Tuesday, February 24, 2009

Beyond Wonderful

I want to be beyond wonderful. "You did a wonderful job! That was wonderful" are comments heard after presenting trainings. But here is the catch, if I was so "wonderful" why are they not implementing all the "wonderful" things I have taught them in their classroom right away? Don't get me wrong, there are several teachers that do take back what was taught to their classroom, but not the majority. My goal is to be beyond wonderful. Coaching, classroom modeling, and ongoing feedback/support are key for implementation.

3 comments:

  1. i'll be honest, i was a bit concerned where this was going when i read that first sentence. you should consider it a compliment that you are given adulations at the end of a training. are you up front with the audience about your intent and hopes? if not, consider letting them in, so to speak, they might be more responsive than you think.

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  2. How many times have participants given kudos, yet not acted on the obviously outstanding strategies? All professional developers want more than momentary adulation. Our best results come when we look the teacher in the eye, call her/him by name and follow up in a constructive manner. I've seen strategies implemented and practiced most when true realationshps and partnerships are established first.

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  3. I do not think the issue is your lack of being wonderful...but rather a lack of enthusiasm for learning on many of the teachers we serve...do you blame them...we tell them one thing-- best practice....all that is good for kids, then they go back to the campus and are told TAKS, TAKS, TAKS...... I think you are wonderful.....even if you change the conversation and perception of a few at a time, that is better than not at all....Rome was not built in a day....and changing the attitudes of the whole will take a while!

    I agree with Jeri....those relationships are key...that is what you are doing...those relationships that you form with teachers will be the reason they begin to change.....

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