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And now she wants to be a teacher when she grows up. At the end of each day, she got on a walkie-talkie and called students for the car-rider line. By fourth grade, when I met her, she shook my hand, introduced herself, and told me about her leadership role in the school. However, her teachers saw her through a paradigm of “she can,” and they formulated a plan to persuade her into speaking to her teacher and then to her classmates.
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No one heard her voice at all for the first year. In one school I had the privilege of visiting a few years ago, some parents told me about their daughter entering kindergarten as a selective mute, meaning she could speak, but chose not to speak at school. When they change, students may respond in different ways, which can lead to more positive results. Notice each of the statements begins with “the teacher.” Todd Whitaker comments in his book What Great Teachers Do Differently that effective teachers know they are the variable in the classroom.
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Ultimately, these behaviors will yield effective or ineffective results. An Ephiphany.Īs educators, the paradigms through which we view our students each day determine our behaviors toward them.
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So, a paradigm shift is just a fancy term for saying, “I see things differently now”. Paradigms (how we see things) drive our behaviors (what we do, our habits), and what we do drives the results we get. But how does one shift their paradigms? Where does one start? For teachers, a paradigm shift can be as simple as changing how one sees a student’s behavior. A paradigm shift is something we all struggle with at one point or another.