But We Tried That And It Didn’t Work!

How to make positive changes in early childhood.

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.

Mindset

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.

Commitment

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.

Final Words

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,

Arohanui,

If you would like to chat to me further contact me here

 

 

 

The Emotionally Literate Teacher’s Guide to Conversations for Change

 

conversations for change

Love them or hate them, fear them or get excited by them, conversations for change are an essential part of being not just an early childhood leader or teacher, but also fundamental to being human.

Even though our brains do not like change we need change.  As a society are constantly striving for excellence and innovation.  How can we do things better? How can we do this more efficiently? How can we work smarter not harder? What is the next big thing?

As teachers we are taught to reflect on our practice and how things are done. We undertake internal evaluations into the running of our rooms and centres, our policies and our pedagogy.  We attend professional development or read literature, exposing us to new ideas and research provokes new thinking and action.

Why then are so many of us afraid of change and afraid of even having conversations with others about change?  The answer to this is rooted in Emotional Literacy.

 

What is Emotional Literacy?

If we are emotionally literate we have self-awareness and recognise our own feelings and we know how to manage them. Emotional Literacy also includes being able to recognise and adapt to the feelings of other people, whilst at the same time, learning how to manage and express our own emotions effectively.

If our goal is to be effective change agents, we need to recognise that the reason why change and even having conversations for change, are difficult for us, is because we are having an emotional response.

You have activated the part of your brain called your amygdala which is essential to your ability to feel certain emotions and to perceive them in other people. You are in fact experiencing an amygdala hijack.

An amygdala hijack can be defined as:

“An Amygdala Hijack is an immediate and overwhelming emotional response out of proportion to the stimulus because it has triggered a more significant emotional threat. The amygdala is the part of our brain that handles emotions. During an Amygdala Hijack, the amygdala “hijacks” or shuts down the neo-cortex.” Daniel Goleman

Let me put this into context for you.  You can see that change that needs to happen, you know why it needs to happen, you even know how to make the change happen.  This is all perfectly rational and part of our neo-cortex function of our brain.

However, for most people the thought of change does not stay in our rational, thinking part of our brain.  As human beings our brains are wired for our first response to be an emotional one. We get triggered by past experiences of change and feelings of fear and uncertainty and this causes an emotional response in our brains. This some cases can cause a physical response in us, like sweaty palms, a racing heart, feeling flushed, dry mouth and a queasy stomach. This is in short, an amygdala hijack and this is triggering your fight or flight reflex due to a perceived attack.

How do we move past this emotional response and take action?

You may not be able to control the emotional response, but you can control the thoughts that follow an emotion if you are aware of it.  I will clarify this for you in the steps below:

  • Recognise – Emotional literacy starts with you and your self-awareness. You need to recognise within yourself that you are in fact having an emotional reaction. Motivational speaker, Mel Robbins talks about using the five second rule in this instance.  When you are experiencing an emotional response, recognise it for what it is and count backwards from five to one.  This helps you to shift from the limbic part of your brain which controls emotions into your neo-cortex where you process rational thought.
  • Observe the emotion impartially and name the emotion. For example, “I am feeling fear”.
  • Analyse – Where did this feeling come from? Most feelings come from our past experiences, or the messages that we heard from others growing up, or as part of our cultural programming. We then use these to attach meaning to situations we are currently dealing with or faced with in the future.

For example, most people when faced with addressing practice in others or change, might have an internal dialogue of, “Why should they listen to me?” “If I give them feedback about their practice, they will look at me and see that I am not perfect all the time.” “If I suggest that we change this, it could cause disagreements.” “It might not work and then everyone with think badly of me, blame me for the failure or be angry with me.” “They will think that I am incompetent as leader.” “This will expose me as a fraud and that I don’t know what I am talking about.”

You might like to unpack some of this and write down the self-talk that is going on for you.

This where self-management comes in – rationally work through what you made things mean. What is the worst-case scenario? What is the likelihood of your worst-case scenario even happening?

Part of being emotionally literate is that you develop the mind-set that you don’t always get it right and you don’t always have to have all the answers.  Our failures are just and opportunity for us to grow and learn new things about ourselves and others.  One of the most powerful things that we can do as leaders is to admit it when we have made a mistake.  Vulnerability inspires respect.

Being emotionally literate means that you are the quiet observer of your thoughts and emotions. Often, we’ve received a message about ourselves from an outside source, and real or perceived we hold onto it as TRUTH which robs us of our self-worth and self-confidence.  When we become the objective observer of our thoughts, we can then intentionally recreate the narrative of who we are and who we were meant to be.  Your subconscious mind believes everything you tell it.  Feed it love, feed it kindness, feed it truth.

  • Connect with your why – One of the most powerful tools you have is your vision. Why is the change necessary? Having self awareness and then knowing why, are your best tools to moving you from a state of fear and self-doubt and motivating you to take action.

Consider this scenario:  Perhaps you are a teacher in a toddler’s room.  You have noticed that meal-times and sleep times are chaotic.  Children are being “herded” from one area to another with little or no connection between teachers and children.  Children are given little or no choice and their natural rhythms and need to connect during care moments are not being respectfully met.  Teachers have become “crowd control officers” and this is very stressful and not very empowering nor respectful for anyone.

This doesn’t sit right for you and you would like to make a change.

The first thing that you need to do is to decide, what you would like to happen in its place. Why this is important to you, the children and the other stake holders?  You might like to curate research and readings as evidence for your vision.  If you are still feeling unsure about having the conversation or making the change – ask yourself, what are the consequences if I do nothing? How will me not acting influence the rights of others and how does this resonate for me?

Once you are armed with your vision you can ignite the other part of your “why” – your passion!

You might be passionate about respectful interactions between teachers and children.  You might feel passionate about children’s rights to have calm, respectful, emotionally satisfying care moments.  You might feel passionate about creating a culture that is rooted in respect, kindness and peace.

In this moment, even though you are fearful of change and having a conversation for change with the other members in your team, you know why the change needs to happen. You are aware of the consequences for your inaction and you feel passionate about your vision.

You have the tools to manage your emotional state in order to take action.  You are armed with the catalyst initiate a conversation for change.

Passion led us here

Influencing others to change

Whether we successfully create change in our settings largely depends on whether you can get buy in from your fellow team members to make the change and to sustain it.  This relies heavily on our emotional literacy skills in social awareness and social management.

Social awareness is our ability to have empathy for others as well as read the dynamics and power relationships of a group of people.  Social management is our ability to motivate and inspire others to trust us and go on a journey with us.  It is our ability to coach and mentor others, work together as part of a team as well as how to cope with and manage conflicts and barriers as they arise.

“The work get done through people, in order to influence we must first connect” Joelle Hadley.

If we look at this from a “conversation for change” context we can apply the following steps:

  • Have empathy – The other members of your team are probably having similar emotional responses to change. Have some compassion for where they are and the emotions that they are experiencing.  Recognise that they are having an emotional response, don’t take this as a personal attack against you and your vision.  Instead give them space and help them to name the emotion.  You might say something like, “I see that you are feeling angry do you want to talk to me about what is going on for you?”
  • Choose the right time to share your vision – Early childhood centres are busy places. Choose a time when you can have everyone’s full attention, such as a staff meeting or non-contact time.  Be clear and succinct about communicating your vision.  Your vision, your “why” is what will drive passion and behaviour.
  • Be aware of different personalities and power dynamics – Not everyone has the same motivators or ways that they like to be communicated with. What is their “why”, their values, passions and beliefs? Do you have values, passions and beliefs in common? How, can you motivate and inspire them to take a risk and trust you, to share your vision? This comes from being interested in others and getting to know them on a personal level.

According to Simon Sinek, “The very survival of the human race depends on our ability to surround ourselves with people who believe what we do.  When we surround ourselves with people who believe what we believe trust emerges.  Trust is a feeling that comes from common values and beliefs.  When we surround ourselves with people who believe what we believe, we are more confident to take risks, to experiment and take chances.”

  • Create a common goal – Get everyone on board through open and honest communication, share concerns and barriers that come up for people. Design a plan, problem solve strategies for success and create a time-line to keep everyone accountable.
  • Acknowledge uncertainty and adversity – Discuss the fact that not everything will go according to plan all the time and setbacks are part of the process. Predict what some of these barriers to success might look like and how you will deal with this as a team when they arise. Reinforce that this a safe space to be curious together, reflect, refine and to make mistakes.
  • Commitment – Commit to the vision – “the why” the plan and the process. You need to hold onto the vision and the passion, as a means to get through adversity and that takes discipline and commitment.

 

I would like to leave you with the following quote from Charles Darwin,

“It is not the strongest or the most intelligent who survive, but those who can be manage change.”

The Emotionally Literate Teacher, Tanya Valentin ECE

Thank you for reading this blog if you find the subject of Emotional Literacy interesting and would like to unpack this further click here to find out about my upcoming workshop, The Emotionally Literate Teacher.

During this workshop we will dig deeper into Emotional Literacy. We will be inquiring as to why teachers need high levels of Emotional Literacy.  We will be exploring tools to enhance your self-awareness, manage self as well as how to connect with others and enrich your relationships.

Arohanui,

Unpacking the learning – Carpentry in Early Childhood Education

I recently had the privilege of observing two children playing at the carpentry table.  The two boys (around the age of three and four) had been working side by side, when one of the boys wandered over to where a piece of wood had been fixed onto a small bench with a vice.  He started to saw the wood but was battling because the bench was wobbling.  His friend who was still at the carpentry table seeing his struggle went over and sat down on the bench to steady it.

Not many words were exchanged between the two but the manaakitanga between them was so touching to observe, that it made an instant impression on me.  When the boy with the saw tired of his efforts, his friend swapped roles with him, having a turn to saw the wood while the other boy steadied the bench. They worked together like this for some time reversing roles and sharing the workload with each other, until they got distracted by another friend and ran off to play robots.

Unpacking the learning

As the observer I was really touched by this powerful learning experience.   I could have so easily intervened, and the magic would have been lost.

In unpacking some of this learning I have interwoven some of the principles, strands and goals of Te Whāriki , MoE 2017 as well as dispositions for learning.  I have also made links to Te Ao Māori learning concepts found in Te Whatu Pōkeka, MoE 2009 and Tataiako, MoE 2017.

Firstly, these two children did not need my help at all.  They did not need to me to mitigate risk, to extend their play nor to provide a mediator for social competence.

It was all part of Ngā āhuatanga o te tamaiti – their way of being (I contribute my own ideas and participate, I can take responsibility for myself, people and things.)

They were empowered, capable, confident and the experts in the moment, learning how children learn best through play. This was such rich learning which encompassed many learning dispositions and holistic learning.

In an empowering environment, children have an agency to create and act on their own ideas, develop knowledge and skills in areas that interest them and, increasingly, to make decisions and judgements on matters that relate to them. (Te Whāriki, MoE 2017)

I was immediately struck by the confidence and the mana with which the children approached the experience. They had a plan that  they knew how they were going to implement .

The kindergarten that I was working at has a philosophy based in a strong sense of Whakamana (seeing children as competent and able.)  Kaiako encourage tamariki to take calculated risks and the children are trusted in their own abilities to use the carpentry tools safely.   The boys returned the trust shown by the teachers in their abilities, by making responsible choices and managing themselves. This is a wonderful example of Tangata Mauri (knowing the rules of the kindergarten and being trusted to make decisions.)  This also links strongly to the well-being and belonging strands of Te Whāriki .  (Well-being goal 3 – keeping themselves and others safe from harm and Belonging goal 4 – knowing the limits and boundaries of acceptable behaviour.)

There was a lot of turn taking, give and take. and both children shared responsibility for helping and taking care of each other.  The kindness they showed each other and camaraderie of accomplishing a shared tasks helps to forge a friendship and fostered a feeling of connectedness and belonging.  This is at its core, Ako (I am confident to share my ideas with and learn from others.) This also links to the contribution strand of  Te Whāriki – (Contribution goal 3 -Children are encouraged to learn and work alongside others.)

During this process the children where developing working theories about the physical and material world and problem-solving skills. As well as experiencing ways to become confident with their bodies and developing their fine and gross motor skills (Exploration goals 2,3,4).  This experience helped to develop persistence, perseverance and resilience which relates to Hinengaro – (I think and know, I can think in abstract ways) and Taha Tinana – (I challenge myself physically.)

Getting past the barriers

I know for some teachers and parents the carpentry table is a bit of a pain point.  Parents feel wary around the risk of allowing young children to play with real tools such as hammers, nails, saws and drills.  Teachers sometimes struggle with articulating how the benefits outweigh the risks to parents.

It is often a bone of contention for teachers, because someone must supervise the carpentry and the outdoor area. It can become a power struggle of reinforcing safety “rules” and asking children to “bring that back to the carpentry table”.

Often, we are unsure of carpentry ourselves as it is not something that we grew up with or were encouraged to play with as a child.  There can be different cultural barriers for teachers and whanau.  It is often an area of the curriculum that we dump in the “too hard” basket.

However, as you can see, this one experience of carpentry encompasses so many strands of the Early Childhood Curriculum.  In fact, if loose parts play is defined as “materials that can be moved, redesigned, put together and taken apart in a variety of ways” then carpentry is loose parts play at its core. It is the very essence of a holistic learning experience.

Because children develop holistically, they need a broad and rich curriculum that enables them to grow their capabilities across all dimensions…A holistic approach sees the child as a person who wants to learn, the task as a meaningful whole greater than the sum of its parts. Te Whāriki, MoE 2017.

How can we improve the carpentry experience we offer at our ECE settings?

Some of the ways that you can improve the carpentry experience for the tamariki in your place are:

  • Get comfortable and excited about carpentry yourself.  Research carpentry PD in your community, attend a free workshop at your local hardware store, watch Youtube videos.  Building stuff with your hands is fun!  Your attitude to the experience is key.
  • Create ground rules with your tamariki, get them to come up with responsible choices at the carpentry table.  Use mat times and group times to go over this with everyone.  Get buy-in from the children, if they help to make the rules they will be your allies in reminding each other about making good choices.
  • Review your carpentry area, do you have a range of quality, child sized tools in good working order?  You don’t need to get everything right now, make a list prioritise and get a few things each month.
  • Have a variety of untreated pieces of wood in different shapes and sizes available for tamariki to use creatively.
  • Provide a wide range of loose parts and “junk items” to fuel the imagination, invention, allow open ended play and problem solving.
  • Provide occupational, safety gear in your carpentry area.  Hardhats, gloves, safety goggles, ear-muffs and high-viz vests are great for provoking creative play as well as discussions about how to keep ourselves safe and making responsible choices.
  • Don’t forget, carpentry is a great way to provide meaningful literacy and numeracy opportunities through play.  Stock your carpentry area with tape measures, builder’s pencils, clipboards, paper, blueprints, plans and books on architecture, building and engineering.

The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experience – Loris Malaguzzi

Happy building!

Arohanui

The kind folks at Curiate Resources have created a special promo for the readers of this blog who are in the market for some quality carpentry tools for their centre.  Simply click the link here.

Use the promo code  WOOD20 for a sweet discount.