Implementation Of Change In Students: Resistance To Change

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Resistance to Change
“Change is resource-hungry because of what it represents – developing solutions to complex problems, learning new skills, arriving at new insights, all carried out in social setting already overloaded with demands” (Fullan & Miles, 1992, p.745). A few examples of resources necessary for change are training, materials, space, and above all, time. Donahoe (1993) noted that a culture can’t change and an organization can’t function unless they can make use of time in a way that sustains their life; like oxygen to the blood. Somehow we need to find a way to provide teachers with the time they need to make productive use of their collective energy. Without sufficient amounts of time, teachers feel overloaded which may be the greatest enemy of change.
The knowledge that teachers gain from year to year is invaluable, however, when asked to change features in their teaching they feel insecure and resist. Smith (1998) states that the difficulty in getting many teachers or their administrators to change their attitudes and their ways is not that they are ignorant, but that they are insecure. Many feel overwhelmed with the risk of trying something new and the fear of producing low results due to lack of training and implementation with fidelity. Educators are always being evaluated before they feel comfortable with the techniques, instructional strategies, or even how to develop a systematic approach for implementation.
Implementation of Change
When implementing change a common vision shared by all is crucial. Leadership is one of the key elements in making this transition. Hall and Hord (2006) describe change as a process, not an event. With the complexity of implementing a school improvement effo...

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...tures for caring. “Being knowledgeable about the change process may be both the best defense and the best offense we have in achieving substantial education reform” (Fullan & Miles, 1992, p 752). Realistic achievement will result if focus is maintained by managing time and resource improvement. Change is difficult, but inevitable. When there is a sense of success and a feeling of accomplishment, teachers begin to view themselves as change agents. “Most educators agree that there is not one right reform or change process: rather, success of failure seems to depend on the school community’s collective will to change” (Crissman, Spries, Pope, Beal, 2000, p 104). Educational change is a constant endeavor towards learning about new methods and instructional strategies. The ultimate goal is to improve teaching practices that cultivate the potential in all students.

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