Within the past few years, I have been blessed to find a network of educators who share my passion for effective technology integration in the classroom. This network, which makes up my personal learning network (PLN), provides me with everything from inspiration and encouragement to logistical support regarding hardware, software, and infrastructure. My network “gets” me. While we may not all agree on specifics, we are aligned in our overarching belief in the power of innovation in education to transform the lives of students.
But is there a benefit to stepping outside the network?
Many years ago, I ran an insurance agency. I read countless books on building relationships with clients and maximizing sales. A common theme in these texts is how to answer objections. My prospective and current clients, the people I served, did not always see a need for the product I offered. How often does this occur in education? If you are an administrator or coach, you have likely encountered educators who do not buy what you sell. They do not agree with your vision, they are not on board with the current initiatives. This happens in the classroom as well. I often hear teachers speak of their struggle to find ways to make content seem relevant to students, to motivate them to “care” about assignments. Just as salespeople must take a proactive role in considering and answering client objections, educators must do the same for the benefit of those they serve. We must start not with our why, but with the who (the individuals we serve). We cannot reach those we do not take the time to get to know.
Empathy Takes Courage
While I had learned some strategies to answer objections from my network of other insurance agents, I learned the most through connecting with those I served. I had to step outside the network to see the perspective of clients. It is no different with the educators and students we serve. If you want to know how to engage educators in the work of your site or district, if you want strategies for increasing student motivation, the answer is in the questions. But you must ask the right people. You must have the courage to step outside the comfort of your network. It is a natural inclination to vent with colleagues about your struggles connecting with students or other educators. But this does not solve problems. It does not involve those who need the most support. If we are to lead with empathy, if we are to reach those who are not in our network, we must walk amongst them and become learners. It is uncomfortable to step outside your network, to seek objections, to ask for feedback as an educator, particularly from those with whom you do not agree. But the rewards are great. The more we can connect with our learners, the better we can meet them where they are at.
Strategies to Foster Empathy
As you step out of your network, consider conducting an empathy interview. In many of the workshops I lead, I ask educators to spend about five minutes creating an empathy map for a teacher or student with whom they had difficulty connecting. This often occurs early on in the workshop. As educators continue the professional learning experience, they are encouraged to connect the content to this “who”. This provides context for the content that is being learned and keeps the focus away from venting, and toward identifying ways to connect with those who do not fit into our chosen network.
What if Those Outside My PLN Attack My Views?
As a connected educator who spends a great deal of time on social media for professional purposes, I recall the first few times I was challenged as to my thoughts regarding pedagogy and educational philosophy. Those who were challenging my ideas I had not considered my PLN. I will admit that my ego was bruised and I initially felt anger about this dissent. However, I soon came to realize two things. Firstly, as I asked questions of these individuals, I discovered that the disagreement often came down to a matter of semantics. There have been times that in engaging in a conversation, we learn that we agree on much more than we disagree, and that our varying definitions of educational terms sparked the initial friction. Secondly, I remind myself that my educational beliefs have evolved with time and experience. A few years ago, I may have questioned a few of my own current educational philosophies. Those that respectfully disagree with me are doing what they believe is best for students. As a beginning teacher, I made many mistakes. I implemented a behavior management strategy I now consider a form of public shaming, I banned cell phones on a field trip. I now wholly disagree with these past practices that I myself engaged in. At the time, I was doing what I believed was best. And students benefitted from many of the practices I implemented during those years in the classroom. But I was far from perfect. Even now, I am certain there are educational philosophies that I may rethink in the future. This is the reality of being an open-minded educator who is willing to learn. We continue to evolve for the betterment of those we serve.
How do I respond to those outside of my PLN?
I learned a great deal by watching the Twitter habits of educator/author George Couros. I noticed that when challenged, George responds with questions. He does not jump to defending his words. Rather, he seeks to understand the viewpoint of the individual who is not yet in his PLN. I have learned that there are many educators in my midst, those that are not yet in my PLN, who are an amazing support for students. There may be issues on which we disagree, but that does not mean they are not effective in their roles. I can learn from these educators and they can learn from me. But it is only once we seek to understand each other, with respect, that we will grow as professionals.
Who is outside of your PLN? Have you reached out to those who disagree with you? Have you taken the time to seek to understand their viewpoint, to uncover their “why”? Remember, your own “why” will never trump the “who” with whom and for whom you serve. The “who” of our roles are the most important of all.