Vital behaviors and six sources of influence

Vital behaviors and six sources of influenceoverwhelming number of people who volunteered. Wearing jeans on any day but Friday in our district is considered the best reward ever.   There is really nothing that teachers in our building will not do for a jeans pass.

 

Carey, J. (2013, March 27). How to Get Hesitant Teachers to Use Technology. Retrieved January 31, 2016, from http://plpnetwork.com/2013/03/27/hesitant-teachers-technology/

 

Six Sources of Influence

  Motivation Ability
Personal By making the Appy Hour meetings optional, we are targeting the people who are more motivated to change first.

A powerpoint is sent to the entire faculty to address those who are curious.

There is time built in to Appy Hour for deliberate practice and sharing of what the teachers already use inside and outside of the classroom.

Workshops will be offered if needed for technical skills.

Social There is a deliberate frequent contact with social leaders to have them encourage others to attend an Appy Hour.

During the discussion, we are asking questions and encouraging other attendees to explore if there is an app or program that can help.

Set up a peer support system provided by myself and our technology teacher.

Set up a buddy system for them to support each other.

Structural Principal provides jeans passes for teachers who use an app with children.

I provide tickets to a drawing for free time for those who come and for those who demonstrate an app or program to colleagues.

At the beginning of next year, I hope to have a showcase of what the attendees have learned and what they have used in their classrooms on one of our Staff Development Days.

My co-presenter and I have t-shirts with the “why” of Appy Hour that we will wear to meetings.

We will give out clipboards with our Appy Hour logo on them.

We will discuss and address ways to add to our technology and also the procedure for purchasing apps with principal permission.

The six sources of influence will be very important to the success or failure of “Appy Hour”. When looking at the influencer worksheet, the answers to the questions were very interesting to me when considering my six sources.

First, in terms of personal motivation, teachers always seem to have the student’s best interests at heart. The motivation comes from being able to extend ourselves past all of the district mandates and testing requirements to do what is right for children. By making “Appy Hour” optional, we are first addressing those people who are in the place of being able to look past all the extra work and find ways to replace some of the work with these apps and programs. The people who choose to attend an “optional” meeting usually already have somewhat of an interest in what is being said.  I also send a powerpoint to the entire staff for those who may be curious but did not attend.

Personal ability is a big hurdle when it comes to the “Appy Hour” concept. Again, the personal motivation strategy lends itself to this when it makes the meeting optional. Also, by having built in time to practice what we have heard about and to share with others, we are addressing ability levels in a safe, non-threatening environment.  I will offer workshops for technical skills if needed.

Social motivation is probably one of the hardest influences for us in regards to “Appy Hour”. Most of the social leaders in my school, because there is a population of teachers who are very near retirement, are some of the people who are content with things staying the same. By making frequent contact with as many social leaders as I can and asking them to encourage teammates to attend an “Appy Hour”, we are addressing this the best that we can.  We will also be asking during the meetings if there are apps or programs that the attendees know of that can address some key areas of interest.

Social ability is a bit more easily addressed at Moore. We have offered a great deal of peer support for anyone who wants to try a new app or program. Built in to our daily schedules is a computer time where our technology teacher will come out and do anything that we want with our classes. By encouraging teachers to have her participate with them in trying these new things, it provides support for them. We are also looking at making buddies in our next meeting to give everyone a person that they can go to for help.

Our structural motivations are what seem like extrinsic motivators, but are a necessary part of getting the teachers out to the meetings. Spending an hour after school doing anything is a great feat in our building, as we are all being pulled in 1000 different directions by our families, training, and so forth. By offering “Jeans Passes” to those who actually try an app or program with children, they are motivated by the idea of comfort or convenience on a day when they need it most. By offering tickets for a drawing for an Ipad party and free time for the teacher both for attending and demonstrating an app to two others, teachers will be excited to attend.

Finally, when addressing structural ability, we are going for a more subtle approach. My co-presenter and I have t-shirts that have our “why” statement on the front. This subtle reminder of why we are motivated to help children will remind the staff of why they decided to become teachers and remind them of what their abilities are as a classroom leader. We will also be handing out clipboards with Appy Hour to remind them after they leave the meeting of what they are capable of doing.  We will also discuss how to add to our technology and the procedure for purchasing apps through Mrs. Lacamu.

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Posted in EDLD 5304 - Leading Organizational Change

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