be highly subjective. Attempts have been made to remove the ambiguity through such things as standardized testing. However, people, including children, are unpredictable, and adequately doing everything does not ensure the results that leadership expects.
When expectations are unclear, it can lead to a great deal of frustration and dissatisfaction for a teacher. There can even be a sense of powerlessness as if the teacher has no control over what happens to them in their classroom. The ambiguous nature of teachers may be why teachers quit, as it is challenging to obtain the expected results without a clear sense of what the expectations are.
Role Conflict
Role conflict is the placing of contrary expectations on a person. For example, teachers are expected to be gentle and nurturing while also maintaining order. An expectation of being nice and being mean simultaneously may be an example of role conflict. Teachers are often put in the position as others are in other occupations.
The effects of role conflict are similar to role ambiguity and generally lack job satisfaction and higher stress levels. Teachers may also lose confidence in leadership as they struggle with competing aspects of their job responsibilities. One common coping mechanism is withdrawal or avoiding others.
Role Overload
Role overload is essentially feelings or a sense of being overworked and unable to complete all assigned tasks. Overload can take two forms. Quantitative overload is having more work than time, while qualitative overload is being pushed beyond one’s skill set, such as being asked to teach math when you are a music teacher.
Teaching can be overloading in either way. Teachers frequently have more to do than time, especially with the amount of documentation, preparation, and grading that are a part of the job. In addition, as mentioned above, having to teach outside of one’s expertise is a common experience for many.
The opposite of overload is underutilization and is another stressor for teachers. Underutilization is a lack of the use of a person’s skills and abilities. This can lead to the stress of boredom, low self-esteem, and job dissatisfaction. The experience of role utilization may happen with experienced teachers who need new challenges.
Personality
There are several factors concerning the personality and the teacher’s life that can cause stress. For example, teachers with a type A personality are often at a greater risk of stress. Type A personalities are characterized as people who are impatient, restless, and competitive. Type B personalities are generally the opposite of type A and have a more easy-going attitude.
Another personal life stressor is the amount of change and turmoil in a teacher’s life. Illness, death of a loved one, divorce, or any other major life catastrophe can manifest itself in a teacher’s life and lead to a great deal of stress. This may carry over into the classroom and impact job performance as well.
Conclusion
All jobs have stress, but we all need to be reminded of how this stress can occur. Teachers have to know what stressors they may experience so they can find ways to deal with them. Otherwise, the job challenges may be too much for them, leading to the loss of people who have committed to helping others.
Stress is a bitter part of any job. Even a job that is not stressful can cause stress from boredom. Teaching can be a stressful occupation as teachers have to deal with many unique individuals with distinct personalities. This post will look at stress, how people deal with it, and the types of negative stress.
Stress & Strain
Stress is the physical and emotional responses people have to various aspects and experiences within their environment. Stress can be harmful, which we call distress, or it can be positive, called eustress. Examples of distress in the classroom can include disruptive students, marking assignments, or dealing with parents. Examples of eustress can include working with engaged students, developing new teaching methods, and learning something new to share with students.
When teachers experience stress, it can lead to something called strain. Strain is the damage inflicted on a person because of stress. In other words, strain is the cumulative effect of stress. It is not one or two stressful moments that wear a teacher down but rather the stress over time.
Stress is pervasive in a classroom as dealing with young people generally is. However, no two people handle stress the same way. Some strive in a stressful environment while others struggle tremendously. One person’s classroom of chaos is another person’s classroom of collaboration. However, there is a model of how people respond to stress.
General Adaptation Syndrome
General adaptation syndrome is the name for the steps people take to deal with stress. The three steps are…
Alarm is the initial response to stress and is often known as the “fight or flight” experience. In the classroom, this can be a teacher reacting to students arguing over something. Step two is resistance and is how a person tries to return to a state of equilibrium. For example, when the teacher notices the arguing, the intervening to break up the fighting and get everyone back on task. Lastly, exhaustion results from experiencing the first two steps and represents the long-term effects of stress such as illness or high blood pressure.
Types of Negative Stress
There is positive and negative stress. Under negative stress, there are also two types, which are frustration and anxiety. Frustration is a person’s reaction to not being able to achieve a goal. For example, a teacher is excited about teaching a new concept or idea to the students, only for the students to be completely disruptive. Since the teacher cannot teach, it is probably that frustration will set in that can lead to exhaustion or, worst.
Anxiety is a sense of helpless to rise to the challenge of a stressful situation. For example, if a class gets out of control, a teacher may experience anxiety as they have no idea how to handle that current situation. Anxiety can also happen in a novel situation. For example, an experienced teacher may suffer anxiety when dealing with their first special needs child or a challenging child.
Conclusion
Even though stress is a reality for a teacher, it does not have to take and lead to discouragement. Understanding what stress is and how it manifests itself is one practical way to deal with this enemy of teaching.
Adjusting to the workplace or school is a challenge for teachers and students. This post will look at five ways people respond to the adjustment, as first researched by W.S. Neff.
No Motivation
The first type of person who struggles in the classroom is a person who has no motivation. They have a negative view of their role in the classroom and want to avoid work to avoid discomfort.
Teachers who lack motivation are often considered to be suffering from burnout. In other words, these were teachers who use to be on fire but have struggled to keep the flame burning. Burnout and loss of motivation have also become acute problems with the move to online learning. Essentially some teachers have lost motivation because they are struggling to cope with the changes in teaching that have hit the entire world.
It is more common to see students who lack motivation. In an entertainment-driven world, sitting still in class is challenging and lacks relevance for many young people. With learning online, it can be even more torturous to have to endure sitting in front of the computer for hours. Some students have to study through their small cellphone for hours each day.
The Fearful
Some people respond with fear and or anxiety about coping with work or school. The stress and demands of work can weigh heavily upon them. Teachers, as an example, may be worried about students who have real and severe problems. They also may be struggling with the workload of teaching as they try and support dozens of students at any given moment.
Any student can suffer from anxiety and fear about the school, but students who suffer from bullying and/or high performers are often at risk for this. The bullied student has to worry about the people who are mistreating them, while the high performer is worried about maintaining high performance.
The Hostile Ones
Some react with anger and aggression towards stress. These are the people who are identified as having a short temper and are hard to get along with. Such individuals dislike the strain of their role by attacking those around them. Teachers do this, but it can be challenging to keep a position long-term with this sort of behavior.
Students also do this, and given their age; there is more effort to work with them through aggressive, emotional issues. Students are already dealing with change as they mature into adults, and coping with their role at school could cause problems. For example, students who have family problems may also act aggressive at school as they try and cope with the issues they face at home.
Dependency
People who become dependent cannot take the initiative for anything and have a sense of helplessness. For a teacher, this can manifest itself with a lack of decisiveness in the classroom and unclear instruction. The teacher is so overwhelmed that they literally cannot think and make choices. Anybody who is in a highly stressful situation will look for guidance to attain the stability and/or safety that they crave, which happens to some teachers.
Dependency among students can happen if they lack support at home. When home support is missing, friends are often the ones who provide stability. These students turn to friends for advice and decision-making in place of what could be provided by parents.
Socially Naive
Some people have no idea how their actions affect those around them. They have no clue about the feelings and needs of others. These individuals are classified as socially naive. Task-oriented teachers and students often fall into this category. They are so focused on achieving something that they lose track of the people around them.
Introverts can also suffer from being socially naive as they have their minds that they are trying to keep track of and thus do not focus on what is happening in the heads of others as much.
Helping these Types
There is no single way to help people who fall into one of the examples above. It takes a holistic view of the life of the teacher or student to determine how to help them. Teachers often want to do at least the minimum to keep their jobs (hopefully). Therefore, if they are not even meeting the lowest standard, exploring causes can help them rebound in performance.
Students are more complicated as they often do not have the life burdens of bills and family. As such, they can be in a perfectly stable environment and still not perform or care as the struggles of reality have not hit them yet. In such a situation, it will take serious work to help them.
Conclusion
Everybody is different, and we all respond in different ways to the same situations. This post provided five types of roles people assume when coping with stress.
Lewin’s change model is a famous model that tries to describe the experience of change as it happens in an organization. This post will explain Lewin’s model of change in the context of educational institutions.
For Lewin’s model, there are three phases: unfreeze, move, and freeze. We will learn about each below.
Unfreeze
Phase one of change, according to Lewin, is unfreezing. Unfreezing involves examining the current situation are state of the organization. This is often called a needs analysis in education. Once it is clear what problems the organization is facing, the next step is to identify what needs to change and create motivation for accepting change.
Accepting change can be challenging to do in large institutions such as schools. Therefore, leaders must look for ways to lower resistance to change. This is often done in the second step of Lewin’s model.
Educational institutions are frequently conducting needs analysis for accreditation and are thus often experienced with the unfreeze phase of Lewin’s model. For example, a school may make adjustments to its curriculum based on input from stakeholders. This is an example of change that requires unfreezing the courses offered at the institution.
Move
Lewin’s second phase is called “move.” The move phase involves taking action or making the plan developed in the previous step a reality. If a school needs to make changes, it may support the transition through training, support, or information about the change. The goal is to empower people to adjust to the change that is necessary for whatever reason.
Another important aspect of this step, according to Lewin, is involving stakeholders. Letting people be a part of the solution often helps these same people accept change. This means having a dialog and considering the concerns and fears of the people who will be affected by the change.
It is common for organizations, not just schools, to miss the opportunity to include others in the change process. For example, administrators often will announce a change that is needed, such as changes to submitting grades, without talking to teachers about how this works. Sadly, many leaders will address complaints or concerns from their subordinates, but they never go to these same people when trying to solve the problem.
Refreeze
The final step of Lewin’s model of change is “refreeze.” Refreeze involves making whatever changes that were implemented permanent. Accomplishing this involves putting in place a system of accountability that is palatable to the stakeholders. The word that is commonly used today for refreeze is “the new normal.”
Refreezing may be the most challenging stage of the change process because it involves maintaining discipline for behavior that becomes a habit. For example, schools often implement many great ideas that are not sustained for the long term, such as grading policies, attendance, or even protocols for discipline. This usually happens because human nature often wants to be responsive rather than prescriptive.
Conclusion
Lewin’s model provides a basic idea of the change process that many of us have experienced in one way or the other. It does assume that organizations are freezable, which in today’s dynamic environment is perhaps unlikely. Despite this, Lewin’s model is a traditional way of envisioning the experience of change in an institution.
This post will explain the various factors related to change. In particular, we will look at the scope, level, and intentionality of change.
Scope of Change
The scope of change relates to the amount of disruption change will cause. The scope of change can fall along a continuum with two main categories: incremental change and transformational change. Incremental change involves making minor adjustments to an existing organization or school. For example, a university might adjust the attendance policy to be consistent across departments.
Transformational change involves change that has a more significant influence on the function of the institution. An example that many educators are familiar with over the last few years was the sudden shift to online learning. This has had a tremendous influence on all stakeholders involved in an educational institution.
Although not related directly to scope, strategic change is a type of change that helps an institution align its tasks with the mission and objectives of the institution. For example, when schools moved online (transformational change), they had to continue providing quality education. AS such a strategic change might provide training to faculty to deal with the change to online learning while also providing a quality experience.
Level of Change
Another factor in the change process is the level of change. Level change is another way of saying how many people are affected by the change. The level of change moves along a continuum of three levels: individual, group, and organization. These levels are primarily self-explanatory, but individual change involves helping individuals make changes to rectify a weakness or boost performance. For example, a teacher struggling with classroom management may work with administrators to develop strategies for dealing with students.
Group-level change focuses on helping people work together and involve team-building activities and or training as examples. For example, the English department at a high school may put together training on classroom management for all teachers and not just individual teachers.
Finally, organizational change is change across the entire institution. For example, many schools have some sort of training or announcement of new policies at the beginning of a school year. This often indicates changes that impact almost every one involves in the school.
Intentionality
Intentionality relates to the fact that the changes brought, regardless of scope or level, were either planned or unplanned. Planned change is thought out in advance and implemented at the discretion of the individuals involved. For example, an institution develops a new attendance system to improve efficiency. Such a change helps to achieve the specific goals of the institution. Naturally, this is the preferred way of doing things for most institutions.
Unplanned change is a change that is ad hoc or in response to an emergency. Generally, this type of change may not necessarily help an institution to achieve various goals and objectives that it may have. For example, moving online was an unplanned change. Few schools were dreaming of such a move, and it had a considerable impact on achieving the goals and objectives of providing education for students.
Conclusion
Change is a significant factor of life that impacts the world in various levels of breadth and depth and whether it was planned or not. Leaders need to be aware of these multiple factors that shape the change experience their institutions may have.
