What Escalators and Broken Pencils Have in Common
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| © Benjamin Watson |
In the world of Cognitive CoachingSM, this stuck-on-the-escalator mentality is called other-directed. The folks who take the initiative to solve their own problems are considered self-directed. As I learned about this idea of other-directed vs. self-directed, I thought a lot about both how this affects both teachers and students.
The escalator clip made me think about students who don't know what to do when their pencils break. How can they not solve this problem?!?! But then I remembered that procedure I had about no sharpening pencils while I was teaching...or no talking while I was talking...or staying in their seats. I'd pretty much eliminated all the possible ways to solve the broken pencil problem. All they had left to do was either prepare 20 pencils every morning or wait for me to fix it. I unconsciously sent the message that they must wait for me to do anything and then got frustrated when they followed my directions.
Consider This: Is there a way I could build a classroom environment that allows students to develop as problem-solvers, but still keeps a community with rules and procedures?
What about self-directed professionals? In my experience, those who are seen as teacher leaders are probably self-directed. They are often the first to implement innovative strategies in their classrooms, read extensively in areas they would like to improve and seek out answers to solve the challenges they face in their classrooms. Initiative is often regarded as a trait of effective leadership, so it's no coincidence that these self-directed teachers become the leaders in a school.
It's important to note that these two states are neither ubiquitous, nor fixed.
It's Not Universal Across All Domains: When you watched this video, did you immediately think of someone you know? I did. But after a little reflective thinking, I saw some other-directed habits of my own. Being other-directed in one area doesn't mean you can't be self-directed in another. Just ask my fitness trainer, who will be the first to tell you I am very other-directed at the gym. I'm not doing anything until she says so!
Consider This: In what ways might other-directedness get in the way of my personal or professional goals?
It's Not a Permanent State: This means that a person can become more self-directed. In my fitness example, self-directedness might look like a working out beyond the times scheduled with a trainer. But what would it take for that to happen? From my trainer's perspective, it takes education. She shares recipes online, shares the impact of fitness and nutrition on our bodies, and gives me quick exercises I can do when I am not with her. By building my understanding, she hopes to develop my ability to take my own lead.
Consider This: Think about barriers to self-directedness in a particular area. What might it take to move towards self-directed behavior for yourself, your students, or your colleagues?
Knowing that it is possible to become more self-directed means there is room for growth as teachers and as students. How does the school or classroom foster that? Authors Arthur L. Costa and Robert J. Garmston think feedback is crucial to the process. What feedback do you give students to help them become self-directed problem solvers? As a professional, do you feel that being self-directed is appreciated and valued in your school?
Share your thoughts in the comments. Read more about Costa and Garmston's five forms of feedback here.
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