You might know this scenario well:
You are part of a teaching team, or perhaps the leader of a team of teachers. You have been observing the care routines in the setting and you know in your heart that there is a different way of doing things that would have better learning outcomes for the children, make things less stressful for the team or improve practice. You reflect on this, do your research as to why this would benefit the team and you decide to share your idea with your team.
Only to come against the brick wall of all responses, “We tried that, and it didn’t work” or “That won’t work.”
Or perhaps you are familiar with this scenario:
You and your team decide to make a change. Let’s say for argument sake, you have observed the children at mealtimes and have decided to give rolling kai times a go. The day arrives for you to implement this change and it is disaster! One of the teachers shakes their head, roll their eyes and say, “See I told you that this wouldn’t work!”
So why did it not work when we tried it?
There are a number of reasons why new ideas or ways of doing things do not work in an early childhood setting.
Many a great idea has died a quick death at the hands of a negative mindset or attitude.
Sometimes we can approach a new idea or situation with the mindset that it won’t work. Unfortunately, a journey that starts with this attitude is more than often doomed to failure.
“If you believe it will work out, you’ll see opportunities. If you believe it won’t you’ll see obstacles.” Wayne Dyer.
It is easier to stay in the comfort zone
As a teacher or even as a team it is often easier to stick to what we know, what is easy or doesn’t take much effort. When we are in the comfort zone it is safe and comfortable, and we have the illusion of control.
It can be tempting to stick to what we know and how we have always done things. However, if it doesn’t require discomfort you probably aren’t growing as a teacher.
We might like the idea in principle but for whatever reason, perhaps out of fear or it was way more work than we thought it was going to be, we fail to commit to change and so we set ourselves up to fail.
“The dictionary is the only place where success comes before work.” Mark Twain.
You either have to commit and do the work or say that you don’t want to do it right at the start. If say that we are committed but don’t follow this up with action, then we are quite frankly just wasting everybody’s time and inadvertently sabotaging everyone else’s effort.
We were not all on the same page
Many new ideas or initiatives are unsuccessful because we were not clear in our communication towards each other. We followed our own assumptions and did not ask enough questions or clarify expectations or intentions.
When embark on a new journey together as a team it is important that we all know where we are going, why we are going there and how we are getting there. We need to be open and honest in our communication, ask the difficult questions and clear with what we mean.
Don’t be afraid to speak up. When we clarify assumptions, expectations and intentions we save ourselves a lot of confusion and frustration along the way.
We fail to plan
Benjamin Franklin once said:
“Failing to prepare is preparing to fail”
Any change that we make as a team requires planning. This plan can be done informally as a discussion but can also be documented as part of a formal internal review.
During this process we:
- Prepare – This is where we decide what we will review and how we will review.
- Gather – This is where we decide what evidence, information, readings etc we will need for the review.
- Analyse – This were we decide WHAT the information gathered says.
- Decide – This is what we DO as a result of what we have learnt.
- Implement – This is where we ACTION the what we decided to do.
- Evaluate – What was the outcome? What impact did it have on practice? How can we sustain the changes?
We fail to plan for obstacles and failure
Sometimes we are afraid to speak to each other about the possible barriers and obstacles that may occur.
When we have planned for obstacles or detours along the way, we are prepared for them and they are way less likely to derail our efforts or our moral if things don’t turn out the way that we hoped. We are more likely to see the barriers and even failure as part of the learning journey.
It is important to stay open, curious, courageous and see it as a process of “trial and error”.
Instead of saying, “I can’t do this.” try saying, “I can’t do this yet”. Or instead of, “This is just too difficult” try saying, “this is difficult at the moment, we haven’t figured it all out yet.”
We didn’t give the change a chance
Change is often challenging to begin with. In early childhood settings there are many variables as to why something might not work the first time. Not everybody responds to change in the same way and some people can be particularly fearful of change. A disastrous start to the change can sometimes be the proof, the justification that we were right not to take the risk or trust the change. It can be used as evidence that we needed to prove that we don’t have to change and that we can go back to where it is comfortable and safe.
Remember that it takes approximately two months to form a new habit, so it might take a bit of encouragement to get everyone (children, teachers and families) to embrace the new idea or routine.
So, if you believe that in your idea and that it will make a positive difference in the lives of children, families, your team or your setting, be courageous, stay curious and remember:
“All change is hard at first, messy in the middle and beautiful at the end” Robin Sharma.
What barriers have you encountered to change in your setting? I would love to hear how this has gone for you.
Until next time,
If you would like to chat to me further contact me here