Ready for Anything. Suzette Lovely

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      Source: Fadel et al., 2015, p. 32. Used with permission.

Figure 1.1: Four-dimensional model of education.

      As the world becomes more interconnected, our efforts must reflect a broader purpose. These efforts can no longer be driven by an either/or proposition (my students are either college bound or they’re not; I’m either an academic counselor or a social emotional counselor; I either implement the curriculum with fidelity or ad-lib as I go). The four touchstones in this book provide a framework to incorporate the four dimensions of education into future-ready teaching and learning. By challenging conventional mindsets and structures that hold some learners back, we can refine our curriculum so that every student has the chance to thrive in a global economy.

Constructive Rebellion Against Conformity

      Throughout our lives, society pushes us to conform (Gino, 2016). We expect and teach conformity starting in preschool, initially under the guise of safety. In the elementary grades, teachers prompt students to listen, walk quietly down the halls, and follow all the rules. Middle and high schools impose order via a litany of policies and consequences that ensure compliance and teach social convention about public behavior. By the time students enter the workplace, conformity has been so engrained they have no choice but to embrace it.

      Rules exist as a means to protect people from the damage others inflict. But the problem with conformity in education is that children aren’t born standardized (Robinson, 2015). This leads one to wonder how strict a school really has to be. How many constraints should schools impose on faculty, who are supposed to let creativity flow? And what about the prevailing wisdom that guides administrators to establish processes that follow organizational norms? If students are to advance society and develop products, ventures, and technologies that help everyone, then our system of education has to be less stifling. This includes more deliberate pushback against the conformity creep that consciously or unconsciously permeates a work culture.

      As school and district teams strengthen their work together, constructive rebellion should be part of the equation. Constructive rebellion encourages people to deviate from the status quo. It gives team members permission to become rebels with the right cause. Nonconformists aren’t anarchists. Rather, they’re practical change agents who want to cut through red tape to bring better practices to bear (Gino, 2016).

      Table 1.1 illustrates the distinctions between constructive and destructive rebellion. Strategies to foster constructive rebellion in schools include defining what teachers need to do, rather than how they do it; asking for proof; insisting team members (not the principal) come up with solutions; and supporting experimentation. When schools allow (and encourage) team members to express their authentic selves at work, they become more committed to the organization and its purpose.

Table 1.1: Constructive Versus Destructive Rebellion

       Source: Adapted from Kelly & Medina, 2015, p. 2.

      Decades’ worth of psychological research has shown that we feel accepted and believe that our views are more credible when our colleagues share them. But although conformity may make us feel good, it doesn’t let us reap the benefits of authenticity.

      —Francesca Gino, professor and researcher, Harvard University (Gino, 2016, p. 6)

      Many educators find it hard to resist pressure from colleagues and are reluctant to say uncomfortable things. But, without the insight and perspective to know when to push back, teachers and administrators will struggle to remain relevant. Companies like BlackBerry, Polaroid, and MySpace once had winning formulas too (Gino, 2016). We saw what happened when these movers and shakers failed to update their strategies until it was too late. Schools are no different. Rethinking the purpose of education gives us a reason to stay engaged.

      Educators talk a lot, but what are we actually saying? Without challenging existing practices by asking “why” and “what if” questions, it’s hard to change mindsets or create energy around getting better. Blending conformity with nonconformity requires a delicate balance. On the one hand, we don’t want a lack of conformity to send the message that doing our own thing or working in isolation is good for students. On the other hand, rigid and inflexible practices limit our ability to come up with new ideas and achieve shared goals. Everyone needs variety and challenge in their jobs to perform well; without it, we switch to autopilot. Constructive rebellion is a way to shake things up in schools without finger pointing, complaining, or alienating peers.

Conclusion: There Is No Limit for Better

      Education for employment calls upon schools to move away from century-old routines to cultivate the vast diversity of young people’s talents and aspirations. Educators must give equal weight to the vital skills and habits that will close the widening gap between what’s being taught in schools and what СКАЧАТЬ